THE ANNALS OF THE “ŞTEFAN CEL MARE” …...THE ANNALS OF THE "STEFAN CEL MARE" UNIVERSITY ISSN – 1844 – 9131 Volum X issue 1 / 2017 6 Onoi Mihail Grosu Maria Jomiru Irina 12

THE ANNALS OF THE

“ŞTEFAN CEL MARE” UNIVERSITY

Physical Education and Sport Section

The Science and Art of Movement

Volume X issue 1

ISSN - 1844-9131

SUCEAVA JUNE 2017

THE ANNALS OF THE "STEFAN CEL MARE" UNIVERSITY ISSN – 1844 – 9131 Volum X issue 1/ 2017

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TABLE OF CONTENTS

1. INVESTIGATION OF STUDENTS LIFESTYLE AND THE KNOWLEDGE ON IMPLIES TO HAVE A BALANCED LIFESTYLE.........................................................................................7 Lazăr Andreea - Gabriela 2. THE SYSTEMIC CONCEPT IN IMPROVEMENT QUALITY OF LIFE TO STUDENT..…16 Lazăr Andreea - Gabriela 3. PHYSICAL WORKING CAPACITY OF CHILDREN OF YOUNG SCHOOL AGES WHICH ARE SWIMMING………………………………………………………………………………..23 N.A. Stepanova 4. THE PLACE AND IMPORTANCE OF TECHNICAL MEANS IN SWIMMING PERFORMANCE PLAN ……………………………………………………………………...…27 Scorţenschi Dmitri Risneac Boris 5. THE ROLE OF MARKETING RESEARCH IN SUSTAINABLE DEVELOPMENT OF SPORTS ORGANIZATIONS………………………………………………………………….…37 Amelicichin Ecaterina 6. FEATURES OF MOTOR SKILLS EDUCATION USING MOBILE GAMES FOR CHILDREN FROM PRIMARY SCHOOL……………………………………………...………45 Mocrousov Elena 7. THE INFLUENCE OF COORDINATIVE CAPACITIES DEVELOPMENT OVER THE GAME QUALITATIVE INDICES OF THE 16-17 YEARS OLD RUGBY PLAYERS…………………………………………………………………………………………53 Bragarenco Nicolae Tabîrța Vasile Gorașcenco Alexandr 8. THE ADHERENCE OF THE PHYSICAL CULTURE HIGHER EDUCATION FROM THE REPUBLIC OF MOLDOVA TO THE EUROPEAN HIGHER EDUCATION AREA………....65 Viorica Calugher Viorel Dorgan 9. THE KINETIC AND ASSOCIATE REHABILITATION OF THE CHILDREN WITH SPASTIC HEMIPLEGIA IN ICP……………………………………………………………...…73 Victoria Dorgan 10. THE ROLE OF THE DISCIPLINE „THEORETICAL SPORTS PREPARATION” IN THE FORMATION OF THE COGNITIVE COMPETENCES AT THE PUPILS OF THE SPORTS PROGRAM CLASSE………………………………………………………………………….…78 Lungu Ecaterina Juravle Mariana Gîdei Mariana


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11. THE ANALYSIS OF THE TECHNICAL ASPECTS OF COMPETITIONS ON THE PEDESTRIAN TOURISM PERFORMED BY STUDENTS OF SECONDARY SCHOOL.……………………………………………………………………………………......84 Mindrigan Vasile Onoi Mihail Grosu Maria Jomiru Irina 12. ANALYSIS OF THE TEACHERS AND ADOLESCENTS OPINIONS REGARDING 14-15 YEARS OLD STUDENTS ATTITUDE TOWARD PHYSICAL EDUCATION LESSONS………………………………………………………………………………………..92 Irina Delipovici Ion Moroșan

13. THE CONTENT ANALYSIS OF THE DISCIPLINE "BASICS OF STATE AND LAW. LEGISLATION IN SPORT " AND EVALUATION OF IT’S TEACHING QUALITY WITHIN THE PROFILE FACULTIES…………………………………………………………………...100 Ina Pârlii 14. STATE OF FUNCTIONAL, MOTOR AND PSYCHOLOGICAL ABILITIES OF THE HIGH CLASS JUDOISTS WITH LIMITED VISUAL ABILITY DURING THE PRE–CONTEST PERIOD………………………………………………………………….………….109 Vitalii Gligor Angela Polevaia-Secareanu Piotr Demcenco 15. THE ANALYSIS OF DETERMINING THE FACTORS OF MANAGEMENT IN WRESTLING COMPETITIONS………………………………………………………………..118 Postolachi Alexei, Surjicov Aliona Bîrsa Elena 16. GAMES OF MOVEMENT AND SPORTS AS A CORRECTION FORM OF RESTRAINT IN PSYCHICAL DEVELOPMENT (RPD) .................................................................................124 Igor Arsene, Vasile Triboi 17. STUDY REGARDING HANDBALL PLAYERS EFFECTIVENESS OF THE EXTREME POSITION …………………………………………………………………………………….133 Petrariu Ileana


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CUPRINS

1. INVESTIGAREA STILULUI DE VIAȚĂ AL STUDENȚILOR ȘI A CUNOȘTINȚELOR CU PRIVIRE LA CE PRESUPUNE A AVEA UN MOD DE VIAȚĂ ECHILIBRAT..................7 Lazăr Andreea - Gabriela 2. CONCEPTUL SISTEMIC ÎN ÎMBUNĂTĂȚIREA CALITĂȚII VIEȚII LA STUDENȚI......16 Lazăr Andreea - Gabriela 3. PHYSICAL WORKING CAPACITY OF CHILDREN OF YOUNG SCHOOL AGES WHICH ARE SWIMMING………………………………………………………………………………..23 N.A. Stepanova 4. THE PLACE AND IMPORTANCE OF TECHNICAL MEANS IN SWIMMING PERFORMANCE PLAN ……………………………………………………...…………………27 Scorţenschi Dmitri Risneac Boris 5. ROLUL CERCETĂRII DE MARKETING ÎN DEZVOLTAREA DURABILĂ A ORGANIZAŢIILOR SPORTIVE………………………………………………………………...37 Amelicichin Ecaterina 6. FEATURES OF MOTOR SKILLS EDUCATION USING MOBILE GAMES FOR CHILDREN FROM PRIMARY SCHOOL……………………………………………………...45 Mocrousov Elena 7. INFLUENŢA DEZVOLTĂRII CAPACITĂŢILOR COORDINATIVE ASUPRA INDICILOR CALITATIVI DE JOC AL RUGBIŞTILOR DE 16 - 17 ANI…………………………………..53 Bragarenco Nicolae Tabîrța Vasile Gorașcenco Alexandr 8. ADERAREA ÎNVĂŢĂMÂNTULUI SUPERIOR DE CULTURĂ FIZICĂ DIN REPUBLICA MOLDOVA LA SPAŢIUL EUROPEAN AL ÎNVĂŢĂMÂNTULUI SUPERIOR.....................65 Viorica Calugher Viorel Dorgan 9. RECUPERAREA KINETICĂ ȘI ASOCIATĂ A COPIILOR CU HEMIPLEGIE SPASTICĂ ÎN PCI.................. …………………………………………………………………………….......73 Victoria Dorgan 10. ROLUL DISCIPLINEI „PREGĂTIRE SPORTIVĂ TEORETICĂ” ÎN FORMAREA COMPETENȚELOR COGNITIVE LA ELEVII CLASELOR CU PROGRAM SPORTIV.............................. ……………………………………………………………….........78 Lungu Ecaterina Juravle Mariana. Gîdei Mariana 11. ANALIZA ASPECTELOR COMPETIŢIILOR LA TEHNICA TURISMULUI PEDESTRU CU ELEVII DIN CICLUL GIMNAZIAL..........................……………......................................84 Mindrigan Vasile


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Onoi Mihail Grosu Maria Jomiru Irina 12. STUDIEREA OPINIILOR PROFESORILOR ȘI ADOLESCENȚILOR PRIVIND ATITUDINEA ELEVILOR DE 14-15 ANI FAȚĂ DE LECȚIILE DE EDUCAȚIE FIZICĂ..................................................................………………………………………………92 Irina Delipovici Ion Moroșan 13. ANALIZA DE CONŢINUT A DISCIPLINEI „BAZELE STATULUI ŞI DREPTULUI. LEGISLAŢIE ÎN SPORT” ŞI EVALUAREA CALITĂŢII PREDĂRII ACESTEIA LA FACULTĂŢILE DE PROFIL........................ …………………………………………..............100 Ina Pârlii 14. STATE OF FUNCTIONAL, MOTOR AND PSYCHOLOGICAL ABILITIES OF THE HIGH CLASS JUDOISTS WITH LIMITED VISUAL ABILITY DURING THE PRE–CONTEST PERIOD…………………………………………………………………….……….109 Vitalii Gligor Angela Polevaia-Secareanu Piotr Demcenco 15. ANALIZA FACTORILOR DETERMINANŢI ÎN MANAGEMENTUL COMPETIŢIILOR SPORTIVE LA LUPTE ………………………………………………………………………..118 Postolachi Alexei Surjicov Aliona Bîrsa Elena 16. JOCURILE DE MIŞCARE ŞI SPORTIVE CA FORMĂ DE CORECŢIE A REŢINERII ÎN DEZVOLTAREA PSIHICĂ (RDP)..............................................................................................124 Igor Arsene Vasile Triboi 17. STUDIU REFERITOR LA EFICIENTIZAREA JUCATOARELOR DE PE POSTUL DE EXTREMA IN JOCUL DE HANDBAL……………………………..…………………………133 Petrariu Ileana


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INVESTIGATION OF STUDENTS LIFESTYLE AND THE KNOWLEDGE ON IMPLIES TO HAVE

A BALANCED LIFESTYLE

As. univ. drd. Lazăr Andreea - Gabriela 1 „Ștefan cel Mare” University of Suceava

Keywords: lifestyle, pathogenic factors, sanogenic factors, physical exercise, investigation, students, physical education and sports Summary

This study had an aim to investigate the students' lifestyle and their knowledge of what a healthy lifestyle means. The research was made by 135 students from the "Ştefan cel Mare" University of Suceava, from economics faculties, 114 women and 21 men aged 18 to 32. The evaluation was based on an investigation, and as a research tool we used the questionnaire, which contained 20 questions. In this article, we will be concerned only with some components of lifestyle, namely eating and practicing the physical exercise of students.

Research results have been awaited, especially with regard to the role of physical exercise in young people's lives. It has been discovered that most of the respondents do not practice physical exercise but only weekly or monthly, less than 10 minutes, the main activity being walking, few of them opting for sports games, working on fitness machines or walking bicycle. Physical inactivity, unorganized and high fat diet, makes this issue a national and global interest of the 21st century. Introduction

Lifestyle refers to all voluntary decisions and actions that affect our health. Healthy lifestyle plays an essential role in promoting and maintaining health and preventing illness. The negative lifestyle is made up of risk behaviors for health. Risk behaviors have negative consequences, in the short and long term, on physical and mental health and consequently reduce the quality of life and the well-being of the person. Lifestyle is related to everyday life: interests, opinions, behaviors, common and consistent behavioral orientations. When we talk


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about the life styles of individuals, we mean by them a means of expressing one's own identity, namely, a method of distinction. When we talk about the group's lifestyles, we mean by them a means of strengthening membership or obtaining this status.

The life style of man expresses his general way of living, the relationship between his living conditions and his working conditions, as well as the individual patterns of behavior determined to some extent by socio-cultural factors, personal and educational characteristics. Lifestyle is a concept most commonly associated with behaviors that have a direct impact on health.

Thus, lifestyle is often defined as a set of high risk behaviors for health such as smoking, alcohol use, drug use, prostitution, etc., or as a set of behaviors that have a positive impact on health such as practicing a sports, watching a diet, etc. Behaviors of lifestyle beneficial to health, according to some specialists and found in our literature are the following:

- sleep between 7 and 9 hours; - take regular breakfast; - not eating food between meals; - keeping the weight within normal limits; - not smoking (active and passive); - to drink alcohol only occasionally; - to exercise regularly.

Protective health behaviors include physical exercise, balanced nutrition, balance between rest and recreation, protection against prolonged sun exposure, regular medical checks, use of safety belts (in the case of a car), use of helmets (in the case of bicycles and motorcycles ), positive thinking about oneself, the world and the future, harmonious interpersonal relationship, the support of social support (family, friends, confident), stress control, adherence to treatment in the case of illnesses.

School health education is one of the main ways to promote good knowledge of different health issues and also to train attitudes and skills that are indispensable for responsible and healthy behavior. In many countries, health education is compulsory in schools.

The sanogenic lifestyle is cultivated from early childhood in the family, later in kindergartens, schools, society. Pathogenic elements of lifestyle include: smoking, alcoholism, drug addiction, addiction, hooliganism, excessive or defective nutrition, risky sexual practices, and most sedentary.


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Material and method The research hypothesis: Young people's lifestyle has chaotic accents, characterized by indolence, food abuses, physical inactivity, alcohol consumption, coffee and tobacco and the inability to spend free time in a most useful and beneficial way. Purpose of the research: Assessing the degree of adopting a healthy lifestyle, exploring the sanogenic or pathogenic factors responsible for the quality of life of young people and investigating their level of knowledge of what it takes to have a life as balanced and as healthy as possible. The main tasks of sociological research consisted of:

- Measuring the extent to which young people adopt a healthy lifestyle.

- Measuring the extent to which young people adopt a lifestyle that is at risk for health.

- Evaluating young people's level of information on healthy behaviors.

Research methods used: study of specialized literature, survey method, interview, observation method, methods of data interpretation - statistical method and mathematical method, table method, graphic method. Subjects: The subjects who participated in this questionnaire survey were students from the first, second and third year students from some economics faculties within the University of Suceava. They are aged between 18 and 32, and 69 of them come from rural areas and 66 from urban areas (Figure 2). Within these faculties, there are more female patients, so the research was done on 114 women and only 21 men (Figure 1). The research tool: In order to be able to accomplish the purpose of the research and verify the potential hypothesis described above, we applied a questionnaire that included 20 questions, which concerned more lifestyle components. Some of these components have been published, and in this article we will be concerned about stricter nutrition and exercise practice.

114

21

0

20

40

60

80

100

120

Investigated subjects

Women

Men


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69

66

64

65

66

67

68

69

The area where they live

Village

City

Figure 2

Results As a result of the questionnaire surveys, the results of the students evaluated on some of the questions were as follows:

0 1

10

36

0

5

10

15

20

25

30

35

40

Do you think smoking is harming your health?

Definitely notProbably notProbably yesDefinitely yes

Figure 3


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10 10

52

19

44

0

10

20

30

40

50

60

How many times a week do you serve breakfast?

Never Once a week2 or 3 times a week3 or 5 times a weekDaily

Figure 4

In a study published on the same students, out of 135 interviewees, 47 are smokers and 88 are dysfunctional. The 47 smokers, more girls, consume an average of 5-10 cigarettes / day.

Out of the 47 smoker students, 36 of them claim that smoking is certainly harmful to health (Figure 3), but still continues to do so. Even if they have a lot of information about the harmful effects of smoking, they do not give up on this vice, each for personal reasons, and health is not a priority right now.

An important role in establishing healthy lifestyles also has food habits. It is known that breakfast is the most important meal of the day, and students have known this, however, less than a quarter take breakfast daily. 20 of the surveyed students do not take breakfast, or just once a week (Figure 4).


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3430

22

49

05

101520253035404550

How many meals do you take per day?

Less than tw o meals3 regular meals3 meals and 2 snacksI don’t know

50

85

0102030405060708090

Do you consume very fat foods more than 3-4 per week?

Yes

No

Figure 6

We observe above (Figure 5) that 49 of the students do not even

account for the number of meals taken per day, indicating that they have a chaotic diet, eat when they grasp and what they have at hand. Of the 135 students, only 30 of them take three regular meals a day, and 22 of them take 3 meals and 2 snacks between.

Fat rich foods are not recommended for a healthy lifestyle, yet less than half of those evaluated are consuming them. Of 135, 85 of them do not eat high-fat foods (Figure 6), and this is glad because they do not practice regular physical activities.


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66

50

136

0

10

20

30

40

50

60

70

On a free day, how much time do you give it to exercise?

Less than 10 minutesBetw een 20 and 30 minutesOver 30 minutes60 minutes

Figure 7

15 17

5

88

10

0

10

2030

40

50

6070

80

90

What physical activities do you perform frequently?

Sports gamesRunningBikingWalkI w ork on f itness

Figure 8

In terms of physical exercise, in leisure, one day is given less than

10 minutes by most of the surveyed students, namely 66 out of 135 (Figure 7). Of the students, 50 of them move between 20 and 30 minutes when they have a free but not constant day.

However, it is not enough when we want to have a good physical and mental state. At least 30 minutes each day should be given to physical exercise. Those who give less than 10 minutes of movement prefer to walk. 88 of the students have the main activity as walking, and few of them, namely 5, go cycling (Figure 8). Conclusions


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As a result of the questionnaire survey of the students' lifestyle, it is concluded that although they have a lot of knowledge about an optimal lifestyle, food, smoking and alcohol are not excluded. In addition, we see a low level of interest in physical activity.

Many of them do not even spare their leisure time for their health, considering that walking is a sufficient activity for their health. Some famous researchers claim that the most troublesome problem of our century is physical inactivity, seen as a pathogen for all affections.

Awareness of the population about the importance of the movement is of global and national interest. Information campaigns about physical activities can be seen in short TV advertisements, in various health magazines and TV shows, as well as in the work of physical education teachers, physicians and other specialists who recommend exercise as a remedy for most physical disorders, social and mental health.

Bibliography

1. BOTA, A., (2006) Exerciții fizice pentru o viață activă. Activități motrice de timp liber, Editura Cartea Universitară. București.

2. BOTA, A., 2011, Activități motrice de timp liber, Editura Discobolul, București.

3. BUETTNER, D., Septembrie 2009, TED Talk. How to live to be 100+. Accesat pe: http://www.ted.com/talks/dan_buettner_how_to_live_to_be_100#t-1072161

4. DRĂGAN, I., DEMETER, A. (1990). Sport si sănătate, București, Editura Sport – Turism

5. DRĂGAN, I., Sănătatea – o performanță, Editura Cartea de buzunar, București

6. DUMITRU, GHE., 1997, Sănătate prin sport pe înțelesul fiecăruia, Federația Română Sportul pentru Toți, București.

7. GHENADI, V., GRAPĂ., F, BALINT, GH., (2002), Educație fizică și sport – fenomen social, Editura Alma Mater, Bacău.

8. JIPA. I (1984). Lecții de gimnastică modernă și de întreținere, București, Editura Stadion;

9. LEUCIUC, F.V. (2015). Fitness și agrement, Suceava, Absolvent Plus;

10. LEUCIUC, F.V. (2015). Fitness, Editura Univeristății „Ștefan cel Mare„ din Suceava;


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11. Waldinger, R., Noiembrie 2015, TED Talk. What makes a good life? Lessons from the longest study on happiness. Accesat pe adresa: http://www.ted.com/talks/robert_waldinger_what_makes_a_good_life_lessons_from_the_longest_study_on_happiness

INVESTIGAREA STILULUI DE VIAȚĂ AL STUDENȚILOR ȘI

A CUNOȘTINȚELOR CU PRIVIRE LA CE PRESUPUNE A AVEA UN MOD DE VIAȚĂ ECHILIBRAT

As. univ. drd. Lazăr Andreea - Gabriela 1 Universitatea „Ștefan cel Mare” din Suceava

Cuvinte cheie: stil de viață, factori patogeni, factori sanogeni, exerciții fizice, ancheta, studenți, educație fizică și sport Rezumat

Acest studiu a avut drept scop principal investigarea stilului de viață al studenților precum și a cunoștințele lor cu privire la ce presupune un mod de viață sănătos. Cercetarea s-a realizat pe un număr de 135 de studenți din cadrul Universității „Ștefan cel mare” din Suceava, de la facultățile cu profil economic, 114 femei și 21 de bărbați cu vârste de la 18 la 32 de ani. Evaluarea s-a făcut pe bază de anchetă, iar ca instrument de cercetare am folosit chestionarul, care a cuprins 20 de intrebări. În aceast articol, ne vom preocupa doar de unele componente ale stilului de viață și anume alimentația și nivelul de practicare al exercițiilor fizice al studenților.


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Rezultatele cercetării au fost de așteptat, mai ales în privința rolului pe care îl au exercițiile fizice în viața tinerilor. S-a descoperit că majoritate din cei chestionați, nu practică frecvent exerciții fizice ci doar săptămânal sau lunar, mai puțin de 10 minute, activitatea principală fiind cea de mers pe jos, puțini dintre aceștia optând pentru jocurile sportive, lucrul la aparatele de fitness sau mersul pe bicicletă. Inactivitatea fizică, alimentația neorganizată și bogată în grăsimi, face ca această problemă să fie una de interes național și mondial a secolului XXI.

THE SYSTEMIC CONCEPT IN IMPROVEMENT

QUALITY OF LIFE TO STUDENTS

As. univ. drd. Andreea Gabriela Lazăr¹ „Ștefan cel Mare” University of Suceava

Keywords: system theory, life quality, the dimensions of the quality of life, elements, relations, reports, unit Summary

System theory is described as an interdisciplinary epistemological model in which systems are used to describe and explain a varying phenomen with degrees of complexity. The system is a lot of elements between, which there are in relationships or non-interrelated relationships that interact in order to achieve a common goal. The concept of systems theory is used in various scientific disciplines, even in Physical Education and Sports.

The theory of systems is the superior knowledge of objects possessing the property of completeness, a set of entities compacts that


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constitute themselves as the quality of life discussed in this article from the perspective of a complex system.

Some elements that condition the quality of life and which can be addressed from the perspective of the general theory of systems are: the intersystem relationships between the health system and the education system: physical, mental and social well-being as subsystems of the quality of life; health as an element of physical well-being; physical condition as an element of health; exercise as a necessary condition for a good health; exercise as a means of physical education lesson; exercises practiced in physical education lessons that can lead to an improvement in the quality of life. Introduction

"In a systemic perspective, objects, phenomena and processes, regardless of their particularities, can be considered as systems having a certain structure whose elements are in relations determined with respect to one another and form together an irreducible unity to the attributes of the component parts. If we quote Jean Piaget (1973, p. 7), the structure of a system means the coherent set of transformations that ensure the self-regulation of a totality (irreducible to the component parts). The fact that a network of dynamic interactions is born in the system makes any transformation of an element a system restructuring."(Cucos, C-tin, 2002, p. 279).

The theory of systems involves the superior knowledge of the theoretical level of objects possessing the property of completeness, of compact sets of entities that exist as one. It is not an object of systemic knowledge that is made up of random conglomerate components, but only objects composed of parts necessarily linked to each other. The circumscription of the object of system theory is based on the following defining properties of the object considered: the integral, the finality, the organization and the relative autonomy.

The system is a multitude of elements between which there are relationships or non-interrelated relationships that interact in order to achieve a common goal, which can be a nature law or a human goal. The quality of life can be pivoted from the perspective of a system where we meet a series of subsystems and components that form together a unity. When one of the subsystems or one of the elements changes, the whole system is seen as a unit.

The quality of life is the multidisciplinary term in literature, in all fields, from health, politics, economics, to physical education and sport,


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without a unanimously accepted definition, since each field is interested in certain dimensions of life such as welfare Economic, physical well-being or security.

First of all, the quality of life refers to the level of living conditions of different categories of citizens. Assessing the quality of life or well-being has led to the separation of several dimensions, each dimension of which is a series of indicators. Some of these indicators are directly related to Physical Education and Sport.

Although the literature is quite extensive in terms of "quality of life" (through a search on Google we have 24 × 106 results), materials on the role of physical exercise in improving the quality of life, Especially at the level of young people, there are not many. A major objective of modern society is the improvement of the quality of life, with the participation of physical education and sports teachers, physicians and physiotherapists, as well as the individual himself, through self-education. Teachers of physical education and sport can insist on physical well-being, as a dimension of the quality of life, during the lessons.

The physical well-being, as we will observe in the text below, involves a series of initiators including physical condition and health. Even the objectives of our discipline concern these two dimensions, namely, maintaining a high level of health and developing the physical condition of students or students. The tools that lead to these goals are represented by the means of physical education. The specific means of physical education presented in our literature are physical exercise, specialized equipment and measures to restore the body after effort (Cârstea, Ghe, 2010, pp.40-44., Dragnea, A., 2002, pp.177-180).

The quality of people's life seen as a system implies the existence of a subset of subsystems and elements of subsystems whose inter-functionality is ensured by a hierarchical structure that assumes the following characteristics:

- the system is made up of separable components which are, however, combined for the same functional purpose, subordinated to the system as a whole;

- the system components include the social framework, people and other subsystems;

- there are permanent external links between the system under examination system and other systems.


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Researching the problems and solutions that generates the best quality of life is done using system analysis. This involves studying the components of the quality of life system to a degree of depth that takes into account the purpose of the analysis, the simultaneous knowledge of the individual functions, the functioning mechanisms and the relations between the subsystems. Quality of life can be considered a very complex system made up of subordinate elements or subsystems that act synergistically. Subsystems are the dimensions themselves, and each dimension has a number of specific indicators, namely a number of subsystem elements.

In a more detailed description, it is about the following dimensions of the quality of life presented by several specialists who have approached this problem (Şerban, O. et al., 2012, p. 95, Bădincu, Ghe., 2015, 17) as follows: Physical well-being: materialized in physical health, physical

mobility, good nutrition, quality health care, leisure time, health insurance, interesting leisure activities (hobbies and their satisfaction), optimal physical form 4 S - physical Strength, Stamina - strength or physical resistance, Suppleness - physical fitness and Skills.

Functional well-being: a sense of autonomy and self-control in performing daily activities, such as dressing, moving and maintaining desired bodily positions. A subjective assessment of physical form, strength and skill.

Psychological well-being: feeling self-satisfied, assessing stress and self-esteem, assessing sentiment of safety, rest, work and leisure.

Social welfare: assessment of the quality of social contacts, communication with peers and family, social and family support received, feeling of belonging to different social groups, participation in community life and cooperation with various community organizations and associations.

Economic welfare: assessment of satisfaction with property, income, material goods and social status.

Spiritual welfare: belonging to a spiritual-religious community and the exploitation of religiosity or the richness of spiritual life.

WELLBEING - PHYSICAL - PSYCHIC - SOCIAL

LESSON OF PHYSICAL

EDUCATION

QUALITY OF LIFE

PHYSICAL

EXERCISES

PHYSICAL

CONDITION (FITNESS)

HEALTH


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Figure 1

Of all the elements that condition the quality of life and which can be approached from the perspective of the general theory of systems, as we can see in the figure above (Figure 1), we can specify and exemplify the following:

- Intersystem relationships between the health system and the education system

- Physical, mental and social well-being as subsystems of the quality of life

- Health as an element of physical well-being - Physical condition as an element of health - Exercise as a prerequisite for good health - Exercise as a means of physical education - Exercise exercises in physical education and sports lessons that

can lead to an improvement in the quality of life, especially the physical condition of students

The modification of a complex system is made by identifying and

specifying the elements of the subsystems that will be assembled, built, procured, improved, verified and evaluated in accordance with the general provisions, without focusing on the design of the details of the system elements. Therefore, to improve the quality of life, all its dimensions and their specific indicators must be analyzed. Conclusions

The structure of a system is given by the set of elements or subsystems that compose it, and the essence of the structure is


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accomplished by the sets of internal and external interactions, as well as by their interaction with the external environment.

Interactions between elements or subsystems and between them and the external environment are the basis for system dynamics. By dynamics is understood the development, progress, structuring or, on the contrary, regression, destruction as a result of some actions that take place in time and space.

Regarded as a system, the quality of life has an image of specific activities, serving a set of phenomena, organizations dealing with this problem, specialists from different fields, programs initiated to improve it, social workers, physicians, physical education teachers , specific institutions Scientific Institute of Quality of Life (Institutul de Cercetare a Calității Vieții), which are interconnected through mutual ties to achieve objectives. Bibliography

1. Andrea, P., Popovici, M., 2010, Calitatea vieții – Problemă dezbătură la congresul IV al academiei oamenilor de știință din Rămânia. Accesat pe: http://www.agir.ro/buletine/765.pdf

2. Bota, A., (2006) Exerciții fizice pentru o viață activă. Activități motrice de timp liber, Editura Cartea Universitară. București.

3. Bocoș, M., 2007, Teoria și practica cercetării pedagogice, Editura Casa Cărții de Știință, Cluj-Napoca.

4. Cucoş C- tin, 2002, Pedagogie, ediţia a II a revăzută şi adăugită, Editura Polirom, Iaşi.

5. Cârstea, Ghe., 2000, Teoria și metodica educației fizice și sportului, Editura AN – DA, București

6. Dumitrescu, V., Florescu, C., 1978, Dezvoltați forța și viteza, Editura Consiliului Național pentru Educație Fizică și Sport, București

7. Dragnea, A., 2002, Teoria educației fizice și sportului, Ediția a doua (revăzută), Editura FEST, București

8. Epuran, M., 2005, Metodologia cercetării activităților corporale, Exerciții fizice, Sport, Fitness, Ediția a II-a, Editura FEST, București.

9. Sârbu, A., Potâng, A., Tulbure, T., Considerente psihosociale privind calitatea vieții, STUDIA UNIVERSITATIS Revista științifică a Universiății de Stat din Moldova, 2012, nr.5(55)

10. Șerban, O., Ioan, P., Salomea, P., Delia, B., 2012, Calitatea vieții persoanelor diagnosticate cu boli rare în România, Revista Calitatea, Vieţii, XXIII, nr. 2, Bucureşti.


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11. https://ro.wikipedia.org/wiki/Teoria_sistemelor 12. https://ro.wikipedia.org/wiki/Teoria_sistemelor_(Luhmann) 13. http://ac.upg-ploiesti.ro/cursuri/ts/curs_ts.pdf

CONCEPTUL SISTEMIC ÎN ÎMBUNĂTĂȚIREA

CALITĂȚII VIEȚII LA STUDENȚI

As. univ. drd. Andreea Gabriela Lazăr¹ Univesitatea „Ștefan cel Mare” din Suceava

Cuvinte cheie: teoria sistemelor, calitatea vieții, dimensiunile calității vieții, elemente, relații, raporturi, unitate Rezumat

Teoria sistemelor este descrisă ca un model epistemologic interdisciplinar în care sistemele sunt utilizate pentru a descrie și a explica fenomene cu grad variabil de complexitate. Sistemul este o mulțime de elemente între care există relații sau raporturi neîntâmplătoare care interacionează în vederea realizării unui obiectiv comun. Conceptul de teoria sistemelor este utilizat în diferite discipline științifice, chiar și în Educație Fizică și Sport.

Teoria sistemelor reprezintă cunoașterea superioară a obiectelor care posedă proprietatea integralității, a mulțimilor compacte de entități care ființează ca unul cum este și calitatea vieții discutată în acest articol din perspectiva unui sistem complex.

Unele elemenetele care condiționează calitatea vieții și care pot fi abordate din perspectiva teoriei generale a sistemelor sunt: relatiile intersistemice între sistemul de sănătate și sistemul de educație; bunăstarea fizică, psihică și socială ca subsisteme ale calității vieții; starea de sănătate ca element al bunăstării fizice; condiția fizică ca element al stării de sănătate; exercițiile fizice ca și condiție necesară pentru o stare bună de sănătate; exercițiile fizice ca mijloace în cadrul unei lecții de educație fizică; exerciții fizice practicate în cadrul lecțiilor de educație fizică care pot duce la o îmbunătățire a calității vieții.

https://ro.wikipedia.org/wiki/Teoria_sistemelor

https://ro.wikipedia.org/wiki/Teoria_sistemelor_(Luhmann)

http://ac.upg-ploiesti.ro/cursuri/ts/curs_ts.pdf


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PHYSICAL WORKING CAPACITY OF CHILDREN OF YOUNG

SCHOOL AGES WHICH ARE SWIMMING

N.A. Stepanova, Doctor of pedagogical sciences, State University of Physical Culture and Sports, Chisinau.

Keywords: Physical working capacity, motor preparation, functional state, physical development, motor activity. Summary


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In this article, we study the effect of complexes impact on the development of motor qualities, based on physical loads of varying power and intensity, on the physical working capacity of pupils in experimental groups. Introduction

This study is due to the fact that the main problem of the near future of our country is the health of the younger generation, as the entire economic and creative potential, all the prospects for a high standard of living, science and culture - all this is the result of the level of children's health, physical and intellectual performance [9]

However, many facts cause acute concern for the health of the younger generation.With the entry into the school, the motor activity of children decreases by 50%, which causes deterioration in health, rapid fatigue during the school day, reduces the level of physical and mental performance and also inhibits their normal physical development. About 30% of school-age children constitute a risk group. After 18 years, they begin to manifest such diseases as diabetes, hypertension, and atherosclerosis.

Objectives of the study: Determinationof the initial level of physical performance, as a factor that determines the physical ability of younger pupils.

Methods of research: Generalization of scientific and methodological literature; pedagogical observations; pedagogical experiment; control tests; definition of physical working capacity; methods of mathematical statistics.

A number of authors [1, 3, 4] established a close relationship between physical working capacity, motor preparedness and functional state of children with different levels of physical development. At the beginning of the basic pedagogical experiment, the initial data of the experimental groups characterizing the functional state of children with a low level of development of motor qualities were evaluated (Table 1).

Table 1. Initial data of functional readiness 8 - year - old schoolchildren

of experimental groups.

Groups

Boys Girls

n M + m P n M+m P

EG CG

Total physical working capacity (kgm / min) 23 27

247,7 18,3 248,0 11,0 >0,5 26

22 228,9 17,5 227,7 11,9 >0,5

Relative physical working capacity (kgm / min / kg)


25

EG CG 23

27 9,21 0,26 9,43 0,25 >0,5 26

22 9,01 0,34 8,93 0,33 >0,5

EG CG

Pulse of rest (bpm) 23 27

84,7 1,91 82,5 2,81 >0,5 26

22 84,6 1,67 82,9 2,42 >0,5

EG CG

Maximum blood pressure (mmHg)

23 27

97,4 1,77 99,4 1,71 >0,5 26

22 97,8 1,47 93,3 1,46 >0,05

EG CG

Minimal blood pressure (mmHg)

23 27

53,2 2,03 58,3 1,71 <0,1 26

22 54,5 1,49 52,5 1,82 <0,5

Legend: SD - source data; KD - data at the end of the school year.

Comparison of the results of absolute and relative average values of physical working capacity of schoolchildren in experimental groups showed no significant differences (P> 0.5). In terms of pulse at rest and blood pressure in most cases, statistically significant differences are absent (P> 0.05 - 0.1). The exception is the data of maximum blood pressure, where the EG girls had a higher blood pressure than their peers from the control group (P <0.5).

With a view to the justified choice of the means and methods for the development of motor qualities in the pedagogical experiment, we attempted to solve the problem of the possibilities and prospects of optimizing the learning process in the framework of the established motor mode [6, 7] by differentiating the approach in the application of special preparatory exercises and non-traditional Means of physical education. We proposed special sets of exercises with a primary focus on the development of motor qualities from September to December 2016 for 30 lessons of physical culture and 26 lessons in the pool with pupils of experimental groups.

These exercises were performed predominantly in a circular, playful and competitive manner, which increased the interest of those involved and caused them positive emotions. Costs of time in one class during the school year were planned taking into account the data characterizing the structure of motor fitness for children with an average level of development of motor qualities. Classes in the basin were held twice a week, according to the program providing for a 26-rate swimming training course [5, 8].

An integrated approach to the development of motor qualities, based on physical loads of varying power and intensity, had a beneficial effect on the health of schoolchildren in experimental groups. It is known that


26

one of the objective criteria of human health is the level of physical working capacity [2].

The data we obtained about the dynamics of physical working capacity during the school year, as shown in Table 2, are quite indicative in this respect of human health is the level of physical working capacity.

Table 2. Characteristics of changes in the physical working capacity of schoolchildren in experimental groups

Analysis of data on the level of physical working capacity of

schoolchildren EG and CG allowed establishing significant changes, both in boys and girls in EG: in boys the result improved by 67.7 kg / min; in girls - at 80.5 kg / min. In boys, the magnitude of changes was 34.3 kg / min, for girls 33.5 kg / min.

It is noteworthy that the girls of the EG have lower initial data than boys (by 18.8 kgm / min), by the end of the pedagogical experiment they have practically reached the level of physical working capacity of boys.

Indicators of relative physical working capacity revealed statistically significant increases in schoolchildren EG: in boys - by 2.6 kg / min / kg; in girls - by 2.32 kg / min / kg. The degree of reliability of differences in all cases is P <0.001. In the control groups, the relative physical performance shifts were insignificant - P <0.5 and P> 0.5.

The results of the pedagogical experiment confirmed the hypothesis that the integrated use of physical education with a primary focus on the

Groups

Boys Girls

Periods of the study

M + m

P

Periods of the stud

y

M+m

P

EG

Total physical working capacity (kgm / min) S.D. K.D.

247,7 18,3 315,4 16,7 <0,01 S.D.

K.D. 228,9 17,5 309,4 10,8 <0,001

CG S.D. K.D.

248,0 11,0 282,3 16,5 <0,5 S.D.

K.D. 227,7 11,9 261,2 14,8 <0,01

EG

Relative physical working capacity (kgm / min / kg) S.D. K.D.

9,21 0,26 11,81 0,32 <0,001 S.D.

K.D. 9,01 0,34 11,33 0,31 <0,001

CG S.D. K.D.

9,43 0,25 9,78 0,43 <0,5 S.D.

K.D. 8,93 0,33 9,22 0,38 >0,5


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development of motor qualities against the background of increased efficiency effectively affects their accelerated development. Bibliography: 1. Apanasenco G.L., Naumenco R. G. Somaticescoe zdorovie i macsimalinaia aerobnaia sposobnosti individa. V: Teoria i practica fizicescoi culiturî. Moscva, 1998, № 4, s. 29-30. 2. Aulic I.V. Opredelenie fizicescoi rabotosposobnosti v clinice i sporte. Moscva: Medițina, 1990, 192 s. 3. Baevschii R. M. Prognozirovanie sostoianii na grani normî i patologii. Moscva: Medițina, 1979, 298 s. 4. Baibicova L. S. Fizicescaia rabotosposobnosti școlinicov s razlicnîm urovnem dvigatelinoi activnosti. Avtoref. dis. cand. biol. nauc. Moscva, 1974, 32 s. 5. Bulgacova N. J. Teoria i metodica plavania. Moscva: Academia, 2014, 320 s. 6. Glazîrina L. D., Lopatina T. A. Metodica prepodavania fizicescoi culiturî. 1-4 clasî. Metodicescoe posobie i programa. Moscva: VLADOS, 2003, 208 s. 7. Matveev F. P. Metodica fizicescogo vospitania v nacialinoi școle. Moscva: VLADOS-PRES, 2003, 248 s. 8. Plavanie: Primernaia programa sportivnoi podgotovchi dlia DISȘ, SDISȘOR. Moscva: Sovetschii sport, 2004, 216 s. 9. Suhariov A. G. Zdorovie i fizicescoie vospitanie detei i podrostcov. Мoscva: Мedițina, 1991. 272 s. THE PLACE AND IMPORTANCE OF TECHNICAL MEANS IN

SWIMMING PERFORMANCE PLAN

Scorţenschi Dmitri, lecturer, PhD USEFS Risneac Boris, Ph.D. in pedagogical sciences,

University Professor

Keywords: planning, training, swimmers, technical means.


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Summary:

This study addresses the issue of planning and applying technical meansin the training of high performance swimmers. A survey on this issue was conducted by specialists from the Republic of Moldova. Introduction:

A proper planning removes any reference to those who claim that "he who does not strive - fails" or that "an all-out-effort" is needed. Such rhetorical formulations need to be replaced by reasonably applied training. Why? Because planning is the art of using science in order to organize a training program. In preparation nothing happens accidentally, everything is well "planned" [1, 2, 12, 14, 15].

Coaches do not always use objective methods to alternate or plan training intensity. For example, in athletics, swimming and canoeing, coaches calculate training volume based on mileage (during a microcycle or macrocycle). Athletes typically use the percentage of maximum speed or throwing and jumping distances to determine the total intensity. In power training, coaches use the percentage of maximum force for calculating the intensity, etc. [1, 13, 15].

Thus, several planning methods mentioned by Krasilinicov V., Kotliarov A. (2008) can be highlighted nowadays. These are taken from some bibliographic sources related to the issue in question:

• "Random Search" method - the coach intuitively elaborates the training program without planning it for the whole year.

• "Direct selection of the situation by effort" - that is, the sport result is achieved by an effort (volume and intensity), this method has been used by well-known US trainers (Gambrill, Heine, Counsilman) and Australian (Carlile) ;

• "Parallel Planning" proposed by Vaitehovski S. is the most common method among young coaches, which is to analyze the current micro- and macrocycles for determining weaknesses and avoiding them in the next year;

• "Goal-directed Programming" - a method proposed by Absaleamov T. - the author proposes that the final result to be analyzed by: thesports result(s) of start time, turn, speed distance, pace, step, water traction.

In sports training, the workoutplanning representsa complexprocedure combining the physiological reaction of athletes to the training effort. In order to achieve the highest possible performance, the


29

planning process must be recognised as a way of manipulating the athlete's training, according to the specificity of each sport, [1].

It is rather difficult to determine the training volume and this cannot be achieved unless a training program is developed for an athlete whom the coach knows well [1, 16, 17].

In most sports, the annual training cycle is conventionally divided into three periods: preparatory, competitive and transition. The preparatory and competitive periods are divided in two stages, in which later, the mezo- and micro cycles are specified [16, 17].

The above-mentioned authors also note that the monocycle is specific to beginner athletes, bi-cycle –is for experienced athletes, who can qualify in the national championship, the preparatory period being as long as possible, and the three-cycle and multi-point plan are recommended only for world-classhigh-performance athletes.

In the 1970s and 1980s, thanks to the efforts of specialists from different countries, first of all, the USSR, the GDR and Australia, a well-defined concept for the multi-year training of swimmers was developed.

As a result of science and practice integration, the theoretical and methodical bases for the elaboration of the multi-annual planning of swimmers [4, 7, 12, 15] were established and presented in a series of fundamental studies.

The inclusion of various specific and non-specific water sports forms and methods [2, 3, 5, 8, 9, 10] plays an important role in the methodology of the sports training planning ofhigh-performance swimmers. In this respect, there was a special interest in highlighting the opinions of the specialists in swimming on the application of modern technical means within the framework of the swimmers sports training.

The special technical means, such as Mertens Huttel, Mini Djim, Eakzer Janie, Nautilus, Biokinetic etc., according to a number of authors [2, 5, 9, 14, 16, 18] and specialists in sports swimming can be applied in the training process of different swimming categories, predominantly for strength, fortitude, force-speed development, especially on land. Currently, there are other,more sophisticated technical installations of the same type, with more and more fine working regimes, but anyway these cannotcreate or redefine the conditions of the water environment, so a series of sophisticated technical means,applicable to water, which help to transfer the positive potential accumulated in the dry have been developed [2, 3, 4, 6, 10, 17,]. Among these, sports inventory can be mentioned: hand paddleof different sizes and shapes, flippers, floats; which relate to technical means or specific installations: elastic yarn of


30

different diameter and length, hydrochannel,„hidroremorcher” (towing a swimmer in pool)programmed mechanically and computerized, Power Track and Power Tower, belts or mini-parachutes with braking effect etc.

As mentioned above, swimming specialists believe that all of these facilities and means must be mandatorilyplanned in the annual program in order to be applied in the training process with a well-calculated performance, taking into account the recommendations outlined in the specialized literature.

At the same time, drawing some conclusions, one can get to the idea that a result of a successful participation of the athlete, manifested by the recorded time or speed at the top competitions is needed in the end. Thus, we have been concerned about the impact and the place in planning the technical means, in particular, of the computerised„hidroremorcher”, for the improvement in strength - speed in water.

Purpose: General overviewof technical means integration, and particularly, of the „hidroremorcher”in an annual swimming training plan.

Research objectives: • Analysis of the specialized literature on the methodology of the

training planning process - general concept; • Determination of the structure and content of the annual training

plan for the training of swimmers at the stage of sports training; • Highlighting the applicability of technical means in the process of

training of the swimmers at the stage of sports improvement; Research methods: • Analysis of specialized bibliographical sources; • Analysis of planning documents applied in the training of

swimmers. • The survey; • Interview; • Pedagogical observation; • Statistical and mathematical data processing.

Research results: Swimmers’ training planning analysis during the multiannual

preparation shows that there exist a number of common goals throughout the long-term preparation, but, at the same time, some different views regarding the stages of training in which the focus is on the dominant aerobic, aerobic-anaerobic, strength, speed- strength, speed, etcare marked out. As far as sporting form is concerned, it undoubtedly includes


31

the above mentioned steps, increasing the intensity and volume from one stage to the next one.

The competitive element grows starting from the age of 14-15 years (boys), i.e. at the beginning of the basic specialization stage, where the annual plan may already have two-three peak forms, which, in turn, require diversification of the means of training, for the development of optimal above-mentioned qualities. In this case, as noted by the specialists [5, 8, 12, 16], the training includesvariousMertens Huttel, Mini Djim, Eakzer Janie, Nautilus, Biokinetic, Vasa Trainer, Ergosim, „Hidroremorcher” etc. techniques, which contribute to an optimal mobilization of the athlete's body, especially of the strength, speed- strength, but not least the skill to manage these parameters.

It is interesting that all of these means have their purpose and are described and recommended by many authors and specialists in the field of swimming, in textbooks, magazines and scientific literature, on different web pages, or in video on the internet. But when attempting to carry out a thorough analysis to establish in which it would be possible to specify the concrete volume and intensity in % regarding the use of these technologies for micro meso - or macrocycle in swimming, etc., it wasn't possible because these are recommended [2, 7, 14, 18,] to be applied in a number of cases, on a general basis, but the percentage in a mono or bicycle planning is not specified.

From the investigated specialized sources it was found a standard form of work planning performed during the training where number of hours, during one year of training (Table 1) was calculated.

In the course of specialized sources investigation it was founda standardized work on planning, done in the course of training where the number of hours within a preparation year was taken into account.

Table 1. Model swimming training plan for an annual macrocycle at the initiation stage proposed by

the Russian swimming school coaches (hours) (Kashkin А.А., Popov О.I., Smirnov V.V., 2008)


32

PF-physical training, PFS and PTS - special physical training and special tactical

training, CNC-competitions and control rules, PT - theoretical training, PAAC-training practice and arbitration of competitions, AR-recreation activities,

EC – clinical examination. By analyzing this model it can be observed, that the presented

structure includes necessary forms and means in the training of the swimmers at the initiation stage. At the same time, such plans do not highlight the content of these activities, especially the inclusion and application of technological means.

Studying the theoretical and methodological approach of some recommendations given by the US specialists (M. Schubert) regarding the application of the technical apparatus, means of implementation during one trainingis specified: - September, the "Mini Djim" installation is widely applied on Monday, Wednesday, Friday; Physical training has a general character. - Since October, the volume and intensity of strength training increases, Universal and Nautilus, installations are applied three times a week, and Mini Djim - three times more. - The number of exercises, repetitions and effort in each exercise permanently increases. If in September the exercise lasts 30s and the rest is 20, in November-December the duration increases up to 60s and rest is reduced to 15s. - In December, the volume in these installations drops to half in connection with the preparation for competitions, but at the beginning of the preparatory period of the next macro cycle, it returns to the abovementioned volumes. - In the second macro cycle, the volume of work at the "Universal" and "Nautilus" exercise machines decreases, however the workout on "Mini Djim" with speed-strength increases, (20-30s work and 15s rest). – Getting closer to competitions (end of march, beginning of April) the volume of work at the simulators on land decreases, at the same time, the


33

volume of the work strength-speed in water increases, by the positive transferring of strength potential to the swimming speed. - In the third macro cycle, the "Mini Djim" and speed-of-water exercises are used in even larger volumes. The exercises on "Universal" and "Nautilus" simulators shall be carried out in a volume to maintain maximum strength. Generally, the volume of land-exercises in this macrocycle decreases by 10-20%, while its specificity increases, etc.

In the German system model, whith four macrocycles within a year of training, such simulators as "Mertens Huttel" and swimming in the hidrochannel are also used.However, the thorough analysis of the proposed models did not reveal the information on how to train the athletes in the planning of training volumes.

Fig. 1. The scheme of distribution of work differentiated on land during a year of the strongest swimmers: AIPC - preliminary integration activity in competitions; CC -

control competitions; CPM - Main Competitions of the Macrocycle CPA - Main Competitions of the Year (Platonov NV, 2000)

In connection with these findings, an analysis of planning models

applied by swimming specialists in the Republic of Moldova was carried out. Swimming specialists have also conducted a survey on the importance and the place of technical means, particularly the special ones, and, in part, the application of „hidroremorcher” or training method, in the planning and implementation of the training process of swimmers in general.


34

Analyzing thoroughly the annual plans drawn up by the coaches involved in the training of high performance athletes,it was noted that there are some common aspects of some of the authors regarding training modeling, but at a small percentage. At the same time, it has been established that coaches do not include the modeling methodology in the sports training plans for medium and longer periods for implementing various technical means in the sport adaptation process.

In order to achieve the goal of the present study, a survey for SCS coacheswith more than 20 years of experience, andfor some athletes was organized, in order to determine the role of technical means in training the swimmers of different categories in RM , and in particular, the model of application of the „hidroremorcher” for short-distance swimmers.

As a result of the conducted survey, the prevailing opinion of trainers, teachers and athletes on the majority of questions has been established.In connection with this, the answers to the questions were categorized as follows:

• Responding to the question, if training techniques are used in training, it turned out that 75% of the coaches gave a positive response and 25% - a negative one. Further, opinions of the coaches, who conducted the process of training of the swimmers included in the national team were selected.

At the same time, in order to establish concepts regarding the

planning methodology ofexercise and development of the main technical parameters, an attempt to the examination of the problem has been undertaken. Probably, one of the main causes is the lack of simulators and special equipment at some pools.

Examining the components due to which the swimming speedincreases (based on the frequency of paddling, step length or both factors), it was established that the majority of respondents - 75% consider that the swimming speed is increased especially due to the increase in the frequency of paddling, 17% - due to the increase and the step length, and the frequency of paddling, and only 8% consider that this happens as a result of step length increase. In our opinion, this is related to the fact that the swimming speed is more difficult to maintain on account of the step length increase.

Besides, it was interesting to find the coaches' opinion on the number of hours intended for training on dry of swimmers in a percentage ratio to the overall volume of the training time. Answering


35

this question the respondents were divided in the following way: 65% pay attention to activity on land in the proportion 1/3 of the total time of the training, 25% - in the proportion of 1/4 workout.

Studying the question regarding the time dedicated to the preparation of force on land using special simulators, it was found that 65% paid to the preparation of the respective 1/3 of the training time, 25% - in the proportion of 1/4 and 10% in a proportion of 1/5 of the training time. Such a high percentage is explained by the fact that force resistance plays an important role in achieving high sporting results in swimming.

Considering the issue of applying modern technical means, in particular, the hidromarker, which is available at the Department of Swimming and Tourism, based on the opinions of the coaches and athletes, it was found to be a simulator with a little known working principle. But they consider that it would have a beneficial effect and would create preconditions for the achievement of high results of professional swimmers.

Thus, summarizing the results of the carried out research, we can observe that although most experts in the field choose to use modern technical means to guide the main parameters of the swimming speed in time and space, they have not yet become a conscious necessity. Probably, strong motivation incentives are required that would force coaches and swimmers to use modern technical means to optimize and streamline the training and training process.

Conclusions: It has been found outthat modern training in any sporting test and

especially in swimming cannot be achieved without annual and multiannual planning. For a top-level achievement, these plans must be based on and adjusted to current demands and discoveries in sport, including special technical means on land and in water.

In the training plans of domestic and foreign specialists,the methodology for the application of technical means at different times and stages of annual and multi-annual training of swimmers, preventing the objective assessment of weak or strong points in the growth, stagnation or decreases in sports scoresis not highlighted.

Although most experts in the field of swimming opt for AUse need technical means to control the parameters of the speed of swimming time and space, they have not become a necessity acknowledged.


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internaționale „Cultura fizică şi sportul într-o societate bazată pe cunoaștere” USEFS 06-07 November, 2015 p. 278-241

12 Булгакова Н.Ж.Проблема отбора в процессе многолетней тренировки (на материале плавания): Автореф. дис..докт. пед. наук,- М.(Bulgakova N. J.The problem of selecting from long-term training (based on swimming): abstract of doctor of pedagogical Sciences), 1977,- 65p.

13 Красильников В.Л., Котляров А.Д. Планирование тренировочного макроцикла на основе моделирования основных компонентов, входящих в подготовку пловца. ВестникЮУрГУ, Серия: Образование, здравоохранение, физическаякультура (Krasilnikov V.L., Kotlyarov A.D. Planning of a training macrocycle based on modeling the main components involved in training a swimmer. VestnikYuUrGU, Serie: Education, health, physical culture,), № 4, 2008.

14 Кашкин А.А., Попов О.И., Смирнов В.В. Плавание: Примернаяпрограмма. - М.: «Советскийспорт» (Kashkin AA, Popov OI, Smirnov V.V. Swimming: An approximate program. - M .: "Soviet Sport"), 2008, p.218

15 Платонов В. Н. Плавание - К.: Олимпийская литература, (PlatonovV. N. Swimming - K.: Olympicliterature,) 2000. – p. 494.

16 Платонов В. Н. Спортивное плавание. Путькуспеху. Книга 2. К.: Олимпийскаялитература (Platonov, VN. Sports swimming. Way to success. Book 2. K .: Olympic literature.). 2012. –p. 544.

17 Платонов В. Н. Тренировкапловцоввысокогокласса. – М.:Физкультура и спорт, 1985. – p. 256 (Platonov V. N. Training of high-class swimmers. – M.: Physical culture and sport, 1985. – p. 256.).

18 Фомиченко Т.Г. Совершенствова ниесиловой и техническойпод готовленностипловцовразличныхвозрастныхгрупп, М.: Наука и спорт (Fomichenko T. G. Improvement of power and technical readiness of swimmers of various age groups, M.: Science and sport,), 2001, с.104


38

THE ROLE OF MARKETING RESEARCH IN SUSTAINABLE DEVELOPMENT OF SPORTS ORGANIZATIONS

Amelicichin Ecaterina1, PhD student, 1State University of Physical Education and Sport, Republic of Moldova

Keywords: marketing research, sports organization, development, communication strategy. Abstract

Marketing research can be considered the start point in the marketing endeavor of any sports entity in our country. The results of marketing research emphasize the need of adaptation and implementation of some development politics of sports entity, of a more efficient sports politics. Strategies supposed to prevent sport activities abandon are based on an operational informing marketing system that assumes individual knowledge of member clubs or supporters. The necessity of coherence knowledge at the entire communication of sports organization imposes registration of promotional programs of sports services within the organization global communication program. Adoption of communication forms through sport, on a wide scale must be done in a constant and urgent way. So, the right knowledge of the content, efficient ways of communication through sports, of new tools, as well as the using of the combination between the new methods of communication with the classic ones, including the modern means of communication, can contribute to a selection of a viable alternative for the sustainable future of sports organization.

Research actuality In contemporary society sports organizations feel competitiveness

of the medium, so that all rivalry forms lead to a significant growth of marketing role. Sports marketing contribute to the balance retrieve between sports organization benefit and the ones of participant at sports. Competition between sports organization stimulates adoption of some market strategies that sight out difference of products/services offered by


39

a certain club, federation etc., attraction of a bigger number of members and increasing their loyalty by offering quality services [1].

International sports developments in recent years, as well as theoretical and practical concerns in the management of sports activity indicates its direction, both by internal (national) but also to regional and global levels. Thus, sport organization must have all the powers of a body able to cope with an economy based on a balanced report and financial components in order to resist on the competitive market and for a sustainable development [1].

Furthermore the level of customer satisfaction, determines in direct way a steady development of sports organization, if this continues to consume the sport product or to use the sports reference services. Marketing research is a complex activity which involves the achievement of a well-defined route, route that includes the following steps: defining the problem; project design study; collection of information; analysis of obtained and available information; the final report of the research (Figure 1) [2].

With the help of quantitative marketing research sports organizations can determine representative parameters that determine the level of athletes (customers) satisfaction in terms of quality sports services rendered, of price (if applicable), the desire to continue or not to consume a product or service of this kind. Upon request, the service will include a specific index, which indicates the extent to which existing customers are willing to become sports ambassadors product or service, namely to recommend it to friends and acquaintances [2].

Fig.1. The route of a marketing research

CONCEPTION OF THE STUDY

PROJECT

SELECTION OF THE

INFORMATION

INFORMATION ANALYSIS

Final report redaction


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Through constant monitoring of customer satisfaction and their

willingness to recommend the product to others it can be measured the effectiveness of the marketing policies of the organization and can predicted the future behavior and attitudes of consumers on products and services researched. Therewith, marketing research is a mean of defining new products or redefines existing ones at the sports organizations level in order to adapt it to the requirements of sports consumers, and also a way through which is chosen the best strategy development or marketing tactic. [3]

The purpose of research is the reflection of the significant role of marketing research in the sustainable development of sports organization. The study was conducted by the organization of two focus groups, one with superior managers of national sports organizations (private sports clubs and national sports federations) and second with middle managers representatives or lower education institutions from pre-university profile (sports lyceums from Chisinau).

Focus groups were carried out during the study year 2014-2015, being analyzed and interpreted in the laboratory of the chair of Physical Culture Management, Faculty of Sport, SUPES, Chisinau. The two groups were made up of a number of homogeneous people. The group discussions were focused on the following themes:

• organization of marketing activities and marketing/promotion communication place in the marketing activities of sports organization;

• marketing research objectives and items that are highlighted by the organization within marketing communication;

• marketing research role in communication policy foundation at the institutional level;

• communication tools used and their using influence on sustainable development of sports organization.

The methods used in the research: literature review, interview, interpretation and generalization of data; observation and graphical method. Results and discussions.

The use of marketing research is a method that not all of the organizations interviewed have admitted that they have used in the development strategy using as motivation one or more of the following objectives: launch / revival of products / new sports services; the opening


41

of new offices / branches / outlets; achieve professional results or financial etc. Figure 2 reflects the data from the two focus groups by interpreting the responses given to the question "Do you use the marketing research as sustainable development strategy of the organization you lead?"

Most of the interviewees gave negative responses, arguing that they do not dispose within the organizational structure of the institution of a specialized marketing and respectively specialists who could perform such studies, having as consequences the formulation of proposals towards continuous improvement of quality services / sports products.

6 8

32 38

11

5

YES 11 5

NO 32 38

Sometimes 6 8

clubs and federations managers managers of high schools

Fig. 2. The answers regarding the use of marketing research

Regarding the client information acquisition, towards the market,

competition, the products image or the reference sports organization, the majority of respondents declared that they do not carry on such kind of activities. Among the activities that are on the basis of communication strategy elaboration, the next ones have emerged as being prevailingly realized within its own organizations: the elaboration of the development and communication strategy; the SWOT research for the identification of the opportunities, assaults, strong points and the weak ones that can influence the efficiency of the monitored sports institution (Figure 3).


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clubs andfederationmanagers

managers of highschools

2 3

26 29

17 23YES

NO

Sometimes

Fig. 3. The answers regarding the client information acquisition towards the market,

competition, products image or the sports organization Deciding towards the communication policy, in sport is imposed

from the part of sports organizations managers to find answers to some questions[4] referring to: who consumes the sports organization product/service? Who decides to buy the sports product/ service, family, friends or the consumer himself? what kind of advantages does the consumer search (entertainment, fitness, pleasure, socialization, maintenance, heath recovery and recuperation)? Where do the consumers find information regarding the sports product/service? Why do the clients buy the products of the reference sports organization?

Asked if these answers can make the subject of some marketing researches, that could bring a set of important information towards the market general data, concerning data to the individual consumers and competition, the majority of respondents stated positively in a percentage of 56 %, negatively -19 %, but 24 % mentioned that they do not know particularly this problem (Figure 4).

0% 20% 40% 60% 80% 100%

clubs and federationsmanagers

managers of high schools

YES

NO

I don't know

Fig. 4. The answers regarding the subject of some marketing researches specific to

sports organizations


43

Because for a lasting development of the sports organization, the external communication is not all, we wanted to know if within the interviewed institutions exist the internal communication concept, which are its goals, methods of its realization, as well as if there is a department in whose duties these obligations belong. From the received answers results that through the most important goals of the internal communication are: the team enthusiasm stimulation, the creation of a favorable internal climate, the staff information regarding the working way and the organization current activities, the building and consolidation of the organizational culture, the employees mobility, because these ones to become more efficient, the staff information before emitting the messages outside or the prevention of social conflicts.

In this context through the most often used methods for the realization of goals of internal communication are the intranet, training or the team-building, but also it were recalled and the other as well as the internal events, the list of internal discussions or sports events. The obligation of internal communication belongs most of the times to the Human Resources department or the administrative office, but were recalled also some departments of Public Relations (Figure 5).

0%

50%

100%

clubs and federationsmanagers

managers of highschools

sports events

team work

training

intranet

Fig. 5. The answers regarding the subject of some marketing researches specific to

the sports organizations

At the end of the discussions, we wanted to know the participants’ view regarding the weighting of sports activities due to the sports field (represented by the manager of sports organization) in the modalities of spending the free time in weekend by young clients or athletes. In this context we can reflect that in weekend, although the main activity of free time remains the viewing of TV programs or the internet (67%), followed by the meetings with friends and colleagues (21%), the sport remains however at the end of the classification (12%) - Figure 6.


44

clubs and federationsmanagers managers of high schools

33

9 7

44

125

TV/internet

meetings withfriendssport

Fig. 6. The weighting of sports activities due to the sports field in the modalities of

spending the free time

In conclusion we can assert that the marketing research has a significant role in the formulation of some basic principles that are on the basis of lasting development of the sports organization, but the responsibility of research problematical determination belongs to the deciders, but often this activity belongs to the researches task. At the same time, the marketing research helps in this way to the identification of opportunities and assaults regarding the sports organization activity and the environment where this one extends its activity.

A sports entity with a marketing orientation can not develop its activity in ordinary conditions if it does not have a sufficient amount of information. The complexity and dynamics that characterize the information domain need a rigorous tackling of the acquisition, inventory, evaluation and their analysis. To answer at this requirement, the marketing supports the sports organization with a specific instrument: the marketing researches. References:

[1] MANOLACHI, V., (2016). Managementul şi dezvoltarea durabilă a sportului, Chişinău, Editura USEFS (Tipogr. Valinex), 304 p. [2] BUDEVICI-PUIU, L., MITNIŢCAIA, L. (2008). Marketing general şi sportiv, Chişinău, Valinex, 220 p. [3] JINGA, G. (2005). Marketingul sportului românesc, Tribuna Economică, nr. 6, Bucureşti, p. 54-61. [4] OPRIŞAN, V. (2002). Marketing şi comunicare în sport, Bucureşti, Uranus, p. 35.

ROLUL CERCETĂRII DE MARKETING ÎN DEZVOLTAREA DURABILĂ A ORGANIZAŢIILOR SPORTIVE


45

Amelicichin Ecaterina1, drd.

1Universitatea de Stat de Educaţie Fizică şi Sport, Republica Moldova

Cuvinte-cheie: cercetare de marketing, organizaţie sportivă, dezvoltare, strategie de comunicare.

Rezumat

Cercetările de marketing pot fi considerate punctul de pornire în demersul de marketing al oricărei entităţi sportive din ţara noastră. Rezultatele cercetării de marketing relevă necesitatea adoptării şi implementării unor politici de dezvoltare a entităţii sportive, a unei politici de comunicare mai eficiente a acesteia. Strategiile destinate să prevină abandonul activităţilor sportive se bazează pe un sistem operaţional de informaţii de marketing care presupune cunoaşterea individuală a membrilor clubului sau suporterilor. Necesitatea coerenţei mesajelor la nivelul întregii comunicaţii a organizaţiei sportive impune înscrierea programelor de promovare a serviciilor sportive în programul comunicaţional global al organizaţiei. Adoptarea formelor de comunicare prin sport, pe scară extinsă trebuie să se facă în mod constant şi urgent.

Astfel, cunoaşterea corectă a conţinutului, modalităţilor eficiente de comunicare prin sport, a efectelor noilor instrumente, precum utilizarea în combinaţie a celor mai noi metode de comunicare în combinaţie cu cele clasice, inclusiv şi cu mijloacele comunicaţionale moderne, pot contribui la selectarea unei alternative viabile pentru viitorul sustenabil al organizaţiei sportive.


46

FEATURES OF MOTOR SKILLS EDUCATION USING MOBILE GAMES FOR CHILDREN FROM

PRIMARY SCHOOL

Mocrousov Elena, PhD, university lecturer, Honored Master of Sports of the Republic of Moldova, State University

of Physical Education and Sports of the Republic of Moldova.

Keywords: educational process; physical state; motor condition; psycho motor tests; primary school; physical formation; physical education; physical actions; new approaches; new technologies Summary

In the article submitted for publication is reflected the experimental material for the implementation of socially important problems such as the educational process in primary schools in the Republic of Moldova, which is to apply new approaches and technologies in interdependence with the physical education and upbringing. The school age is especially favorable to train and increase the necessary complex movements for children. Moreover, in the primary school, is the most easy to assimilate and improve the various forms of motor actions, that is explained, above all, by the intensive development


47

of the functions of the motor analyzer. Therefore, the physical education of pupils in secondary schools, especially in the early grades, it is necessary to focus on creating the proper organization for necessary conditions. Actuality

In modern conditions is extremely relevant to improving resistance of children to adverse conditions of social, economic and ecological environment contributing to the improvement of health, formation, preservation and strengthening of health and which is impossible without the appropriate organization of motor activity [2,3].

A special attention should be paid to the development of motor activity at the younger generation, that is, children whose health will be reflected on condition of the country's society in the future. It should be added that the need for movement, increased by physical activity, is the most important biological characteristics of the child's body. Limited muscle activity not only retards the development of the body, worsen health, but also leads to the fact that at the subsequent stages of the age the child develops difficulty or do not possess those or other vital motor skills. An important stage in the development of children age is the school period, which has a twelve-year extension and promotes intensive development of their intellectual, mental, psychological, functional and motor abilities, in a complex form of educational and health level of students.

Among these, in this temporary phase the important aspect is the motor development of children, which in turn, improves the physiological and mental functions of the body, and also forms the physical status and activates the development of intellectual abilities of students [10]. However, currently, many researchers have observed that the educational and learning process in schools is characterized by increasing the volume and intensity of training and informative activity of children, which leads to a further reduction in the level of physical activity. This type of orientation and trend in the development of the modern school objectively doesn't corresponds to the need to solve the problem of physical education students, from the viewpoint of sufficient physical activity and adequate physical development.

Moreover, the absence of conditions for proper physical activity for children in families, kindergartens and schools contributes to the fact that there are such violations of the musculoskeletal system of the body as scoliosis and flat feet, which are almost irremovable throughout life


48

and their condition, using directional motor activity only can stabilize it. The presence of scoliosis and flatfoot, also is a lack of children healthy physical activity that leaded to an insufficient physical aptitude, which in turn break their further functional development, and also affects their psychology, including reducing the sociability skills, which is an important factor in the formation of pupils individuality.

The systematically high physical activity in the school day regime directly increases the functional activity of muscular system and has a positive effect on pupils’ mental health that scientifically confirms the effectiveness of directed influence through the motor system to the central nervous apparatus and mental functions. Moreover, the optimal use of pupils motor activity, promotes the growth of mental health level in the school year, increase the high efficiency in the duration of the period, reduction the period of its decline and generating, increases performance, successful implementation of educational requirements. There are numerous examples [1,7, and others.], when pupils who were regularly involved in physical training, by the end of the school year, their general performance have increased by about 17-18%, but those who were not involved have decreased by 12-13% . Therefore, today we need to increase the general and social significance of the educational process, starting in primary school, including physical education and its role in creating a healthy lifestyle, physical and intellectual perfection with spiritual riches and moral purity children. With a view to the implementation of socially important problems, the educational process in primary schools should be organized according to the needs and interests of children, using qualitatively new approaches and technologies in interdependence with the physical education.

Therefore, it is necessary to focus on creating the proper organization and the necessary conditions for pupils’ physical education in secondary schools, especially in the early grades.

The main tasks solved during the course of pupils’ physical training in the primary school can be divided into three (3) groups:

1. Physical education objectives. Solving these problems is carried out by: - Report the development of students and the available knowledge in the field of physical education. - Necessary formation of the life motor’s skills main fund, their strengthening and improvement - The formation and consolidation of hygiene practices.


49

2. Objectives for the harmonious development of the growing organism, health strengthening, education of motor abilities. Solution of these problems contribute to: - Tempering the children’s body, including: increased resistance to disease, reducing physical fatigue, resistance to thermal environmental factors, etc .; - Raising of motor abilities. At this age, it is necessary, mainly in the form of a game and positive emotions to ensure the development of most age-motor abilities, especially high-speed and coordination; - The formation and consolidation of correct posture in various conditions of motor activity and correction of the individual features of the constitution.

3. Objectives for forming the unity of physical training to moral, intellectual, esthetic and labor education. - The listed tasks are formed directly in the educational activities of educational institutions, as well as in the physical education of children in the primary school. In this case, the physical education of children, in addition to all these particular problems provides the necessary motivational component of physical activity, the formation of the ethical foundations of education and volitional qualities [4,5,9,12,13]. Research Methods.

The study organized by us on the topic exposed above was implemented by following methods:

● analysis of the scientific literature of leading scientists in the field of physiology, pedagogy, psychology and physical education of primary school children, followed by a generalization of the information received;

● pedagogical observations were made over the physical development and motor capabilities of primary school children;

● pedagogical experiments. It was supposed to carry out experiments to study the formation of basic motor abilities of primary school children;

● method of control test involves testing and evaluation of physical development and basic motor abilities to children 7-11 years;

● methods of mathematical and statistical processing of the experimental results were used for the study and treatment of the resulting statistical data on main statistical characteristics, followed by a comparative analysis on the t - Student criterion.


50

Research Organization. The first study on the state of physical fitness elementary school

children was carried out by the scientific program of the republican project "Modern trends of a healthy lifestyle through prevention and rehabilitation of the musculoskeletal system disorders in school-age children using physical methods" in Chisinau, in the Lyceum L. Deleanu. This study involved 50 primary school pupils (25 boys and 25 girls). A second study in the form of a one-year pedagogical experiment was carried out in the same Lyceum L. Deleanu, Chisinau. In this experiment were also included 50 primary school children (25 boys and 25 girls).

Table 1. Statistical characteristics of the primary school students survey in the Lyceum L. Deleanu in Chisinau, over their physical status, motor manifestations and

indicators of negative factors for their development.


51

The results of children motor condition also reflect their motor physical inactivity characteristic for modern computerization social conditions, the lack of physical activity and overloading of the educational process in an elementary school. Moreover, we have identified that the current, modern children are behind their peers in motor development (according to Krivoruchko Т.S 1984) by approximately 47%.

Thus, for the current generation of school children, including primary school needs to reform the educational process and especially physical education, which is fundamental for the proper physical development of children and health promotion when there exist a complex of negative factors.

Analysis of the games classification in numerous literary sources [5.13], from the point of view of historical development, gives us the opportunity to highlight some areas: 1. The classification, which depends on the problems, solved in the course of the game. 2. Games with peculiarities of the participants’ relationship.

№

Tests and negative factors

Statistical characteristics of results obtained

boys

± m

girls

± m

• Physical development 1 Height (сm) 123,34±0,99 129,54±1,08 2 Weight (kg) 42,76±0,63 46,71±0,33 3 Chest measurement (сm) 5,60±0,34 5,20±0,43 4 Index Kettle (weight/height) 0,35 0,36 II. Motor conditions

1 shuttle run 3х10м (sec.) 9,29±0,11 9,69±0,05 2 jump with a long running start (сm) 140,60±5,35 134,31±2,70

3 Lifting the body from reclining for 30 seconds (counted times) 18,35±0,85 17,88±0,75

4 push-ups of the hands lying on the gymnastic bench ( counted times ) 3,41±0,55 2,74±0,31

5 Sitting on the bench leaned forward (сm) 6,08±0,69 7,45±0,95 III. Negative factors

1 Scoliosis (%) 13,33 16,66 2 flatfoot (%) 28,33 29,38

3 Obesity ( the middle stage in %) 36,66 37,57

4. Total negativity (%) 78.32 83,61


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3. The game groups with peculiarities of the organization and content. Based on the specific conditions of the carried competition over

the mobile games complexes among pupils [10] offers an original classification. It was created on the basis of the following characteristic features:

• Motor activity of the participants. • Organization of the players. • The primary display of motor characteristics. • Preemptive type of movement.

№ п/п

Tests and negative factors

Statistical characteristics of results obtained

± m

± m

t Р

I . Physical development

1 Height (сm) 123,34±0,99 125,52±1,04 1,98 > 0,05

2 Weight (kg) 42,76±0,63 44,60±0,60 2,75 < 0,05 3 Chest measurement (сm) 5,60±0,34 6,35±0,30 2,14 < 0,05 • Motor condition

1 Shuttle run 3х10м (sec) 9,29±0,11 9,03±0,10 2,36 < 0,05

2 Jump with a long running start (сm) 140,60±5,35 156,68±5,05 2,85 < 0,01

3 Lifting the body from reclining for 30 seconds (counted times) 18,35±0,85 20,89±0,74 2,92 < 0,01

4 Push-ups of the hands lying on the gymnastic bench ( counted times )

3,41±0,55 5,01±0,51 2,81 < 0,01

5 Sitting on the bench leaned forward (сm) 6,08±0,69 7,62±0,62 2,17 < 0,01

Table 2.Statistical characteristics of boys examination from 2nd classes in the lyceum L. Deleanu, Chisinau, according to their physical status, motor manifestations and

indicators of their development negative factors for the period of one-year experiment. Note: n-25 f - 24 P - 0.05; 0.01; 0.001. t = 2,064 2,797 3,745

In our opinion, this fact indicates that twice a day, exactly the

academic classroom for physical education with effective and positive emotional means and methods, including the dominant oriented gaming (outdoor games), gives positive results for a sufficient age development speed of movement, speed-strength and coordination abilities, relative strength, flexibility, that the physical qualities of the boys, who at this age need to be developed.


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CONCLUSIONS 1. In the physical education of children of primary school outdoor games belongs to the place of honor. They are the most suitable form of exercise, different attractiveness, accessibility, depth and versatility, not only the motor, but also the emotional impact. 2. By their nature, outdoor games are intertwined with sports games, and are a good tool for dealing with the early stages of training, when the motor skills have not yet escalated into a skill. 3. The special value of mobile games is the possibility of simultaneous effects on motor and mental sphere of the person concerned. The characteristic response of motor reactions, and selection of the correct behavior in the constantly changing conditions of the game determines the mainstreaming mechanisms of consciousness in the process of control and regulation. 4. High emotionality gaming activity allows the raising of the ability to control their behavior, contribute to the emergence of such traits as activity, persistence, determination, teamwork. 5. Fun activities contribute to the harmonious development of the musculoskeletal system, i.e. all groups of muscles can be involved in work, and the condition of competition requires from participants a fairly large physical tension. 6. Our own pedagogical experiment has shown that the active application in the educational process of physical education for primary school pupils , outdoor games and physical and motor development needs a improving reliability of motor skills (P <0.05-0.01), such as speed of movement, speedy, force and speed-power manifestation, coordination, agility and flexibility.

Bibliography

1. Адаптация организма учащихся к учебным и физическим нагрузкам. Под ред. Ф.Г. Хрипковой, М.В. Антроповой. М.: Педагогика, 2002. 240 с.

2.Апанасенко Г.А. Физическое развитие детей и подростков Киев: Здоровье, 1985. 80 с.

3. Барков В.А. Педагогические исследования в физическом воспитании: Учебное пособие по курсу «Основы НИР» для студентов специальности «Физическая культура».Гродно, 2005. 68с. 4. Былеева Л.В., Коротков И.М., Яковлев В.Г. Подвижные игры: Учебное пособие для ин-тов физической культуры. 4-е изд. М.: Физкультура и спорт, 1999. 208 с.


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5. Головина Л.Л. Физиологические особенности некоторых функций и мышечной деятельности школьников. М., 2003. 197 с.

6. Гужаловский А.А. Развитие двигательных качеств у школьников. Мн.: Нар. асвета, 1998. 88 с. 7. Демченко П.П. Математико-аналитические методы в

структуре педагогических исследований физической культуры. Кишинев: USEFS, 2009. 518 с. 8. Коротков И.М. Подвижные игры в занятиях спортом. М.: Физкультура и спорт, 1991. 116 с. 9. Лях В.И. Координационные способности школьников. Мн.: Полымя, 1989. 159 с. 10. Фарбер Д.А., Корниенко И.А., Сонькин В.Д. Физиология

школьника. М.: Педагогика, 1990. 63 с.


55

THE INFLUENCE OF COORDINATIVE CAPACITIES DEVELOPMENT OVER THE GAME QUALITATIVE INDICES

OF THE 16-17 YEARS OLD RUGBY PLAYERS

Bragarenco Nicolae, university lecturer, State University of Physical Education and Sport, Chisinau, Moldova

[email protected] Tabîrța Vasile, PhD, temporary university associate professor,

State University of Physical Education and Sport, Chisinau, Moldova [email protected]

Gorașcenco Alexandr, PhD, university associate professor, State University of Physical Education and Sport, Chisinau, Moldova

[email protected]

Keywords: coordinative capacities, video analysis, game qualitative indices, rugby.

Annotation: This article reflects the experimental argumentation of coordinative capacities development influence over sports mastery level and competitive activity of junior rugby players in the training process. According to assumption regarding the use of ways of development of coordinative capacities of junior rugby players within sport training, that will influence direct over qualitative indices game, it was developed the experimental program which was proposed to the experimental group, which includes methods and specific ways to the targeted development of the coordinative capacities, while the bystander group followed the traditional training. The both of the groups were checked through the video method, official matches from internal championship at the beginning and ending of pedagogical experiment, the dates being processed mathematical –statistically and presented in tabular and graphical form. Analyzing final results, we can assert that the submitted hypothesis at the beginning of researches was justified, which allowed the ascending of sports mastery, the improvement of the game qualitative indices in the competitive activity through the implementation of ways of directed development of the coordinative capacities in the training process of junior rugby players of 16-17 years old. Introduction


56

Junior’s sport training is a process of training and education of the athletes, regarding their participation at the sports contests, with a high degree of efficiency and great performance for their training. Sports training represent the main way of athletes training regarding their participation at the contests and the realization of planned performance [6]. The training of rugby players highlights on the one or the other components of the sports training (motor, technical-tactical, psychological) using new methodologies of the game efficiency increase in the competitive activity [5].

In previous researches [2, 3, 4] it has been demonstrated experimentally, that the development ways of coordinative capacities used in the training with the 16-17 years rugby players has influenced significantly not only the level of coordinative capacities development, but also the motor and technical-tactical training level increasing the sports mastery of these ones.

From what we mentioned above , it was formulated the research hypothesis, according to which the use of targeted ways of development of junior rugby players coordinative capacities within the sports training that will definitely influence over the game qualitative indices in the competitive activity. The research methodology and organization

The purpose of research consists in the increase of sports mastery, which is expressed through the growth of motor and technical-tactical indices and the increase of the game qualitative indices of the junior rugby players in the training process based on the directed development of the coordinative capacities. The goals of research: the analysis and synthesis of branch of literature regarding the problem of junior rugby players training; the application of experimental program for directed development of coordinative capacities at the junior rugby players of 16-17 years old; the experimental argumentation of program application efficiency of directed development of coordinative capacities over competitive activity of the 16-17 years rugby players through the method of video analysis.

For the execution of proposed goals, it was applied a complex of research methods, being in a strong affinity, permanently and temporarily, during the period of research: the analysis of scientific-methodic literature, pedagogical observation, pedagogical experiment, video analysis of the official matches, statistical-mathematical methods, graphical-tabular method.


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The organization of research. The research was effectuated in three phases:

First phase involved the following activities: the analysis of specialty literature, developed during the period of research; pedagogical observation, video analysis and the process of the game qualitative indices of the official games (8 matches of the experimental group and 8 matches of bystander group)of the teams from researched groups, before the basic experiment;

Second phase of the research involved the organization of the basic experiment which participated two groups involved in the experiment (SSSRAR - Blumarine – experimental group (n=20), and UTM Chişinău – bystander group (n=18). The experimental program elaborated by us was implemented in experimental group, which includes methods and ways specific to the directed development of coordinative capacities, while the bystander group followed the traditional training.

The third phase of the research involved the video analysis and the process of the game qualitative indices of the official games (8 matches of the experimental group and 8 matches of the bystander group) after the ending of the basic experiment at both groups involved in the experiment.

The annual program of training [1] was established in accordance with the competitive calendar available in the moment of developing the basic pedagogical experiment. The applied ways, for the increase of sports mastery of the junior rugby players, were elaborated through the perspective of coordinative capacities development within the micro-cycle and distribution therefore: within the developed trainings during the days of Monday and Friday – those for the development of coordinative capacities, plus those appropriate for technical and tactical and individual training; during Tuesday and Thursday, each week braced with the development of motive activities; during Wednesday and Saturday braced with exercises of force ways.

To highlight the influence of coordinative capacities development ways over sports training and of the competitive activity of researched groups, it was video analyzed the games within the rugby championship from the Republic of Moldova. It were highlighted the collected points, the techniques of collection points, the game constant moments (touches and scrums), game fixing points (mauls and rucks), the attack and guard individual technical methods (passes and kicks, tackles and opponent’s blocking), as well as the entry and loss of the ball’s possession, but the


58

results were processed mathematical-statistical and entered in the chart

(Chart 1).

Nr. crt.

Game actions

Before the experiment (n = x med 8games)

After the experiment (n = x med 8games)

Achieved P

Mistakes P

Achieved P

Mistakes P EG BG E

G BG

EG

BG

EG

BG

1 Points 9,25 7,8 >0,05 - - - 16,

3 10,2

<0,05 - - -

2 Tries 1,64 1,4 >0,05 - - - 2,5 1,6 <0,0

5 - - -

3 Conversion, kicks at the gate

2 1,8 >0,05 1,2 1 >0,0

5 2,9 2,6 >0,05

0.64

0,98

>0,05

4 Touches 11,38 9,28 >0,0

5 4,2 3,8 >0,05

13,7

11,2

<0,05 2,8 3,6 <0,0

5

5 Scrums 10,38 11,2 >0,0

5 2,8 3 >0,05

12,1

10,2

<0,05 1,2 1,8 >0,0

5

6 Rucks 28,63 27,3 >0,0

5 11,8

12,4

>0,05

35,7

28,2

<0,05 5,8 9,2 <0,0

1


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Chart 1. The dynamics of the competitive

activity indices of the experimental and

bystander groups after video analysis of the official games (n=32)

Firstly we

analyzed the influence of the training experimental program directed towards the development of junior rugby players’ coordinative capacities and its impact over the number of collected points, as well as their collection in the game (Fig. 1).

According to the dates from the chart at the beginning of the pedagogical experiment, the experimental group gained an average of 9,25 points, as after the ending of the experiment, the average to reach an average of 16,3 points, being a high enough result for this age. According to the statistical dates the number of increased points at the ending of the experiment is statistically significant (P<0,05). In bystander group, who participated in the same championship, at the ending of the pedagogical experiment, it is noticed statistically also a significant difference (P< 0,05), but the number of registered points is relatively smaller than those from the experimental group. Thus, at the beginning of the experiment the bystander group registered a number of 7,8 registered points, but at the ending of this one reached an equivalent result 10,2 points.

9,25

1,64 2

16,3

2,5 2,97,8

1,4 1,8

10,2

1,6 2,6

B.E. POINTS B.E. TRIES B.E.CONVERSIONS

A.E. POINTS A.E. TRIES A.E.CONVERSIONS

Experimental Group Bystander Group

Fig.1 The dynamics of the point’s collection indices of junior rugby players

involved in the pedagogical experiment

7 Mauls 4,38 5,4 >0,05 1,4 1,5 >0,0

5 7,8 6,2 <0,05 1 1,4 <0,0

5

8 Passes 50,38 46,5 >0,0

5 14,6

13,2

>0,05

67,7

52,4

<0,01

11,6

12,2

<0,05

9 Kicks 17,38 18,4 >0,0

5 6,8 7,2 >0,05

21,7

19,3

<0,05 5,2 6,8 <0,0

5

10 Tackles 23,38 22,4 >0,0

5 11,2

12,2

>0,05

32,2

25,2

<0,01 8,6 10,

2 <0,0

5

11 Opponent

’s blocking

24,63

21,38

>0,05 6,8 6,2 >0,0

5 26,5

21,8

<0,05 5,5 6,2 <0,0

5

12 The entry of ball’s

possession

21,38 18,4 >0,0

5 - - - 29,7

22,3

<0,01 - - -

13 The loss of

ball’s possession

18,38

20,38

>0,05 - - - 16,

5 19,8

<0,05 - - -


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Consequently, the implementation of experimental program in the training of junior rugby players had a clear influence over the number of enrolled points in official games, this indicator being actually determined in a peculiar game or generally within a contest.

The next researched indicator was “tries”, as well as in the case of the previous researched indices at the beginning of the experiment had almost the same values, where the experimental group registered 1, 64 attempts, but the bystander group 1,40, as at the end of the experiment in both groups to register statistically significant increases (P<0,05), where the experimental group registered 2,5, but bystander group 1,6 tries. There is not much difference also at the results related to “conversions in the form of kicks at the gate “, which in both groups at the beginning of the pedagogical experiment were on the average of 1,8 - 2,0 conversions, this result being fairly modest for this age of sports rugby players. At the end of the pedagogical experiment the results have increased relatively evenly in both groups, with an insignificant growth (P>0,05) in experimental group, which reached the averages of 2,9 conversions in the experimental group and 2,6 in the bystander group. Actually this indicator represents the success or failure of one or the other rugby team and not only.

The next stage of the researches was the video analysis of collective technical-tactical actions, which are presented in the touches and scrums (fixed moments of the game) and rucks and mauls (fixed points of the game). At the game fixed moments (Fig.2) after the video analysis of official matches before and after the implementation of the experimental program of coordinative capacities development, we can notice that was increased the number of “touches” as well as “scrums” at the experimental group, which at the beginning of the experiment demonstrated an equivalent result with -11,38 touches, but at the end of this one -13,7. At the indicator of “scrums”, at the beginning of the experiment demonstrated a result of 10,38 scrums, as at the end of this one to reach -12,1 scrums.

Also, at the bystander group it were registered some processes in this regard where the touches number increased from 9,28 at the beginning of the experiment, till 11,2 at the end of this one, but the number of scrums decreased from 10,38 till 10,4 average per game.


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11,38 9,28 12,3 11,4 13,7 11,2 12,1 10,2

4,2 3,8 3,2 2,1 2,8 3,6 1,2 1,8

0%20%40%60%80%

100%

E.G. B

.E. TO

...

B.G. B

.E. TO...

E.G. B

.E. S.

..

B.G. B

.E.SC...

E.G. A

.E. T

...

B.G. A

.E. TO...

E.G. A

.E. S.

..

B.G. A

.E. S.

..

ACHIVED MISTAKES

Fig.2. The dynamics of qualitative indices at the game fixed moments of the

junior rugby players involved in the pedagogical experiment.

After analyzing the statistical figures, we notice that at the game fixed moments before the pedagogical experiment, the differences of achieved technical elements number between researched groups are statistically insignificant ( P>0,05), but at the end of the experiment are highlighted significant differences ( P>0,05), as at the touches ( difference of 2,5), as also at the scrums ( difference of 1,9).

One of the auxiliary tasks of our researches was to outline the achievement mistakes of collective actions at the fixed moments. At the “touches” and “scrums” elements, as well as the experimental group as the bystander group have about the same number of the performance mistakes after the first video analysis of the games. After the implementation of the experimental program the number of the implementing mistakes decreased at the both researched groups, but at “the touches” element the difference between mistakes at the experimental and bystander group is significantly P<0,05, but at “the scrums”- insignificantly P > 0,05.

As well as at the fix moments, as at the fixing points of the rugby game (Fig.3) is accentuated the increase of repetitions number of collective actions at the beginning of the experiment , for the experimental group which is 28,63 “ rucks” and 4,38 “ mauls”, at the end of the experiment its number had increased to 35,7 of “rucks” and 7,8 of “mauls”. At bystander group we have increases from 27,63 rucks and 5,4 mauls at the beginning of the experiment, 28,2 rucks and 6,2 mauls at the end of the experiment. Statistically analyzing the achieved results, we can mention that at the beginning of the experiment, the number difference of rucks and achieved mauls on average per game between the groups included in the experiment are insignificant (


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P>0,05), but at the end of the experiment, even if the results have increased at both teams, it was registered statistically a significant difference at the “rucks” with 7,5 and at the “ mauls”, with 1,6 more at the experimental group than the bystander one ( P<0,05).

28,63 27,3 4,38 5,4 37,728,2

7,8 6,2

11,8 12,4 1,4 1,5 5,89,8

1 1,4

0%

20%

40%

60%

80%

100%

E.G. B.E. B.G. B.E. E.G. B.E. B.G. B.E. E.G. A.E. B.G. A.E. E.G. A.E. B.G

ACHIVED MISTAKES

Fig.3. The dynamics of qualitative indices at the game fixing points of the

junior rugby players involved in the pedagogical experiment

At the same time, substantially the number of performance mistakes of the fixing points decrease in the game for both teams, but the experimental group registers significant values towards the bystander group between the analyzed indices at the end of the experiment. Thus, at “rucks” at the beginning of the experiment, the experimental group reaches values about 11,8 mistakes, but bystander group -12,4 mistakes ( P >0,05), at the end of the experience these values reached the quote about 5,8 mistakes at the experimental group ( P<0,01) and 9,8 at the bystander group ( P<0,05). Approximately the same tendency is kept also in the case of “mauls”, where at the beginning of the experiment the experimental and bystander group registered about the same result related to the percentage of committed mistakes- 1,4 - 1,5 ( P>0,05), at the end of the experiment the number of mistakes decreased significantly at both groups, reaching the average of 1.0 mistakes in the experimental group and 1,4 mistakes in the bystander group (P<0,05).

A great interest has also presented and the total number of attack and defense technical elements done within rugby game. For the prominence of the attack individual techniques within video analysis, it were analyzed the number of performed passes and kicks, but for defense techniques – tackles and opponent’s blocking, but also the quality of their accomplishment.

According to char 1 and Fig. 4 related to offensive techniques, we can notice that is a relative similarity in both groups ( experimental and bystander) at the beginning analysis, the number of passes being 50,38


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passes in the experimental group and 46,5 passes in the bystander group, that represent closer results. Consequently the difference between them is statistically insignificant (P>0,05). At the end of the test, both groups increased their number of passes, but here experimental group prevails, and registered 67,7 passes in a game against 52,4 passes registered by the bystander group, thus the difference between these results is significant (P<0,05).

50,38 46,5 17,38 18,467,7 52,4 21,7 19,3

14,6 13,2 6,8 7,211,6 12,2 5,2 6,8

0%

20%

40%

60%

80%

100%

E.G. B.E. B.G. B.E. E.G. B.E. B.G. B.E. E.G. A.E. B.G. A.E. E.G. A.E. B.

ACHIVED MISTAKES

Fig.4. The dynamics of performing indices of the attack individual techniques of junior rugby players involved in pedagogical experiment

Analyzing the kicks it was noticed that in the experimental group at

the beginning of the experiment were registered 17,38 kicks but in the bystander group -18,4 kicks, the results are very close ( P>0,05).At the end of the test, this hint increased in both groups, but the experimental group had a more pronounced development reaching values about 21,7 kicks, while the bystander group demonstrating an average of 19,3 kicks, thus statistically demonstrating a significant growth. ( P<0,05).The same obvious difference, is noticed also in number of the mistakes from both attack individual technical elements committed by the groups involved in experiment, where the experimental group has a smaller rate of mistakes towards the bystander group at the end of the pedagogical experiment (P<0,05). Quite relevant were demonstrated the results related to the number of tackles effectuated within an official game ( chart 1 and fig.5) where we notice an increase of this indicator at the end of the experiment with 9,18 tackles towards the initial result in the experimental group and an increase with 2,8 tackles per game for the bystander group. The statistical calculations indicate us a significant increase in favor of the experimental group (P<0,05). Also we notice here a considerable decrease of the committed mistakes number in both groups at the execution of this technical element, that at the end of the experiment


64

decrease with 2,6 tackles in the experimental group and with 2 tackles in the bystander group.

The superiority of the experimental group was confirmed also by the mathematical calculations, the difference is statistically significant for both defense technical methods (P <0,05). The same tendency is noticed also at the opponent’s tackle and blocking performing mistakes at the end of the experiment, where its numbers decreased significantly in the case of the experimental group (P<0,05).

23,38 22,4 24,63 21,38 32,2 25,2 26,5 21,8

11,2 12,2 6,8 6,2 8,6 10,2 5,5 6,2

0%

20%

40%

60%

80%

100%

E.G. B.E.TACKLES

B.G. B.E.TACKLES

E.G. B.E.Opp.’s

B.G. B.E.Opp.’s

E.G. A.E. TACKLES

B.G. A.E.TACKLES

E.G. A.E.Opp.’s

B. O

ACHIVED MISTAKES

Fig.5. The dynamics of performing indices of defense individual techniques of the rugby players involved in the pedagogical experiment

The increase of performing number of the attack technical elements

as well as defense and number reduction of performing mistakes at the experimental group towards the bystander one, allow us to say that the player’s technical –tactical potential has increased also their performing quality during the matches.

Another element related to the defense individual techniques is the opponent’s blocking, where as in the case of tackles at the beginning of pedagogical experiment, both teams involved in the experiment have demonstrated approximately the same number of executions, being in medium 24,6 blockings in the experimental group and 21,3 blockings in the bystander group. At the end of performed experiment, the experimental group has improved this hint till 26,8 blockings, towards the bystander group which registered a number of 21,8 blockings per a game. According to statistical calculations this difference is statistically significant (P<0,05).

Regarding the number of mistakes at the beginning and end of the pedagogical experiment its number was quite small in both groups, simply because this technical element is not too sophisticated in terms of biomechanical construction , that is relatively simply in terms of technical execution.


65

Following the team competitive activity and performing efficiency of technical-tactical actions during the game, it were examined also the entrance moments of ball’s possession and its loss (Fig. 6).

In the analyzed matches before the implementation of the coordinative capacities development ways, at the experimental group we notice that the difference between the enterig number in ball’s possession and possession’s loss is about 3, but at the bystander group about 2. At the end of the experiment, after the experiment’s organization, the difference between the entering in ball’s possession has considerably increased towards the possession’s loss ( 14,2 on average per game) towards the bystender group ( 3,5 on average per game), that has a more modest increase on this line.

21,38 18,38

29,7

16,518,4 20,38 22,3 19,8

0

10

20

30

40

B.E. The entry ofball’s possession

B.E. The loss ofball’s possession

A.E. The entry ofball’s possession

A.E. The loss ofball’s possession

Experimental Group Bystander Group

Fig.6. The dynamics of entering indices in the ball’s possession and the loss

of ball’s possession of junior rugby players involved in the experiment. The effectuated statistical callculations at the end of the experiment revealed a significant increase of analyzed results only in the case of experimental group (P<0,05). Here we are not referring to the number of committed mistakes, according to the simple fact that both technical-tactical actions are spontaneously and can be treated as mistakes, because the ball’s loss is already treated as a committed mistake by the player. Conclusions:

Consequently, after the video analysis of competitive activity executed with the players involved in pedagogical experiment we can mention, that in the internal championship of the Republic of Moldova, before the implementation of coordinative capacities development program as well as in the experimental group as in the bystander group it


66

is noticed that at all tested indices, the junior rugby players reflect a weak specific training and a big rate of mistakes in the game actions execution and an imperfect, individual technique.

In the same championship, after the implementation of experimental program, it is observed that at the experimental group has increased the technical-tactical potential; this is confirmed trough the raising of accumulated points number, group and individual technique actions executed towards the bystander group.

At the same time, with the raising of actions number, it is observed that at the experimental group has considerably decreased the number of individual technical executed mistakes as well as the collective technical-tactical actions in comparison with bystander group.

According to registered results, we can assert that the proposed experimental program for the development of coordinative capacities through specific ways of rugby game, has considerably influenced the quality of competitive activities of 16-17 years rugby players, as illustrated by extended statistical calculations. Bibliography: [1] Bragarenco N., Goraşcenco A. (2014). Programarea antrenamentului sportiv pentru dezvoltarea capacităţilor coordinative ale rugbiştilor de 16 – 17 ani. Materialele conferinţei ştiinţifice internaţionale consacrate zilei mondiale a calităţii, Chişinău, USEFS, 14- 15 noiembrie 2014, p.108 – 115. [2] Bragarenco N. (2014). The influence of development of coordinative capacities upon technical and tactical potential of rugby players of 16-17 years old, THE ANNALS OF THE “ŞTEFAN CEL MARE” UNIVERSITY Physical Education and Sport Section The Science and Art of Movement, Suceava, p.77. [3] Bragarenco N. (2015). Aspecte metodologice ale dezvoltării capacităţilor coordinative în jocul de rugbi, Ştiinţa culturii fizice, nr. 15/2, Chişinău: USEFS, 2015, p. 14 – 21. [4] Bragarenco N. (2015). Influienţa dezvoltării capacităţilor coordinative asupra pregătirii motrice al rugbiştilor de 16 - 17 ani, Ştiinţa culturii fizice, nr.15/3, Chişinău, USEFS, p.17-27. [5] Constantin V. (2004). Rugbi, tehnica şi tactica, Bucureşti, FEST, 350 p. [6] Dragnea A., Mate-Teodorescu S. (2002).Teoria sportului, Bucureşti, FEST, p.100-250.


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INFLUENŢA DEZVOLTĂRII CAPACITĂŢILOR COORDINATIVE ASUPRA INDICILOR CALITATIVI DE JOC

AL RUGBIŞTILOR DE 16 - 17 ANI

Bragarenco Nicolae, lector universitar, Universitatea de Stat de Educație Fizică și Sport, Chişinău, Republica Moldova

[email protected] Tabîrța Vasile, dr. pedagogie, conferinţiar interimar,

Universitatea de Stat de Educație Fizică și Sport, Chişinău, Republica Moldova

[email protected] Gorașcenco Alexandr, dr. pedagogie, conferinţiar

universitar,Universitatea de Stat de Educație Fizică și Sport, Chişinău, Republica Moldova

[email protected] Cuvinte-cheie: capacităţi coordinative, analiza video, indici calitativi de joc, rugbi. Adnotare:Acest articol reflectă argumentarea experimentală a influenţei dezvoltării capacităţilor coordinative asupra nivelului măiestriei sportive și activității competiționale a rugbiştilor juniori în procesul de antrenament. Pornind de la ipoteza că utilizarea mijloacelor dezvoltare direcționate a capacităţilor coordinative la rugbiştii juniori în cadrul antrenamentului sportiv va influenţa nemijlocit asupra indicilor calitativi de joc s-a elaborat programa experimentală care a fost propusă grupei experimentale, care include metode şi mijloace specifice dezvoltării direcționate a capacităţilor coordinative., în timp ce grupa martor a urmat antrenamentul tradiţional. La ambele grupe au fost analizate prin metoda video meciurile oficiale din campionatul intern la începutul şi sfârșitul experimentului pedagogic, datele fiind prelucrate matematico – statistic şi prezentate în forma tabelară şi grafică. Analizând rezultatele finale, putem constata că ipoteza înaintată la începutul cercetărilor a fost confirmată, fapt ce a permis ridicarea maestrei sportive şi îmbunătățirea indicilor calitativi de joc în activitatea competițională prin implementarea mijloacelor de dezvoltare direcționată a capacităţilor coordinative în procesul de pregătire a rugbiştilor juniori de 16 - 17 ani.

THE ADHERENCE OF THE PHYSICAL CULTURE HIGHER EDUCATION FROM THE REPUBLIC OF MOLDOVA

TO THE EUROPEAN HIGHER EDUCATION AREA


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Viorica CALUGHER

Affiliation/Address: State University of Physical Education and Sport of Chisinau, Andrei Doga Street, 22, Republic of Moldova

E-mail: [email protected] Telephone: +373 69074489/+373 22497655

Viorel DORGAN

Affiliation/Address: State University of Physical Education and Sport of Chisinau, Andrei Doga Street, 22, Republic of Moldova

E-mail: [email protected] Telephone: +373 69200734/+373 22494122

Keywords: higher education, educational reform, the studies’ quality, academic mobility. Abstract

The process of Bologna has transformed the European Higher Education face. In all the countries the significant changes intervened and were applied, which allowed the appearance of the European Higher Education area and founded the Higher Education, which serves to a growing assortment of launched requests by the community and society; the structures from the higher education were modified, were developed the systems of quality assurance, were implemented the mobility facilitation mechanisms and were identified a number of problems regarding the social dimension of higher education. There is no precedent for a such project, which on the basis of voluntary cooperation, harmonizes and implements common objectives for the higher education systems from 47 countries. Introduction

The open European area of the higher education offers important and positive perspectives, respecting the diversities, but on the other hand requires supported efforts for the barriers elimination and the development of a teaching favorable frame in order to promote national and European university educational policies. [1]. The trends of the higher education development on the international level require us the formulation of the next imperatives in its modernization: the gradual transition to the profile higher education, accessible for all on the merit


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basis; the quality of the higher education – defined factor of the life quality; education- the reproducing basic factor and preserving the nation’s health and the continuous education ( lifelong). In this context, the strategic goals of the physical culture higher education from the Republic of Moldova can not be convergent than the social-economical development, because the university works like a modernization center, scientific knowledge and technological development.

The modernization educational policies of the physical culture education are realized in this way, as this one to satisfy the requirements of a knowledge society, in the conditions of an economical competitive market and of a society based on the European democratic values. At the same time , the priorities in the university strategic development are: the improvement of the physical culture higher education quality in agreement with the European and international standards; the increase of the youths inclusion degree in the profile education and the promotion of the wide access to the studies of the youths belonging to the economical, deprived, social categories; the assurance of comparability and compatibility of the physical culture national higher education system within the European higher education and the increase of the physical culture higher education competitiveness from the Republic of Moldova on the national and international area. Material-method The realization of a diagnostic study contributed to the information’s synthesis regarding the evolution of the State University of the Physical Education and Sport from its founding till now. Or, it can not replay an effective management process without a detailed knowledge of the guided domain, as well as its circumscribed context. During the study the global diagnostic was elaborated (regarding to the physical culture higher education in its assembly, and especially in the case of the State University of Physical Education and Sport). This study is recommended in the condition of an approach formulation, as well as the institutional development strategy elaboration. At the same time it was realized also a partial diagnostic, focused on the reference domain, one or more procedural and structural components ( ex. – the diagnostic of initial formation, university management or the scientific research etc.) . The preliminary documentation ( data and information regarding to the university and the significant procedural components) is the phase where we specified the data, the collected and registered information by us regarding the executed activities within the university, before and after


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the declaration signing according to the new educational reforms, that followed in the Republic of Moldova after 2005. Results and discussions The SUPES development strategic goal is the adoption of some reforms which would allow the comparability and compatibility of its certificates and university grades at the European level with a view to promote the easier access of its graduates on the national and European labor market. Or, the realization of these wishes will assure the competitiveness at the national and European level of the physical culture higher education and its graduates.

Respecting the higher education development realities in the Republic of Moldova, can be formulated some strategic aspects of our university development in the context of the new pro-European educational reforms. In this regard, the strategy regarding the development of physical culture education from the Republic of Moldova , the district strategies and any reform program regarding the profile education in its assembly, must respect a number of principles. The general principles that will be considered as a reference in what we call it “the strategy of transformation as a development” [2], corresponding to the profile higher education development process from the Republic of Moldova, are the following:

1. The granted priority of the major objectives and less to the detailed appointment of the physical culture higher education development ;

2. The realization of an equilibrated profile education through the decentralization ;

3. The promotion of the implementing options variety of some decisions ;

4. The relations development between university and economical, cultural, sports agents and of the civil society;

5. The changes planning and awarding of a long sufficiently answer time, in order that the higher education system to can react to the interventions determined by the implementation of some new policies ;

6. The detecting of amplification points from the physical culture higher education system;

7. The determined tackling and well articulated of the change in education, so that the reform to involve all the dimensions of the educational system of physical culture;


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8. The partnerships encouragement between the higher education system components and/or the scientific research system, starting from the simple cooperation, established in the realization vision of some limited objectives, till the fusion in education and research institutions, able to confront with the stronger competition on the European or global educational market.

Among the major objectives highlighted through the Bologna Declaration and through the “Prague Communiqué”, the acknowledgement and quality evolution appears as one of logical consequences of diversification and as a necessity of assurance of the education quality through compatible European standards.[3. Starting from the mentioned principles in the Standards and European managerial lines for the quality assurance in the European area of the higher education , the quality assurance within the physical culture higher education is focused on: •The increase of students but also the employees preoccupation towards the issues that regard the quality in the profile higher education , the ESG standards specifying that the assurance of programs quality and the academic distinctions must include “ a regular feedback from the part of employees, agents and the labor market but also other appropriate organizations” [4]; • The special importance given to the university autonomy, defined as a legal frame where the academic community (teaching staff, researches and students) exert their academic choices associated to teaching, learning, evaluation, research, making and transmission of knowledge, in conditions of self-control. The university autonomy is conceived in this way, such as to not become an obstacle in promotion of developing national strategies and the education European integration and the assurance of its quality; • The education quality assurance and evaluation (internal and external) of the education quality, necessary and suitable to the reached objectives proposed by the university.

In the context of these imperatives, the studies quality within SUPES

is assured and assessed starting from the next criteria: - the knowledge quality as well as general and professional

competences of the graduates, through the curriculum continuous modernization, influenced by social, economical, political , educational factors and reflects the relations between the university, society and labor market;


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- The teachers professional training quality, that depends on the initial selection procedures, continuous formation, inclusively abroad, the motivation degree, engagement in scientific researches and educational projects. The quality of university teachers will be improved inclusively through the academic mobility accomplished by the teachers. The investment in human resources within the university will greatly contribute to the improvement of the university studies quality in the physical culture domain;

- The university scientific research quality or, the university is an important structure of the knowledge production in physical culture domain. The activity of university scientific research is an important component of the didactic activity, a professional increasing factor of the teachers. At the moment the university scientific research is accomplished by teachers, researches, in scientific laboratories, within the research programs and projects ;

- The quality of technical-material basis, is influenced by the technical- material component and university infrastructure : studies areas, recreation areas, computerized libraries which assure the student’s studying activity, system of social services. The development of university infrastructure is realized through budget allocations, using extra-budgetary funds derived from the studies fee, revenues derived from scientific research and the implementation of research results, from consulting activities by attracting private investors and by responsible administration /exploitation of the existent technical-material basis;

- The mobility promotion and European opening, through the students and teachers active participation to the projects and mobility European program; students reciprocal change on the basis of bilateral agreements; the creation of some informing services and counseling in the problems of international cooperation;

- The stable relationship between the university and labor market, which is the guarantee to assure jobs for graduates. The collaboration between the university and economical- social environment has a special importance in the entrepreneurial spirit growing of the SUPES students .The achievement of this indicator is assured through : the qualifications adjustment to the market requirements, the opening of the new specializations requested by the employees; the ascertainment of a mechanism


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just to allow the settlement of the majority graduates after the end of the first cycle in the labor field ; the graduates monitoring on the labor market; the development and approval of an analysis methodology and prognostication of the labor market on the short, medium and long term; the optimization of practical activities within the economical units, the reduction of the graduates time integration in the professional area;

- The students satisfaction degree which is a characteristic element of the university activity. The evaluation of the satisfaction degree has as goal the students involvement in the quality assuring process, granting them the function of active partners in the increasing process of the academic performances. Possessing the own requirements and expectations towards the university , the students contribute to the elaboration of some proposals and recommendations, which may constitute strategic objectives and primary actions in the university development for the future perspectives.

In order of the European common area achievement of the higher

education in the national higher education, including the physical culture, it was implemented the next steps [5]:

− The new structure of higher education ( I cycle, II cycle,III cycle); − The European system of transferable credits (ECTS); − The annex of the European model diploma; − The assurance of the initial professional training process quality,

as well as through the establishment of the quality management institutional structures as through the implementation of the new framework-Plan in the higher education;

− The improvement of the practice strategies; − The elaboration of the new university curricular programs

generations. The new Education Code of RM [6] provides development

opportunities of the integrated studies and double specialties, of the common studies programs. An instrument for the qualifications acknowledgement on the national and international plan is represented by the qualifications national framework developed in accordance with the European qualification framework. This one will contribute to the diplomas recognition, studies periods and graduates’ competences from the physical culture domain of the Republic of Moldova. Or, by assuring an equitable recognition of the university diplomas, in theory but also in


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practice, it also provides the sine qua non functioning of the European Higher Education Area [7].

In conclusion, however, it is important to mention that the reforms launched towards the adherence of the physical culture higher education from the Republic of Moldova to the European Common Area of the Higher Education are determined by the objective factors, such as : the development specific of the national economy, the requirements of the labor market, the social integration conditions through different kind of jobs, the traditions of the university education from the Republic of Moldova, the transition to a knowledge economy, the growing competition between the universities at the national and European level. Bibliography [1] MIHĂILESCU, I., PÂNZARU, I. (2001). Construcţia propriului viitor în aria europeană a învăţământului superior, Actualitatea Academică, nr. 2, p. 46 [2] VOICULESCU, F. (2004). Analiza resurse – nevoi şi managementul strategic în învăţământ, Bucureşti, Editura Aramis, p. 31. [3] ENQA (European Association for Quality Assurance in Higher Education), (2005). Standards and Guidelines for Quality Assurance in the European Higher Education Area, ENQA, Helsinki. [4] CHIRIACESCU, S. (2001). Educaţia superioară un bun public, Actualitatea academică, nr.2, p.7 [5]http://www.erasmusplus.md/sites/default/files/pdf/raport_velisco_2016_inv_sup.pdf [6] CODUL EDUCAŢIEI AL REPUBLICII MOLDOVA nr. 152 din 17 iulie 2014, Publicat: 24.10.2014 în Monitorul Oficial Nr. 319-324 [7] RUSNAC GH. (2004). Aderarea Republicii Moldova la Procesul de la Bologna în viziunea mediului universitar, Chişinău, IPP, 63 p.


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ADERAREA ÎNVĂŢĂMÂNTULUI SUPERIOR DE CULTURĂ FIZICĂ DIN REPUBLICA MOLDOVA LA SPAŢIUL

EUROPEAN AL ÎNVĂŢĂMÂNTULUI SUPERIOR

Viorica CALUGHER Adresă/Afiliere: Universitatea de Stat de Educaţie Fizică şi Sport din

Chişinău, Str. Andrei Doga, 22, Republica Moldova E-mail: [email protected]

Telefon: 373 69074489/+373 22497655

Viorel DORGAN Adresă/Afiliere: Universitatea de Stat de Educaţie Fizică şi Sport din

Chişinău, Str. Andrei Doga, 22, Republica Moldova E-mail: [email protected]

Telephone: +373 69200734/+373 22494122 Cuvinte cheie: învăţământ superior, reforma educaţională, calitatea studiilor, mobilitate academică. Rezumat

Procesul Bologna a transformat faţa învăţământului superior european. În toate ţările au intervenit şi au fost aplicate schimbări semnificative care au permis apariţia Spaţiului European al Învăţământului Superior şi care au pus bazele unui învăţământ superior care serveşte unei game crescânde de cereri lansate de comunitate şi societate; structurile din învăţământul superior au fost modificate, s-au dezvoltat sisteme de asigurare a calităţii, au fost implementate mecanisme de facilitare a mobilităţii şi au fost identificate o serie de probleme privind dimensiunea socială a învăţământului superior. Nu are precedent un astfel de proiect care, pe bază de cooperare voluntară, armonizează şi implementează obiective comune pentru sistemele de învăţământ superior din 47 de ţări.


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THE KINETIC AND ASSOCIATE REHABILITATION OF THE CHILDREN WITH SPASTIC HEMIPLEGIA IN ICP

Victoria DORGAN Address: State University of Physical Education and Sport from

Chişinău, 22 Andrei Doga str., Republic of Moldova E-mail: [email protected]

Tel.: +373 69333995

Keywords: spastic infantile hemiplegia, rehabilitation, treatment, Bobath method, Metayer method. Abstract

The spastic hemiplegia is a motion defect of a part of the body, either on the right or left side. The disability is not always uniform. The kinetic means have an important contribution to the recovery of the children spastic hemiplegia, being included in the treatment plan of the followed subjects, these means have the purpose of strengthen the muscles and the muscle rigidity prevention. To strengthen the overall health of the child with spastic hemiplegia, primarily contributes a complex treatment It activates the body functions, on the whole, boosts the breathing processes and blood circulation, increases appetite, normalizes the sleep. The movements fairly organized contribute to the child general physical development. In the process of the movement abilities forming it is important to develop the in the child the intellectual paralysis as activism, determination, the motivation to overcome his condition, perseverance, determination, the organized character, as well as other worth qualities for every human being. Introduction The infantile cerebral paralysis (ICP), are in an ample spectrum of unprogressive and nonhereditary motor disabilities, caused by the lesions at the central nervous system level ( CNS), induced in the prenatal, perinatal or early postpartum child [1].The neurological syptomatology is ordinarily prevalent, affecting specially the voluntary, motor activity. A rational evaluation of the cerebral paralysis preponderance at the school age is about 2 to 1000 alive newborns, being


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especially affected the ones with low weight at the birth. Hemiplegia is characterized by the spastic involvement of the superior and inferior member of the same side ( homolateral) [2]. Rarely, there are cases when the diagnostics can be established before 7 months. In more serious cases the parents or the doctor notice that the child does not use a hand. After the age of 8 month it can be highlighted the inequality of the reflex producing “ the preparation for jump” [3]. The superior member with deltoid atrophy, is in adduction, internal rotation. The forearm flexion on the arm, the forearm in rotation. The closed –gathered fist, with thumbs in adduction, covered by one or more flexed fingers. The inferior member is hypertonic, usually in elongation, the hip is in adduction and internal rotation. The knee, in most of the cases is extended, sometimes half-flexed. It can be noticed 1-2 cm. shortenings. Material-method As researching material, it were used: the study of general data regarding the specialty literature on that issue, the observation method, the kinetotherapeutical experiment, statistical –mathematical method of the data processing. According to the particular situation and the child evolution level, it was used the kinetotherapy program differentiated from the complexity point of view but the dosage was changed. The kinetotherapy included the Bobath method, Temple Fay and Le Metayer method inclusively the relaxing techniques, the stability stimulating exercises and the walking re-education.

In the kinetotherapy standard program it were used : • expansion exercises at the beginning of the session, • exercises for the development of the important movements, • exercises for members and trunk, • exercises of equilibrium. The study organization was effectuated within the

kinetotherapeutical halls of the “ Republican Rehabilitation Center for Children”, Chisinau, with the recovery disciplinary Methodist team: kineto therapist, neuro-pediatrician doctor, physiotherapist, masseur, occupational therapist. The experiment lasted for 4 weeks, in the period of 09 February – 06 march 2015. For the objectives realization of this research, it was organized an experimental group formed by 2 children of both genders, with the age comprised between 2 and 4 years, all of them having the ICP spastic hemiplegia diagnosis.

The subjects were tested 2 times ( initially and finally) regarding the level of voluntary motor ability It resulted the motor functional level


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evaluation on the basis of special files To highlight the achieved progress we used the graphical representation of the motor functional level of the inferior member ( I.M.) and the superior member ( S.M.). The graphical representation was made on the basis of gained results at the attainment of the evaluation special files. Results and discussions

By analyzing the data obtained in the study we can affirm that: the subjects involved have made progress in recovery regardless the age, sex, etc.; the recovery of motor deficit is more significant at the inferior member. Proceeding from the foregoing that early diagnosis and recovery initiated as early significantly improves the possibilities for recovery hemiplegia to the children [4]

As a result of recoveries realized we can affirm that the successes are particularly evident during treatment, but easy to lose along with its ending. Therefore are recommended to continue the methods and at home [5]. The kinetic recovering should be well measured and individualized because the tiredness causes sincinezia and clonus, that lead to the decrease of the ability to coordinate fine movements. At the patients affected as a result of recovery it was increased the degree of limb spasticity, the muscle tone was adjusted, and was improved the posture and increased the motion range [6].

For the rehabilitation of children with ICP there are various means and methods, such as electrotherapy, drug therapy, cryotherapy, occupational therapy, hydrokinetotherapy, orthopedic treatment-apareiaj etc. But the most important and resulting component of the rehabilitation process for children with ICP is the kinetic treatment. Starting from the idea that ICP is an extremely actual problem to the modern society we have proposed an associated complex of rehabilitation activities, adapted to the specific of ICP, that includes:

• Kineto therapeutic treatment which is routed depending on clinical manifestations, it is considered as being basic, on the condition to be applied early and seamlessly, helping to fight hypertension or spasms flashing at improving motor function, both in terms of posture as well as the movement, at the vicious posture correction of the child and building habits to relax in commode positions [7]

• Occupational therapy lies in the use of several forms of attractive activities for children, sports activities properly


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selected, designed to compensate the muscle imbalances, improving posture and motion. [8].

• Therapeutic massage helps to improve the blood circulation and lymphatic system, stimulation of the relaxed muscles and loosen of contracted ones thus promoting efficiency in movement and posture, balance of the nervous system.[9]

• Physiotherapy intervenes by the increasing of the local temperature having as result the capillary vasodilation, the extensibility of collagen in tendons, ligaments, joint capsules, allowing necessary stretching exercises, combats muscle contractions regardless the origin of the disease by improving the functioning of receptors in the muscles responsible for regulating muscle tone [10]. The proposed set of rehabilitation activities has a high success

rate because it includes a number of additional rehabilitation methods and means, it can be recommended for application in medical institutions of all kinds. The necessary time to recover these children is very long, it can be for years and not always fully realized.

The programs of therapeutic-educational collaboration provides the necessity of a medical-social and psycho-pedagogic support to the families that have children with ICP, the development and implementation of early recovery programs individualized of the child, acquisition of motor skills for living and learning activities. So in the physical rehabilitation of children with ICP under home conditions an important role is the partnership between the multidisciplinary team and parents. References: [1] ROBANESCU N.(2001), Reeducarea neuro-motorie, Editura Medicală, București, 2001, p.87-89. [2] ALBU C., ALBU M., ARMBRUSTER T.(2012). Kinetoterapie, Editura Polirom, p.108-111 [3] ZOLTAN P., Kinetoterapie in neuropediatrie, Editura Arionda. București, p.53-56. [4] CARANTINĂ D.(1997). Copiii cu tulburări din sfera fizică și psihomotorie, Ghid educațional, București, p. 108-124 [5] CARLI G., REIGER I., EVANS N. Number 4, April 2004 , One-year neurodevelopmental outcome after moderate newborn hypoxic ischaemic encephalopathy, Journal of Paediatrics and Child Health, Volume 40, pp. 217-220.


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[6] WU YVONNE W., DAY STEVEN M., STRAUSS DAVID J., SHAVELLE ROBERT M., Nov 2004: 114, - Prognosis for Ambulation in Cerebral Palsy: A Population-Based Study Pediatrics, p.1264 - 1271. [7] CONSTANTIN ALBU, TIBERIU-LEONARD VLAD, ADRIANA ALBU. (2004). Kinetoterapia pasivă, Polirom, p.90-93 [8] ELENA CĂCIULAN, DANIELA STANCA. (2011). Palalizie cerebral infantilă / Infirmitate motorize cerebral-Evaluare și kinetoterapie. București, p.138-139. [9] DOINA MIRZA. (2002). Masajul terapeutic, Editura Plumb, Bacău, p.(15-18). [10] Kleacikin, L.M. (1993). Fizioterapie, Editura Universitas, Chișinău, p. (12-14).

RECUPERAREA KINETICĂ ȘI ASOCIATĂ A COPIILOR CU HEMIPLEGIE SPASTICĂ ÎN PCI

Victoria DORGAN

Adresă: Universitatea de Stat de Educaţie Fizică şi Sport din Chişinău, Strada Andrei Doga, 22, Republica Moldova

E-mail: [email protected] Telefon: +373 69333995

Cuvinte cheie: hemiplegie spastică infantilă, reabilitare, tratament, metoda Bobath, metoda Metayer. Rezumat

Hemiplegie spastică este un defect de mișcare a unei părți a corpului , fie pe partea dreapta sau stânga . Dizabilitatea nu este întotdeauna uniformă . Mijloacele kinetice îşi aduc o contribuţie importantă la recuperarea hemiplegiei spastice la copii, ele fiind incluse în planul de tratament al subiecţilor urmăriţi. Aceste mijloace au ca scop întărirea mușchilor și prevenirea rigidității musculare. La fortificarea sănătăţii generale a copilului cu hemiplegie spastică contribuie, în primul rând, un tratament complex. Acestea activizează funcţiile organismului în ansamblu, intensifică procesele respiratorii şi circulaţia sangvină, ameliorează pofta de mâncare, normalizează somnul. Mişcările corect organizate contribuie la dezvoltarea fizică generală a copilului. În procesul formării abilităţilor locomotorii este important să i se dezvolte


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copilului cu paralizie cerebrală activismul, voinţa, motivaţia de a-şi depăşi condiţia, perseverenţa, determinarea, caracterul organizat, precum şi alte calităţi valoroase pentru orice fiinţă umană.

THE ROLE OF THE DISCIPLINE „THEORETICAL SPORTS PREPARATION” IN THE FORMATION OF THE COGNITIVE

COMPETENCES AT THE PUPILS OF THE SPORTS PROGRAM CLASSES

Lungu Ecaterina1, PhD student

Juravle Mariana2, PhD Gîdei Mariana1, PhD student

1State University of Physical Education and Sport, Republic of Moldova

2High School with Sports Program Suceava, Romania

Keywords: theoretical sports preparation, sports training, cognitive skills, sports program classes.

Abstract

If sciences of psychology and neurophysiology clearly define the cognitive domain and they characterize it in all aspects, providing logistical support and operational framework for intervention necessary improvements that are required in many areas, work motor problem in the cognitive domain is not so evolved, leaving room for interpretations. Failure to solve these problems at the level of requirements that satisfy all applicants, does not come from lack of the specialistsʼ interest, but from their objective and real difficulty created by the genetics of cognitive and complex personality of the subject, on the one hand, and by the values and attitudes that are to be achieved in relation to the purpose of the cycle of education and the sport profile of the high school, on the other hand. Introduction

The cognitive abilities training is a problem constantly tackled in the specialty literature, various authors invoking the necessity of the higher psychical methods development, as a guarantee for the development of other abilities types which determine the human actions


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productivity. All the domain specialists’ efforts converge towards one direction: the continuous improvement of the sports training process and thus the development of cognitive abilities, by bringing the most efficient and innovative strategies, whose direct beneficiaries are the athletes.

Tasks: 1. The theoretical approach of the problem which concern the

cognitive abilities training process off the psycho-pedagogical and theoretical-practical positions.

2. The establishment of the modalities through which the discipline “Theoretical Sports Preparation” could contribute to the cognitive abilities development of the athlete students. The methods of research

In the started research the scientific methods used were: the analysis of specialty methodical-scientific literature and the documents analysis of the educational process. The Results of research

Through the researched subject perspective, one of the fully undetermined issues in the theory and the sports training methodology concerns the common aspects which the two components assert: the theoretical preparation and psychological preparation The confusions are determined by the roles which these ones carry out, in the sense that transfer some duties, both of them claiming the creation of some cognitive competences leading to the solution of different issues [5, 11].

Another subject, that leaves many interpretations is the bases which the coach must develop during the theoretical preparation of the subjects cognitive abilities, in conditions where in the theories and specialty methods, the psychological preparation are invoked the most frequently the affective-emotional-volitional components, paying less attention to the cognitive one [2, 3]. The problem associated with the cognitive abilities does not pay the attention through the importance awarded in the specialty literature, but especially through the lack of some concrete strategies, with an active character, the development of these abilities in the didactical process, whose purpose will be the creation of cognitive abilities.


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Although in the sports activity, the accent is naturally on the development of motion abilities, the psychical component remains the motor that stimulates the superior functions of the body. A. Dragnea (1999) specified that in the “perfection and over learning” phase, points out the major weighting of the thinking, in connection with other stages, underlining that “the over-learning” claims a strong and intellectual participation, a profound and mental analysis of the concrete situations [7, p. 139-141], in the sense that the cognitive factor accompanies to motional intelligence of the subject, continues and ends it, valorizing the taken action.

The asked questions in these conditions are the following: “To whom belongs the essential role in formation of cognitive competences, so much invoked in the technical preparation, towards the mastery reaching, in the tactical preparation as the tactical thought, but in the last years even in the psychological preparation as the emotional intelligence form? To the coaches, within the sports training or the teachers who teach the theoretical disciplines?” Certainly to the both categories of specialists, but the major role have the teachers who teach in the classroom. They are the ones who must hold the necessary levers to the formation, development and transfer of the pupils cognitive abilities towards the practical area, but the coaches without the reducing of their duties, to take the cognitive acquirements gained by the students and to improve them in the trainings and contests.

On the whole of the school disciplines that contribute to the development of cognitive capacities and to the formation of students personality, an essential role has the discipline “Theoretical sports preparation”. If in the 1992 year, the year of the vocational high schools establishment with sports profile, the students had in the program weekly lessons about “ theory” as Gh. Carstea called them (2000) [4,P.59], today the discipline “ theoretical sports preparation” is presented entirely justified in the national curriculum as an integrated discipline, deeply evaluative, whose role is to endow the pupils with knowledge, concepts and attitudes, to determine him to act with understanding, with maturity, in order to gain value performances, thus increasing the chance to participate consciously and actively in the own formation and self-formation process.

The knowledge gained by studying this discipline contributes to stimulating interest in science, to the formation of logical thinking, critical spirit, develop students' intellectual capacity according to the requirements of the practiced sport branch and personal aspirations. By


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thinking out this discipline it is followed the understanding of various information forms, capacity analysis and interpretation of content elements, the formulation of evaluative judgments according to learned contents, training of thinking skills by building suitable reasoning algorithms, critical thinking and creativity. To achieve these goals it is required an improvement in the methodology of teaching and evaluation of the school subjects, innovative teaching strategies to arouse students' curiosity, to create the rational and motivational states that are needed by any subject in order to validate the creative capabilities in accordance with the specific requirements of sport industry, with his interests and intellectual aspirations.

Only with the conditions that to the subjects will be offered conditions of systematically training and education in the classroom, the genetic fund available to them, in terms of intellectual approach, will be developed at a higher level and then converted in skills that support their practice activity. So, it becomes more necessary, a new way of teaching and assessment of the discipline "Theoretical sports preparation", by using the most of original and effective teaching methods that develop students' ability to perform logical operations, to synthesize, to compare and explain reasoned, using the specific language of sports, because all initiatives, investigations with research character sights out the progress. By putting students in concrete situations to make various judgments, of inductive, deductive and analogical order, determining them to think divergently, to auto evaluate, to transfer knowledge gained from educational content from one to another, to work with them and use in concrete, practical situations, are created the premises for developing their cognitive skills and integration into the environment where it’s developed their activity.

It should not be forgotten that every student has personality and intellectual capacity of its own. These are not formal details, but issues of primary importance, pedagogical issues par excellence. Teaching methods have their efficiency only if the teacher knows the subject's individual characteristics, strengths, especially their intellectual capacity limits. Measures of teaching feature undertaken must work towards organizing and restructuring the internal forces of psychological nature of the subject and bringing them to light in the form of skills to guarantee its integration into the environment in which it goes there and it is requested [1, 6, 9 10]. Theoretical knowledge gained in the classroom, combined with practical experience, have internalized the value systems and


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externalized in the form of intellectual, emotional and effector-operating (motor) attitudes.

Today, the obtained performance in sport relies heavily on cultivation in both directions, of the multiple theoretical and methodological bridge between the classroom and the created practical reality on the ground. As mentioned by some authors, M. Epuran, Holdevici I., F. Tonite (2008), only to the extent that subjects will be educational influenced, they will develop their cognitive, volitional, rational and emotional aspect, will mature intellectual and make efforts for self-improvement according to the specific developed activity [8, p. 71].

Conclusions Although theories and experimental studies designs the cognitive

subject's outline from different angles, forward assumptions, questioning, gives explanation and solutions, its implications over the learning efficiency and maximization of the individual psychic abilities remains a constant theme, open to research.

Identification of some ways through which can be eliminated the terminological confusions due to the large volume of information and the high specific complexity of sports training methodology, relative to age and the experience of motor subjects, means of expression relatively reduced of it and the time allocated within the plan -framework educational of browsing content and acquiring specific competencies for the discipline "Theoretical sports preparation" on the one hand, and on the other hand, the elaboration and implementation of didactic methods that leads to development of the cognitive skills arsenal that must have a subject in order to streamline actions, both in the classroom and in training and competition, represents the guarantee of successful cognitive skills development in teaching-learning and evaluation of the discipline "Theoretical sports preparation." References:

[1] ALEXANDRESCU, I. (1981). Personalitate şi vocaţie, Iaşi, Junimea, p. 32- 41. [2] BADIU, T. (2002). Teoria educaţiei fizice şi sportului, Galaţi, Mongabit, p. 20. [3] BOTA, I. (1984). Handbal. Modele de joc şi pregătire, Bucureşti, Sport-Turism, p. 67.


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[4] CÂRSTEA, Gh. (2000). Teoria şi metodica educaţiei fizice şi sportului pentru examenele de definitivat şi gradul didactic II, Bucureşti, ANDA, p. 59. [5] CERCEL, P. (1983). Handbal. Antrenarea echipelor masculine, Bucureşti, Sport-Turism, p. 56-69. [6] DANAIL, S., STOICA, D. (2012). Cu privire la definirea personalităţii: structura internă. În: Cultură fizică: probleme ştiinţifice ale învăţământului şi sportului: Materialele conferinței științifice internaţionale a doctoranzilor, Ediţia a VII-a, Chișinău, USEFS, p. 56-61. [7] DRAGNEA, A. (1999). Antrenamentul sportiv. Teorie şi metodică, Bucureşti, EDP R.A., p. 139-141. [8] EPURAN, M., HOLDEVICI, I., TONIŢA, F. (2008). Psihologia sportului de performanţă. Teorie şi practică, Bucureşti, FEST, p. 71-311. [9] GOLU, P. (1985). Învăţare şi dezvoltare, Bucureşti, Ştiinţifică şi Enciclopedică, p. 2-22. [10] STOICA, D., STOICA, M. (1982). Psihopedagogie şcolară, Craiova, Scrisul românesc, p 18. [11] TĂRCHILĂ, N., ŞERBAN, M. (1996). Strategia tehnico-tactică şi modele actuale în volei. F.R. Volei – 65 de ani de la înfiinţare, Bucureşti, p. 11-20.

ROLUL DISCIPLINEI „PREGĂTIRE SPORTIVĂ TEORETICĂ” ÎN FORMAREA COMPETENȚELOR COGNITIVE LA ELEVII

CLASELOR CU PROGRAM SPORTIV

Lungu Ecaterina1, drd. Juravle Mariana2, dr. Gîdei Mariana1, drd.

1Universitatea de Stat de Educaţie Fizică şi Sport, Republica Moldova

2Liceul cu Program Sportiv Suceava, România

Cuvinte-cheie: pregătire sportivă teoretică, antrenament sportiv, competenţe cognitive, clase cu program sportiv.


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Rezumat În cazul în care științele psihologiei și neurofiziologiei definesc în mod clar domeniul cognitiv în toate aspectele lui, asigurînd suportul logistic și cadrul operațional pentru intervenția necesară de îmbunătățire, care sunt necesare în multe domenii, probleme cu activitate motrică în domeniul cognitiv nu este atât de dezvoltat, lăsând loc pentru interpretări. Imposibilitatea de a rezolva aceste probleme la nivelul cerințelor care ar putea satisface toți solicitanții, nu provine din lipsa de interes a specialiştilor, ci de la obiectivul lor și dificultatea reală creată de genetica personală cognitivă si complexă a subiectului, pe de o parte, precum și de valorile și atitudinile care urmează să fie îndeplinite în raport cu scopul ciclului de educație și profilul sportiv al liceului, pe de altă parte.

THE ANALYSIS OF THE TECHNICAL ASPECTS OF COMPETITIONS ON THE PEDESTRIAN TOURISM

PERFORMED BY STUDENTS OF SECONDARY SCHOOL

Mindrigan Vasile, Onoi Mihail, Grosu Maria, Jomiru Irina State University of Physical Education and Sport, Chisinau, Moldova

E-mail: [email protected] Keywords: route maps, participants, age, technical stages, control of time. Summary The main foundation of tourism activities is focused on hiking activities. In order to assure a performance level during competitions, a conscientious preparation is required along with a substantial assimilation of tactics and strategies. This sort of activities contributes to the verification and the improvement of students techniques and strategies, as well as testing new types of equipment and in particular exchanging good practices.

The pedestrian tourism contest performed in secondary school students can be organized between teams or individuals. During these contests, students are required to pass a track of different levels of difficulty, containing a variety of natural and improvised obstacles. The

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successful organization of these contests are determined by the quality of the track and the professional skills of the referee.

The actuality of the subject Currently, the pedestrian tourism contest became popular among students and the competitions of this type are held several times a year in Moldova. The young participants are keen to demonstrate their skills and are involved with a strong competitive spirit. The students are given the opportunity to develop their physical and educational abilities [1, 2, 3, 4].

Кодыш Э. [5, p. 6], notes that during last years the organization of pedestrian techniques contests have significantly increased and the most important aspects are the laps complexity of the track. According to the authors Федотов Ю., Востоков И. (2002), the competition activities indicate that students performance in hiking is influenced by the ability of the athlete to efficiently perform different elements of the pedestrian tourism techniques.

Research purposes. Analysis of competitive activity of students in technical pedestrian tourism in the stages of winter.

Research objectives. 1 Information and reference research concerning the analysis of

technical aspects in contests of pedestrian tourism organized for secondary school students.

2 Highlighting the particular techniques used in the pedestrian tourism.

3 The analysis of student performance during Winter Cup 2015 competitions.

Research methods. In order to achieve the goal and objectives, there were used the following research methods: analysis of the informational material and reference papers; the pedagogical observation; technical training tests; statistical and mathematical analysis.

Field work: the gym of the lyceum „Mihai Grecu” and of the gymnasium „Galata” Chişinău city.

Subjects: students of 13-14 year-old, members of Youth Tourist organisation of Moldova. Research results The competitions concerning the techniques of the pedestrian tourism is organized for different age categories, annually being involved a significant number of participants. In this type of competitions, students


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participate both in teams and individually. The individual competitions are much more appreciated as every athlete has the opportunity to demonstrate his physical skills and psychological strength. One of the most notorious contests is the Winter Cup, which takes place in the gym of several lyceums and gymnasiums. These contests are divided into several stages (Figure 1).

Fig. 1.The technique stages on the pedestrian tourism during the Winter Cup

During the winter time, the competitions on the pedestrian tourism

are not organized outdoor due to the unsuitable weather conditions. However, this kind of activities is well organized indoor, reproducing a natural route as close as possible. According to the schedule for the techniques on the pedestrian tourism among youth, the winter Cup of Kishinev took place in two levels (December 2015/ I level, February 2016 II level ). The participants were prepared for the next competitions that will take place outdoor and will propose a natural route including a variety of sportive tests.

Following the Figure 1, there are various contest levels in hiking techniques. Still, during the Winter Cup, due to space limits, only a restricted number of these techniques are used. The levels of the route are mentioned in the table below.

Tabel 1. The steps of a track during the Winter Cup


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N/o The type of steps

The equipment The rules

1 The mounds

The mounds, the starting line. The participants have to cross the step walking on the mounted mounds by the arbiter.

2 The mountainee

ring

The railings of the arbiter, local loops at the end of the track, the starting line.

The participant have to climb the rope.

3 The beam The railing of the arbiter, a beam, local loops, auxiliary loops.

The participant fixes the insurance and begin to cross the track on the beam and the railing.

4 The suspended crossing

A railing , the railing of the arbiter, the insurance, local loops.

The participant cross the track on the attached rope having fixed the insurance. It is prohibited to have a carry back.

5 The parallel strings

A railing, the railing of the arbiter, the insurance, local loops.


6 The crossing

The railing of the arbiter, local loops supporting the insurance at the ending of the track.

The participant has to cross the track being necessary to pass the boundary line.

7 The descend

The railing of the arbiter, local loops supporting the insurance at the beginning of the track, the boundary line at the ending of the track.

The participant has to cross the track being necessary to pass the boundary line having the insurance attached.

8 The pendulum

The railing of the arbiter, the boundary line at the beginning and at the ending of the track.

The participant has to cross the track being necessary to pass the boundary line.

9 The ski The railing of the arbiter, the local loops for insurance.



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Schema 1. The track with the obstacles included at the competitions on the

pedestrian tourism Winter Cup

Thanks to the individual competitions on the pedestrian tourism,

the participants improve theirs ability to use different parts of the body together smoothly and efficiently, the determination of the relative position of something or someone and the balance between body and mind being focused on the present.

The research has been applied to a significant number of students of the secondary school including ten boys and ten girls. They are members of the various tourist circle and organisation in Chisinau, Moldova. The subjects were kept under a systematic review in order to check and observe the quality of the progress during these competitions. Thus, following the analysis of the results, the participants obtained next outcomes (Tabel 2) Table 2.The benchmarking of the competitions on the pedestrian tourism (females = 10)

The number of the participants

The steps of the track (number- 9) Time (min.) Penalty points Results place

At the beginnin

g Stage I

At the end

Stage II

At the beginnin

g Stage I

At the end

Stage II

At the beginning

Stage I

At the end Stage II

1 10,35 9,11 2 1 5 5 2 8,43 7,91 3 0 2 1 3 17,31 16,24 4 0 10 9 4 9,49 9,2 4 3 4 7 5 11,37 10,73 2 0 8 8 6 14,26 13,05 4 6 9 10


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7 10,52 8,8 1 1 7 4 8 7,35 7,0 2 4 1 3 9 10,4 10,0 3 0 6 6 10 9,44 8,52 0 1 3 2

These facts and statistics collected together for analysis were reported to both the beginning and the end of the competitions during the Winter Cup.

According to the information presented in Figure 2, the results

obtained at the beginning are related to the time dedicated to the competitions (7,35-17,31 min), the penalty points (0-4) and the results (1:10). Taking into account that this is the first competition developed inside in a closed space, the results are unassuming or moderate in the estimation of participants abilities.

The total sum of observations shows a decrease of the time performed by the number of the participants (10 girls) at the beginning (7,35- 7,31 min) related to the results at the end of competitions (7,16-7,24 min). The technique and the generalship of the participants during the entire competitions have been appreciated by the arbiter giving the penalty points. At the beginning, the maximal number of penalty points did not exceed 4 points. Throughout the duration of competitions, the subjects were more focused and they avoided the accumulation of penalty points with the exception of one participant who accumulated 6 penalty points.

In accordance with an objective observation, the girls presented at the competitions manifested a significant increase of the rate of motion and the rapidity of movement. The information presented above is an indicator that during the competition the participants can better understand the rules obtaining insurance skills and can better operate with the equipment. We would describe them as being composed, mentally tough, having the right psychology, a great sports mind, emotionally controlled or simply determined or focused on achieving good results.

Table 3. The benchmarking of the competitions on the pedestrian tourism (male = 10)

The number of the

subjects

The steps of the track (n=9) Time (min.) Penalty points Results place

Start Stage I

Finish Stage II

Start Stage I

Finish Stage II

Start Stage I

Finish Stage II

1 5,5 4,98 1 1 1 1 2 7,35 7,0 2 1 5 3


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3 10,56 10,15 2 0 9 7 4 8,38 8,2 1 1 4 6 5 10,58 10,3 2 0 7 9 6 6,49 6,49 1 0 2 2 7 14,7 14 3 2 10 10 8 9,34 9,2 4 2 8 8 9 8,18 8,0 3 0 6 5 10 6,56 6,15 1 3 3 4

Analysis of the results has proved the good firmness of the male

group and the effectiveness in term of development of performance and overall movement abilities. According to the information presented in Figure 4, the results obtained by the male group at the initial stage in point of time of 5,5-14,7 min and 1-4 penalty points received as a consequence of the committed mistakes during the competitions, underline the emotions of the first participation in an individual competitions inside the gym. It can be seen that the values recorded by the subjects at the initial stage of the competition demonstrate an adequate technique and training skills for crossing the pedestrian track.

After the calculation of averages, we can observe that the sportsmen revealed a progress of 0,52-0,7 min, meaning about 0,18 min between two stages, less than the female group who crossed the track in 0,76 minutes. This progress is observed and in the case of penalty points, the male group has fallen significantly in the final stage, the majority registering a point penalty be either completed technical steps without penalty points, which also rose for the females group. Also the ranking from one stage to another has changed, but which differ from those of the females group where two participants kept their position, and this is all the more visible because they are subjected runners on a first and second place.

Thus, we can deduce that the male group is more stable concerning the final result of the competitions on the pedestrian tourism during the Winter Cup. Conclusion

Following the theoretical analysis and based on the scientific methods of observations concerning the technical aspects of competitions on the pedestrian tourism, the most authors have noted that in recent year these sort competitions have increased attracting more and more participants.

The comparative analysis of the results of the Winter Cup competitions both male and females have demonstrated a significant


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progress at the final stage including all the indices. Thus, the females group has improved the time crossing the track with 0.76 minutes and 0.18 minutes for the male group. The time for the male during the competitions remained much lower than the duration of the participation for the females. This difference in results is observed and in the case of penalty points, for females group 0,9 points and male group 1,0 penalty points from one stage to the next These observations have largely changed the final classification. Bibliography.

1 Crăciun, G. şi coord. (2011). Tehnica turismului montan. Concretizări şi sugestii vis-a-vis de arbitraj, Chişinău, Maxtipar,

2 gimnaziulgalata.do.am/...tehnica_turismului_pedestru.15-1-0-124 3 sott.ucoz.net/Regulament_TTP_de_iarna_2015.pdf 4 Вяткин, Л., Сидорчук, Е. (2014). Туризм и спортивное

ориентирование. 5-е издание, Москва, Академия, 224 p. 5 Кодыш, Э. (1990). Соревнования туристов. Пешеходный

туризм. Москва, Физкультура и спорт, p. 6-10. 6 Федотов, Ю., Востоков, И. (2002). Спортивно-

оздоровительный туризм. Учебник. Москва, Финансы и статистика, 320 p.

ANALIZA ASPECTELOR COMPETIŢIILOR LA TEHNICA

TURISMULUI PEDESTRU CU ELEVII DIN CICLUL GIMNAZIAL

Mindrigan Vasile, Onoi Mihail, Grosu Maria, Jomiru Irina Universitatea de Stat de Educaţie Fizică şi Sport, Chişinău,

Republica Moldova E-mail: [email protected]

Cuvinte cheie: harta traseului, participanţi, categorii de vîrstă, etape tehnice, timp de control. Rezumat

http://www.books.ru/author/vyatkin-68076/

http://www.books.ru/author/sidorchuk-60106/

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Fundamentul principal al activităţilor turistice este axat pe drumeţii. Siguranţa şi nivelul tehnico-tactic de desfăşurare în mare măsură are la bază pregătirea iniţială către activitatea turistică, în care un rol important îl joacă competiţiile la tehnica turismului pedestru. Ele contribuie la verificarea şi îmbunătăţirea pregătirii tehnice şi tactice a turiştilor, testarea noilor tipuri de echipamente şi schimbul de experienţă.

Competiţiile la tehnica turismului pedestru cu elevii din ciclul gimnazial se pot desfăşura atît pe echipe cît şi individual, avînd ca scop parcurgerea unui traseu cu etape tehnice naturale şi improvizate, majoritatea cărora se întîlnesc pe parcursul drumeţiilor turistice. Succesul competiţiilor sunt determinate în principal de calitatea pregătirii traseului şi nivelul de arbitraj.

ANALYSIS OF THE TEACHERS AND ADOLESCENTS OPINIONS REGARDING 14-15 YEARS OLD STUDENTS

ATTITUDE TOWARD PHYSICAL EDUCATION LESSONS

Irina Delipovici1

Ion Moroșan2

State University of Physical Education and Sport, Chisinau Keywords: adolescents, physical education teachers, survey questionnaire. Abstract

As a result of investigating teachers and adolescents it was obtained new results on student attitude toward physical education lessons. Most teachers claim that 14-15 years old students show an average interest for the discipline "Physical Education", assessing their readiness analog and driving. However, the vast majority of teachers involved in the teaching of this subject indicate that there are some


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difficulties in teacher training process with adolescents. Only ½ of the adolescents are satisfied with the organization and conduct of those lessons, and many of them have no confidence in their skills, although physical education lessons can be effective in this regard. Introduction

Student satisfaction degree within the lessons of physical education is an important component of his attitude towards discipline "Physical Education". Attendance at physical education lessons by students depends essentially on their attitude towards this discipline in school, expressed their satisfaction. Those satisfied with the quality of lessons and results in them show a greater interest in this discipline compared to those complainers [5]. Namely, those satisfied continue the lessons and also the sports activities in gyms leisure. Others will be interested in attending lessons in different ways.

Expectations of pupils is to secure a complicated problem [1], especially referring to students in secondary school, which is considered omniscient [8], but that can be solved by studying the views of both parties, participating in the educational process - teacher: the teacher and the student. Every teacher should know the true attitude of students to the lessons he taught [10] but also the real situation in the classroom (students' interest towards its lessons, driving training level of students, the possibility of conflicts etc.). In light of their increasing teaching quality can be ensured and involvement of students interested in physical education process. Aim of the work: study of the teachers and adolescents attitudes towards physical education lessons. Material – method

At the beginning of the study year it were developed two surveys of inquiry, including: first - addressed to physical education teachers and one for students of class IX. Survey questions addressed to provide teachers on student interest to those lessons, the difficulties teachers face in teaching discipline "Physical Education" and its appreciation of the level of training given to adolescents in urban driving. The survey addressed adolescents was drawn to determine the real opinion of students on their satisfaction with the organizational lessons of physical education and their role in preparing them for life and work in modern society.


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In the survey were involved physical education teachers from Chisinau, engaged in teaching discipline "Physical Education", 9th grade (n = 24), but also pupils of those high school "Mihail Kogalniceanu", Chisinau ( n = 60). Since physical education lessons offer to the students great opportunities to increase the confidence in their forces, we have used the test "How confident you are in your own person?", consisted of 25 questions. Every question was asked to choose only one of three possible answers, which was appreciated by a certain score. Overall score of each student was assessed as follows: 40-50 points - the score indicates a lot of confidence and reliance on their own abilities; 25-39 points - you are a person generally confident, with a positive attitude, ready to take some risks in life, but generally prefer safety instead of risky adventure; under 25 points - the score indicates a lack of confidence in itself, so you should think about adopting strategies to develop it. Results and discussions

At the question "How do you assess 14-15 years old students' interest to physical education lessons?" the replies of the physical education teachers were allocated as follows (Figure 1): very high - 4% higher - 32%, average - 60% , low - 4%. If we sum up the first three answers, which constitutes 96% of all the results, then establish that the vast majority of teachers appreciates the interest of students to discipline "Physical Education", most (60%) appreciating him as " environment ". These results confirm the scientific information from the literature [7] which shows that students of the 9 grade have a certain interest in physical education lessons, even if it is worse than the students the from primary school or 5th -7th degree.

Fig.1. Structure of physical education teachers responses to the question "" How do

interest of students aged 14-15 to physical education lessons? ", %


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When asked "Are you experiencing difficulties in organizing lessons with these students?" Replies of the teachers were distributed as follows (Figure 2): yes - 20%, not - 32%, sometimes - 48%.

Fig.2. The structure of physical education teachers responses to the question "Are you

experiencing difficulties in organizing lessons with these students?",% Through the teachers who do not have conflicts with the students are the ones who enroll the teaching activity with a period of up to 5 years and the duration of activity in that realm for over 40 years. However, many teachers face difficulties in organizing the lessons, and some of them, particularly the ladies; even flatly refuse teaching in the 9th grade. Some argue the emergence of various conflicts with the pupils, increased excitability of the central nervous system, specific students that age, and family by diminishing attention to proper education of children. According the literature through conflicts among students are quite common in the teenagers and teachers who only have a thorough psychological preparation and teaching can meet their inappropriate behavior, often deviant [6]. In this context it is necessary to document systematic literature teachers to get to know the specifics deeper psychic activity of the human brain at this age stage and react appropriately to situations and atypical calm. The authors indicate [6] the basic qualities of the teacher required in such situations: fairness and objectivity. At the same time, keep the interest of the teacher to demonstrate professionalism and high level permanent training and development driving intellectual powers is valid not just the domain of physical culture, but also those associated with it, such as general pedagogy and psychology ages. Some school managers considered that the employment of highly skilled athletes (masters in sport, national and international champions) could be an effective step in reducing conflicts and increasing student interest - professor of physical culture front.


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In the specialized literature it is mentioned [7] that at this age it is maintained the need to move, the game, although they acquire other meanings. It is necessary that the track needs to be targeted appropriately to ensure their related involvement of students in all forms of motor activity, which inevitably will influence their level of training and driving. If we follow the data in Figure 3 we find that most teachers (88%) believe that students from 9th grade have a medium level of motor training and only 8% seems "low".

Fig.3.Structure answers the question "How do you assess the level of training driving

school pupils DVS?", %

Authors notes that 14-15 years old boys, can achieve high results at body motor preparation, taking into account that at this stage of life occurs their sexual maturation and the enhancement of testosterone production which improves lean body mass and qualities of his force. At this stage the aim is to attract the attention of teenagers all over his person. So, using a correct pedagogical tactics, incentives for students to demonstrate their qualities in training and motor preparation, can lead to higher levels of physical training, but also of interest in exercise and physical education lessons. However, after the studying of students views we have established (Figure 4) that 51% of students are satisfied and very satisfied with physical education lessons, while 16% were not able to provide a clear appreciation of their level of satisfaction of discipline ”Physical Education” and some 16% are more dissatisfied than satisfied with these lessons, followed by the completely dissatisfied, which is 3% share. Data from the literature indicates that our below results are the record results of other authors [10], which states that 70, 9% of students are satisfied with physical education lessons.


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Fig.4. Structure of answers to the question "Are you satisfied (a) physical education

lessons?" (%) Girls represent the satisfied and very satisfied contingent with the organization and conduct lessons. Among the girls there is no completely unsatisfied person of physical education lesson, while the boys average is 3, 85%. Research of other authors shows that boys declare themselves more satisfied with physical education lessons than the girls, their average being 77.8%, while that of girls - 65, 4% [8]. Self-confidence is an attitude in which individuals have optimistic opinions, but also realistic about themselves and their situation. Such an attitude means that people confident are able to rely on their own abilities and decisions. It also means that they are able, to a large extent and within reason, to take control of their own lives and to defend the rights and aspirations of the contemporary world; that can sometimes intimidate [4]. In the figure 6 is reflected the distribution of 9th grade students according to the points accumulated in the test result.


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Fig.5. Distribution of pupils (%) based on the points accumulated at the test "How

confident are you in your own person?"

It has been established that 54% of students have submitted their responses appreciated by less than 25 points, which shows that they are not confident in themselves and should think about adopting a viable strategy to develop it. According to the results obtained in the investigations with the division based on gender, over ½ of boys and girls 14-15 years is awarded to individuals who have confidence in their skills. According to the fact that these students are inhabitants of urban areas, the lack of confidence creates preconditions for the emergence of stress states, which is a major risk factor for health, this being a serious social problem. Probably, physical education lessons, involving the rational use of competition between students with the same level of motor training, could have beneficial consequences in strengthening this human feeling. Conclusions: 1. Only 36% of physical education teachers argue that 14-15 years old adolescents show a great and very great interest towards physical education classes, most of them (60%), considering it as environmental interest. 2. Most teachers (68%) state that face certain difficulties in teaching the subject "Physical education", due to the conflicts between students and between student - teacher, arguing their appearance by increased excitability of the central nervous system, specific to adolescents, and by diminishing attention to educating the young generation family. 3. Approximately 88% of physical education teachers appreciate the level of students’ motor training from 9th grade to the environment as medium, and 8% as slow. 4. Only ½ of 9th grade students are satisfied and very satisfied with physical education classes, and among those, dissatisfied boys predominate. These results are lower than those set by other authors,


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which states that 70% of 14-15 years students are satisfied with the wayof teaching discipline "Physical Education". References:

1 Kondakov V. (2014). Despre necesitate perfecționării sistemului de lecții de cultură fizică în școlile medii de cultură generală în contextul tehnologiilor pedagogice moderne. În : Teoria și arta educației fizice în școală, p. 38.

2 Carter F. Teste de inteligență și psihometrice. 3 Лихачев Л.В. (1982). Удовлетворенность занятиями

физической культурой и спортом как фактор повышения эффективности учебно-педагогического процесса: Автореф. дисс. канд. пед. наук. Москва,145 c.

4 Лупоядова Л. Ю., Мельникова Н. А., Якимович И. Г. (2005).Родительские собрания 8-9 классы. Беседы,лекции, практикумы, анкеты для родителей. Волгоград: Учитель.

5 Hазарова H.Н.(2009). Физкультурно-спортивная деятельность подростков в инновационном образовательном учреждении. Автореферат дисс. к. п. н., 27с.

6 Пашин А.А, Кабачков В.А. (2011) Эффективность технологии формирования ценностного отношения к здоровью в физическом воспитании подростков. Журнал Вестник спортивной науки 5 (5).

7 Развитие интереса к занятиям физической культурой и спортом через сочетание традиционного игрового и соревновательного методов и современных информационных технологий http://mou101.narod.ru/primaryped.files/Tolstuhina.htm

8 Синягина Н.Ю., Синягин Ю.В., Зайцева Н.В. и др. (2012). Повышение уровня научно-методического обеспечения организации занятий физической культуры и спортом и интереса к ним. Методические рекомендации. Москва,51с.

STUDIEREA OPINIILOR PROFESORILOR ȘI ADOLESCENȚILOR PRIVIND ATITUDINEA ELEVILOR DE

14-15 ANI FAȚĂ DE LECȚIILE DE EDUCAȚIE FIZICĂ

http://bmsi.ru/authors/2e8a8560-fcb5-4532-a58b-0e2d95add7db

http://bmsi.ru/authors/5a5f4374-1211-4c32-8791-77f75a218473

http://bmsi.ru/source/d6189538-a182-446f-a368-e90d0392945d

http://mou101.narod.ru/primaryped.files/Tolstuhina.htm


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Irina Delipovici1

Ion Moroșan2

Universitatea de Stat de Educație Fizică și Sport, Chișinău Cuvinte cheie : teens, physical education teachers, survey questionnaire. Rezumat

În rezultatul anchetării profesorilor și adolescenților s-au obținut rezultate noi privind atitudinea elevilor față de lecțiile de educație fizică. Majoritatea profesorilor susțin că elevii de 14-15 ani manifestă un interes mediu pentru disciplina ”Educația fizică”, apreciind analogic și nivelul lor de pregătire motrice. Totodată, majoritatea absolută a cadrelor didactice, implicate în predarea acestei discipline, semnalează existența anumitor dificultăți în realizarea procesului instructiv-didactic cu adolescenții. Doar ½ dintre adolescenți sunt satisfăcuți de modul de organizare și desfășurare a lecțiilor respective, iar mulți nu au încredere în forțele și aptitudinile proprii, deși lecțiile de educație fizică pot fi eficiente în acest sens.

THE CONTENT ANALYSIS OF THE DISCIPLINE "BASICS OF STATE AND LAW. LEGISLATION IN SPORT " AND


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EVALUATION OF IT’S TEACHING QUALITY WITHIN THE PROFILE FACULTIES

Ina Pârlii, PhD student, SUPES

Keywords: content analysis, study discipline, quality, teaching, learning, evaluation Summary

The development of teaching and education science is directly related to pedagogical research. The research in pedagogy is performed by professional researchers, but it can also be done by teachers at all levels of education, equally concerned to ensure the organization and effective conduct of the educational work and investigation of teaching phenomena in order to optimize it, introduction and realization of innovations in education; therefore it is necessary to initiate future teachers not only in methodology training and education, but also in the pedagogical research. Any technique of sociological research must be characterized by objectivity, be systematic, to allow the reaching of the same results when re-investigation is done by someone else. In order to fulfill these requirements, the content analysis procedure must have a specific character, clear, the technique utilization algorithm must be not only correct but also clear exposed, but on the other hand the entire communication content to be classified according to the system of analysis categories. Introduction

Content analysis can be described as a set of techniques research of an object, techniques which, through systematic and objective analysis methods, gives a qualitative information about object research. The method involves a request of theorizing to make sense of some facts and past them into explicative contexts. We understand theorizing as the process of comprehension (understanding), interaction or contextualization. [1].

Starting from the earliest perspectives on specific content analysis of B. Berelson, one of the sociologists who has contributed the most to the development of technique, believes that "content analysis is a


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research technique that aims to describe the systematic, objective and quantitative manifest content of communication "[2].

In our research we have not proposed to make an analysis of communication content in the learning process of the discipline of study, but we tried to approach this technique in terms of evaluation the quality of its teaching, to identify the most effective learning units from the perspective of students, the modalities and techniques for learning the didactic proposed material, components of the evaluation, development the evaluation techniques and implementation of the evaluation process, thus bringing, innovative elements specific to axis scientific-methodological - technical teaching, learning and evaluation without requiring an exhaustive exposure.

Reviewing the examined issues in our study by using the content analysis mainly has served as a source of identification the requirements of students from faculties in study discipline and "Basics of State and Law.Legislation in sport". For example, the content analysis of educational institutions from the university may reveal the extent to which they, as formulated are capable of condensing information, succinct but relevant, essential for learning, suggesting graphic coverage ways of science concepts used in discipline by the students during study.

Evaluation of the education quality through the student opinion is part of the quality system implemented in the State University of Physical Education and Sport from Moldova (there are internal rules and procedures in this regard) and the discipline of analyzed study is only part of the audit quality conducted by teams from faculties. The research hypothesis

By making the content analysis of study discipline, quality of evaluation it’s teaching, can contribute to the continuous improvement of methods and techniques of learning by determination, activities and enriching the students communication, the identification of concrete solutions in tasks, engaging in free, open, creative, constructive discussions and developing higher cognitive mechanisms: thinking, memory, imagination, innovation.

Teaching methodologies

Teaching methodologies that we have applied in the research were selected to confirm the hypothesis of factual material and process. Thus, the methods selected are: investigation, introspection, systematic observation, analysis the products activity, graphical method.


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The sample of participants are students from faculties that have within the study program curriculum "State and Law Basics. Legislation in Sport" with a contingent of about 89 people. To obtain the information about the level of their knowledge and skills, including their degree of involvement in the educational process we used the following research tools: knowledge tests, questionnaires, worksheets, portfolio.

Discipline content analysis study was monitored by the quantitative type, seeking accumulation of raw data, frequency analysis of the themes and concepts, symbols. Also this analysis is a structural one, in that it involves reflection inter-relationships between the different themes of content (learning units); these relationships may be complementary or integrated with some interferences. In Figure 1 we show schematically content analysis of the subject " State and Law Basics. Legislation in Sport”.

Treating didactic material actually means the coding. The coding corresponds to changes made after strict rules and principles – of data and information from text. Coding organization includes three elections (the analysis of quantitative and categorical): decoupage - choice learning units; enumeration and classification. In terms of teaching quality evaluation study discipline " State and Law Basics. Legislation in Sport " can mention that this operation was carried out by: identifying the components of the evaluation, development and implementation techniques for the evaluation process, thus bringing the response elements that reveals the essential questions of scientific-methodological and technical focus of the assessment, without pretending to make an exhaustive, being given the scale and complexity of the problem addressed.

The theory and practice of evaluation in education records a wide variety of approaches and understanding of evaluative action (Bonniol, Vial, 1997) [3]. They are nuanced in terms of understanding the nature of this process, which represents the subject of evaluation activities, functions they perform, broad strategy for achieving (Radu I.T., 2000; Meyer, 2000; Vogler, 2000) [4,5,6]. Without going in the deepen conceptual analysis of the phenomenon of "evaluation" we only mention that, in our opinion, "evaluate" leads to the idea of value (price) and estimation (measurement) activity student, professor, department, of organization education in general (Plato, 1997) [7].

Below are the results of the analysis of applied questionnaires to students who have completed the curriculum content of discipline learning the planned program.


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The exploatation of the didactic material Interpretation Conclusions The synthesis and result selection Statistic operations The results managent and interpretation The administration of the teaching techniques and methods Learning units formation The reading of the discipline contents "State and law basics.

Legislation in sport" Dimensions and analysis ways The didactic material selection and specific documents of the

teaching-learning-evaluation process PRE-ANALYSIS The index identification of the learning –teaching-evaluation The objectives formulation of the teaching-learning-evaluation The indicators elaboration of the learning unities evaluation The systematization rules of the learning unities The material preparation Evaluation (testing, questionnaire application of working files,

portfolio realization) Other directions for a new analysis Utilization of the content analysis results in theoretical or

pragmatic aims

Within the questionnaire, it were questions regarding the structuring of the didactic material at the reference discipline, the content difficult grade, the volume of the subject, the applicative value, the connection with other disciplines, the teaching way, the teaching rhythm, interactivity grade, the intellectual and creative development, the willingness at the questions, the presence at the course. In figure 2 we present graphically the answers in percentage values regarding these aspects observed through the questionnaires application.


108

17

106

11 137

15

813

students

the material structuring difficult degreeapplication value connection with other disciplinespreparation mode interactivity degreeintelectual/creative development availability at the questionsthe present at the course

Fig. 2. The answers regarding the evaluation indicators of the reference

discipline teaching quality In figure 3 we present the students reasons for their absences

registered at the course, respectively from these ones we can notice: the lack of interest for the study discipline in question (23%), works in a institution as an employee(21%), personal reasons (38%), do not like how is assured the teaching (18%).

students

2321

38

18

the interest lack for the discipline works personal reasons do not like the teaching

Fig. 3. The students’ reasons for their registered absences at the course

In the table 1 we present the extract from the observations lists of

the students regarding the studied disciplines according to the program. The presented information are the ones referring to the monitored discipline and also the offered scores on a scale of values from 1 till 5.


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Table 1. Extract from the students observations lists

Nr. crt.

Observation Offered score

1. The course is not sufficiently clear, it is taught very quickly and contains few examples in comparison with what is asked at the exam

3

2. The course proceeded very good, but the teacher tried through all the methods to understand the material, inclusively solved types, well explained .

2

3. . The information volume was too ample, which did not allow its fully covering at the seminar. In this way not all the material aspects are important, but through the renouncement of some information, the discipline would be easier to acquire.

3

4. Few examples. The exercise was not highlighted. 2 5. At the courses should not be read the power-point presentations but it should

be explained the material for everyone understanding.

4 6. The teacher pedagogical abilities are low 1


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The results analysis

The students appreciate the feedback method on the basis of the questionnaires, as we could assert through the sincerity of the given answers. Although it was not done the present study object, however we considered necessary to include also the questionnaires’

results regarding the presence. Unfortunately we noticed that the presence decreases once with the studies years evolution. On the other hand, it is a pity that some students declare are not interested in this course and that’s why they do not go. Also, once with the studies years evolution increases also the others proportion which declare that they do not have presence due to the employment.

Another important aspect mentioned by the students is the huge volume and too theorized of the course content and the applications part is not effectuated on the basis of the theory profound preparation taught at the course. It results the decrease of applications value through the low existence of the legal types from the sports practice. A positive aspect remarked is the one referring to the students intellectual and creative development degree .In the context where the students are still less habituate with the ( intellectual and not merely) effort, we consider that this discipline has the requirements for the students involvement in the practical and concrete solution of some legal issues, which trains the thinking, memory, imagination, innovation. context where

In conclusion we can assert that it is imposed from the part of the teachers, trained in the educational process within SUPES is to contribute at the teaching contents accessibility , as a curriculum making technique founded on the principle, that the essential request of any curricular program is to assure “ the correspondence between teaching contents and tasks on the one hand, and the time and the students teaching possibilities on the other hand” ( F.Voiculescu, 2004). Moreover the admittance and

7. Theory excess of the didactic material 4 8. The detainments in the curriculum adaptation at the economic life

requirements 3

The material was not taught and neither the exam material was complete. At the seminar the teacher’s interest was totally absent for the discipline understanding. It was not seen the applicative part of this material.

1

10. The relevance of this course for a student that wants to develop his career strictly on the research\development is low.

2

11. A very good documentation, a very good sustain from the teacher’s part, greater practical importance.

4

12. The students practical abilities development through the knowledge assimilation at the study discipline.

2

13. The material is particularly interesting, but we do not like the teaching style and we chose to study by ourselves

3

14. It is a particularly important course, that all the students should come. We would like the course to be more interactive.

3

15. It was not a raised presence at the course, because it was not sufficiently interactive. Although the material is not difficult, the explanations at the course are not sufficiently able to clarify the applicability of those presented.

3


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encouragement of the students teaching individual movements according to the abilities and reasons will contribute essentially to the increase of the graduates jobs from SUPES.

At the same time the assurance of the quality organizational framework and curricular will assure an efficient selection of the university or professional educational route and it is required to be achieved also through an appropriate teaching of the learning unities.

The evaluation process of the students gratification degree should be generated as from the interior of the university as well as from the exterior. The information associated with the client’s gratification is as the basic entrance\exit data that the university should include them in its monitoring and measuring process. Therefore, it should be set up a system of information and data procurement, regarding its analysis and therefore the own performance System of Quality Management, correlated with the entrance\exit data characteristics of the other identified processes within its framework. References: 1 Bucun Nicolae, Pogolşa Lilia, Bolboceanu Aglaida, Guţu Vladimir şi

alţii. Ministerul Educaţiei, Institutul de Ştiinţe ale Educaţiei, UNICEF, Moldova. Standarde de competenţă – instrument de realizare a politicilor educaţionale, Chişinău, 2010

2 Berelson, B. Content Analysis in Comunication Research., Glenchoe, The Free Press, 1988.

3 BONNIOL, J-J., VIAL, M. Les modèles de l’évaluation. Textes fondateurs avec commentaires. De Boeck Universite, Bruxelles, 1997, 368 p.

4 RADU, I. T. Evaluarea în procesul didactic. Editura didactică şi Pedagogică, Bucureşti, 2000, 342 p.

5 MEYER, G. De ce şi cum evaluăm. Polirom, Bucureşti, 2000, 189 p. 6 VOGLER, J. Evaluarea în învăţămîntul preuniversitar. Polirom,

Bucureşti, 2000, 286 p. 7 PLATON C. Evaluarea calităţii în învăţămîntul universitar. Analele

ştiinţifice ale Universităţii de Stat din Moldova, Seria “Ştiinţe socioumanistice”, Chişinău, 2001, vol II, p. 55-58.

8 Vasile STOICU-TIVADAR. Analiza chestionarelor de opinii studenţesti pentru discipline din semestrul II anul universitar 2012 – 2013, Universitatea Politehnica din Timisoara, Facultăţii de Automatică si Calculatoare


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9 Berelson, Bernard. (1952). Content Analysis in Communication Research , (p. 18). Glencoe, Illinois: Free Press.

10 Dobrescu, Emilian M. (1998). Sociologia comunicării, (pp. 84-85). Bucureşti: Editura Victor.

ANALIZA DE CONŢINUT A DISCIPLINEI „BAZELE STATULUI ŞI DREPTULUI. LEGISLAŢIE ÎN SPORT” ŞI

EVALUAREA CALITĂŢII PREDĂRII ACESTEIA LA FACULTĂŢILE DE PROFIL

Ina Pârlii, drd.USEFS

Cuvinte cheie: analiza de conţinut, disciplina de studiu, calitate, predare, învăare, evaluare Rezumat:

Dezvoltarea ştiinţei pedagogice şi nemijlocit a învăţământului este legată de cercetarea pedagogică. Cercetarea în domeniul pedagogiei este efectuată de cercetători profesionişti, dar ea poate fi realizată şi de cadrele didactice de la toate nivelurile de învăţământ, preocupate în aceeaşi măsură de asigurarea organizării şi desfăşurării eficiente a activităţii instructiv-educative şi de investigarea fenomenelor pedagogice în vederea optimizării lor, a introducerii şi realizării inovaţiilor în învăţământ; de aceea se impune iniţierea viitorilor educatori nu numai în metodologia instruirii şi educării, ci şi în cea a cercetării pedagogice. Orice tehnică de cercetare sociologică trebuie să se caracterizeze prin obiectivitate, să fie sistematică, să permită obţinerea aceloraşi rezultate în cazul reluării cercetării de către altcineva. Pentru ca aceste cerinţe să se poată îndeplini trebuie ca procedura analizei de conţinut să aibă un caracter specific, explicit, algoritmul utilizării tehnicii să fie nu numai corect, dar şi clar expus, iar, pe de altă parte, întregul conţinut al comunicării să se clasifice în conformitate cu sistemul de categorii de analiză.


113

STATE OF FUNCTIONAL, MOTOR AND PSYCHOLOGICAL ABILITIES OF THE HIGH CLASS JUDOISTS WITH LIMITED

VISUAL ABILITY DURING THE PRE–CONTEST PERIOD

Vitalii Gligor, doctoral candidate Angela Polevaia-Secareanu, PhD in pedagogy, assistant professor

Piotr Demcenco, PhD in pedagogy, assistant professor State University of Physical Education and Sport, Republic of Moldova

Keywords: judo, limited visual abilities, computer methods Abstract

In this article is described the study on the functional- motor and psychological potential of high class judoka with limited visual ability.


114

Materials and methods: There were used rapid instrumental and

computer methods for the rapid diagnosis of their readiness before very important competitions. The use of instrumental and computer means and methodologies of control allow for the diagnosing on a high level of the motor, psychological and motor state of judoka at different stages of the training process.

Results and discussions: According to the majority of the studied characteristics of psychological, functional and motor potential the judokas are close to the standard characteristics of the competition manifestation. At the same time some sportsmen showed insufficient time parameters of movement (movement reaction, development quality of swiftness of movement, tempo characteristics), and a relatively insufficient formation of precision of perception and reproduction of space entity according to muscular sensation.

Introduction

At the present time a special attention is paid to the integration of people with limited abilities into sport activity on the international and paralympic level. Not an exception is judo, the sport in which are involved more and more sportsmen with limited abilities of different types, including the persons with visual distortions. It is well – known that at the basis of a successful motor activity of the sportsman is the optimal body state, named “competition form”. Furthermore, every type of sport and also every preparation stage requires the formation of its optimal functional and motor state [4]. It should be also noticed that the available research and methodology literature pays special attention to the problem of preparation of the high class sportsmen with limited physical ability in judo [3,4,6,9].

At the same time, the analysis of the research and methodology literature is indicative of the fact that the problem of the preparation of high class sportsmen with limited visual abilities is built mainly on the selection system of the strongest and the most talented judoists. But the majority of the researches are dedicated to the problem of preparing the young judoists with visual disorders [2, 10]. Also, in our opinion are under investigated the aspects of specification and identification of the optimal preparation of the high class sportsmen with visual distortions on the basis of modern instrumental and computer means of investigation [7,8]. Therefore, the study of the functional and motor state of the high class sportsmen with


115

limited visual ability in judo, that characterizes the optimal “ competition form” during the pre-contest period with the help of the rapid modern instrumental and computer methods is a relevant objective.

The goal of research is the study of the psychological and motor abilities of high class judoists with limited visual ability with the use of instrumental and computer tests at the study and training camp during the pre-contest period. Before the research the following task was set: study and identify the functional and motor instrumental computer tests which due to their indicators offer a fact –based appreciation of the sport condition of judoists with limited visual ability before international competitions. The sportsmen with limited visual ability are identified by classes in conformity with their functional abilities and taking into consideration the requirements of the medical sport qualification commission IBSA. Material-method

For the research of the motor and functional state of judoists we used the unified modular hardware and software system that allows for a rapid appreciation of the motor assurance of the motor activity according to the parameters of time, space and effort, and also according to the parameters that reflect the perceived, motor and vegetative components of the mental state. Results and discussions

At the basics of this methodology is the concept of state and readiness of the sportsman to make certain movements and actions that can be more successfully learnt and used at important competitions. This methodology corresponds to the requirements of standardization for the appreciation of motor and psychological assurance of the activity irrespective of its type, gender and age of the person practicing it. The survey was made with the use of the unified computerized system for the appreciation of the sportsman’s state (UCSASS), elaborated in the Saint-Petersburg institute for scientific research of physical culture. The system offers the possibility to analyze a big variety of the used tests. At the stage of study and training camp (STC) we were interested in the development of the motor, psychological and functional state of the judoists with limited visual abilities according to the following tests:

• RTmo, RT sec.: time of simple motor response; • Т-Тmax, nr. of times: number of hand movements at maximal rate

(in 15 seconds);


116

• Т-Тdosed, %: rate of movement al low amplitude in 10 sec. with the orientation to use 50% of the maximal rate (made for right and left hand);

• RT sec: reaction time; • L, cm: perception and presentation as a kinesthetic feel of linear

space dimension; • D max.kg: maximal dynamometry (right and left hand); • D 50, %: differentiation of muscular effort (50% dynamometry of

right and left hand); • C asym. D relative units: asymmetry factor of dynamometry;

More than that, in addition to this there was made a psychological testing with the appreciation of the following subjective: self – esteem (S-e): general state (G s), mood (M), will for training (WT), clearness of purpose (CP), confidence in the objective achievement (COA), readiness for maximal result (RMR), scales of state anxiety according to Spielberger and Hanin (SH -1), motivation scale according to Sopov (MS). The presented psychological tests were studied at the end of the study and training camp (STC). For all the studied motor and psychological tests were elaborated the criteria or the so called model responses of the optimal motor and psychological state of the judoists for whom this comparison was applied. In the research were included 5 judoists with limited visual ability, high class (on the level of Master of Sport). In the 1 table are presented the results of testing the motor and functional abilities of judoists with limited visual abilities in the dynamics of the study and training camp.

Table 1. The results of testing of the motor and functional abilities of the judoists with limited visual ability within the dynamics of the study and training camp

S

prts

men

TESTS

RT

mo,

RT

(sec

)

Т-Т

max

,(nr.

of

times

)

Т-Т

dose

d, %

( le

ft)

Т-Т

dose

d, %

( ri

ght)

RT

( se

c)

L,(

cm)

D m

ax.kg

,(le

ft)

D m

ax.kg

,(r

ight

)

D 50

, % (l

eft)

D 50

, %

(rig

ht)

C as

ym. D

(r

elat

ive

units

)

А 0,20 63 12,5

0 21,00 0,77 14,8

0 52 54 32,5

0 35,0

0 1,04

0,16 65 21,00

23,00 0,67 10,00

55 58 40,00

43,50

1,05

Б 0,30 50

31,0

0 36,50 0,58 15,4

0 56 56 41,0

0 45,0

0 1,00

0,27 52 40,50

48,50 0,43 13,00

67 69 44,00

48,00

1,03

В 0,32 51 35,00

31,00 0,37 8,80 66 67 51,50

50,00

1,01


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Note: in the upper line are presented the initial values of the tests (before STC). In the lower

line are presented the final results of the tests (at the end of the

STC). In the 2 table are presented the values that reflect the qualitative

percentage level to which had increased the initial test results of the test subjects at the end of the study and training camp, and also the average overall performance for all the studied tests (∫11).

Table 2. Quantitative progress level of the tests

results

Graph 1. Diagram of the

complex progress of the preparedness of judoists with limited visual abilities for the

period of the study and training camp

In Table 3 are presented the indicators of the studied

psychological tests of the high class judoists with limited visual ability at the end of the train and study camp.

Table 3. Indicators of the studied psychological tests of high class judoists with limited visual ability at the end of the study and training camp

Sp-men

Tests

S-e

G s (С-е)

M CP WT COA RMR SH-1 MS

А

6 7 7 7 8 7 8 11 24 Б

10 6 7 10 9 5 5 10 16 В 8 9 9 10 10 10 10 8 22

0,28 55 36,00

37,00 0,30 7,80 65 63 48,50

56,00

1,03

Г 0,25 53 39,5

0 38,00 0,73 8,20 53 56 41,0

0 38,0

0 1,06

0,18 58 42,00

43,00 0,67 7,60 62 64 49,00

48,00

1,03

Д 0,32 53 34,5

0 36,00 0,47 9,80 58 60 48,0

0 49,0

0 1,03

0,26 66 37,00

39,00 0,35 7,80 66 69 56,50

49,50

1,04

Spor

tsm

en

Tests and progress level indicators for the specialized motor abilities of judoists (%)

R

T mo

RT

sec

T-Т

max

,(nr.

of

times

)

T-Т

dose

d, %

(lef

t, nr

. of t

imes

)

T-Т

dose

d, %

(r

ight

, nr.

of

i)

RT

(se

c)

L (

cm)

D m

ax.kg

,(le

ft)

D m

ax.kg

,(r

ight

)

D 50

% (l

eft)

kg

D 50

% (r

ight

) kg

C as

ym. D

(re

lativ

e un

its)

∫11

X %

А 20,00 3,17 68,00 9,52 13,00 32,43 5,77 7,41 23,08 24,28 0,96 18,87

Б 10,00 4,00 30,64 32,88 25,86 15,58 19,64 23,21 7,32 6,67 3,00 16,25

В 12,50 7,84 2,86 19,35 18,92 11,36 1,51 5,97 5,82 12,00 1,98 9,10

Г 28,00 9,43 6,33 13,16 8,22 7,32 16,98 11,11 19,51 26,31 2,83 13,56

Д 18,75 24,53 7,25 8,33 25,53 20,41 13,79 15,00 17,71 1,02 0,97 13,93


118

Г 8 7 7 10 10 10 10 11 20

Д 8 10 8 10 10 10 10 16 21

Analysis of testing results.

Judoists А. Psychology. The sportsman is in a state of emotional stability. The subjective perception of his state and abilities is on a good level. The state anxiety is not present; the surrounding factors do not affect his motivation.

Motor, psychological and functional components. The sportsman showed a certain level of appreciation of his actions in conformity with the set schedule for both power and tempo characteristics. During training it is recommended to pay attention to the development of movement speed in complex motor manifestations.

Specifics of the dynamics during STC. It was noticed an improvement of all indicators that reflect the control over his tempo and power characteristics. On a stable high level is the time of simple reaction. There was a redistribution of the readiness for maximal realization of power characteristics. It was identified an improvement of the general development level of motor and functional components, with some approach to the corresponding standard characteristics for judoists.

Judoist Б. Psychology. The sportsman is in a state of emotional stability. The subjective perception of his states and abilities is on a high level, we can distinguish clarity, objectives, desire to train and show maximal result at the given stage of STC and confidence in the achievement of the set objectives. The state anxiety is not visible; the external factors do not influence the motivation of the sportsman.

Motor, psychological and functional components. In was identified, that the ability to launch quickly the muscular mechanism of the body part (hand), which allows to see how the sportsman uses his capacity of swiftness at movement production and also the muscular effort distribution are insufficiently developed. It was identified a low precision of perception and reproduction of space entity according to muscular sensation. Also it was identified a general improvement of the development of the motor and functional component, with some a certain proximity to the corresponding standard characteristics for judoists.

Specifics of the dynamics during STC. On a stable high level is the time of complex motor response. There was a redistribution of the readiness for maximal realization towards power characteristics development. At the same time, there is no sufficient improvement of the time of the simple movement reaction and of the ability to determine a


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space entity, which suggests paying more attention to the development of time parameters of movements and space characteristics of the movement during training.

Judoist В. Psychology. The sportsman is in a state of emotional stability. The subjective perception of his state and abilities is on a high level, all the appreciations are on a maximal level. At the same time it is necessary to pay attention to the level of self – esteem, which for some reasons is not sufficient. The state anxiety is not present; the surrounding factors do not affect his motivation. It can be identified “readiness” for achieving results.

Motor, psychological and functional components. In was identified, that the ability to launch quickly the muscular mechanism of the body part (hand), which allows to see how the sportsman uses his capacity of swiftness at movement production and also the muscular effort distribution are insufficiently developed. It was shown an insufficient result for the time of simple movement reaction which determines the swiftness of perception and signal conduction velocity and is one of the movement quality components of swiftness. On the given stage it was identified a “concealment” of his power abilities, which shows big reserve for this indicator. During training it is recommended to take into consideration the high development according to the following criteria: time of a singular movement that characterizes the ability to produce a swift movement on the account of a better muscle contractibility. It is highly recommended to pay attention to the insufficient appreciation of the distribution of the muscular effort for the left hand, perception and reproduction of a linear space entity according to muscular sensation.

Specifics of the dynamics during STC. For the STC it was identified that according to all the indicators the sportsman reached the average “competition condition” with readiness for maximal realization of his motor abilities. At the same time during the training process it is necessary to pay attention to the development of power and tempo characteristics (left hand) and their distribution. A general improvement of the development level of all motor and functional components still allows for a certain approach to the corresponding standard characteristics for judoists.

Judoist Г. Psychology. The sportsman is in a state of emotional stability. The subjective perception of his state and abilities is on a good level. A high level of self esteem is identified as well as the clarity of the


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set objective. The state anxiety is not present; the surrounding factors do not affect his motivation.

Motor, psychological and functional components. In was identified, that the ability to launch quickly the muscular mechanism of the body part (hand), which allows to see how the sportsman uses his capacity of swiftness at movement production and also the muscular effort distribution are well developed. It is also worth noticing the insufficiently high result of the time for a singular movement that characterizes the ability to produce a swift movement. Despite an evident right –handedness of the sportsman the evaluation precision of his movements of the left hand surpasses the right hand.

Specifics of the dynamics during STC. During STC there was a significant improve of the tempo indicators of the movement and also the frequency of the movement, spatial sense and power abilities with differentiation of muscle efforts. At the same time, at this stage there is a certain low development of tempo characteristics of the movement. A generally stable level of the development of all motor and functional components corresponds to a good development level of standard characteristics for judoists.

Judoist Д. Psychology. The sportsman is in a state of emotional stability. The subjective perception of his state and abilities is on a good level, it can be pointed out the clarity of purpose, desire to train and readiness to show maximal result at the given stage, and also confidence that the set objective will be achieved. The sportsman appreciates on a high level his state of health. The state anxiety is not present; the surrounding factors do not affect his motivation.

Motor, psychological and functional components. In was identified, that the ability to launch quickly the muscular mechanism of the body part ( right hand), which allows to see how the sportsman uses his capacity of swiftness at movement production and also the muscular effort distribution are insufficiently developed. The development of power and tempo characteristics, on the whole, is close to the highest point of his “competition condition”

Specifics of the dynamics during STC. It was identified, that the readiness of the sportsman to the realization of his motor abilities is on a stable good level. Generally speaking the condition of the sportsman corresponds to a good development of the standard characteristics for judoists.

Conclusions. The use of instrumental and computer means and methodologies of control allow diagnosing on a high level the motor,


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psychological and motor state of judoists at different stages of the training process. The majority of the studied characteristics of psychological, functional and motor potential of judoists are close to the standard characteristics of the competition manifestation. At the same time some sportsmen showed insufficient time parameters of movement (movement reaction, development quality of swiftness of movement, tempo characteristics), and a relatively insufficient formation of precision of perception and reproduction of space entity according to muscular sensation. A timely information about the functional, motor and psychological potential of high class judoists with limited visual abilities allows for a reorganization of the study and training process for the formation of back up and compensation abilities of complex motor manifestation that are good for achieving success in competitions.

References:

1. Dorgan, V. (2011). Some genetic and evolution rules applied for the analysis of the morpho- functional state of high class sportsmen, Chisinau, SUPESRM, p. 211-215

2. Eregina, S.V. (2011). Judo: program of initial sport training for youth adaptive sport schools (YASS), sections and groups for adaptive sport in supplementary education institutions/ S.V. Eregina, R.M. Zakirov, I. V. Naborshikova, V. I. Plotnicov, I.I. Mingaliev. Permi:” Ot I Do” Publishing house, 111 p.

3. Napalkov, D. A. (2009). Instrumental methods of diagnosis and correction of the sunctional state of a shooter/ D.A. Napalkov, P.O. Ratmanova, M.B. Colicov, methodological recommendations. Moscow. MAX Press, 212 p.

4. Polevaia-Secareanu, A. (2015). Psychic adaptation as the basis of socialization of judoka with partially or totally limited visual ability/ A. Polevaia-Secareanu, V. Gligor, N.V. Visochina, University sport in the modern educative society: Materials of the international scientific and practical conference Minsk, Belarusian State University of Physical Culture, editorial board: T. D. Poleacova (managing editor) (and others). Minsk: BSUPC, part 2, p. 305-308

5. Polyakova, T.D. (2010). Adaptive physical culture: educational-methodical manual / T. D. Polyakova. Minsc, BGUFC,

6. Shapkova, L.V. (2003) Particular methods of adaptive physical culture. Moscow, Soviet Sport, 464 p.

7. Sladcova, N. A. (2011). Functional classification in paralympic sport. Paralympic committee of Russia. Moscow, Soviet sport, 160 p.


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8. Zakirov, R.M. (2010). Methodology of teaching blocking of young sportsmen in adaptive judo. Monograph. Permi:” Ot I Do” Publishing house, 211 p.

THE ANALYSIS OF DETERMINING THE FACTORS OF MANAGEMENT IN WRESTLING COMPETITIONS

Postolachi Alexei, State University of Physical Education and Sport, Chişinău,

Republic of Moldova Surjicov Aliona,

State University of Physical Education and Sport, Chişinău, Republic of Moldova

Bîrsa Elena, State University of Physical Education and Sport, Chişinău,

Republic of Moldova


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Key words: factors, physical development, management of sports competition, free style wrestling. Abstract: Wrestling represents an important means for hardening the youth, of sports practice and education of talented sportsmen.

Wrestling is one of the most widespread sports events in the world,

based on the national traditions of the nations, which contributes to the harmonious physical development and the foundation of the person’s equilibrium.Wrestling events are practised on a high level in the Republic of Moldova, and the methods of directing the competitions represent a priority in enhancing the quality of the sportsmen’ training [4, p. 6].

The goal of this research is the analysis of the determinant factors in the management of free style wrestling competitions. For the realization of the research tasks we applied the following investigation methods:

− analysis, synthesis and generalization of the literature in this domain;

− examination and analysis of the normative acts and regulations for organization and holding of competitions;

− sociological questionnaire; − analysis of the results of wrestling university competitions in

2015; − mathematical analysis of the data statistics and their graphical

presentation. The objectives of the questionnaire are; 1. The appreciation of the management level of free style wrestling

competitions in the Republic of Moldova; 2. Finding out the elements which ensure the success in

organization of a competition; 3. Determining the elements which elaborate the material base of

free style wrestling competitions; 4. Determining the publicity and ADS role in the holding of free

style wrestling competitions; 5. Determining the used financial resources in organization and

holding of free style wrestling competitions. The research realization


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To the questions “How do you appreciate the level of organization of free style wrestling competitions in 2015?”, 24% of people responded that it was good, 61% said it was satisfactory and 15% of coaches said it was poorly organized.

Fig. 1. The level of organization of free style wrestling competitions in 2015 in

the Republic of Moldova. Concerning the role of the publicity/ADS in organization of

wrestling competitions, 20% responded it had a medium role in the organization of wrestling competitions, but 80% of coaches said that the competition publicity is one of the most important factors in the

organization of contests.

Fig. 2. The role of publicity in the organization of competitions. To the question “What forms of publicity are used in the free style

wrestling competitions?”, 14% appreciated mass-media as the most efficient means of the market, 39% said that the Internet is the most effective way, 29% said that street publicity is the most important and 18% of respondents answered that the flyers are very effective way of advertising. You can see the graphs in fig.3.

Coaches 0%

20% 40% 60% 80%

Good Satisfactory Poorly organized

24%

61%

15%

41; 80

10; 20%important

medium


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20; 39%

7; 14%

9; 18%

15; 29%Mass-mediaInternet resourcesFlyersStreets publicity

Fig. 3. Forms of publicity which are used in wrestling competitions.

To the question “Is the strategic plan of organization and holding

wrestling competition necessary?”, 59% of coaches found it as a obligatory condition for the best organization of competition, 33% said that it had a medium priority and only 8% of respondents considered that it’s the least important thing and that only the results of the competitions, must be taken into account, not their way of organization. You can see the graphs in fig.4 [3, p.23].

8%

33%

59%

the least important

medium

very importantcoaches

Fig. 4. The necessity of strategic plan for organization and holding of

competitions. To the question “From what financial resources are the wrestling

competitions organized?”, 85% of respondents answered that only 20% of the funding come from the sponsors and 80% come from the government, but 15% of coaches weren’t competent to answer this question. You can see the graphs in fig.5.

80%20%

0% 20% 40% 60% 80% 100%

GovernmentSponsors

Coaches


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Fig. 5. Financial resources which are used for organization and holding of “trînta” competition.

To the question “What are the biggest problems you confronted

with in organization and holding of competitions in 2015?”, 83% answered that the modifications of Regulations in refereeing are necessary, 17% of coaches mentioned the necessity of organizing the theoretical and practical seminars concerning the activity of referees.

To the question “Do you consider that the material resources you have at your disposal are appropriate for organizing wrestling competitions?”, 15% said that the material base is totally inadequate, 35% said that it was inadequate, 20% said it was mediocre and 30% said it was adequate.

Thus, we can conclude that the material base allocated to wrestling in the Republic of Moldova is very weak, and only some sport entities have a good financial situation for organizing sport activities and contests. Taking these things into account, we can say that the results achieved by the sportsmen are affected by the conditions where they train in, and the proper sports equipment. The respondents mentioned that this sports infrastructure element is considered more mediocre than normal, as you can see in the diagram (fig. 6)

15%35%

20%30%

0%20%40%

coaches

Fig. 6. Necessary material base for holding competitions.

To the question “How does the material base affect the result of a

competition?” 55% of coaches appreciated a high level of it, 35% said it had a medium effect on the results, 10% of respondents said that it had a low level. You can see the graphs in fig.7.


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5535

10

0204060

highlevel

mediumlow level

Coaches

Fig. 7. The influence of material base in organizing of sports competitions. Regarding the appreciation of the importance of elements which

compose the material base that assures the success of a good holding of competition, the respondents appreciated the qualificative for each element. Thus, the respondents considered that the sports equipment and sports halls are important factors in good organization of competition. You can see the graphs in fig.8.

72 26 2 79 20 1

51 40 9

0 50 100

sports hall

sportsequipment

illuminatedneutralimportantvery important

Fig. 8. The elements of competition material base. Having analyzed the answers to the 8th question “How long did you

work as a coach?”, we got the following results: for a period more than 10 years – 10 coaches, 6-10 years – 12 coaches, 1-5 years – 22 coaches and less than a year – 7 coaches. You can see the graphs in fig.9.

722

1210

0 10 20less than a year

1-5 years6-10 years

more than 10 coaches

Fig. 9. The coach’s duration of employment

Conclusions The refereeing Regulation requires modifications to avoid conflicts

which appear in the refereeing process of wrestling competitions.


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It is necessary to organize and hold theoretical and practical seminars regarding the refereeing activity. Recommendation

- The further improvement of coaches’ skills through experience exchanges with departments which organize wrestling competition from other countries with traditions in this sports event.

- The improvement of material base by getting the appropriate equipment concerning the organization of optimal conditions during the competitions, respecting the requirements of national and international regulations.

- Finding other financial resources to support sports activities and competitions.

Bibliography

1. Apostu A., Îmbunătăţirea managementului competiţiei sportive. Teză de doctor. Cluj Napoca, 2010.

2. Cişmaş Gh. Lupte libere – lupte greco-romane. Curs de bază. Bucureşti: IEFS, 1996, p. 8.

3. Dragnea A. şi colab., Teoria educaţiei fizice şi sportului. Bucureşti: Editura Cartea Şcolii, 2000.

4. Manolachi V.G., Sporturi de luptă – Teorie şi metodică (lupte libere, greco-romane, judo). I.N.E.F.S. – Chişinău: Tipografia Centrală, 2003. 400 p.

ANALIZA FACTORILOR DETERMINANŢI ÎN MANAGEMENTUL COMPETIŢIILOR SPORTIVE LA LUPTE

Postolachi A. USEFS

Bîrsa E. USEFS

Cuvinte cheie: factori, dezvoltare fizică, managementul competiţiilor sportive, lupte sportive.

Rezumat: luptele reprezintă un important mijloc de călire a

tineretului, practicare a sportului şi educarea sportivilor talentaţi.


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GAMES OF MOVEMENT AND SPORTS AS A CORRECTION FORM OF RESTRAINT IN PSYCHICAL DEVELOPMENT

(RPD)

Igor Arsene, Ph.D, university senior lecturer, S.U.P.E.S., Chişinău

Vasile Triboi, Ph.D., university professor, S.U.P.E.S., Chişinău

Keywords: psycho-social adaptation; restraint in psychic development (handicap); physical training lesson; adequate educational content; pedagogic systems of physical culture, working ability, conduct behavior, psycho-motor training. Abstract

Retention in psychical development or mental deficiency is a global deficiency covering the entire personality of an individual: structure, organization, intellectual, affective, psychomotor, behavioral-adaptive development. Education is one of those issues whose analysis, despite facility appearances and common sense proves ultimately to be of great complexity. Reason for this should be sought in everyday life and the inevitability of its educational implication. Before having quite specific ideas and educational systems, people have practiced physical education and supported its influences.

Nowadays, especially in dynamic societies, with a high rate of social mobility, education is no longer a simply means of perpetuating the values of vertical "transmission": from parent to child, from past to present, from adult carriers values to the younger generation in the formation, but also the main instrument through which the society can consciously, traditional or discontinuous self improve, according to the ideals of human and social progress.

We witness, therefore, to the appearance of a new relationship between education and society. The society must pay greater attention to the education problems, to support financially the development of research in this field and apply their results in practice. In conclusion, on the educational science largely depends the aspiration to form a new man and a new society, according to social and human high ideals. In this connection, it is necessary to examine also the dynamic of restraint process in development.


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Introduction

The tackling of psychological peculiarities of students with RPD currently presents a serious problem and requires a continuous study. Many investigations of the field are devoted to the search of correction ways of this phenomenon in order to overcome children’ restraint in psychological development and correctional remedies to overcome children’ detention in psychical development (В.И.Любовский, 1981; В.В.Лебединский 1985, И.Ф.Марковская, 1982 ).

Although the achievements in the psychology field of children with RPD are multidimensional and provide certain conditions of children potential exploration, a lot of problems still remain in the shadow, beside scientific research (E.С.Слепович, 1986; Р.Д.Тригер, 1989; Н.А.Цыпина,1984;).

Currently, it remains unaccomplished for instance the issue of psychomotric developing of children with RPD, it is not definitively determined the peculiarities of psychomotricity and the link between the level of its development and working capacity of students, it lacks the physical education program regarding development differentiation of each component behavior in psychomotric aspect that should contribute to the psychosocial adjustment of the given contingent.

This requires the following problem of fundamental theoretical and methodological research: designing of a complex system of psychomotor development to enhance and stabilize the working capacity of children with RPD. The ones exposed above had become the basic guideline for tackling this problem.

Tackling theory and practice of educational process on discipline "Physical Education" demonstrates that lack of curriculum for pupils with restraint in psychic development must be conceived on the basis of determining specific psychophysical development and psychomotor training of the concerned contingent and as well as the system of specific means of physical education content with appropriate pedagogical influences, aimed at increasing functional conjunctive capacity (psychomotor, psychophysical, psychological), they having a positive reflection on the level of psychosocial adaptation of the students affected by this phenomenon (RPD).

The results of documentation work analysis of teachers from schools, pedagogical observations (over the lessons), the replies to the sociological questionnaire (120 teachers, 416 students), measurements and tests of students in secondary schools (25 parameters: 416 students)


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They allowed us to see that the main factors that negatively influence the efficiency of the instructive and educational process of physical education lessons are: lack of physical education curriculum for students with RPD, methodology of systematic use of appropriate training, neglecting the practical application of the principles systematization and continuity in the elaboration of the respective process and long-term strategy; poor alignment in practice methodology that ensures the concept "game" in the system of organized lessons as contests and competitions, becoming this way basis of educational activities intensification.

Following the theoretical approaches, analysis and generalization of advanced experience in the field, pedagogical observations, sociological survey, we established educational contents, methodology, organizational forms, practice regimes, assessment and self-evaluation of alternative programs that correspond to the psychophysical and psychomotor particularities, motivational structures of pupils with RPD, where didactic technology sights out the programming of training process in stages within the lessons system with progressive effect based on conceptual orientation "game".

In the program given were included 68 basic hours (provided in the curriculum) and 34 additional hours (sports and dynamic games), in total 102 hours. All the hours, as well the 68 basic hours, provided by the educational plan pointed instructional activities organized predominantly in the form of games in each substructure of the lesson. Basic experiment was conducted during the period of the education year 2000-2001 with 8 grades of Boarding School No. 2 (for children with restraint in psychic development, experiment group) and Gymnasium No. 3 (the witness group) municipality Chisinau. At the initial and final phase of the experiment were done tests on the parameters that characterize the level of the somatic and functional development, psychomotor physical preparation, psihocognitive, emotional, regulative-volitional and intellectual sphere. Totally, students experiment group (19 people) and control group (19 people) were tested for 31 parameters. The comparative analysis of the indices obtained within the initial tests, at the majority of parameters demonstrates the uniformity of control group and experiment, and in some cases the superiority of student witness group at the parameters: "waist", "pulse at rest", "test function" "Iaroţкi test", "30 m Running", "overall success", "maximum success at three objects", "memory", "attention", "theoretical knowledge",


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"conduct". (tab.1-6) and exactly at those who are in close correlation with overall working capacity, the level of psihocognitive development processes, emotional and intellectual training (r = 0.44 to 0.77; r = 0.77 to 0.9), according to correlative statistical analysis carried out by us. The results obtained confirm that the use of the curriculum developed by us will contribute to the increasing of the educational discipline efficiency at the discipline "Physical education" in secondary school, which was substantially reflected in most of the experienced parameters at the students with RPD toward the witness group.

The comparative analysis of the indices (obtained at the final stage of the experiment), that emphasize of the somatic and functional development, demonstrates their superiority in the experimental group compared to the witness group at the following parameters: waist, body weight, vital pulmonary volume, pulse at rest, pulse after exercise, teping test, respiration rate, reflex measurement, functional restoration test after 20 genuflections, Iaroţchi test, step test at the signification limit p <0.05, p <0.001 (table 1).

Assessment of the overall physical development level and psychomotor training through comparative analysis of the statistical indicators at the investigated sample demonstrate superiority of the witness group compared to the experienced group at the following parameters: the shuttle running (3x10), long jump from standstill, traction, flexibility, 30 m running, lifting of the trunk from lying position to materiality limit p <0.05, p <0.001, and at the 60m running parameters, the right hand dynamometry, left hand dynamometry, at spring long jump is not observed the truth difference where the threshold of significance is p> 0.05 (table 2).

Table 1. The dynamic of growth indices that characterize the level of

functional and somatic development №

Studied Parameters gr

oup Initial phase Final phase

X±m t P x±m t P 1. Waist (cm) W

E 1,6±0,01 1,5±0,02

5,0 <0,001 1,61±0,01 1,59±0,01

2,0 ≤0,05

2. Weight(kg) W E

50,0±6,0 48,5±6,6

0,1 >0,05 53,3±0,02 51,5±0,15

7,2 <0,001

3. vital pulmonary

volume (cm)

W E

3900,0±17,5

3890,0±0,7

0,6 >0,05 4000,0±17,5 3930,0±4,86

5,3 <0,001

4. pulse at rest (b/min)

W E

78,0±0,39 75,0±0,44

3,0 <0,05 76,0±0,4 73,0±0,17

2,4 <0,05

5. Pulse after effort (b/min)

W E

100,0±1,62 96,0±1,17

2,01 < 0,05 97,6±1,49 88,0±0,17

6,8 <0,05


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6. Respiration rest (number)

W E

18,0±0,31 17,0±0,17 1,4 >0,05 16,0±0,26

15,0±0,17 2,3 <0,05

7. Reflex measurement

(sec.)

W E

0,4±0,1 0,5±0,01

1,0 >0,05 0,2±0,1 0,3±0,1

2,0 <0,05

8. Functional restoration test

after 20 genuflections

W E

93,5±5,3 113,5±5,17

2,77 <0,05 110,9±3,47 93,6±5,3

2,2 <0,05

9. Teping test- W E

6,1±0,18 5,8±0,17

1,25 >0,05 7,5±0,09 6,8±0,08

5,8 <0,001

10.

Iaroţki Test W E

17,3±0,27 15,9±0,18

5,6 <0,001 24,5±0,71 21,5±0,87

2,67

<0,05

11.

Step test Harward indices

W E

59,0±0,71 60,0±0,66

1,03 >0,05 62,8±0,89 68,0±0,87

4,19

<0,001

Table 2. Indexes that characterize the level of general physical development

parameters and psychomotor training. №

Studied parameters

grou

p Initial phase Final phase x±m t P x±m t P

1. 30m running W E

5,2±0,01 5,1±0,05

2,0 <0,05 5,0±0,01 4,9±0,05

4,0 <0,001

2. Shuttle running W E

8,6±0,3 9,1±0,93

0,35

>0,05 8,3±0,3 8,4±0,07

2,01 <0,05

3. Long jump from standstill (cm )

W E

1,75±0,02 1,75±0,19

0,5 >0,05 1,9±0,17 1,91±0,2

3,3 <0,05

4. Traction (number)

W E

5,0±0,57 4,25±0,31

1,1 >0,05 7,0±0,6 9,0±0,42

2,8 <0,05

5.

lifting of the trunk from lying position

W E

22,0±2,7 22,7±3,9

0,12

>0,05 23,0±0,27 24,0±2,4

3,8 <0,001

6. Flexibility W E

7,0±5,94 2,5±1,98

0,73

>0,05 10,0±6,3 13,5±5,1

2,9 <0,05

7. 60 m running W E

9,5±0,83 9,3±0,06

1,12

>0,05 9,4±0,03 9,0±0,06

1,4 >0,05

8. Left hand dynamometry (kg)

W E

30,0±1,4 27,1±1,2

1,6 > 0,05 32,1±1,4 29,2±1,1

1,7 >0,0

5 9. Right hand

dynamometry (kg)

W E

30,5±1,7 28,8±1,2

0,85

>0,05 32,5±1,7 31,9±1,0

0,3 >0,05

10. Spring long jump (cm m)

W E

3,6±0,35 3,7±0,45

0,17

>0,05 3,79±0,18 3,9±0,54

0,14 >0,05

The comparative analysis of indices that confirm the development

of cognitive processes, regulatory-volitional and intellectual training (final stage), demonstrates their superiority in the experimental group


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compared to the witness group at the following parameters: memory and

Cooper test, the materiality level p <0, 05, p <0.001, and homogeneity at the parameters: maximum success at three objects success, minimum success at three objects, theoretical knowledge, attention, behavior at p> 0.05 (table 3).

Table 3 Indexes that characterize the development of intellectual, cognitive, emotional, psychosocial, regulatory-volitional processes

Nr d/o

Studied parameters

grou

p Initial phase Final phase x±m t P x±m t P

1. Overall success at the Subjects (marks)

W E

7,4±0,2 5,8±0,05

8,0 <0,001

7,6±0,3 6,2±0,1

3,5 <0,05

2. maximum success at three objects (marks)

W E

8,7±0,15 8,3±0,1

0,23 >0,05

8,8±0,2 8,6±0,51

0,4 >0,05

3. minimum success at three objects (marks)

W E

6,1±0,1 5,3±0,15

4,14 <0,001

6,2±0,03 5,6±0,09

1,6 >0,05

4. Excitedness CNS (number)

W E

8,0±0,35 8,7±0,2

3,18 <0,05

8,4±0,3 8,2±0,1

0,66 >0,05

5. Theoretical Knowledge (marks)

W E

5,6±0,18 5,2±0,13

2,0 <0,05

6,6±0,13 6,0±0,13

1.03 >0,05


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The analysis of

sociometry indexes that were expressed demonstrates homogeneity of the groups, its average cohesion being: the control group 0.50; 0.56 experiment group (Table 4)

Table 4 The cohesion indexes of the group at the witness pupils class and the

experiment one at the final stage: n = 19 Content of the preferences and

rejections Initial phase Final phase

WG EG WG EG TR total number of rejections 23 35 23 17

VR total value of rejections 27 52 27 17

TP total number of preferences 45 35 45 52

VP total value of preferences 83 35 83 60

From 0,41 to 0,60 – group with medium cohesion

CIGW= 50.0

27832783

=+−

CIGE=56.0

17601760

=+−

Analyzing the results obtained at the static and dynamic affection

to each class, we conclude the following: (Table 5): Table5.The indices of affectivity at the graders of the(E)and(W)class, initial and final

Type of affectivity

Initial phase Final phase Difference in percents

E W difference

E W differen-ce

E W

Positive affectivity 52% 76% 24% 72% 78% 6% 20% 2%

Zero affectivity 35% 16% 19% 17% 15% 2% 18% 1% Negative affectivity 13% 8% 5% 11% 7% 4% 2% 1%

The difference at the initial stage between the experiment and the

witness groups: positive affectivity-24%, zero affectivity-19% , relations of rejecting negative affectivity-5%.

At the final stage the group experiment exhibit relations of friendship, appreciation, sympathy for students from the class- 72%.

6. Memory(unit.) W E

5,3±0,1 5,4±0,9

0,11 >0,05

6,9±0,07 6,4±0,07

3,3 <0,05

7. Attention (unit.) W E

6,0±0,09 4,9±0,05

11,0 <0,001

6,5±0,09 6,0±0,13

1,19 >0,05

8. Behavior (marks) W E

7,5±0,3 6,0±0,3

3,57 <0,05

7,8±0,5 6,8±0,3

1,72 >0,05

10. Cooper Test (m) W E

1300,0±325,0

819,0±93,4

1,32 >0,05

1360,0±133,7

1412,0±182,0

4,8 <0,001


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(positive affectivity), mutually indifferent relations, 17% (zero affectivity), rejecting relationships-11% (negative affectivity).

The witness group manifest relations of friendship, sympathy, appreciation for pupils from the class 78% (positive affectivity), mutually indifference 15% (zero affectivity), rejection relationships-7% (negative affectivity). The difference at the final stage of the experiment between witness and experiment groups at the positive affection -6%-, zero affection -2%, and negative affectivity-4%. Conclusions

The pedagogic experiment has demonstrated the effectiveness of the curriculum analytic program and the methodology of its application. This is confirmed by the rising majority of the group indices of experienced parameters at the experiment group towards the witness group.

The pedagogic experiment has shown that the inclusion of the dynamic and sports games, exercises as stage races, contests and competitions in the context of thematic curriculum in our instructive-educational process, based on dynamic, kinematics and motivational factors, have streamlined the educational process through the variety of actions they contain, determining motivation and conduct behavior at students with RPD, increase of the morph-functional development, level of psycho-motor and intellectual training.

References

1. Arsene I., Danail S. Adaptarea psihosocială a elevilor cu reţinere în dezvoltarea psihică în cadrul lecţiilor de educaţie fizică cu conţinut adecvat. Ministerul Educaţiei al Republicii Moldova. Chişinău: ”Valinex”SRL. 2010. 192 p. ISBN 978-9975-68-158-2.

2. Лебединский В.В. Нарушение психического развития у детей. -Москва, 1985. – С. 53-75.

3. Любовский В.И. Высшая нервная деятельность и психологические особенности детей с ЗПР // Дефектология. - 1972. - №4. - С. 10-16.

4. Марковская К.С. Задержка психического развития. Клиническая и нейропсихологическая диагностика. - Москва, 1995.

5. Слепович Е.С. Умственное воспитание детей с ЗПР в процессе дидактической игры. - Минск, 1986.

6. Тригер Р.Д. Психологические особенности младших


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школьников с ЗПР //Дефектология. – 1989. - №5. 7. Цыпина Н.А. Понимание прочитанного текста

первокласниками с ЗПР // Дефектология. – 1974. - №1. - С. 11-19.

JOCURILE DE MIŞCARE ŞI SPORTIVE CA FORMĂ DE CORECŢIE A REŢINERII ÎN DEZVOLTAREA PSIHICĂ

(RDP)

Igor Arsene, dr. lector superior universitar, U.S.E.F.S., Chişinău

Vasile Triboi dr. profesor universitar, U.S.E.F.S., Chişinău

Cuvinte-cheie: pedagogice, dezvoltare psiho-fizică, psihomotricitatea, handicapați Rezumat

Reţinerea în dezvoltarea psihică sau deficienţa mintală reprezintă o deficienţă global care vizează întreaga personalitate a individului: structură, organizare, dezvoltare intelectuală, afectivă, psihomotrică, comportamental-adaptativă. Educaţia este una dintre acele probleme a căror analiză, în ciuda apariţiilor de facilitate şi simţ comun, se dovedeşte până la urmă de o mare complexitate. Explicaţia acestui fapt trebuie căutată în viaţa cotidiană şi în inevitabilitatea implicaţiei ei educative. Înainte de a avea idei şi sisteme educative bine determinate, oamenii au practicat educaţia fizică şi au suportat influenţele acesteia.

Actualmente, mai ales în societăţile dinamice, cu o înaltă rată a mobilităţii sociale, educaţia nu mai este un simplu mijloc de perpetuare a valorilor de “transmisie” pe verticală: de la părinte la copil, de la trecut la prezent, de la adulţi purtători de valori la tânăra generaţie în formarea, ci şi principalul instrument prin care societatea se poate autoinstrui în mod conştient, tradiţional sau discontinuu, potrivit idealurilor de progres uman şi social.

Asistăm, aşadar, la apariţia unei noi relaţii între educaţie şi societate. Societatea trebuie să acorde o mai mare atenţie problemelor educaţiei, să sprijine material progresul cercetărilor în acest domeniu şi să aplice în practică rezultatele lor. În concluzie, de ştiinţa educaţiei


138

depinde în mare măsură aspiraţia spre formarea unui om nou şi a unei societăţi noi, potrivit unor idealuri sociale şi umane înalte. În legătură cu aceasta, este necesar să examinăm, de asemenea, dinamica procesului de reţinere în dezvoltare.

STUDY REGARDING HANDBALL PLAYERS EFFECTIVENESS OF

THE EXTREME POSITION Petrariu Ileana

Ştefan cel Mare University of Suceava Keywords: handball, effectiveness, development methods, extreme position Abstract:

Modern handball is a very spectacular, dynamic and attractive sports game that attracts many spectators. This sport performance is assured by the team's work, materialized by the goal score, which is achieved in high speed and technical conditions. However, in the game


139

economy there are posts that have a higher completion function than others. Thus the first player who, according to the systematization of the handball game content, can finalize is the extreme, in the content of the first phase of the attack - the counterattack. This is also the situation where you can score goals, the easiest, or even the most. Introduction:

This paper attempts to outline the extreme portrait of the handball team.

In this idea we will perform an analysis of the effectiveness of the game of the 4 extremes which have evolved in a championship edition and which was the contribution of each of them to the result obtained at the end of the season.

The characteristics of the handball game adopted as a model for all the Romanian teams will be: rapidity, dynamism, offensive and aggressive attack and defense, a high level of technicalness based on tactical reasoning, giving all individual and collective actions, real chances of success.

Developing the handball player model can ensure that the selection and preparation is made clearer, making it possible to know the motric and psychological criteria of selection, as well as the knowledge of the technical-tactical content that must be achieved by preparing for a certain period of time.

Extreme performs a function of great importance in the team gear, its role is a complex one, manifested in the entire attack situation, starting with the first phase of the attack - the counterattack, passing through second and trird phases, and reaching the fourth stage in which, in many situations, the extreme becomes the main marker, or the post from where the attack action begins. So, besides the motor skills and the appropriate technical and tactical knowledge, the extreme must have a special psychological and somatic profile.

Material-method: method of literature study, observation method, experiment, test method, statistical methods of data processing.

The materials used in the training were: handball balls, cones, tennis balls, soccer and other sizes, banks, gymnasium, trellises and circles etc.

Through this research paper there were followed next assumptions:


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It has been assumed that by developing and applying in practice a system of handball specific methods staggered in the preparation of players from the extreme post, their performance will be favored in the bilateral game.

In this paper I have been following the evolution of the four extremes of a handball team throughout the year. The performance obtained is the result of the work together of all players, of all the compartments or posts.

The following were the four extremes that evolved into 20 games. The four pursued athletes are 16.75 years old and the height (average of 167.75cm) and the average weight of the four athletes (61.25kg) indicate the fit in the performance handball model proposed by the Romanian Handball Federation.

Figure 1. Representation of the age, height and body mass of the

four players

Table I. - Centralizer with Extreme Benefit

Nr.

crt

.

Nam

e

Tour Retour Total

Gam

es n

o.

Goa

ls n

o.

Tot

al a

ctio

ns

efic

ienc

y%

Gam

es n

o.

Goa

ls n

o.

Tot

al a

ctio

ns

efic

ienc

y%

Goa

ls n

o.

efic

ienc

y%

P.A. 10 28 50 56 8 6 44 59 54 57,5

R.J. 10 35 51 68,6 9 3 47 70,2 68 69,4 M.P.A 3 2 4 50 9 9 13 69,3 11 69,6 P.S. 8 4 8 50 5 3 6 50 7 50


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Total 69 113 56,1 71 110 62,1 140 59,1 Analysis of these data highlights the performance of A.P. and J.R.

players who played in 18 and 19 games, averaging respectively 3 and 3.5 goals per game. These two players, holding the extreme right and left positions, scored over 85% (87.1%) of the goals scored on the extreme positions, the remaining 13% being booked by the reserves.

Figure 2. Contibution of each player

Figure 2 shows the weight of the scored goals of each of the four

extremes studied over the duration of the entire championship. It is important to note that the evolution of the extreme performance improved significantly in the retour championship. The average efficiency of this compartment improved significantly from 56.1% in the tournament to 62.1% in the retour championship. This was done in the conditions in which the main markers (R.J. and P.A.) were injured in 3 rounds of 11. In the retour championship, the training process was efficient, resulting in a more secure performance of this compartment.


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Figure 3 - Distribution of goals in stages in the championship tour The distribution of the goals scored by the four players studied in

the championship tournament is set out in graph 3, where there are several highlights, mentioning the performance of the titular players throughout the trip, while the reserves were revealed only on their own ground.

Figure 4. - Distribution of goals in stages in the retour

championship The same trend is maintained in the retour of the championship

(chart 4), with the mention that the reserves have an improved performance in both home and away games.

Figure 5. - Goals scored at home and away

Another aspect that I would like to insist on is the case of the

titular players, who tend to be more efficient, to score more goals than to their own field, which can be seen in the case of the RJ player who scored most goals (10) in 10th and 14th away games. Also, P. A. has had


143

a more efficient in away games performance, which is also highlighted in Graph 5. The same trend is noticed in the reserve players.

Referring to the weight of the team game, as a quantitative aspect, in the game economy, we notice that in the strategy of the team the extrema compartment is of special importance, accounting for an average of about one-quarter (24.69%) of the team's goals.

Figure 6. - Share of scored goals

Analyzing chart 6, we see that the extreme post is the main post

on which the team scores, after the interior compartment, providing about 75% of the total number of goals scored throughout the competition. This structure diagram shows the game's conception set by the technical leadership of the team, which focuses more on the two double compartments of the team's attack: the inters and the extremes.

Figure 7. - Distribution of scored goals in positions

We have to mention that both extremes and interactivity represent

66% of the total players in the attack (2 + 2 extreme), which provide over 70% of the team's goals (graph 7).

The breakdown of the goals scored in the four positions, and referring to the two phases of the championship: tour and retour, we


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notice an increase in the number of goals scored by the extremes and the centers in the championship retour, while the intents decreased in effectiveness. At the same time, we have to mention that the state of health of the extremes suffered in return, however, a small increase is observed overall. Conclusions:

1. In the game economy the extremes are of particular importance, registering 24.69% of the team's goals in the championship season.

2. The high difference in the value of the title holders vs. the reserves evidenced by the small number of goals scored by the reserves against the holding

3. Title holders players have the tendency to score more goals in

their away games than on their field, while this trend does not occur to the reserves players.

4. In the retour of the championship, the game of extremes was significantly more efficient, especially since the basic players suffered injuries that led to their absence from 3 games.

5. Good progress in the championship return can be due to a thorough physical training

References: [1] Bota I, Bota M.- Handbal- 500 de exerciții pentru învățarea jocului, Editura Sport-Turism, București, 1990 [2] Csudor M. și Csudor G.- Handbal- combinații tactice, Editura Sport-Turism, București, 1989 [3] Kuns Ghermănescu – Handbal, Editura Sport-Turism, București, 1983 [4] Kuns Ghermănescu și Virgil Hnat- Handbal, Editura Fundației Romania de Mâine, București 2006


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STUDIU REFERITOR LA EFICIENTIZAREA JUCATOARELOR DE PE POSTUL DE EXTREMA IN JOCUL DE HANDBAL

Petrariu Ileana Universitatea Ştefan cel Mare din Suceava

Cuvinte cheie: handbal, eficientizare, metode de dezvoltare, extreme Rezumat:

Handbalul modern este un joc sportiv deosebit de spectaculos, dinamic și atractiv, care atrage mulți spectatori. Acest spectacol sportiv este asigurat de prestația echipei, concretizată prin înscrierea de goluri, reușite care se realizează în condiții de mare viteză și tehnicitate. Cu toate aceste în economia jocului există posturi care au o funcție de finalizare mai accentuată de cât altele. Astfel primul jucător care, conform sistematizării conținutului jocului de handbal, poate finaliza este extrema, în conținutul fazei I a atacului – contraatacul. Aceasta fiind și situația de joc în care se pot înscrie goluri, cel mai ușor, sau chiar cele mai multe.

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