Factorii biochimici si imunologici ai supraantrenamentului - Physical ...

cm.THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011position, forward and laterally (support force –force- resistance); one-leg squats (lower limbmuscle resistance); balancing the feet forwardfor 30 seconds (repetition speed), two groundrelatedartistic exercises (specific resistance) .NoTable no. 1. Comparative analysis of the motor training indicators (force, speed and resistance) on initial andfinal tests of the witness and experimental groupRecordedparameters1 Standing start highjumps (cm, forcespeed)2 Maintaining the legforward3 Maintaining the leglaterally4 Pne-legsquats5 Balancingthe feet(no. ofrepetitions in 30‟‟)6 Performing thefloor exercise (S)Specific resistanceInitial test t P Final test t PWitness ExperimenWitness Experimengroup (n=7) tal groupgroup tal group(n=8)(n=7) (n=8)18,00±0,37 18,06±0,38 0,11 >0,05 18,10±0,35 19,13±0,31 2,19 0,05 20,60±0,40 21,80±0,38 2,18 0,05 22,07±0,43 23,35±0,40 2,17 0,05 20,18±0,41 21,39±0,38 2,16 0,05 21,06±0,44 22,34±0,40 2,17 0,05 31,43±0,63 33,36±0,61 2,19 0,05 30,86±0,63 32,74±0,59 2,18 0,05 29,89±0,62 31,73±0,58 2,16 0,05 29,60±0,61 31,41±0,57 2,18 0,05 199±3,48 188,57±3,30 2,16

sec.sec.THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011body position specific to every jump as long aspossible.Maintaining the leg forward (1, 2, 6).Maintaining the leg forward or laterally issubject to prior lower limb muscle strength butalso its mobility at coxofemoral joint level. Inthis case we speak of passive mobility, thatdetermines the proper performance andmaintaining of the artistic pictures that involvemaintaining the leg, pirouettes with the leg heldin various positions (Arabesque, a la Second,attitude), but also of artistic jumps in ropeopenness. This passive mobility thereforeinfluences the correct technique andexpressiveness of movements, moreover itdevelops mainly due to work at the bar wallsand Porte.The final average accomplished by thegymnasts of the experimental group (21.80)when testing "maintaining the right footforward" is higher than the final average of thewitness group gymnasts (20.60). Calculating thedifference between the final results obtained bythe experimental group gymnasts and thewitness group gymnasts concerning this testshows as in the previous case that it issignificantly higher statistically speaking. (t =2.18, P

sec.THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011The development level of the lower limbmuscle strength influences the proper executionand the artistic jump amplitude, steps variationsas well as the movements and beam and floorartistic combinations which are performed bysites and grand plies and grand plies. In acorresponding muscle forces, all thesemovements are performed easily and gracefully.Balancing the feet for 30 seconds (4, p.84). Concerning the ‖left leg balance‖ testing,the arithmetic average shows nearly equalvalues of the two groups at initial testing andhigher values of the experimental group (31.41)as compared to those of the witness group(29.60) in the final testing. The analysis of thedifference between the final results obtained bythe experimental group and the final resultsobtained by the witness group proved to besignificant (t = 2.18, p

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011artistică a gimnastelor, toate mijloacele artisticeutilizate în cercetare contribuind în mod sistematic ladezvoltarea calităţilor motrice. Ca urmare, rezultateleînregistrate la testarea pregătirii motrice au valorisuperioare la toate probele pentru grupaexperimentală, comparativ cu grupa martor, variabilat indicând valori peste pragul se semnificaţie(P

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011considered by experts as crucial in grouppractice perspective of high performance sport.Each stage of training is training andplaying your own designs and is part of theoptimum model that must ultimately ensure theformation of performance players.And deepening knowledge of the gameconcept model of a team is determined by thecontribution it has on the efficiency of trainingand participation in the championship.The concept of training players isstarting from the objective reality of the teamgame. Its evolution is very dynamic, so thepreparation that precedes and follows bothshould be modeled after the game competitive,which in turn must be known, to capturescharacteristic.Changing pattern of play will benefit ateam towards the verification team's findings ontheir study and the determination of data on theopposing team's game.Aim is to highlight the pattern of play atthe junior boys basketball team TargovisteSchool Sports Club, the concept of training thejunior game and setting its strategy, the idea ofobtaining favorable results.For this study we started from thefollowing assumptions: through a careful analysis of the mainparameters of the game model, relevant data onthe behavior of the team are provided to us, thecoach can introduce significant changes inpreparing the team at one stage to another inorder to improve its benefit; maintain a functional balancebetween policy and conduct ongoing training ofthe training process can lead to optimizingbehavior competitions players;The study was conducted during the2009/2010 school year and included 16 players -junior athletes, members of Şcolar TârgovişteSports Club team, a team participating in theNational U-18 Championship.• The team's training CSS Targoviste• Duration of training - in 365 days: 110 days preparatory period210 days during the competition45 days transition period, holiday• The volume of training: - number = 320 training- number of hours of training = 510Weight training factors (Chart No. 1)Competitions formal = 90 hoursPreparation games = 20 hoursHours = 180 hours allocated to recoveryTOTAL = 290 hours- 30% physical training = 160 hours- 35% = 175 technical training- 35% = 175 tactical training hours30%35%35%35%35%30%PerioadaPerioadăpregătitoare competiţionalăPregătire fizică Pregătire tehnică Pregătire tacticăChart No. 1 - The weight factors antrnamentThe period of the experiment specificmeans were used to prepare athletes groupedby position held in the team, defenders,extreme, pins, and combinations of 2-3players.These means are pursued: increasingthe overall efficiency of the game in attackand defense (by improving technical andtactical drills used), improving the qualityindices of the driving event, with specificemphasis on the game of basketball,improvement specialty positions, attacksystems man against man and zone defenseand zone defense systems and improvinghuman-to-man and zone defense pressing.Thus, in preparing and conductingtraining team have implemented the followinggame systems:207

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011For attack:- The counterattack - tulle counterattack on the sideor edge of the step dribble center, using one or theother being determined by the concrete situations ofthe game.- The fast attack / counterattack continuingtransition is offensive then that was not createdwhen ˘ numerical superiority and turning wave 2.This superiority may create or redeem any classdifferences in defensive transition.- The positional attack – the team uses 4 playscheme against the defense of ―man to man‖,combinations that emerge from 1 to 4 (a torus playquarterback, two extremes and two centers); from1-4 as the ―man to man‖ attack combinations willbe started and for the attack against the zone -defense, team play having to choose between twoschemes.Combinations of attack 1-4 - used:- "Give and go";- Simple cross;- Crossing two extreme and employment;- Double cross in the middle, the defenders andextremes;- Jam extreme - defender commits center;- Blocking - blocking exit (PE) on the sameside;- Extreme is the center, committed defenderextreme, extreme undertake pivot;- Extreme-block pivot / center;- Pivotal blocking fullback or extreme.Individual tactical action game behind the attack:- Demarcation;- Penetration;- Overcome;- Voleibolarea - recovery;- Completion of the attack by field goal;For defense:- Defense ―man to man‖ - marking the player withthe ball in defense, marking interception todefensive player without the ball on the strong sideand open marking to the player without the ball onthe week side.- Positional defense – two types of positioning ofplayers: 2-3 adapted and 1-2-2 classic.- Pressing ―man to man‖ – on half of court, withoutstopping restarting the game and trying to interceptthe ball at the centre or at the court‘s corners.- Positional pressing - on all the court: basicallyposition 1-2-1-1, without stopping restarting thegame.The content model of team play defense:Individual tactical actions - bookmarkaggressively attacked the basket from- Aggressive between striker and ball marker /the foreground / in the lateral plane- Defense and prosecution to the panel lock.Collective tactical actions:- Withdrawal of defense,- Slide;- Changing attackers;- Double marking;- Follow the panel.Preparation and content of this studyallowed me proper training category andrequirements of their age.General and special tests which we appliedwere those imposed by the FRB binding, testswhich influence participation in sportschampionship. They were held in September 2009/ initial testing of (supporting evidence required forparticipation in the league) and final testing in May2010.In this paper we stopped the analysismodel players driving through the general andspecific evidence applied: speed - 30m running flat feet home vertical expansion "Little marathon" Running resistant - 800m specific evidence on the post (fullback,wing, center) free throwsThe results were converted into pointsafter "set minimum score for control samples of FRBasketball junior IAnalyzing the data obtained we can saythat there has been considerable growth from theinitial final testing for all athletes (Table Nos. 1 and2) in all sample.Table 1 - Initial TestingNrcrt.Nume /prenume30mPctDetentăPctMiculmaraton PctAruncăriliberePctProbapepostPct 800m Pct Total1 Hamza E. 4,0 18 83 19 21,6 24 5 6 10 10 2,32 13 902 Juravle O. 4,0 18 75 12 21,8 22 9 14 13 12 2,46 7 853 Bobu V. 4,1 16 80 16 22,5 15 7 10 15 13 2,33 13 834 Minculescu A. 3,9 20 72 10 21,7 22 9 14 6 6 2,37 11 835 Popescu R. 4,0 18 82 18 22,2 18 7 10 7 7 2,40 9 806 Besea Ghe.* 4,3 12 70 9 22,7 13 5 6 10 10 2,24 17 807 Serban V. 4,2 14 74 11 21,9 22 6 8 2 11 2,35 12 78208

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 20118 Carnaru M. 4,2 14 80 16 23,0 10 7 10 12 11 2,25 17 789 Alexandru D. 3,9 20 80 19 22,4 16 8 12 8 8 3,00 3 7810 Chirita D. 4,2 14 82 18 21,5 24 7 10 8 8 3,03 2 7611 Ianuli M.* 4,4 10 65 7 23,4 6 8 12 14 12 2,52 5 7312 Ion Ş. 4,1 16 72 10 22,2 18 6 8 10 10 2,37 11 7313 Nicolae Ş. 4,2 14 70 9 22,0 20 7 10 8 8 2,40 9 7014 Venete I. 4,2 14 64 6 22,5 15 6 8 13 12 2,31 14 6915 Ghita R. 4,3 12 66 7 22,0 20 7 10 12 12 2,26 16 6416 Nicolae A. * 4,6 8 57 4 24,0 0 6 8 14 12 3,15 0 42Media aritmetică 4,16 14,87 73,25 11,93 22,33 16,56 6,87 9,75 10,12 10,12 2,48 9,93 75,12Table Nr. 2 Final TestNrcrtNume/prenume*bonus class30mPctDetentăPctMiculmaratonPctAruncariliberePctProbapost1 Hamza E. 4,0 18 86 22 21,6 24 7 10 12 11 2,30 14 992 Juravle O. 3,9 20 82 18 22,2 18 9 14 14 12 2,29 15 973 Bobu V. 3,8 22 77 15 21,5 24 8 12 9 9 2,30 14 964MinculescuA.4,2 14 75 12 22,6 14 7 10 14 12 2,22 18 965 Popescu R. 4,2 14 68 8 23,2 8 10 16 18 15 2,48 7 956 Besea Ghe.* 4,0 18 82 18 22,7 13 8 12 14 12 2,22 18 917 Serban V. 3,9 20 80 16 22,0 20 8 12 10 10 2,37 11 898 Carnaru M. 3.9 20 75 12 21,5 24 8 12 12 11 2,40 9 889AlexandruD.4,2 14 85 20 21,5 24 9 14 11 10 2.50 6 8810 Chirita D. 4,1 16 70 9 22,0 20 8 12 12 12 2,22 18 8711 Ianuli M.* 4,0 18 75 12 22,0 20 8 12 12 11 2,31 14 8712 Ion Ş. 4,1 16 73 11 21,8 22 9 14 10 10 2,35 12 8513 Nicolae Ş. 3,9 20 84 20 22,4 16 8 12 11 10 2.55 4 8214 Venete I. 4,2 14 75 12 22,0 20 7 10 12 11 2,32 13 8015 Ghita R. 4,2 14 69 9 22,3 17 7 10 14 12 2,30 14 7616 NicolaeA * 4,4 10 60 5 23,8 2 7 10 16 14 3,03 2 52Media aritmetică 4,06 16,7 76 13,6 22,19 17,8 8 12 12,56 11,3 2,38 11,8 86,75Pct800mPctTotalFor the running speed of 30 m andrunning resistance improvement of resultsisinsignificant.Differences from one test to another areof 0.10 sec. (chart no. 2 and graphically no. 5).Better results were obtained in thesample holder and the "little marathon, anincrease of 2.80 cm and 1,85 sec. (graphicno. 3 and No.4).Reprezentarea grafică a probei de viteză30mReprezentarea grafică a probei - detentă4.16764.0673.2T.I.T.F.Chart 2 - running speed 30 mT.I.T.F.Chart no. 3 - expansion209

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011Reprezentarea grafică a probei - "Micul maraton"Reprezentarea grafică a probei de rezistenă -800m22.332.4822.192.38T.I.T.F.Chart No. 4 Marat-SmallT.I.T.F.Chart no. 5 - Running the 800m resistanceTransforming the results in pointsshows that 14-point players from theexperimental group took the control-test, theyhave achieved 68 points as FRB requested.Comparing results from the final test, we canobserve that all athletes exceed the scalerequired for participation in the NationalChampionship, 68 points.In two specific tests, ―free shootings‖and ―positions‘ test‖ they were achievedsignificant improvements, resulting from usingthose processes which can aim to improve fieldgoal.Remarkable increases in values asfollows:- to sample "free shootings" - the skill ismanifested in the speed mode - all players haveregistered increases in the percentage ofshootings and in the number of markedshootings, difference between those two testsbeing by 1,13 good shootings.- Specific test ―shootings from positions‖ -initial test‘s score was 10.12 compared to the finaltest‘s score when the recorded value was 12.56; weobtained a difference of 2.44.These increases in value of specific testconfirm efficient training exercises unfolded generalin content.Reprezentarea grafică a probei motrice specifice-Aruncări libereReprezentarea grafică a probei motrice specifice-Aruncări pe post810.1212.566.87T.I.T.F.T.I.T.F.T.I.T.F.Chart no.5 free-throwConclusionsThe activities of teachers / coaches withjunior players require a careful selection of resourceswith high efficiency in general and specific training.The results have emphasized the continuingneed to perform a thorough examination of theprocesses used in the preparation of individual andcollective team.T.I.T.F.Chart no. 6 - throwing positionsTraining objectives were achieved, whichconfirms the assumptions made and also allows us tosay that through careful planning and a good gamedesign can obtain good results in nationalchampionship Final test for general and specificmotrical tests were reported superior results whichproves effective in the preparation of these tests.Specific individual training posts, addressinga larger number of strength training, both in the210

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011period before competitions and the competitionimproves and the model of team play and training, inpractice the idea of a modern game adapted technicaland tactical peculiarities of the age.References1. Alexe, Niklas (1978) - Cyber modeling and programmingin contemporary theory and practice of athletic training.No EFS Magazine. 11.2. Bota, I.; Colibaba - Evuleţ, D. (1998) - Sports Games.Theory and Methodology, Publishing Bold.3. Dragnea, A. (1987) - Measurement and evaluation inphysical education and sport; Ed Sports - TourismBucharest.4. Dîrjan, C-tin., Ionescu, Del.. (1997) - Training andperformance in junior basketball to children, teachingand educational publishing house, Bucharest.5. Ghitescu Julia Gabriel, Daniela Alina Moanta (2008) -Fundamentals of Basketball "Matrixrom House,Bucharest.DETERMINING THE LEVEL OF TECHNICAL AND SPECIFICPHYSICAL TRAINING IN PERFORMANCE WEIGHTLIFTINGUlăreanu Marius Viorel,Ecological University of BucharestAbstract: The paper aims at determining the level of technical and specific physicaltraining in performance weightlifting. For this purpose we have considered that anoptimum relationship of technical training and specific physical training inperformance weightlifting will contribute to the improvement of performancesachieved in competition.The study was centered round the training programs in order to test the level oftechnical and specific physical training; a monitoring of performance parametersevolution has been made statistically. The statistical processing was done in Wordand „KyPlot‖ programs, calculating the usual statistical indices and the test oflinear correlation. To highlight the level of technical and specific physical trainingduring the training of performance weightlifters, a study was conducted within theWeightlifting Olympic Team. The study was carried out throughout two annualcycles period (2008 - 2009), formed of 10 macro-cycles, applied on a group of 9athletes, aged 18-24, at juniors, youth and seniors classes.The results of the study highlight the level of technical and specific physical trainingof the weightlifters-subjects of the study and the dynamics of their performances in2008-2009 training cycles.In conclusion, we are able to confirm that the provision of optimal relationshipsbetween specific physical training and technical training in performanceweightlifting helps to improve performances in competition.Key words: weightlifting, physical training, technical training, control trials,performance.IntroductionPhysical training is one of the mostimportant factors and, in some cases, the mostsignificant ingredient of sports training inachieving the high performance. The mainobjectives of physical training are the increaseof athlete‘s physiological potential and thedevelopment of the biometrical traits up to thehighest level (T. Bompa, 2002).The specific physical training content ismainly oriented towards the growth of effortcapacity that characterizes this sport branch,and towards the increase of the involved motorskills –combined in a primarily anddifferentiated way. Thus is determined thespecific yield. In some sport branches, theperformance is strictly established by thedevelopment level of a motor skill (inweightlifting – by strength, in rowing – byendurance) or of a complex of motor skills(sports games, combat sports, etc) (A. Dragnea,1996). The expert use of strength exerciseshelps to restore the effort capacity; thealternation of the less involved muscle groupsand of muscle groups with maximum stress is acondition of workouts effectiveness (A. Nicu,1993).Learning the techniques used in varioussport branches is generally characterized by thelaws and phases of motor skills and actions, ofcourse, with some differentiating, specificnotes, determined by the particularities of sportbranches. (A. Dragnea, 1996). The relationsbetween technical elements and technicalprocedures are not present in all branches ofsport, some of them having technical procedures211

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011only (weightlifting) (A. Dragnea, S. Mate-Teodorescu, 2002)One of the major problems inperformance weightlifting refers to athletes‘gradual training for the execution ofcompetition exercises at snatch lift and cleanand jerk lift with a certain weight of the barbell,when the athlete‘s body status must be maximal.The factor that ensures optimum conditions forsolving these problems is the rational sportstechnique (without breaking the regulations ofthe competition), which helps the athlete to useefficiently the physical, functional andpsychological traits when lifting the barbellwith maximum weight (L.S.Dvorkin, 2005).Purpose of the paper: to determine thelevel of technical and specific physical trainingin performance weightlifting.HypothesisWe consider that an optimumrelationship of technical training and specificphysical training in performance weightliftingwill contribute to the improvement ofperformances achieved in competition.Methods of research and proceduresThe study was centered round thetraining programs in order to test the level oftechnical and specific physical training,monitoring statistically the evolution ofperformance parameters. The statisticalprocessing was made in Word and „KyPlot‖programs, calculating the usual statisticalindices and the test of linear correlation.Subjects, protocol of conductIn order to emphasize the level oftechnical and specific physical training duringthe workouts of performance weightlifters, astudy was conducted within the WeightliftingOlympic Team. The study was carried outthroughout two annual cycles period (2008 -2009), formed of macro-cycles, applied on agroup of 9 athletes, 18-24 years old, in juniors,youth and seniors categories.ResultsTable 1. Results of specific physical training levelNo. Control trial Initialtesting_X ± mFinal Testing_X ± mtP1 Back squats (max 1 rep) 220.5±8.84 237.2±9.24 6.86 P

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011In table no. 2 are shown the results oftechnical training level testing, evaluated by theassessment of technical execution phases atsnatch and clean and jerk lifts, regarding thearithmetical mean in initial and final testing andthe correlation of the differences betweenmeans.Table no. 3. Results of performances in 2008 competitions (initial testing)No. Full name Competition Category Weight Snatch Clean &jerkTotalRankingSn C&J Total1 Buci A. Olympics 62 61.66 130 165 295 4NC Seniors 62 61.98 121 146 267 2 2 22 Martin R. EC Seniors 69 67.82 125 155 280 20 17 19Olympics 69 130 158 288 19NC Seniors 69 68.74 130 163 293 2 2 2WC Juniors 69 68.20 134 161 295 5 5 5EC Juniors 69 68.75 135 167 302 4 2 23 Roşu A. EC Seniors 69 69 137 170 307 8 6 64 StoichiţăP.Olympics 69 136 - - - - -NC Seniors 77 76.72 141 180 321 1 1 1EC Juniors 69 68.58 126 162 288 7 6 7NC Seniors 69 68.99 127 161 288 3 3 35 Sâcrăian European 85 79.91 132 172 304 1 1 1G. CupNC Seniors 77 75.26 140 160 300 2 2 26 Rusu R. Olympics 77 140 170 310 18NC Seniors 94 85.01 147 184 331 2 1 2WC Juniors 85 82.88 140 173 313 10 11 9EC Juniors 85 83.06 140 181 321 13 8 97 Olaru G. European 62 56.79 93 126 219 1 1 1CupEC Juniors 56 56.6 93 126 219 6 3 6NC Seniors 56 55.46 95 120 215 2 2 28 Danciu M. EC Juniors 85 83.76 141 173 314 11 10 11NC Seniors 94 87.33 130 170 300 3 3 39 Gâscan M. NC Seniors 56 55.92 97 130 227 1 1 1X 72.25 70.6 127.5 159.6 286.8 5.2 4.35 5.86Em 2.27 2.25 3.32 3.8 7.17 1.12 0.95 1.21S 11.1 10.3 16.2 18.2 34.4 5.03 4.25 5.81Cv 15.4 14.6 12.7 11.4 12.0 96.7 97.8 99.1Table no. 4. Results of performances in 2009 competitions (final testing)No. Full name Competition Category Weight Snatch Clean & Total RankingJerkSn C&J Total1 Buci A. EC Seniors 62 61.80 121 - - 6 - -2 Martin R. WC Juniors 69 68.81 143 170 313 4 5 3EC Juniors 69 69 144 175 319 1 1 13 Roşu A. EC Seniors 77 75.50 148 180 328 7 6 6NC Seniors 77 76.96 143 176 319 2 1 2EC Youth 77 76.10 142 173 315 8 7 84 Stoichiţă P. WC Juniors 69 68.62 135 170 305 6 4 5EC Juniors 69 68.65 135 168 303 3 2 2NC Seniors 69 69 125 170 295 1 1 1EC Youth 69 68.65 130 171 301 6 3 55 Sâcrăian G. EC Seniors 77 76.51 143 177 320 10 7 9NC Seniors 85 82.52 - 172 - - 4 -EC Youth 85 83.55 150 170 320 6 10 76 Rusu R. EC Seniors 85 82.54 150 188 338 17 12 16NC Seniors 94 86.04 150 175 325 2 3 27 Olaru G. EC Seniors 56 55.67 100 131 231 10 6 8213

kgkgTHE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011NC Seniors 62 60.6 100 136 236 6 3 6EC Youth 56 55.74 96 135 231 9 2 58 Danciu M. WC Juniors 85 84.70 156 175 331 5 12 8NC Seniors 94 87.99 141 176 317 3 2 3EC Youth 85 84.10 145 170 315 8 11 109 Gâscan M. EC Seniors 56 55.79 95 129 224 13 9 9NC Seniors 62 61.72 105 135 240 4 4 3X 73.4 72.1 131.6 164.6 296.4 6.22 5.22 5.66Em 2.42 2.17 4.23 3.84 8.31 0.84 0.76 0.8S 11.6 10.4 19.8 18.01 38.1 3.95 3.61 3.69Cv 15.8 14.4 15.09 10.9 12.8 63.4 69.08 65.1In tables no. 3 and 4 are listed theresults of the performances achieved in localand international competitions within 2008-2009 annual training cycles, highlighting theweight class, the athlete‘s weight incompetition, his performances at the two liftsand his ranking.Figure no. 1 and no. 2 show thedynamics of weightlifters‘ sports performancesduring 2008-2009 training period, exemplifiedby the results of the athletes R.R, M.R., SP,D.M. at snatch, clean and jerk and total.400350300250Total 280Total 310288293331313321295 302338313325 Rusu R319 Martin R200150100Aruncat 155Smuls 125184188173181175 Rusu RAruncat 170158163 161 167 170 175 Martin R147 140 140 150150 Rusu RSmuls 140130 130 134 135 143 144 Martin R500CE Seniori2008JO 2008CN Seniori2008CMJuniori2008CEJuniori 2008CM Juniori2009CE Juniori2009Figure no. 1. Dynamics of weightlifters’ sports performances achieved over 2008-2009 period350300250Total 288Total 314300288331305 303317315 Danciu M295 301 Stoichiţă P200Aruncat 173 175170Aruncat 162161150Smuls 141 130Smuls 126 127100176170 170156141168 171 Stoichiţă P170 Danciu M145 Danciu M135 135 125130 Stoichiţă P500CE Juniori 2008 CN Seniori 2008 CM Juniori 2009 CE Juniori 2009 CN Seniori 2009 CE Tineret 2009Figure no. 2. Dynamics of weightlifters’ sports performances achieved over 2008-2009 period214

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011ConclusionsIncreased level of specific physical trainingin all control trials at final testing and significantdifferences between averages of each trial.Improved level of technical training of snatchlift and clean and jerk lift execution phases andsignificant differences between averages of eachstage.The dynamics of weightlifters‘ sportsperformances throughout the biannual training cycleemphasizes the relationship of weight classes andbody weight in the competition; improvement ofperformances at snatch lift by 4.1kg, clean and jerk by5kg and total by 9.6kg versus 2008 annual cycle and abetter evolution in the total of theses lifts.In conclusion, we can confirm that theprovision of optimal relationships between specificphysical training and technical training inperformance weightlifting helps to improveperformances in competition.References1. Bompa, T., Periodization: Theory and Methodology ofTraining. Ex Ponto Publishing House, Bucharest, 2002(48).2. Dragnea A., Sports Training. Didactical and PedagogicalPublishing House, R.A. Bucharest, 1996, (136, 165).3. Dragnea A., Mate- Teodorescu S., Theory of Sport. FESTPublishing House, Bucharest, 2002, (283).4. Dvorkin L.S., Manual of Heavy Athletics. „SovetskijSport” Publishing House, Moscow, 2005, (220).5. Nicu A., Modern Sports Training. „Editis” PublishingHouse, Bucharest, 1993, (321).Determinarea nivelului pregătirii fizice specifice şitehnice în haltere de performanţăRezumat: Scopul lucrării îl constituie determinareanivelului pregătirii fizice specifice şi tehnice înhaltere de performanţă. Pentru aceasta, amconsiderat că asigurarea unei relaţii optime întrepregătirea fizică specifică şi pregătirea tehnică înhaltere de performanţă va contribui la îmbunătăţireaperformanţelor în concurs.În studiu au fost luate programele de pregătire învederea testării nivelului pregătirii fizice specifice şitehnice, urmărindu-se statistic evoluţia parametrilorde performanţă. Prelucrările statistice au fost făcuteîn programele Word şi „KyPlot‖, calculând indiciistatistici uzuali şi testul de corelare liniară. Pentru aevidenţia nivelul pregătirii fizice specifice şi tehniceîn cadrul pregătirii halterofililor de performanţă,s-a organizat un studiu în cadrul Lotului Olimpic dehaltere. Studiul s-a desfăşurat în perioada a douăcicluri anuale (2008 - 2009), alcătuită din 10macrocicluri, aplicate pe un grup de 9 sportivi, cuvârste cuprinse între 18-24 ani, la categoriile juniori,tineret şi seniori. Rezultatele studiului evidenţiazănivelul pregătirii fizice specifice şi tehnice ahalterofililor aflaţi în studiu şi dinamicaperformanţelor în cadrul ciclurilor de pregătire 2008-2009. În concluzie, putem confirma că asigurareaunei relaţii optime între pregătirea fizică specifică şipregătirea tehnică în haltere de performanţăcontribuie la îmbunătăţirea performanţelor înconcurs.Cuvinte cheie: haltere, pregătirea fizică, pregătireatehnică, probe de control, performanţă.Détermination du niveau de l‟entraînementphysique spécifique et technique dansl‟haltérophilie de performanceRésumé: Le but de cet ouvrage est de déterminer leniveau de la préparation physique spécifique ettechnique en haltérophilie de performance. Pour cela,nous avons considéré que la réalisation d’unerelation optimale entre l’entraînement physiquespécifique et l’entraînement technique enhaltérophilie de performance va contribuer àl’amélioration des performances en concours.L’étude a été axée sur les programmesd’entraînement visant à tester le niveau de lapréparation physique spécifique et technique, enobservant de point de vue statistique l’évolution desparamètres de performance. Les traitements dedonnées statistiques ont été faits dans les programmesWord et „KyPlot‖, en calculant les indicesstatistiques usuels et le test de corrélation linéaire.Afin de mettre en évidence le niveau de l’entraînementphysique spécifique et technique dans la préparationdes haltérophiles de performance, on a organisé uneétude dans l’équipe olympique d’haltérophilie.L’étude a été menée au cours de deux cycles annuels(2008 - 2009), composés de 10 macro - cycles,appliqués à un groupe de 9 athlètes, âgés de 18 à 24ans, dans les catégories juniors, jeunes et seniors.Les résultats de l’étude mettent en évidence le niveaude l’entraînement physique spécifique et techniquedans la préparation des haltérophiles - sujets del’étude et la dynamique des performances dans lescycles d’entraînement 2008-2009.En conclusion, nous pouvons confirmer qu’unerelation optimale assurée entre l’entraînementphysique spécifique et l’entraînement technique dansl’haltérophilie de performance contribue àl’amélioration des performances en concours.Mots-clés: haltérophilie, entraînement physique,entraînement technique, épreuves de contrôle,performance.215

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011HIGH JUMP ANALYSIS TEST CARRIED OUT AT INDOORNATIONAL CHAMPIONSHIP 2010Florina Paraschita,University Lecturer PhD, Scientific Secretary of Physical Education Department, EcologicalUniversity of BucharestAbstract: The aim of this paper was to analyze the performances obtained by femalehigh jumpers at 2010 Indoor National Championship of juniors 3. The first twoclasses had the same results and they were categorized only by the number offailures made in the contest. Six of the athletes who started at the competition wereable to improve the result obtained a year ago.Keywords: jump, performance, testing.Jumping athletic events can be definedas specialized components, whose purpose is todevelop, through the interaction betweeninternal and external forces, an air trajectoriesof the center of gravity of the body generally ashigh as or longer (Alexandrescu D, 1991).High jump, compared with long jumphas a much more complicated technique , lessnatural and, at the same time, marked a trendcharacterized by multiple variations andtechniques until he found the most sensibleoption - the overthrow dorsal (MTS, FRA,1995).Athletic jumps with fundamentaldifferences between the derivatives, in order ofsuccession of motor acts, are consisting of fourstages: the approach, the take-off, the clearanceand the landing (Neder Paraschiţa, 2010).Between jumping phases are interrelationships,falling in a certain order ofsubordination, hence the significance of eachphase, depending on the specific and mostespecially for jumping. Jumping main phase isthe take-off.Jumpers‘ junior athletes training task isthe formation of long-term performers, whilerespecting the peculiarities of biologicaldevelopment. Prepare a jumper is a longprocess, 8-10 years and should be characterizedby a reasonable time scale and with clearpriorities, the tasks of training and selection,corresponding with them, the most effectivemeans of training (Alexandrescu D, 1991).The purpose of this study is to trackprogress achieved performance at three juniorhigh jump of the indoor National Championshipin 2010.Research Hypothesis is:It is assumed that the results obtainedfrom the Junior 3 Indoor NationalChampionship are the starting line in the eventmethodical training for high jump competitionsoutdoors.The tasks of the study are:1. Choice of subjects for the study group.2. Studying the existing bibliography.3. Recording the results and theirinterpretation.4. Graphic interpretation of theperformance.In this study, 12 athletes took part with14-15 years of age, junior high jump finalists inMarch. The study was held in 6-7 March 2010in Bacau at the Junior 3 Indoor NationalChampionship.Research methods used were:Bibliographic study method, Observationmethod Registration method results, Graphicmethod.Next we move to global analysis of testperformance in girls‘ high jump:No. Crt. Name Club Result1. Dumitrascu, Anita Col.Teh. C.Istrati Campina 1.59 m2. Panturoiu, Elena Andreea LNPA Cl.Muscel 1.59 m3. Cojocaru, Andra Stefania CSS Bacău 1.55 m4. Anghel, Ana Roberta CSM Focşani 2007 1.50 m5. Meze, Mădălina LPS Oradea 1.50 m6. Budica, Florentina CSS 5 Bucureşti 1.50 m7. Lupse, Oana Mihaela LPS Oradea 1.45 m8. Sandu, Ionela Lavinia CN Sp.Cetate Deva 1.40 m9. Lucaci, Andreea Maria CSS Bacău 1.40 m216

metersmTHE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 201110. Boca, Amalia Zelmina CN Sp.Cetate Deva 1.40 m11. Lazăr, Andra Georgiana LPS Cluj Napoca 1.35 m12. Tulit, Andrea CSS Sf. Gheorghe 1.30 mThe trial was attended by 12 high jumpathletes across the country. Starting height was1.30 m but only four athletes started at thisheight. A high jumper started from 1.35 m andto 1.40 m. the other six.First place was Dumitraşcu Anita with aperformance of 1.59 m. The same performancewas managed by Panturoiu Elena Andreea, butit was ranked number because two unsuccessfuljumps in competition (winner of 4 vs. 3). Bothathletes entered the competition at 1.40 meters,first jumped 1.45 m to 1.40 m and 1.50 mDumitraşcu jumped first also, while Panturoiuneeded three attempts to pass this height. At1.55 m Panturoiu clear first while Dumitraşcuneeded two attempts, and to 1.59 m in bothathletes have been the third attempt. Also, bothhave tried three times to 1.63 m but withoutsuccess.Andra Cojocaru ranked 3 with a resultof 1.55 m, while sites 4-6 were filled with thesame result: 1.50 m, been categorized by thenumber of successful and failed attempts.7 th place was occupied by Oana Lupsewith a result of 1.45 m, and 8-10 seats werefilled with the same result: 1.40 m.11th place was occupied by Andra Lazarwith a result of 1.35 m, while practically ranlast athlete Andrea Tulit returned to 1.30 m,with the weakest performance in thecompetition anyway.21.510.5Resultats obtained in hight jump1.591.591.551.5 1.5 1.51.451.4 1.4 1.41.351.3Further 0developments will proceed to analyze each ofeach sport 1 participating 2 3 4 in 5 the 6competition 7 8 9study10 11 12The results of the girls high jump (each attempt)No. NameAttempts (m)Crt.1.30 1.35 1.40 1.45 1.50 1.55 1.59 1.631. Dumitrascu, Anita - - o o o xo xxo xxx2. Panturoiu, Elena Andreea - - o o xxo o xxo xxx3. Cojocaru, Andra Stefania - - o o o xxo xxx4. Anghel, Ana Roberta - - o o o xxx5. Meze, Mădălina - - o xxo o xxx6. Budica, Florentina - - o xo xxo xxx7. Lupse, Oana Mihaela - o xo xo xxx8. Sandu, Ionela Lavinia o o xo xxx9. Lucaci, Andreea Maria - o xo xx10. Boca, Amalia Zelmina o o xxo xxx11. Lazăr, Andra Georgiana o xo xxx12. Tulit, Andrea xxo xxxFirst place was occupied by DumitrascuAnita with the 1.59 m after entering thecompetition at 1.40 meters, above the heights of1.40 m, 1.45 m and 1.50 m she jumped from thefirst attempt. At 1.55 meters she needed twoattempts and at 1.59 meters she jumped from thethird one. Try three times and to 1.63 m, but nosuccess.Ranked 2, although it did place the sameperformance as a winner, because he has hadfour misses, compared to only threeDumitrascu's had to settle for second placeonly. She also entered the competition at 1.40meters, managed to jump on the first attempt, at1.45 m and 1.55 m also and to 1.50 after it tookme 3 attempts. And she tried three times to 1.63m, but failed to get over this height.1.651.61.551.51.451.41.351.31.4Results of Panturoiu Elena1.451.51.551.591 2 3 4 5217

metersmetersmetersmetersTHE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 20113rd place was occupied by a performance of1.55 m by Andra Cojocaru. She entered thecontest jumped to 1.40 m where the first, and to1.45 m, 1.50 m. Moreover, only 1.55 m neededthree attempts, the rest of the journey is withouterror.She tried three times to 1.59 m but failed, soshe finally had to settle for 3rd place.1.51.451.41.35Lupse Oana evolution1.351.41.45Cojocaru Andra's results1.31 2 31.61.551.51.451.41.351.31.41.451.51.551 2 3 4Ana Anghel Roberta had to goflawlessly 1.55 m where she tried three timeswithout fail to pass. She entered the contest stillto 1.40 m, made it through the first at allheights up to 1.55 m. Because she jumped 1.50m at first and had no missing she managed totake the 4 th place in the final contest.5th place was occupied by MezeMadalina also the result of 1.50 m. As thecontest began Anghel jumped to 1.40 m wherethe first, at 1.45 needed three attempts to passthe bar and at 1.50 m to go throughout the firstattempt. The difference between her and the 4thwas the number of two unsuccessful throughoutthe contest, to Anghel Madalina none.6th place was occupied by FlorentinaBudica contest that began at 1.40 m where shejumped from the first, at 1.45 metersshe neededtwo attempts to pass the bar, and three attemptsat 1.50 meters. She tried three times to 1.55 mbut failed to cross over the bar.1.551.51.451.41.351.4Places 4-6 results1.451.51 2 3Oana Lupse ranked 7 with aperformance of 1.45 m. The contest started at1.35 m where she passed the first attempt, at1.40 and 1.45 meters she needed two attempts.Ionela Sandu entered the contest fromwhere he jumped 1.30 m at the first attempt, andto 1.35 m otherwise. At 1.40m she needed twoattempts to succeed in passing the bar, thentried three times unsuccessfully, to pass over1.45 m.1.451.41.351.31.25Sandu Ionela's evolution1.31.351.41 2 3After the study conducted at the IndoorNational Junior 3 Championships held in Bacau,we reached the following conclusions:1. The lessons that are part of the trainingcycle containing five categories:technique, running, physical training,strength development and jumps.2. First 2 ranked in high jump had thesame result - 1.59 m, were categorizedonly by the number of failures made inthe contest.3. Three of the athletes who started at thestudied competition were able toimprove the result a year ago at theNational indoor championship.Dumitraşcu jumped by 9 centimeterslong and managed to win the title ofnational champion, Meze also managed10 centimeters and 5 centimeters Lupsebetter than the previous year.References1. Alexandrescu D., Athletics, lectures, IEFS, Bucharest,1991.2. MTS, FRA, Federal athletics coach, vol II, jumping,CCPS, Bucharest, 1995.218

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 20113. Paraschita Neder F., ABC athletic, revised edition,Printech Publishing, Bucharest, 2010.Analiza probei de săritură în înălţime desfăşuratăla campionatul naţional de sală 2010Rezumat: În prezenta lucrare s-a urmărit analizarezultatelor obţinute de săritoarele junioare 3 laCampionatul Naţional de sală din 2010. Primele douăclasate au avut acelaşi rezultat fiind departajate doarde numărul de nereuşite realizate în concurs. Şasedintre sportivele care au luat startul la concursulstudiat au reuşit să-şi îmbunătăţească rezultatulobţinut cu un an în urmă.Cuvinte cheie: săritură, performanţă, încercare.Saut en hauteur analyse test effectues de salle dechampionnat national 2010Résumé : Dans le présent document vise à analyser laperformance de trois juniors de saut de la salle duChampionnat National 2010. Les deux premièresclasses ont les mêmes résultats ont été classésseulement par le nombre d'échecs fait au concours.Six des athlètes qui ont commencé à se former à lacompétition ont été en mesure d'améliorer le résultatd'un an auparavant.Mots-clés: sauter, performance, les tests.EXPERIMENT ON THE GROWTH RATES OF DEVELOPMENT OFSPECIFIC GAME OF HANDBALL DRIVING QUALITIES, TROUGHSPECIFIC MEANS ATHLETICS, TO JUNIORS II ECHELONAsistent univ. Cicma Ioan TeodorFaculty of Physical Education and Sport, Galaţi University, ROMÂNIAAbstract: The purpose of this paper is to present and demonstrate one of the effectsof increasing development indices, specific driving qualities of handball game,namely athletics, as well as to contribute to the enrichment of research in this area.Key words: indices, driving qualities, growth, development.IntroductionHandball game theory and methodology,studying a large sphere of problems relating tothe school handball game, at the mass, at thebase mass of performance sport level, at theperformance and high performance.The handball game represent aharmonious combination, between naturalmovements (running, jumping, throwing), onthe one hand, and the motor dexterity andability, simples, attractive and accessible, onthe other hand.Was developed and a training concept,which suffers changes and improvementscontinuous, made from studies and theoreticalresearches, practical and applied. In conclusion,we can say that the main trend of the handballgame, is to be practiced totally of ascientifically bases, and create and implementas a richer technical-tactical baggage, andadapting of the purpose of each competition,namely to score many points in the enemy gate.We can say that the handball game learnto the individual to be disciplined, orderly,industriously, self-consciously about collectivesuccess, ambitious and eager for self.ContentIt is known that the assumptions aretemporary solutions of the scientific researchproblems.Generally hypothesis represent ownuncertainties explanation, in scientific researchher taking place a provisional solution of anprovisional response to the question of theproblem under research.The hypotheses of this paper were:-- If the means proposed, selected andimplemented, can lead to very significantincrease of a motor qualities indicesdevelopment, specific handball game, verifiedand certified by the control samples, report totheir values, proposed by Romanian Federationof Handball (R.F.H.).-- If scientifically effected, the childjuniorstraining can lead to assumptionsdevelopment, to a fair and harmoniousdevelopment, and to increase of a motorqualities indices development.Proficiency knowledge a morphofunctionaland psychical particularities, of theeach child with which working, is the only waywhat allow avoid of the two most commonmistakes in sport activity, namely overexaggeratedefforts of the body and excessivecaution, because that the preparation ismaintained on a level bellow by the child‘spossibilities.In terms of developing motor qualities,can be said that the main motor solicitationsforms, are represent by the motor qualities, that219

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011can be divided in conditional and coordinativeor coordination qualities.In this complex gear, an extremelyimportant role it have the central nervoussystem and particularly cortical floor, thatperforms the analysis and synthesis ofinformation from the periphery, on whichelaborate on the appropriate commands andkinaesthetic analysers, tactile, audible andoptical, which receiving environmental changesand transmit them to the cortex nerve, in formof nervous inflows, of them adding thenumerous mechanisms of feed-back, in whichan important role they have some centralnervous and vegetative formations, examplebeing the Reinshaw neurons by the spinalmarrow, endocrine glands and the concentrationlevels of a series of substances, which providesa whole body homeostasis.Dividing the training period, isdetermined by a series requirements, by methodnature, which define the respective phases.As a result, the entire process ofchildren and juniors preparation, was dividedinto the fallowing stages:-- first stage – beginners;-- second stage – advanced;-- third stage – perfected.In the first stage the children discoverfirst notions of technique and tactics learn thefirst rules of the game so basically start play ofthe handball game.So, from the above, show thatpreparatory stages to the this echelon,beginners, is learning and reinforcement.In the second stage, children will run amore comprehensive training program, tacticaland technical content what be learned, is muchwider, and physical preparation level beingmuch improved.This stage corresponds and with officialcompetition apparition, so the fight sports witha real and the unknown enemy.For this stage is defining theconsolidation and learning.In the third stage, appear two linesdefining, namely game model and trainingmodel of the juniors.Beginning with the performance echelonof advanced juniors, game models provideprogressively increasing of the technical andtactical baggage, and a growth indices ofdevelopment og game specific motor qualities.Principle is defined as a basic idea of adoctrine or thesis, which structure and guidingone knowledge activity or by practical nature,from which drift a series consequences in theaction plan or behaviour. (A. Nicu, pg. 103)As a general definition, sports trainingis defined as ―pedagogical process, systematicdeveloped and continuous gradually by adaptingto the physical efforts of the human body,technical, tactical and psychical intense, toobtain the best results, one of the forms ofpractice in the competitive regime, of physicalexercises.‖ (I. Kunst Ghermănescu, pg . 188)The sports training concept, havesubordinates the training basis, (all laws andprinciple underlying and conditioning sportstraining), established by the sports trainingtheory (system of principles and methods whichstructured and compose sports training), astraining principles (basic ideas by thepedagogical, psychological, physiological,hygienic order, and others which structuresmaking and driving of the training process).Sports training involves certaincomponents, namely:a) educational component, by the teachingprocess which operating;b) biological component, by the objectiveseffects in functional development planand as adaptative level of human body;c) psychological component, by thecharacter features, moral features,emotional features implications, of theathlete personality;d) sociological component, by therelationships and his integration modeand homogenization, in the social,economic and cultural environment;e) hygienic component, by the specificnutrition conditions, rest, comfort, andby environment where the athlete istrained and recover;f) ethical component, by the fair-playideals, total employment in training andcompetition;Going of the assumption that sportstraining is, above all, a teaching process withmultiple implications, we believe is useful todistinguish the principles into two big category,namely: general principles and specificprinciples.Such sports training theory, present thefollowing general principles:-- accessibility principle;-- continuous effort principle;-- cyclic structure of effort principle;-- conscious participation principle;-- systematization principle;-- intuition principle;-- individualization principle;-- through knowledge principle.The specific principles are those whichact mainly in sports training, and use them in220

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011other activities whose generate a different typesof performances.Sports training factors are classifiedthus:a) Technical preparation factor isrepresented by all means with aidentical structure or similar, of motoractions provided by the competitionrules, by which athlete or team reflecteddifferentiated performance as specific,or more simply, all the means, which bytheir specific form and content allow topractice of sport branches, according tocontest rules and form sport branchestechnique, those.b) Tactical training factor involvescomplex, adequate and effectivecapitalization a technical and tacticalpreparation, of a team, in the contestdeploy in concordance with conditionsof adversity and with predeterminedperformance objectives, namely title,record, qualification, special place, etc.c) Theoretical training factor represent ―allthe information learned from athlete toknowledge and explain all the principle,rules and methods what determinedincrease effort and performancecapacity, and contest or next gameanticipating for adequate approach‖ (A.Nicu, pg. 261)This factor is one of the elementsthrough which realise the ―invisibletraining‖ his tasks being instructiveeducative.d) Psychological training factor,―determined by the training means andwith educational actions, increasedmental capacity, to allow of athletedeploy of efficiently actions and obtaina superiors results in competitions‖.(M.Epuran, pg. 205 )Driving qualities are body features,materialized in the ability to making of themovement actions with some indices by speed,force, resistance and ability or skill, are onenative character whose initial level ofmanifestation depends by the genetic hereditaryfund.Driving qualities are divided into:-- Basic motor qualities, speed, force,resistance, ability or skill, to which is added,according with some specialists flexibility andmobility;-- Specific motor qualities, thoseinvolved in the practice of sport branches, orthe exercise some professions or trades, themresulting from combining of two or more basicmotor qualities.For each basic motor qualities, existsone specific feature, namely:1). For speed – rapidity, swiftness;2). For skill or ability – complexitydegree or movement precision;3). For resistance – effort duration;4). For force – load.Tasks research were following:-- action of documentation andinformation;-- establish working hypotheses;-- initial testing of children;-- completion of the training program;-- final testing of children;-- analysis and interpretation of results;-- establish the conclusions andrecommendations.The experiment being realise in period20 october 2010 – 15 mars 2011, at high schoolsports program Brăila.Anthropometric measurements was:height, weight, scale, length of palm.Driving and technical samples was:1. Standing long jump;2. Speed running on the distance of30m;3. Handball ball throwing away withmomentum of three steps;4. Ten steps jump (minimum 20m);5. Dribbling through cones;6. Resistance running of the 1000mdistance.221

IndicatoristatisticiTHE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011Motrico-technical testTable nr. 1Ten steps jump Dribbling through Standing long Throwing handball Resistance 1000mNr. Name and Speed 30m (sec)20m (m)cones 30 m (sec) jump(m)ball away (m) (min, sec)crt. prenameT i T f V R T i T f V R T i T f V R T i T f V R T i T f V R T i T f V R4‟30‟ 4‟25‟ 4‟20‟1 S1 4,7 4,6 4,3 19 21 20 7.8 7.6 7.3 2,18 2,22 2,20 22 23 25‟ ‟ ‟4‟50‟ 4‟40‟ 4‟20‟2 S2 4,8 4,6 4,3 20 20 20 7.5 7.5 7.3 2,22 2,20 2,20 21 22,5 25‟ ‟ ‟4‟40‟ 4‟40‟ 4‟20‟3 S3 4,3 4,3 4,3 18 19 20 7.6 7.4 7.3 2,10 2,15 2,20 20 21,5 25‟ ‟ ‟4‟20‟ 4‟20‟ 4‟20‟4 S4 5,2 4,9 4,3 22 22 20 7.9 7.5 7.3 2,05 2,15 2,20 23 23 25‟ ‟ ‟4‟40‟ 4‟35‟ 4‟20‟5 S5 4,7 4,5 4,3 17,5 18,5 20 8.1 7.7 7.3 1,95 2,00 2,20 22,5 23 25‟ ‟ ‟4‟45‟ 4‟20‟6 S6 4,8 4,7 4,3 18,5 19,5 20 7.7 7.4 7.3 1,90 1,95 2,20 21,5 22 25 5‟‟ ‟7 S7 4,5 4,5 4,3 21 22 20 8.2 7.8 7.3 2,00 2,00 2,20 26 26 258 S8 4,7 4,6 4,3 20 21 20 7.4 7.2 7.3 2,15 2,18 2,20 24,5 25 259 S9 5,0 4,9 4,3 18 19 20 7.6 7.4 7.3 2,00 2,08 2,20 22,5 23,5 2510 S10 4,8 4,7 4,3 17,5 18,5 20 7.9 7.7 7.3 1,90 1,94 2,20 21,5 22 2511 S11 5,1 4,9 4,3 17 19 20 8.0 7.8 7.3 2,10 2,14 2,20 26 27 2512 S12 4,4 4,5 4,3 18 18 20 7.5 7.5 7.3 2,25 2,30 2,20 23 24,5 254.75 4,64 ▬ 18,87 19,79 ▬ 7,76 7,54 ▬ 2,06 2,11 ▬ 22,79 23,58 ▬ 4,35 4,30 ▬4‟35‟4‟10‟4‟45‟4‟25‟4‟15‟4‟45‟4‟30‟4‟10‟4‟40‟4‟20‟4‟10‟4‟30‟4‟20‟4‟20‟4‟20‟4‟20‟4‟20‟4‟20‟‟‟‟‟‟‟‟‟‟‟‟‟‟‟‟‟‟‟XS 0.24 0,18 ▬ 1,55 1,38 ▬ 0,25 0,18 ▬ 0,12 0,11 ▬ 1,87 1,70 ▬ 0,15 0,12 ▬Cv 5.18 4,05 ▬ 8,23 7,02 ▬ 3,31 2,42 ▬ 5,79 5,46 ▬ 8,32 7.22 ▬ 3,44 2,78 ▬P 0.11 ▬ 0.92 ▬ 0.21 ▬ 0.05 ▬ 0.79 ▬ 0.05 ▬222

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011CoclusionsResearch has found analyzing andsystematizing the preparation means, toindices increase development of motorqualities specific handball game, proved to beefficiency and specific means of athleticsproposed.Hypotheses proposed to be verifiedand demonstrated have been validated,whereas the development indices of motorqualities specific handball game, haveincreased, results obtained as the controlsamples, demonstrating that.References1. Baştiurea E., 2006 “Handball training in a sportbranch”, Publishing Ed. Mongabit, Galaţi, România,23 – 67;2. Baştiurea E., 2002 “Handball”, Publishing Ed.Fundaţiei Univ. “Dunărea de Jos”, Galaţi, România,15 – 37;3. Bota I., Bota M., 1987 “Handball.Preparation andbuilding performance teams”, Publishing Ed, “SportTurism”, Bucureşti, România, 87 – 109;4. Brack R., 1990 “Practice theory for the actions of thesports games coches”, Publishing Leistungssport 20,Germany, 133 – 146;5. Dragnea A., Teodorescu M. S., 2002 “Sport theory”,Publishing Ed “Fest”, Bucureşti, România, 22 – 56;6. Epuran M., 1982 “Psychological guid book of coach”,Publishing Ed. I.E.F.S., Bucureşti, România, 203 -212;7. Ghermănescu I. K., Gogâltan V., Jianu E., NegulescuI., 1983 „Theory and methodology of the handballgame”, Publishing Ed. Didactică şi Pedagogică,Bucureşti, Romaânia, 188 -207;8. Nicu A., 1993 “Modern sports training”, PublishingEditis, Bucureşti, România, 254 – 273, 371 – 390;Experiment privind creşterea indicilor dedezvoltare ai calităţilor motrice specifice joculuide handbal, prin mijloace specifice atletismului,la eşalonul Juniori II.Rezumat: În cele ce urmează, voi demonstra cuajutorul unui experiment, importanţa folosiriimijloacelor specifice atletismului, în creştereaindicilor de dezvoltare ai calităţilor motricespecifice jocului de handball, la eşalonul Juniori II.Cuvinte cheie: creştere, dezvoltare, calităţimotrice, handbal, atletism.Expérience sur a la croissance des indices ledéveloppement des qualités motriques, par desmoyens spécifique d‟athlètisme a l‟echelon desJunior II.Résumé: Dans la suite, je vais démontrer à l’aided’une expérimence, importance de l’utilisation desmoyens spécifique d’athlètisme, sur a la croissancedes indices le développement des qualitésmotriques, spécifique au jeu du handball, al’echelon Juniori I.Mots clés: croisssance, développement, qualitésmotriques, handball, athlètisme.INFLUENCE OF PHYSICAL TRAINING MEANS ON TECHNICALELEMENTS LEARNING IN WOMEN‟S ARTISTIC GYMNASTICSPotop Vladimir, Associate Professor, PhDEcological University of BucharestAbstract: The purpose of this paper is to highlight the influence of physical trainingmeans on learning the technical elements on various apparatus in women’s artisticgymnastics.To highlight the level of specific physical and technical training of junior femalegymnasts, a case study was organized in School Sports Club no.7 DinamoBucharest. The study was conducted during a period (September 2010 – November2010) formed of three mezzo-cycles, with 49 training sessions, applied to a 10 yearsold gymnast, junior class IV, level 2 of training.The study analyzed the training programs in order to test the technical and physicaltraining level, monitoring from statistical point of view the evolution of effortparameters in learning and improving the technical elements on differentapparatus. Statistical processing has been made in Word and „KyPlot‖ programs,calculating the usual statistical indices and the test of linear correlation.The results of the study show that the use of the most efficient preparatory exercisesfor the development of muscle groups needed to the execution of technical elementsand the use of auxiliary equipment for the improvement and correction of technicalelements or phases on each apparatus contribute to the increase of technicaltraining level and to a more efficient learning of these ones.Key words: technical elements, artistic gymnastics, learning, means, physicaltraining, technical training.223

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011IntroductionArtistic gymnastics is currentlyexperiencing a new level of development interms of content and assessment of exercises.The new modifications of the Code of Points,related to the difficulty of technical elements,the granting of bonuses for the connections oneach apparatus and last, but not least, thespecific requirements of each apparatus willdetermine new guidelines and tendencies in thetechnical training on competition apparatus. (V.Potop, 2008).Learning the technique specific todifferent sport branches is generallycharacterized by the laws and stages of learningthe motor skills and acts, with, somedifferential, specific notes, determined by theparticularities of sport branches (A. Dragnea,1996). In any sports branch, thus in artisticgymnastics too, the process of learning, throughits quality, influences the performancesachieved. In this context, its content modifiesgradually the behavior of response to the stimulirequirements during training sessions (G.Niculescu, 2003).As shown by M. Epuran, learningmovements in sport is a special type, becauseperformance is embodied just in the qualitativelevel of the execution, such as in the case ofartistic or rhythmic gymnastics, figure skating,synchronized swimming, etc.; if objects areused (throwing, sport games, etc), these onesrepresent the intermediate tools by means ofwhich are manifested and assessed thecoordinative abilities, the strength, speed orresistance features of the respective movements(A. Dragnea.; S. Mate- Teodorescu, 2002).Artistic training in gymnastics is aspecial and complex component of sportstraining, which provides physical andpsychological support to achieve movements ina personal style, at the indices of technicality,plasticity, suggestibility and expressivenessrequired by the specific character of the sport(V. Grigore, 2002).Physical training is one of the mostimportant factors of sports training in achievingthe high performance. The main objectives ofphysical training are the increase of athlete'sphysiological potential and the development ofthe biometric skills up to the highest level.(T.O. Bompa, 2002). Physical skills or motorskills, as called by Zatziorski, represent thepremises or basic motor requirements on whichthe athlete builds technical skills. (C. Bota; B.Prodescu, 1997). The growth of specificstrength indices, which characterize artisticgymnastics, on each apparatus actually,involves the stress of particular muscle groups,specifically differentiated from the whole leanbody, and the directions of engagement of suchgroups must meet sports technique (V. Grigore,2001).Gymnastics has made great technicalprogresses but also higher performances thanksto its perfecting as time goes on and to theimprovement of functional parameters ofcompetition apparatus. Coaches must always beconcerned to imagine and create the means,apparatus and technologies to help athletes intheir work during training sessions and, at thesame time, to protect them and to alleviate theireffort throughout the learning and improvementprocess (N. Vieru, 1997).Purpose of the paper: to highlight theinfluence of physical training means ontechnical elements learning on differentapparatus of women‘s artistic gymnastics.HypothesisWe believe that the use of the mosteffective preparatory exercises for developingthe muscle groups necessary for technicalelements execution and the use of auxiliaryequipment for improving and correctingtechnical elements or phases on each apparatuswill help to improve technical training level andto learn more effectively these elements.Study organization and conduct.To highlight the level of specificphysical and technical training of junior femalegymnasts, a case study was organized in SchoolSports Club no.7 Dinamo Bucharest. The studywas conducted during a period (September 2010– November 2010) formed of three mezzocycles,with 49 training sessions, applied to a10 years old gymnast, junior class IV, level 2 oftraining.Methods of research and procedures- Method of bibliographic study;- Method of observation;- Method of experiment;- Statistical-mathematical and plottingmethods.The study analyzed the trainingprograms in order to test the technical andphysical training level, monitoring fromstatistical point of view the evolution of effortparameters in learning and improving thetechnical element on different apparatus.Statistical processing has been made in Wordand „KyPlot‖ programs, calculating the usualstatistical indices and the test of linearcorrelation.224

valuesTHE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011Table no. 3. Results of physical trainingControl trial Mezzo-cycle 1 Mezzo-cycle 2 Mezzo-cycle 3P.F.1 (sec.) 30 24 21P.F.2 (no of reps) 8 12 16P.F.3 (no of reps) 20 24 26P.F.4 (no of reps) right 10 12 15left 9 11 14P.F.5 (no of reps) 6 8 10P.F.6 (no of reps) 10 12 15P.F.7 (no of reps) 18 22 26P.F.8 (no of reps) 1 2 4P.F.9 (no of reps) 23 26 28P.F.10 (seconds) 24 27 33X- arithmetical mean 14.45 16.36 18.9Em- average error 2.7 2.5 2.6S –standard deviation 9.01 8.46 8.66Cv- coeff of variability 62.3 51.7 45.8Control trialsr- 0.95Mezzo-cycle no. 2Control trialsMezzo-cycle no. 3t- 9.15, P0.05Tables no. 3 and 4 summarize theresults of physical and technical training level,pointing out 10 strength control trials and 4technical control trials on each apparatus.Mezzo-cycle 1 Mezzo-cycle 2 Mezzo-cycle 3201816141214,4516,3618,91086427,3257,825 8,2250Physical trainingTechnical trainingGraph no. 1. Relationship of physical and technical training226

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011DiscussionsPhysical training is an importantcomponent of sports training in artisticgymnastics and has a different weightdepending on the level of training, thepreparation steps and period. To ensure themotor support necessary to technical elementslearning on different apparatus, we mustconsider some methodological issues (Potop V.,2005, 2008): establishment of special physicaltraining shortcomings and of the strategynecessary to correct them; correlation of generalphysical training means and special physicaltraining means depending on the training stage,etc.To provide an effective technicaltraining it is important to take into account thefollowing methodological issues (V. Potop,2005, 2008): the number of trials and thepassage from a preparatory exercise to anothermust be performed depending on the accuracyof the technical execution and on gymnasts‘individual possibilities; as they learn a givenexercise, the number of reps is reducedgradually, moving on to another more complexexercise, etc.The study was centered round thetechnical and physical training programs, overthree mezzo-cycles, monitoring statistically theevolution of effort parameters and thedynamics of technical elements learning on eachapparatus, etc.The review of training means content interms of use of strength preparatory exercisesand of equipment for learning the technicalelements on different apparatus, showed that thegoal of using auxiliary equipment in vaults wasto improve the flight I and II and the correctionof the support on apparatus; on uneven bars thestrength preparatory exercises and the auxiliaryequipment were used to learn and improve thetechnical elements; on beam, the acrobaticelements were learned by means of thegymnastic bench, mats under the beam and, lastbut not least, the help; as for the acrobatics onfloor, the target was to learn, improve andcorrect the acrobatic elements, using differentpreparatory exercises and auxiliary equipmentat sponges pit.The analyses of statistical-mathematicalcalculations results highlight an increase ofphysical training level from 14.45 in trainingmezzo-cycle no. 1 to 16.36 in mezzo-cycle no. 2and 18.9 in mezzo-cycle no. 3 and significantdifferences between averages and mezzo-cyclesat P0.05.ConclusionsThe study aims to highlight the level ofphysical and technical training in three trainingmezzo-cycles, monitoring statistically thedevelopment of effort parameters and thedynamics of technical elements learning ondifferent apparatus.The study content highlights thesequence and number of work on each apparatusfrom the total workouts made per trainingmezzo-cycles.The efficient use of strength preparatoryexercises and of auxiliary equipment in learningof technical elements on various apparatuspoints out the improvement of flight I and IIand the correction of the support on apparatusin the case of handspring vaults; learning,improvement and correction of technicalelements on uneven bars, beam and floor.Highlighting the development level ofmuscle strength and its influence on learningthe technical elements on different apparatus.Improvement of physical training levelfrom one training mezzo-cycle to another andsignificant differences between averages andmezzo-cycles at P0.05.At the end of the study we can confirmthat the use of the most effective preparatoryexercises for developing the muscle groupsnecessary for technical elements execution andthe use of auxiliary equipment for improvingand correcting technical elements or phases ateach apparatus will help to improve technicaltraining level and to learn more effectivelythese elements.References1. Bompa, T.O., Periodization: Theory and Methodology ofTraining. “Ex Ponto” Publishing House, Bucharest, 2002,(48-52).2. Bota, C., Prodescu, B., Physiology of Physical Educationand Sport – Ergophysiology. “Antim Ivireanul”Publishing House, Râmnicu Vâlcea, 1997, (155).3. Dragnea, A., Sports Training. Didactic and PedagogicPublishing House, R.A., Bucharest, 1996, (136).4. Dragnea, A.; Mate- Teodorescu, S., Theory of Sport.“Fest” Publishing House, Bucharest, 2001, (285).5. Grigore, V., Artistic Gymnastics- Theoretical Bases ofSports Training. “Semne” Publishing House, Bucharest,2001, (40).6. Grigore, V., Artistic Training in Performance Gymnastics.ANEFS Publishing House, Bucharest, 2002, (1, 2).7. Niculescu, G., Artistic Gymnastics - Theoretical andMethodical Reference Points. “Arvin” Publishing House,Bucharest, 2003, (759).227

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 20118. Potop, V., Motor Learning and Transfer in PerformanceArtistic Gymnastics. “Bren” Publishing House, Bucharest,2005, (84-95).9. Potop V., Women’s Artistic Gymnastics – Elements ofTheory and Methods. “Bren” Publishing House,Bucharest, 2008, (7, 63, 68).10. Vieru, N., Handbook of Sports Gymnastics. “Driada”Publishing House, Bucharest, 1997, (70-71).Influenţa mijloacelor pregătirii fizice asupraînvăţării elementelor tehnice din gimnasticaartistică femininăRezumat: Scopul lucrării este de a evidenţia influenţamijloacelor pregătirii fizice asupra învăţăriielementelor tehnice la diferite aparate din gimnasticaartistică feminină.Pentru a evidenţia nivelul pregătirii fizice specifice şitehnice în cadrul pregătirii gimnastelor junioare, s-aorganizat un studiu de caz în cadrul Clubului SportivŞcolar nr.7 Dinamo Bucureşti. Studiul s-a desfăşuratîn perioada (septembrie 2010 – noiembrie 2010),alcătuită din trei mezocicluri, cu 49 de antrenamente,aplicate la o gimnastă de 10 ani, de categoriajunioare IV, nivelul 2 de pregătire.În studiu au fost luate programele de pregătire învederea testării nivelului pregătirii fizice şi tehnice,urmărindu-se statistic evoluţia parametrilor efortuluiîn învăţarea şi perfecţionarea elementelor tehnice ladiferite aparate. Prelucrările statistice au fost făcuteîn programele Word şi „KyPlot‖, calculând indiciistatistici uzuali şi testul de corelare liniară.Rezultatele studiului evidenţiază că folosirea celormai eficiente exerciţii pregătitoare pentru dezvoltareagrupelor musculare necesare executării elementelortehnice şi a instalaţiilor ajutătoare pentruperfecţionarea şi corectarea elementelor tehnice saufazelor la fiecare aparat contribuie la îmbunătăţireanivelului pregătirii tehnice şi la învăţarea maieficientă a acestora.Cuvinte cheie: elemente tehnice, gimnastica artistică,învăţare, mijloace, pregătirea fizică, pregătireatehnică.Influence des moyens de l‟entraînement physiquesur l‟apprentissage des éléments techniques engymnastique artistique féminineRésumé: Le but de cette étude est de mettre enévidence l’influence des moyens de l’entraînementphysique sur l’apprentissage des éléments techniquessur divers appareils de gymnastique artistiqueféminine.Pour établir le niveau de l’entraînement physiquespécifique et de l’entraînement technique dans lapréparation des gymnastes juniors, on a organisé uneétude de cas dans le Club Sportif Scolaire no.7Dinamo Bucarest. L’étude a été menée au cours de lapériode (Septembre 2010 – Novembre 2010) forméede trois mezzo-cycles, à 49 entraînements, appliqués àune gymnaste de 10 ans, catégorie junior IV, niveau 2de formation.L’étude a pris en considération les plansd’entraînement afin de tester le niveau del’entraînement physique et technique, en observantstatistiquement l’évolution des paramètres de l’effortdans l’apprentissage et le perfectionnement deséléments techniques à divers appareils. Le traitementstatistique a été réalisé dans les programmes Word et„KyPlot‖, en calculant les indices statistiques usuelset le test de corrélation linéaire.Les résultats de l’étude montrent que l’utilisation desexercices préparatoires les plus efficaces pour ledéveloppement des groupes musculaires nécessaires àla réalisation des éléments techniques et l'utilisationdes installations aidant au perfectionnement et à lacorrélation des éléments techniques ou des phases àchaque appareil contribuent à l’amélioration duniveau de l’entraînement technique et à unapprentissage plus efficace de ces éléments.Mots-clés: éléments techniques, gymnastiqueartistique, apprentissage, moyens, entraînementphysique, entraînement technique.SELECTION OF CHILDREN FOR THE USE ATHLETICSFlorina Paraschita,University Lecturer PhD, Scientific Secretary of Physical Education Department, EcologicalUniversity of BucharestAbstract: Earlier researches in September 2010 were tested about 67 students (girlsand boys) of the three classes - IV - sector 3 Bucharest. Of the students tested only10 were selected (three girls and seven boys) and have obtained performance toprove their inclination to practice athletics. There were three other studentsselected, but did not want to practice athletics for various reasons. Children whohave been selected to present performances that give hope for future coaches, butalso by those who want to practice this sport.At the end of the research there have been accumulated results listed in tables,interpreted and made the final conclusions.Keywords: selection, test, results.228

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011Selection is a specialist activityorganized, held on the basis of biological,psychological, pedagogical, towards detectingindividuals with special skills to practicedifferent sports branches (Nicu A şi colab,2002).Action involves a broad selection ofconceptual and organizational assessment atdifferent levels (history, health diagnosis, levelof physical and functional growth anddevelopment, mental readiness, etc.)collectivities of subjects. Therefore, theorganization needs a set of criteria andindicators, a model which is equipped to operatein the choice of a sporty type of effort (DrăganI, 1989).Optimal age for selection varies fromone industry to another sport. In athletics, it isaround 10-11 years of age (FRA, 1995).Sport, Romanian and foreign authorsshow that early selection is sometimes risky.First, it can leave out the process of preparingchildren very well equipped and, secondly, thatearly athletic training introduced only bringgood results and short-term risk to seriouslyaffect later body balance (Neder Paraschiţa F,2010).Research goal is to select as manystudents of class - IV - the athletes to practice,from physical evidence tested.Research hypothesis: It is assumed thatthe total number of students tested will be atleast 10 athletes selected for the practice ofathletics.Research tasks:- Browse the most comprehensivebibliography of material.- Creating an overall picture of theproblem.- The operational framework forachieving a form to be used in selectingwork.- Providing data system specialists,results of the study, which based on aselective approach, can be used in theselection of concrete work.Subjects of this study were three classesof students - IV - sector 3 of Bucharest, aged 10to 11 years. Of these, 10 were selected (threegirls and seven boys) for practicing athletics.The research took place from September 25 toOctober 10, 2010.Research methods used were:bibliographic study method, observationmethod, testing method: Tests on the 30 metersprint race, running the 600 meters, long jumpstanding and oina throwing, graphicalrepresentation method, statistical andmathematical method.Upon completion of testing girls haveachieved the following results:No.crt.Name30 meter sprintrace (sec.)Long jumpstanding (m)Oina throwing(m)Running the 600meters (min.)1. Bogos Diana 5.4 1.32 13 2:102. Ungureanu Ana Maria 5.6 1.29 13 2:173. Ciulei Denisa 5.5 1.25 12 2:18Arithmetic mean 5.5 1.29 12.67 2:15The results of our tests were girls:Diana Bogos obtained good results at 30m, long jump standing and 600 meters race ofresistance.Ana Maria Ungureanu and Ciulei Denisehad good results on running the 30 meters andstanding long jump, the other two tests resultsare not very spectacular.Throwing the ball was poor oina for allthree girls.The three girls are the best girls in theirclasses.below:Boys‘ results are listed in the tableNo.crt.Name30 metersprint race(sec.)229Long jumpstanding (m)Oina throwing(m)Running the600 meters(min.)1. Ferariu Petru 5.2 1.39 22 2:142. Jercalau Sergiu 5.4 1.35 24 2:123. Costea Ionel 4.9 1.50 28 2:154. Teodor Nicusor 4.8 1.54 30 2:175. Rusu Stefanel 5.1 1.43 27 2:186. Ciulei Denis 5.0 1.45 29 2:197. Tronciu Matei 5.2 1.48 25 2:11Arithmetic mean 5.08 1.45 26.43 2:15

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011The arithmetic mean of the boys inthe 30 meters race is 5.08 seconds. Of theseven boys only two managed to fall belowthe threshold of 5 seconds.The standing long jump was the meanof 1.45 m. The same two boys were jumpingover 1.50 m; four men jumped over 1.40meters and two over 1.35 meters.Oina throwing was better than girls,meaning that the results were good in allchildren. It was obtained an average of 26.43m, but four children had results aboveaverage.Running resistance by 600 I produceda twist: the best result was obtained by SergiuJercalau not excelled in other events but thiswas the first of all. Instead, the two childrenwho have achieved the best results in otherevents, here the results were around theaverage group.In conclusion, the students selected,some will be directed to sprint - jumpingwhile others will embrace, perhaps, runninglong distances.Following research carried out wasreached the following conclusions:- Selection of children to practiceathletics is good to be made aroundthe age of 10 to 11 years, i.e. the class- IV - a.- Selection tests are not much differentfrom those provided by curriculum ofphysical education of grade4,- wereused: 30 m running speed, oinathrowing, long jump standing andrunning resistance by 600 m.- After the selection made on a total of67 students from the city ofBucharest, 10 children were selectedfor practicing athletics, where thestudy shows that the hypothesis isconfirmed.- Of the seven boys selected, five wereinclined to practice speed or jumpingevents, while two can worksuccessfully for evidence ofresistance.- Unfortunately the number of childrenwho want to practice athletics isincreasingly small, and their motriclevel is still lower.References1. I. Dragan, selection and orientation of medicalsportingPublishing Sports - Tourism, Bucharest,1989.2. FRA Federal athletics coach, Volume IV - running,CCPS, Bucharest, 1995.3. Neder F. Paraschita, ABC athletic, revised edition,Printech Publishing, Bucharest, 2010.4. Nicu A. et al., "Criteria, events and control standardsfor the selection and training juniors, MTS-CCETPublishing, Bucharest, 1994.Selecţia copiilor pentru practicarea atletismuluiRezumat: La începutul cercetării în septembrie2010 au fost testaţi aproximativ 67 elevi (fete şibăieţi) din 3 clase de a – IV – a din sectorul 3Bucureşti. Din totalul de elevi testaţi au fostselecţionaţi doar 10 (3 fete şi 7 băieţi), care auobţinut performanţe care să le ateste înclinaţiapentru practicarea atletismului. Au mai fostselecţionaţi alţi 3 elevi, dar care nu au dorit săpractice atletismul din varii motive.Au fost selecţionaţi acei copii care prezintăperformanţe ce dau speranţe antrenorilor pentruviitor, dar şi aceia care au dorit să practice acestsport.În finalul cercetării au fost centralizate rezultatele,trecute în tabele, interpretate şi formulateconcluziile finale.Cuvinte cheie: selecţie, testare, rezultat.Selection des enfants pour la athletismeutilisationRésumé: Des recherches antérieures en Septembre2010 ont été testées sur les 67 élèves (filles etgarçons) des trois classes - IV - secteur 3 Bucarest.Parmi les élèves testés seulement 10 ont étésélectionnés (trois filles et sept garçons) qui ontobtenu des performances de prouver leurinclinaison à l'athlétisme pratique. Il y avait troisautres étudiants sélectionnés, mais ne voulait pasde pratiquer l'athlétisme, pour diverses raisons. Lesenfants qui ont été sélectionnés pour présenter desspectacles qui donnent de l'espoir pour l'avenir desentraîneurs, mais aussi par ceux qui veulentpratiquer ce sport. À la fin de la recherche ont étéaccumulés des résultats indiqués dans les tableaux,interprétées et appliquées les conclusions finales.Mots-clés: sélection, les resultants, des tests.230

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011THE TRAINING STRATEGIES OPTIMIZATIONAT YOUTH LEVEL IN ICE HOCKEYPhd. CORDUBAN Valentin VictorPh. D.Teacher Dumitru Colibaba – EvuleţAbstract: The essay elaborates a strategic project selection and training of youth icehockey in the Romanian first formative stage, at the U8 age group (6 -7 years). Foreach formative stage it must be developed and tested an own analytical program,with objectives, content, instructional strategies and evaluation tools specific to thatlevel. Also, this approach is made taking into account the requirements of themodern game, defining characteristics of worldwide schools dedicated to hockey,age characteristics, socio-economic conditions in our country, etc.Key words: strategy, training, ice hockey.IntroductionCompared with other Europeancountries, ice hockey in Romania is lesscommon and practiced as a high performancesport. This state of things is due to a number ofperformance capacity limiting factors such as:the small number of centers or clubs where icehockey is practiced, small number of ice rinks,lack of contact with worldwide schools devotedto ice hockey and, the last but not the least theselection and training methodology exceededand was unable to train players (teams) at worldhigh performance level.MotivationOne of them could be the lack ofspecialty and Romanian authentic scientificresearch, with reference task, selection, icehockey players and team training (especially atjuniors level). 31 years experience in practice ofice hockey, where I met the selection criteriarequirements and I crossed in time, all theformative stages of high performance athletes(components of the Junior National Team 1992-1996), components of the Senior National Team(2000 - 2005), National Champions with C.S.A.Steaua Bucharest team 4 Romanian Cup winner(2000, 2001, 2002, 2004).Knowledge of philosophy andpreparation of team playing ice hockeyRomanian and its comparison with those used inworld hockey schools.In addition with this to theoreticalinformation sources, I had participated totrainings and I had conversations with thefollowing ice hockey specialists such as:Corduban Octavian, Florian Gheorghe, MariusGliga (internally) and with: Tom Skinner, KevinFigby, Junnu Kataya, Olexandr Kulikov(worldwide).PurposeRethinking and restructuring theselection methodology and training oftraditional ice hockey teams praxiologicalcircuit model are presented below:O C S EFigure no. 1 – Training process diagramThis circuit is a part of a true"praxilogical axis‖ which always guarantees thequality and effectiveness of training conductedin each part of the formative stage.Research objectives1. Studying literature and thecomposition of a theoretical synthesis andwhich sets the current level of knowledge andtopics research;2. Identifying major problems in ourresearch topics;3. Setting the defining features ofworldwide schools devoted to hockey, focusingto training methodology of ice hockey highperformance players;4. Preliminary study on currentlytraining strategy used in the traditional juniorsteams, to identify optimization solutions;5. To develop an analytical trainingprogram for the first formative stage, that willcontain the following distinct elements:instructional objectives, content, instructionalstrategies, evaluation;231

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 20116. The practical application ofcurriculum developed;7. Results interpretation and correctionof the analytical program and of the experiencedtraining strategies;8. Writing a methodological teaching –learning guide of the ice hockey game atchildren level.Research hypothesis1. We believe that the currentlytraditional methodology could be improvedwhether it will be reconsidered and restructuredbased on the proxiological circuit model O-C-S-E (objectives, content, strategies, evaluation);2. We believe that first hypothesis couldbe materialized through analytical programs andinstructional projects where you could find theelements of praxiological circuit set and anumber of minimum standards or scalesexpected for each formative stage;3. Instructional strategies could beoptimized if we succeed that teachers set targetsto resolve them through an optimal combinationmeans, methods, materials, principles, forms oftraining organization, teaching style and, allthese in concordance with age characteristics,contemporary methodological guidelinesrequirements of each benchmark competitionsinvolving formative part etc.Target groupThe initiation children ice hockey teamsof C.S.A "Steaua" Bucharest, stage U8 (6-7years old).Research methodologyIn the research achievement, we usedthe following methods and investigativetechniques: bibliographic documentation; direct and indirect observation; analysis of training program used totrain hockey players and their comparison withthose used by worldwide schools devoted to icehockey (Canadian, Swedish, U.S., Czech,Russian, etc.) development and experimentation ofnew independent variables curriculumsstructured which are reported in the hypothesis.LEVEL 1 – INITITION PROGRAM U8(6-7 years)1. Objectives enjoyable introduction and experience in icehockey; provide a healthy environment for fun andlearning; teach the basic fundamental skills; stress participation, fun, and skilldevelopment; communication development at the players‘level of learning; introduction to games and playerachievement program.2. ContentTable no. 1a – Core Skills of Initiation LevelSource: http://www.hockeycanada.ca/index.php/ci_id/7753/la_id/1.htmTable nr. 1b – Core Skills of Initiation LevelSource: http://www.hockeycanada.ca/index.php/ci_id/7753/la_id/1.htm3. StrategyRecommendation Sharing ice; each practice shouldconclude with a scrimmage(approximately 20 minutes of play,cross-ice, simultaneously); Three practices to every game;232

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 2011 We recommend one hour practicesessions; youngsters are easily fatigued Games should be played cross-ice,especially in the case of new playersbeing introduced for the first time (forplayers who have mastered the basicfundamentals, the entire rink length maybe used) Emphasis on skill, developing andlearning the fundamentals Smaller goals (optional, butrecommended) We recommend that as many of theyoungsters who wish to try, they willhave the opportunity to play allpositions We could give players ampleopportunity to develop the limits oftheir potential, regardless of theirabilities. Scoring records and statistics should bede-emphasized Awards should be inexpensive andbased on significant achievementsOn-Ice Training Emphasize the fundamentals Introduction to skating Introduction to passing and receiving Introduction to puckhandling Introduction to shooting Emphasize sharing and cooperation byorganizing groups Use of more than one coach Fun games Cross ice/small game activitiesOff-Ice Activities Encourage the players to participate inall sports year-round Set up a floor hockey game once a weekif possible For this age, exercises that improvedexterity, agility and groupparticipation are important Emphasize fun Daily physical education Emphasis on development of speedcombined with agility Development of flexibility Group games which do not require ahigh degree of organization, such aschasing, skating and running, which allinvolve the use of the big muscles.Select activities which permit all of the playersto participate and achieve some measure ofsuccess and satisfaction. Praise andencouragement are important to these players.4. Evaluation1. Basic stance2. Getting up from the ice3. Balance on one foot4. Jumping - one foot5. Gliding on two skates6. Gliding on one skate - forward7. Lateral crossovers - step and plantFigure no 1 – Skating Control Test no. 18. T-start9. One o'clock - eleven o'clock stops13. Figure 8's - forward - inside edge14. Figure 8's - forward - outside edgeFigure no 2 – Skating Control Test no. 2233

THE ANNALS OF “DUNAREA DE JOS” UNIVERSITY OF GALATIFASCICLE XV ISSN – 1454 – 9832 - 201110. C-cuts - alternating11. C-cuts - both feet12. Forward striding15. Glide turnsFigure no 3 – Skating Control Test no. 3ConclusionsExperimental approach pursued so farallows us to make the following findings:1. biometrical potential of children whoenroll in the open group (8 years) is more thandeficient;2. It is necessary for the beginnerstraining group at least six months to buildmotoric capacity and improve skating;3. First working hypothesis isconfirmed and namely that the traditionalmethodology must be reconsidered andrestructured by the praxiological circuit model,composed of objectives – contents - strategies -evaluation;4. We believe that efficiency andquality of training conducted could becalculated continuously by feedback operationis done through evaluation of instructionalobjectives set;5. We could say that's permanentfeedback provides conscious control anddirection of the training process.Bibliographie1. BOMPA, T., „Biometrical skills developmentperiodization”,Exponto2. publishing, Bucharest, 2001;3. BOMPA, T., „All about training young champions”,National Coaches4. School, Exponto publishing, Bucharest, (2003),5. BRILL M.S., „Sports games selection”, Bucharest,CNEFS,6. CCEFS, 1970;7. COLIBABA, E.D., „Praxiology and curriculum design inSports and Physical8. Education”, Craiova University publishing, (2007);9. COLIBABA,10. E.D., BOTA, I., „Sports games, theory and methodology,Aldin publishing,11. Bucharest, (1998);12. CRIHAN V., „Ice Hockey”, Sport – Turism publishing,Bucharest, 1982;13. GERALD A. W.14. GERALD E. W. „Coaching Hockey”, publishing byMaster Press,15. Contemporary Publishing Group, 199316. GHEORGHE FL., „Guidelines of the trainingmethodology current ice17. hockey”, published by Romania Ice Hockey Federation,Bucharest, 1998;18. INTERNATIONAL19. ICE HOCKEY20. FEDERATION, Coaching Manuals, published by SwissIce Hockey.21. Federation, Zurich, 2002, pp. 11.1 – 11.;22. FALLA J., „Hockey – Learn to play the Modern Way”,publishing by23. Sport Illustraded Book, 199424. KOSTKA V., Modern ice hockey, Sport – Turismpublishing,25. Bucharest, 1982;26. LARIVIERE G., „Hockey Canada Beginner‟s Program”,publishing Canadian Amateur Hockey Association”, 197627. MANNO R., 1992, „Theoretical Foundations of athletictraining”, Bucharest, MTS, CCPS, SDP no. 371-374;28. ZAŢIORSKI V.M., „Physical qualities of the athlete”,Bucharest, CNEFS,29. Scientific Documentation and Information Sector 1966;30. http://www.hockeycanada.ca/index.php/ci_id/7753/la_id/1.htm31. http://www.usahockey.com/Template_USAHockey.aspx?Nav=CO&ID=19344Optimizarea strategiilor de instruire la nivelulechipelor de copii în hochei pe gheaţăRezumat: Lucrarea elaborează un proiect strategicpentru selecția și instruirea tinerilor hocheiști românila nivelul primului stadiu formativ, prin prezentareaexigențelor categoriei de vârstă U8 (6 -7 ani). Pentrufiecare stadiu formativ în parte trebuie elaborată șiexperimentată o programă analitică proprie, cuobiective, conținuturi, strategii de instruire șiinstrumente de evaluare a nivelului de pregătireachiziționat. Totodată, acest demers este realizatținând seama de exigențele jocului modern,trăsăturile definitorii ale școlilor de hocheiconsacrate pe plan mondial, particularitățile devârstă, condițiile social economice din țara noastrăetc.Cuvinte cheie: strategie, instruire, hochei pe gheață.L‟optimization des strategies de formation aux niveaud‟équipes d'enfants en hockey sur glaceResume: L'article présente une sélection des projets stratégiques etla formation de jeunes hockeyeur sur glace roumain au stade de lapremier formative, en présentant les exigences U8 groupe d'âge (6à 7 ans). Pour chaque partie du stade de la formation il doit êtredéveloppé et testé un propre programme avec des objectifs,contenu, des stratégies pédagogiques et des outils pour évaluer leniveau de formation acquis. Cependant, cette approche est atteinteen tenant compte des exigences du jeu moderne, lescaractéristiques définissant des écoles du monde entier consacré àhockey, les caractéristiques d’âge, les conditions socioéconomiquesdans notre pays, etc.Mot-Cle: Stratégie, la formation, hockey sur glace.234

STUDY REGARDING THE EFFECTS OF KINETOTHERAPY INSCOLIOSIS RECOVERY TO SMALL AGED SCHOOL CHILDRENELENA MOLDOVANRAZVAN SANDU ENOIUUniversity Transilvania of BraşovDr. ADRIANA LEIBOVICIHospital/Saint, Luke‘s Medical Center, Cleveland, USAAbstract: Premises: scientific research has proved the importance of kinetotherapyin correcting scoliosis in C and the quality of life. One states that the kinetotherapyprograms concur to the slowing down of scoliosis and to the reduction of functionaldisorders. The objective of this study is the effect analysis of a complexkinetotherapeutic program on a physical deficiency, scoliosis, in C, to small agedschool children. The study was effectuated on a period of 12 months, comprising 30subjects (girls) with ages 9-11. The subjects participated in a kinetotherapeuticexercise program on 50 minutes, twice a week, the program being adapted to eachand everyone’s individual characteristics.The evaluation included specific tests, functional tests for usual movements and thespine evaluation. After 12 months of kinetotherapeutic program specific to theimprovement of scoliosis, the results showed an amelioration of the testedparameters.Conclusions The statistic analysis of the data involved proved an improvement of thetested parameters. The study points out that a complex and constantkinetotherapeutic program contributes to the cessation of scoliosis in C and inducespositive effects on the functional parameters with a considerable impact on the lifequality of small aged school children with scoliosis. Once the physical deficiencyhas been tracked down, a complex treatment shall be set up that will consider thenature and the cause of the deficiency in question as well as the morphological andfunctional characteristics of the deficient child.Keywords: kinetotherapy, recovering scoliosis, small aged school children.IntroductionThe child‘s organism is in a continuousstate of development, but this is not aharmonious process, for the periods ofaccentuated growth alternate with the ones ofslow development. In children, the change ofbiophysical processes is done in accordancewith the laws of ontogenetic growth anddevelopment that mark the passing from onestage, consecutively: childhood, puberty andadolescence.The growth and development in normalconditions is done continuously, until thematuration period of the organism. After thisperiod, the intensity of the processes andphenomena is starting to decrease. Alterationsappear also in the rhythm of processes andphenomena that are different in duration andintensity. Many authors have tried to establishlaws after which the growth and development ofthe organism take place, beginning withdifferent basic criteria (Ionescu A., Mazilu, V.,1968).The child‘s muscular system in theprocess of ontogenesis suffers importantstructural and functional modifications, whilethe functional qualities of the muscles arebeginning to alter considerably. The musculartonus modifies, as well. The child‘s movementsare characterized by clumsiness. At the age 7-11, all the sections of the muscular apparatusare developing intensely. In the developingprocess of the locomotive apparatus thedynamic qualities of the muscles are alsomodifying: speed, strength, resistance andcunningness (Baciu, C.1981).A primary element of the locomotiveapparatus is the spine, which, in literature, iscompared to a mast of the organism. The spine‘sattitude is not the same in all individuals andonly starting from the types of posturedescribed by Foza, the pathologicalaccentuations of the spine‘s curves can be takeninto account (Demeter, 1974)In the purpose of an efficientkinetotherapeutic activity it is necessary torespect the early tracking down of thedeficiency, the effort grading, and theconsistent continuation of the kinetotherapeutictreatment, as well as the individualization of therecovery.Kinetotherapy is an individualizedtherapeutic form that, starting from the staticand dynamic physical exercises, can be used in235

the prophylactic, curative and recoverytherapeutic programs (of prevention) to whatscoliosis is concerned. Kinetotherapy occupies acentral position within the physical methods ofrecovery applied to the people presentingphysical deficiencies of the spine. Thekinetotherapist establishes the objectives andthe precise tasks, as well as the means ofachievement, for each patient and during everystage of recovery (Munteanu, A., 2003).Preventing vicious positions, maintainingarticular mobility, favoring the recovery of theactive mobility in the areas partially affected,facilitating breathing, collaborating with therest of the crew for the common tasks, such aspreventing eschar formation, are all objectivesclosely followed from an early stage,immediately after the stabilization of thegeneral condition and the advancement of theacute disorders related to the deficiency or theoperatory interventions.In the recovery process, thekinetotherapist bears a special responsibility,for he is the one conducting and applying thephysical recommendation in dependence withthe respective affection. He is in permanentcontact with the patient, following theprogresses and permanently collaborating withthe MD.The most well known spine pathologicaldeficiency is the scoliosis. In its evolution,scoliosis acquires a serious character and isaccompanied by the formation of certain stableanatomical alterations of the spine and thorax.The static and dynamic function of the spineand the thorax are being defied which ultimatelyleads to the destabilization of the cardiovascular and respiratory functions. That is whythis deformation is called the scoliotic disease(Duma, E., 1997). Scoliosis especially developsin the growth periods of the skeleton. If itappears at an early age, it becomes reallysevere. The scoliotic disease, at the end of theprimary cycle occupies the first place amongother spine deformations, being most commonin girls (4-5 more that in boys)( Foza, C., 2002).Bearing in mind that during the growthperiod, a scoliosis over 30 degree can aggravatewith one or two degree per month, factverifiable during the periodical checks (onceevery 6 months), there is the danger ofadvancing 50 degrees, when surgicalintervention is required. The definition of thescoliosis lies in the frontal deformation androtation of the spine (lateral curve),incompletely reducible, with progressiveevolution and consequences on its morphologyand functionality. In exchange, the scolioticattitudes are part of the functional scoliosis andrepresent a lateral cant of the thorax in frontalplan without provoking asymmetricaldeformation of the trunk or the par vertebralareas. They can be provoked by irregularities ofthe inferior limbs, hip ankylose in viciouspositions, antialgical par vertebral muscularcontractions, disk hernia, etc. These scolioticattitudes are not evolutional and disappear oncethe cause that produced them has beencorrected.Nonstructural and functional scoliosisas well as scoliotic attitudes are characterizedby the fact that the lateral deviation of the spineis completely reducible from the clinically andradiological point of view, in the recumbentposition. These types of scoliosis are notaccompanied by alterations of vertebral orgibbous structure (the deformation of the spine)and are spontaneously reduced through minimalintervention (Zaharia, C., 1991).Scoliosis is a constant deviation of thespine in frontal plan that can either be found asa simple cast or a lateral curve – partial or total– either as a system of two or more alternativecurve, accompanied by the rotation of thevertebra (the torsion of the vertebral bodies)towards the convexity of the scoliatic curve, thevertebral coastal gibbous part or the posterioraccentuated form the convexity part, andtowards the asymmetry of the scapular andpelvic belt (Ionescu, A., Mazilu, V., 1968).The scoliosis with a single curve isfrequently total, towards the right or left and iscalled scoliosis ―in C‖; the scoliosis with twocurves is called ―in S‖, and at her enunciationone mentions only the sense of the dorsal curve.Scoliosis, as other spine deviations, isdivided in functional and pathological scoliosis.Functional scoliosis is characterized bymodifications in the shape and structure of thecomponent elements of the spine andaccompanies secondary functional disorders.This pathological scoliosis is determined bywell defined causes. Among these forms there isthe congenital, rachitic, paralytic, pleuralscoliosis, very serious in teenagers andadolescents, traumatic and rheumatic throughvertebral tuberculosis.Depending on the normal benchmarkswe are familiar with (the position of the spine inrepose and during movement) we can drawseveral conclusions, depending on themechanisms of scoliosis and thekinetotherapeutic programs designed to improveit.In this context, we have undergone apedagogical experiment to which small agesschool children have participated (30 girls, 9-12 years old ) with the diagnosis of ―II degreescoliosis‖. The subjects of the experiment haveparticipated for a period of 12 months, twice a236

week, to a complex kinetotherapeutic programdeveloped together with the doctor who oversawthe evolution of subjects for slowing down theevolution of scoliosis.The kinetotherapeutic programunrolled by the experiment group forscoliosisThe scoliosis kinetotherapy has acomplex character and is especially efficient inthe initial stage of development to whatdeformity is concerned (Rădulescu, A., 1988).Considering the tendency of scoliosis towardsprogress, an efficient result in recovering it isthe stabilization of the pathological process.The scoliosis kinetotherapy has comprised aseries of physical methods that have included arational motile regime, procedures of organismstrengthening, orthopedic measures, activecorrection regime (physical exercises), hydrokinetotherapy, massage, passive correctionregime, physiotherapy, sport.The recovery program followed:- Stopping the scoliosis evolution;- Correcting the deviations of the spineand maintaining this correction(preventing relapses or the periods ofunfavorable periods);- Reducing the functional disorders andthe secondary asymmetries of the body;- Maintaining a good muscular tonus,especially of the vertebral muscularityand the trunk.The physical exercises used incorrecting scoliosis have followed the excitationof the muscular tonus and the sense of correctattitude of the entire body, and especially theback.The purpose of the correctivegymnastics was the following:- Correcting the spine by innervating theback muscularity;- Reducing the coastal gibbous tendencyby mobilizing the spine and detorsingthe vertebral bodies;- Recovering the pelvis and balancing thescapular belt;- Developing the mobility of the thorax;- Creating a reflux of correct posture.The methods used included static anddynamic exercises through trunk movements,superior and inferior limb movements, breathingexercises, applicative exercises of crawling andbalance, recovery and relaxation exercises.The recovery program included:Respiratory Gymnastics- The complex recovery and respiratorygymnastics program of the spine curves(Schroth curves);- Practicing swimming (breast stroke,back stroke and freestyle) thatcomprises a series of valuable qualitiesform the scoliosis recovery point ofview.Self control Gymnastics – it was donein front of the mirror, fully requiring all thesubjects‘ collaboration.In the case of the pedagogicalexperiment the following specialized tests havebeen used:- The mobility of the spine in frontalplan, dorsal plan, as well as the lateralmobility of the spine in the left lateraldecubitus and the right lateraldecubitus;- General resistance of the back muscles;- Static force;- The body‘s muscle endurance in the leftand right part;- The frontal and dorsal muscleendurance of the inferior limbs.Aquatic gymnastics – the therapeuticprogram comprised aquatic gymnastics as wellfor the therapeutic effects demonstrated overthe years. Aquatic gymnastics presumedpracticing physical water exercises, atherapeutic method that used simple water andpresumed the immersion of the entire body. Anymovement done in the sense of the floatation,meaning down and up, shall be executed withless easiness, the necessary muscular forcebeing quite weak.To the up and down or lateralmovements there is a force opposite water,making the effectuated movement moredifficult. Consequently, this determines theincrease of force and the muscular resistance.The water from the recovery pools is maintainedat a temperature of 35-36° C, the temperature towhich the antialgical effects (pain killers) areproduced, as well as the decrease in generalmuscular tonus and peripheral vasodilatation,with the decrease of the arterial pressure. Inthis context, the aquatic gymnastics presumedexercise effectuated in a pool where the waterreached the chest level, and the majority of theexercises have been done with properequipment.The dynamic indicator values inspecialized tests during the experiment arepresented in table 1.237

Nr.crt. TestsTable 1. Comparative analysis of test indicators during the specific applied tests(experiment group, nr=30)Experiment groupInitial testingX ± mFinal testingX ± mtp123Muscle endurance:- in the left part (sec)- in the right part (sec)Thigh muscle endurance: frontal group (sec)- left foot- right footThigh muscle endurance: dorsal group (sec)- left foot- right foot3,59±0,533,90±0,4716,48±1,7515,83±1,6615,60±1,6815,88±1,705,52±0,455,28±0,4122,13±1,7120,81±1,5421,71±1,5321,62±1,633,893,283,463,284,023,65

the deficiency in question and child‘s morphologicaland functional characteristics.Another basic principle in correctingphysical deficiencies is getting familiar with theeffects of the kinetotherapy, especially on thelocomotive apparatus and its functions. No othertreatment can replace physical exercise in its action ofstrengthening the muscularity, mobilizing thearticulations, correcting the vicious positions orperfecting the coordination in movements.The effects of the kinetotherapy on themorphological elements are quite important,especially when talking about ligaments and musclesby meeting and shortening the enlarged and thin ones,or elongating and relaxing the short and tight ones.Choosing, adapting and combining the specific andunspecific means of kinetotherapy with the correctivesession must respect the principles of accessibility, ofdosage and progressive grading of the physical effort,applying it in a different and individualized way.It is important that one carries out apermanent control over the correct back position in allphysical exercises. A greater importance lies inconstructing a permanent preoccupation for selfcontrol in the spine position in all the activities a childeffectuates during the day: practicing sitting downduring classes, 5 or 6 hours per day.A special place must be held by thedevelopment of sensibility and the child‘s reactionregarding the respective deficiency, especially atpuberty, due to special organic and psychic conditionsof fast and disproportioned growth, muscular andarticular insufficiency and due to a series of psychicdifficulties of concentration and self control.Individualization is necessary not only foradapting the treatment means to the particularities ofthe case, but especially for the deficient child to freelyexecute the corrective exercises so that he/she can beeasily followed, guided and controlled. The child‘senergy must be rationally used, in the sense of using itwith a corrective purpose within the correctionprogram.Executing the corrective exercises demandsthe subject a greater effort of concentration and selfcontrol in obtaining certain correct exercises that iswhy one must avoid exhaustion, monotony andresignation.Consolidating good results as well aspreventing relapses is mainly a problem of continuityand perseverance to what practicing a correctiveprogram at home is concerned.As a consequence for systematicallypracticing a physical exercise, local or general effectsappear, immediate or late, ephemeral or long lasting,that improve the structure and functionality of thehuman body. From the therapeutic role point of view,kinetotherapy has beneficial effects at any age, butespecially during the growth period.During the entire kinetic recovery program,one must keep in mind the following:- Increasing the muscular tonus in theconvexity part, in shortening conditions (onemust work concentrically);- Increasing the muscular group tonus in theconcavity part, in elongating conditions (onemust work eccentrically);- Increasing the elasticity and the mobility ofthe thorax;- Increasing the posture of the shoulder line,the shoulder blades and the pelvis –developing the reflex of correct posture.Bibliography1. Baciu, C. Aparatul locomotor. Anatomie funcţionalăbiomecanică. Bucureşti, 19812. Demeter, A. Bazele fiziologice ale educaţiei fizice şcolare.Bucureşti, 19743. Duma, E. Deficienţele de dezvoltare fizică. , Bucureşti,19974. Ionescu A., Mazilu V. Creşterea normală şi dezvoltareaarmonioasă a copilului. Bucureşti: CNEFS, 1968. 299 p.5. Fozza, C.A., Îndrumar pentru corectarea deficiențelorfizice, Editura Fundației România de Măine, Bucureşti,2002.6. Rădulescu A. Scoliozele. Bucureşti: Academia RPRAtanasiu C. Particularităţile de creştere la copii şi juniorişi valorificarea lor la antrenament. În: Revista deEducaţie Fizică şi Sport. Bucureşti, 1988, nr 5, p. 20-29.7. Zaharia C. Scolioza. Clinică, terapie, recuperare.Bucureşti: Editura Medicală, 1991, 176 p.Studiu privind efectele kinetoterapiei înrecuperarea scoliozei la copii de vârstă şcolarămicăRezumat: Premize: Cercetările ştiinţifice au doveditimportanţa kinetoterapiei în corectarea scoliozelor înC şi în creşterea calităţii vieţii. Se porneşte de laideea că programele de kinetoterapie, contribuie lafrânarea evolutia scoliozei şi reducerea tulburărilefuncţionale.Obiectivele acestui studiu sunt analiza efectelor unuiprogram kinetoterapeutic complex asupra uneideficienţe fizice , scolioza, in C, la copii de vârstăşcolară mică. Studiul s-a desfăşurat pe o perioadă de12 luni, cuprinzând 30 subiecţi (fete) cu vârstăcuprinsă între 9-11 ani, subiecţii au participat la unprogram de exerciţii kinetoterapeutic de 50 minute,de două ori pe săptămână, program adaptat în funcţiede caracteristicile individuale.Evaluarea a cuprins teste specifice, teste funcţionalepentru mişcările uzuale şi evaluarea coloaneivertebrale. După 12 luni de program kinetoterapeuticspecific ameliorării scoliozei, rezultatele arată oîmbunătăţire a parametrilor testaţi.Concluzii. Analiza statistică a datelor a demonstratimbunătăţirea parametrilor testaţi. Studiul scoate înevidenţă că un program complex şi constant dekinetoterapie poate contribui la oprirea evoluţieiscoliozei in C şi induce efecte pozitive asupraprarametrilor funcţionali cu impact considerabilasupra calităţii vieţii copiilor de vârstă şcolară micăcu scolioză. Odată cu depistarea deficienţei fizice seva institui un tratament complex care va ţine seama239

de natura şi cauza deficienţei şi de particularităţilemorfologice şi funcţionale ale copilului deficient..Cuvinte-cheie: kinetoterapia, recuperarea scolioza,copii de vârstă şcolară.STUDY ON THE IMPORTANCE OF RECOVERY IN ANKYLOSINGSPONDYLITISDr. Viorica Lefter,Faculty of Physical Education and Sport, of GalaţiDr.Oana Andreea Cibu,the Medicine Faculty GalațiAbstract: There is no definitive treatment for AS. An important objective of thetreatment is the patient’s consistent participation in an exercise program to thepurpose of maintaining functional posture and preserving mobility. The ‖Harrison‖exercise is known to increase mobility and improve this function. The objective ofthis article is to prove that by implementing specific and rigorously applied kinesisprograms associated to the balneary and physical programs, the CDL mobility,respiratory and articulation functions that were lost as a result of AS may beretrieved, and the resulting sequelae may be consequently reduced. Material andmethod. The study was of the prospective, organisational type, and took place in theLacu-Sarat resort between April 2009- April 2011. It included 21 AS diagnosedpatients. They were hospitalised and were subjected to a personalised therapeuticprogram. They were divided into two lots: a witness lot undergoing medical andbalneary treatment; a study lot undergoing, besides these, kinesis therapy. Theirevolution was monitored at the beginning of the program, after 6 months and after 1year. Results. The menton stern index improved by 0.5 – 1 cm for the patients instages II and III. For the stages II and III, the value of the occipital-wall indexincreases by 0.5 – 1 cm in stages II and III. In stages III – IV and IV no significantimprovement in mobility was recorded, this index being high, viz. 2 – 3.5 cm. Instages II and III, the value of the Schober index reaches 2.5 cm. For the patients instages III – IV and IV the index value increases by approximately 0.5 cm, remainingstill low (0.5 – 1.8). The Tomayer index IT–the flexion increased in amplitude foreach IT category by at least 5-15 cm. The cirtometric index—as a result ofrespiratory gymnastics, both in hospital and at home, its value increased in thepatients in stages II, III and III – IV by about 1.5 cm, reaching values of 3, 5-5 cm.For the patients in stage IV it remained low, and the witness lot registeredstatistically low improvements viz. 1-5cm for all indices. Conclusions. Therecovering physical and kinesis treatment deeply impacts on the disease’s activityvariables, especially the functional index. The clinical variables of evaluating thefunctional status, including the area of AS disability and infirmity had a decreasingtendency during the 12 months, revealing the favourable effect of the complexrecovery treatment. Statistically significant correlations were made between theactivities of daily living (ADL) and the functional status indices (Schober,Tomayer,CI)Key word : ankylosing, kinesiology, functional, program.IntroductionThe last 10 years have been dedicated toresearching osteoarticulatory pathology by theWorld Health Organisation, and thus the interestin these conditions has increased due to theconsiderable morbidity generating prolonged ordefinitive losses of work capacity.As the life span increases, osteoarticulatorydiseases represent the main cause ofphysical disability in developed countries, 50-60 % of the patients losing their work capacity,which leads to important financial losses. Thecomprehensive evaluation of the locomotivepatients‘ health is acquiring ever moreimportance due to the diversity of methods ofrecovery treatments aiming at the functionalcomponent of the pathology of this apparatus(Harrison).Motivation and working hypothesisRecent studies show that AS patients areaffected by this condition in the mostproductive period of their life. The severe,chronic and invalidating evolution of thedisease determines a large number of patients to240

prematurely end their professional activity orhinders their employment possibilities; hence,the considerable increase in the social costs ofthe disease.(1) The working hypothesis is thatthe ethiopathogenic treatment in may beascribed to rheumatology, while preventing andrecovering functional deficits generated by thedisease fall to physical medicine and mainlykinesis therapy. The present study aimed atidentifying an effective strategy in approachingthe disease through physical and kinesis means.(2)Purpose of the studyThe purpose of this article is todemonstrate that by implementing certainspecific and rigorously applied kinesis programsassociated to balneary and physical treatment itis possible to recover the CDL mobility,respiratory and articulation functions, lost as aresult of AS and its sequelae. AS is aninflammatory disease which predominantlyaffects the axial skeleton and sacral-iliacarticulations, able to interest (in various degreesand frequency) the peripheral articulations, thusleading to a wide range of extra-articulardeterminations. Prototype of seronegativespondylo-arthropaties. AS is a chronicinflammatory disease of unknown etiology,associated to Ag HLA-B 27 it displays extraskeletalmanifestations: uveitis , aorticinsufficiency, leading cardiac dysfunctions ,etc. Diagnosis in AS is based on clinical signsassociated to radiological modifications, alloccurring in the conditions of HLA B 27+:clinical criteria (New York, 1984 modified) .Radiologic criteria Positive diagnosis(1)1.Ankilosing spondilitis defined if theradiological criterion is associated with at least1 clinical criterion. 2.Probable ankilosingspondilitis . Three clinical criteria are present.The radiological criterion is present without anysign or symptom included in the clinical criteriaFig.1 Sacroileitis st. II, III, IV; Fig.2 complete fusion .(2,3);Fig.3.Bamboo spine. Fig 4. Romanus square vertebraEvolution of disease: chronic,debilitating, severe, determining a large numberof patients to interrupt their professionalactivity or to be unable to get a job. Progressiveinvalidation ~ rigidization in vicious positionsof the spine, thorax, and the dysfunctions of thecoxo-femural articulations. Progress of disease:from inflammation →to fibrosis→ finally toankylosis. (fig,1,2,3,4)(5,6),There is no definitive treatment for AS.An important treatment objective is the steadyparticipation of the patient in an exerciseprogramme to the purpose of maintainingfunctional posture and preserving mobility. It iscommon knowledge that exercise increasesmobility and improves functionality.‖HARRISON ―. Objectives: reducing pain andswelling; maintaining or recovering bodyposture and alignment; maintaining /recoveringthe mobility of the spine and girdles thusavoiding ankylosis. Maintaining muscle tone.Respiratory reeducation.)6)Material and method. The studyorganised was of the prospective, observationaltype and took place in the ―Lacu-Sărat‖ resortbetween April 2009- April 2010 . It included anumber of 21 patients diagnosed with AS. Thepatients were hospitalised with a therapeuticprogramme adapted to the clinical evolutiveform of the disease and their therapeutic option.They were divided into 2 lots:• A witness lot undergoing medicaltreatment, as well as balneary-physicaltreatment;• A study lot benefiting , in addition tothe previous treatments, from kinesistherapy.The evolution was studied at thebeginning of the programme, after 6 months andafter 1 year. The patients were introduced in thestudy in various periods of evolution andmedical treatment, which were relativelyhomogeneous for the 2 lots. The standardobservation sheet documenting the observationof the patients includes data allowing thepersonalisation of the recovery treatment:identification data for the patient, diagnosis,data on the presence and location of pain,associated pathologies, complications,investigations, evaluations of the indicesassessed.The initial assessment at the moment ofentering the study is more detailed and includes,in addition to the demographic and anamnesisdata, the following: pain assessment, clinicalfunctional assessment, the analysis of theparameters of articulatory mobility (cervical,lumbar and thoracic indices), the analysis ofmuscle strength, assessment of the mental and241

affective status. The methodology of correctiveaction in recovery. The recovery treatmentapplied was the following:1. Thermotherapy andelectrotherapy for decontraction and:electotherapy: galvanisations, short waves,ultrasound 10-15 mins.; mud baths: 37 degrees,20 mins. 2. Massage, as a complementarymethod, prior to the kinesis treatment fordecontraction: 10 mins/day 3. Kinesis therapy20-30 mins/ 2 sessions/day to the pain threshold4. Occupational therapy. The treatment waseffected in 2 sessions of 15 days each, separatedby a pause of 6 months. General and respiratorykinesis therapy. General KT focused onpreventing and combating deposturation throughexercise:‣ Maintaining and correcting bodypostures and allignment;‣ recovery, maintenance and increase inarticulatory suppleness for the cervicallumbar-thoraxspine, the scapula andcoxo-femural articulation, recovery andmaintenance of muscle tone.Respiratory KT – indispensable inpreventing restrictive respiratory dysfunction‣ Corrective respiratory gymnastics (inpre-ankylosis stages);‣ Reeducation of thoracic respiration;‣ Reeducation of abdominal respiration(in advanced stages)In order to accurately assess the state ofAS patients included in the study, the followingvariables were used: demographic variables;clinical variables. The demographic structure ofthe 2 lots was approximately similar: 47% ofrural origin and 53% of urban origin ; 86% maleand 14% female. The age ranged between 23-60. The professions were varied (31%) workers,(26%)clerks, (38%) retired people. (fig.5)Fig 5. The demographic structure of the 2 lotsClinical variables. The parameters studied inboth lots were as follows: the menton –sternindex, the occiput—wall index, the extensionof the cervical spine, the tragus – acromionindex, the cirtometric index, the Tomayer index,the Schober index. In the statistic processing ofdata the following were calculated: thearithmetic average, standard deviation, standarddeviation of the average and the t variableAs a result of the treatment applied, theparameters under study were modified, asfollows:• The menton stern index IMS wasmodified to 10% (18%)• The Schober index IȘ 22 (38%),• The tragus acromion index ITA 14(25%),• The cirtometric index IC 11 (19%).The post treatment evolution of IT (theTomayer index) fingers-ground IT of 15 cm st.Ito 0-10cm(22%)IT of 32cm st. II to 16cm (28%)IT of 45cm st.III to 21cm (36%)IT of 71cm st.IV to 68cm (14%), (fig.6).242

Fig. 6 .IT (the Tomayer index) fingers-groundThe post treatment evolution of IT (Tomayerindex) fingers-ground witness lotIT of 14 cm st.I to 12cm(22%)IT of 32cm st. II to 28cm(28%)ITof 45cm st.III to 39cm(36%)IT of 71cm st.IV to 68cm (14%) (fig 6.)The Schober index assesses flexion limitation.Its normal value is 3-5 cm. In AS, the limitationof the lumbar flexion is greater in stages III –IV and IV and smaller in stages II and III. Therecovery of lumbar flexion is also better for thepatients in stages II and III, the value of theSchober index reaching 3-3.5 cm. For thepatients in stages III – IV and IV the value ofthe index increases by about 0.5 -1cm,remaining low (0.5 – 1.8 cm).Fig.7 Post treatment evolution of the SI(the Schober index)Post treatment evolution of the SI (theSchober index) -statistic processing, graphicalrepresentation of the t variable in the two lots(fig.7,8,9) Diagram I.Diagram I. SI (the Schober index)—statistic processing, graphical representation of the t variableAS D D 2 D- Sp Sp- t t variable in the EvoluţiestagesFischer tableI 0.17 0.34 0.8 0.44 0.31 0.31 6.314 insignificantII 0.437 1.75 2.5 0.25 0.125 3.43 2.182 significantIII 0 0.1 0.01 0.01 0.17 0.91 4.303 insignificantIV 0 0 0.1 0.01 0.13 0.89 6.314 insignificantFig.8. The Schober index t variable witness lot Fig.9 The Schober index variable t study lotThe assessment of functionality ascribesan important part to daily activities – ADL(Activities of Daily Living) in all respects:selfcare, social and professional life. The fieldsunder study are seen in comparison to thelumbar pain symptom. ( fig.10) the monitoredactivities are: personal grooming (dressing,washing, making up/ shaving), weight lifting,walking ability , sitting position, orthostatism,sleep, sex life, social life and professionalactivity.Post treatment . the second lot losesapproximately 34.6 -35.6% by functionaldeficit (moderate disability) and 59.8%- severedisability, due to dysfunctions in the activitiesconcerning weight lifting and orthostatism,walking, professional activity as compared tothe study lot where the moderate disability65.3% and severe disability is reduced to33.7%. 1.Study lot .2.Witness lot .Severedisability . Moderate disabilityFig.10 . Post treatment evolution of the ADL(Activities of Daily Living)243

ResultsPost treatmentThe menton stern index improved by 0.5– 1 cm in patients in stages II and III, whilepatients in stages III and IV preserve theirmobility.Stages II and III, the value of theocciput-wall index increases by 0.5 – 1 cm instages II and III . in stages III – IV and IV noconsiderable mobility index was registered , theocciput-wall index remained at high values of 2– 3.5 cm.The Schober Index Flexion recoverywas better for patients in stages II and III, thevalue of the Schober index reaching up to 2.5cm. For patients in stages III – IV and IV thevalue of the index increases by approximately0.5 cm, remaining low (0.5 – 1.8).The Tomayer index IT. The thoraxflexion is further assessed by means of theTomayer index (fingers – ground) and itsnormal value is zero. As a result of the kinesistherapy an increase was noted in the amplitudeof the flexion in each category of IT of at least5-15cm.The cirtometric index. The thoracicspine mobility is also indirectly assessed bymeasuring the thoracic expansion, by means ofthe cirtometric index, its normal value beingover 3-5 cm. In AS the problems at the level ofrib and vertebra articulations determine thedecrease of thoracic expansion. As a result ofrespiratory gymnastics, practised both at thesports centre and at home, the value of thecirtometric index increased for patients instages II, III and III – IV by approximately 1.5cm, reaching the value of 3-5-5 cm. Forpatients in stage IV it remained low, at 1.8 cm.Conclusions1.The recovery treatment of the kinesistype deeply impacts on the disease activityvariables, especially the functional index.2. The clinical variables of functionalstatus assessment, including the disability andinfirmity area in AS, showed a decreasingtendency during the 12 months, evincing thefavourable effect of the complex recoverytreatment.3. Statistically significant correlationswere made between the quality of life (ADL)and the indices of functional status(Schober,Tomayer, cirtometric index).4. Under the influence of the balnearyphysical treatment the thoracic expansionincreased in a statistically significant manner(p

La therapie fonctionnelle dans la spondylarthriteankylosanteRésumé: Il n'y a aucun traitement définitif pour laSA.Un objectif important du traitement est dedéterminer le patient de suivre consciencieusement unprogramme d’ exercices pour maintenir une bonneposture et pour garder la mobilité fonctionnelle. Il estconnu le fait que les exercices augmentent lamobilité et améliorent la fonction "Harrison".Le but de cet article est de démontrer que, parl’introduction des programmes dephysiothérapie specifiques, rigoureusement appliqués,associés au traitement physique et au spa, on peutrestaurer la fonction de mobilité CDL, la fonctionrespiratoire et celle articulaire, perdues à cause del’évolution de la SA, et qu’on peut, en meme temps,réduire les effets négatifs de celle-ci. Matériel etméthodes. L'étude, prospectivement etobservationellement organisée, a eu lieu dans lastation "Lacul Sarat "(Le Lac Salé) à partir d’avril2009 jusqu’à avril 2010. Le groupe d'étude étaitcomposé de 21 patients diagnostiqués avec la SA. Lespatients ont été traités à l'hôpital avec un programmethérapeutique personnalisé Ils ont été répartis endeux groupes: un groupe témoin qui ont suivi letraitement avec des médicaments, le traitementphysique et a un spa et un groupe d'étude qui ontreçu, outre les traitements mentionnés ci-dessus, de laphysiothérapie. L'évolution a été suivie au début duprogramme à 6 mois et à la fin.Les résultats. L’indexMenton Stern a été amélioré par 0,5 à 1 cm chez lespatients du stade II et III. Aux stades II et III la valeurde l’index occiput – paroi augmente par 0,5 à 1 cm.Aux stades III-IV et IV on n’a pas noté uneamélioration significative de la mobilité, l’indexocciput-parois gardant ses valeurs élevées de 2 à 3,5cm. Aux stades II et III, l'index de Schober atteind lavaleur de 2,5 cm. Chez les patients des stades III - IVet IV la valeur de cet index augmente d'environ 0,5cm, gardant toujours une valeur faible (0,5 - 1,8) L’index Tomayer. On a obtenu une augmentation del'amplitude de la flexion pour chaque catégorie de cetindex avec au moins 5-15cm.Index Cirtometrique.Grace la gymnastique respiratoire, réalisée à la foisdans la salle de gymnastique et à la maison, la valeurde l'IC a augmenté chez les patients à des stades II,III et III - IV avec environ 1,5 cm, pour atteindre unevaleur de 3, 5-5 cm. Chez les patients de IV-eme stadecet index est resté faible, ayant une valeur de 1,8cm.Chez les patients du groupe temoin on astatistiquement noté une amélioration faible, c’est àdire de 1 à 5cm pour tous les index.Conclusions. Letraitement physiothérapeutique de récupération a unfort impact sur les variables d’activité de la maladie,le plus pertinent etant l’impact sur l'indicefonctionnel. Les variables cliniques de l'évaluation del'état fonctionnel, y compris l’incapacité et l'invaliditéau cadre de la SA, a eu une tendance à baisser aucours des 12 mois d’etude, soulignant l'impact positifde ce traitement complexe de réhabilitation. Nousavons établi des corrélations statistiquementsignificatives entre la qualité de la vie (ADL) et lesindex de l'état fonctionnel (Schober, Tomayer, l’indexcirtometrique).Terapia funcţională în spondilatita anchilozantăCuvinte cheie: spondilită, kinetoterapie,funcţionalitate, program.Abstract: Nu există un tratament definitiv pentru SA.Un obiectiv important al tratamentului esteparticiparea conştiincioasă a pacientului la unprogram de exerciţii în scopul menţinerii posturiifuncţionale şi păstrării mobilităţii. Se cunoaşte căexerciţiul creşte mobilitatea şi îmbunătăţeştefuncţia.,,HARRISON ―Scopul acestei lucrări este de ademonstra că prin implementarea unor programekinetice specifice şi riguros aplicate asociatetratamentului balneo fizical se pot recupera funcţiilede mobilitate CDL,respiratorii şi articulare pierduteîn urma evoluţiei SA şi reduce sechelele rezultate.Material şi metodă. Studiul organizat a fost de tipprospectiv, observaţional, s-a desfăşurat în Staţiunea―Lacu-Sărat‖ în perioada aprilie 2009- aprilie 2011. A cuprins un număr de 21 de pacienţi diagnosticaţicu SA. Pacienţi au fost trataţi în condiţii despitalizare cu un program terapeutic personalizat .Eiau fost organizaţi în două loturi: un lot martor care aurmat tratament medicamentos şi balneo-fizical; unlot de studiu care a beneficiat alături de tratamentulmedicamentos şi balneo-fizical de kinetoterapie.Evoluţia a fost urmărită la debutul programului, la 6luni şi 1 an .Rezultate. Indicele menton stern s-aînbunătățit cu 0.5 – 1 cm la pacienţilor din stadiul IIşi III Stadiile II şi III, valoarea indicelui occiput –perete creşte cu 0.5 – 1 cm în stadiile II şi III, . Înstadiile III – IV şi IV nu s – a înregistrat oîmbunătăşire considerabilă a mobilităţii, indiceleocciput – perete păstrându – se la valori crescute de 2– 3.5 cm. În stadiile II şi III, valoarea indiceluiSchober ajungând până la 2,5 cm. La pacienţii dinstadiile III – IV şi IV valoarea indicelui creşte cuaproximativ 0.5 cm, menţinându – se în continuarescăzută (0.5 – 1.8) Indicele Tomayer IT. s – a realizato creştere a amplitudinii flexiei pentru fiecarecategorie de IT cu cel puțin 5-15cm.Indicelecirtometric. În unrma gimnasticii respiratorii,efectuate atât la sală, cât şi la domiciliu, valoarea ICa crescut la pacienţii din stadiile II, III şi III – IV cuaproximativ 1.5 cm, atingând valoarea de 3, 5-5 cm.La pacienţii din stadiul IV a rămas scăzut la 1.8 cm.Lotul martor a înregistrat ameliorări semnificatstatistic reduse cu 1-5cmla toţi indicii. Concluzii.Tratamentul recuperator fizical-kinetic are un impactputernic asupra variabilelor de activitate a bolii, celmai relevant fiind cel asupra indicelui funcţional.Variabilele clinice de evaluare ale statusuluifuncţional, care cuprind aria disabilităţii şiinfirmităţii în SA, au avut o tendinţă descrescătoare245

pe parcursul celor 12 luni, relevând efectul favorabilal tratamentului recuperator complex. Am stabilitcorelaţii semnificativ statistic între calitatea vieţii(ADL) şi indicii de status funcţional(Schober,Tomayer, indicele cirtometric).A COMPARATIVE STUDY BETWEEN THE REAL AND THEMANIFESTED PERSONALITY OF THE KINESIOTHERAPISTProf. Univ. Dr. Doina Mârza-Dănilă, PhD,Faculty of Movement, Sports and Health Sciences, University „Vasile Alecsandri‖ of BacăuAbstract: The real personality includes the whole processes, functions, tendencies,features and mental states of an individual which he can express anytime, fact thatprovides him the identity and the persistence in time.The outgoing personality includes the whole traits and features which the individualexpresses in particular and specific modalities of behavioral externalization andobjectivity.It is interesting to realize a comparative analysis, to show how the kinesiotherapistsknow themselves and how they consider that it is necessary to adapt their externalbehavior in the relationships with the others around, depending on the dailysituations with which they are meeting all the time.Keywords: kinesiotherapist, real personality, manifested personality.IntroductionThe human variability is a known fact.Each individual has a set of abilities, skills, orqualities. People are different from one anotherwhen are regarded from certain points of view.But variability is not manifested only inindividuals; it extends to groups of people.From a psychological point of view, the humanbeing is seen as manifesting a multitude ofdifferentiating elements. This idea of individualand group differences was one of the conceptsthat determined me to choose this researchtheme, wanting to clarify the aspectscharacterizing the kinesiotherapists, and to seethe way in which these aspects influence therelations with the patients and the results of thetherapeutic-rehabilitating act.Allport (1981), in the chapter"Understanding Personality", shows that "forthe understanding of the personality, what isimportant is the perception of the person,involving the accessibility of the other,manifested through the desire to revealthemselves, and the ability to judge, based onexperience, similarity, intelligence, cognitivecomplexity, self-intuition, social skill andadaptation, detachment, aesthetic attitude,interception".M. Zlate (1999) thinks that "in the total,whole human personality - looked from theperspective of philosophy, one one side, as aconcrete personality, and on the other side, asan ideal to achieve - what is significant is notthe skills, the traits, the structures, the systemsand subsystems of the personality, but theparticular way in which they are integrated andused in behavior. Thus, what is of greatimportance is what the person really is, whathe/she wishes to be, what he/she thinks ofothers, what he/she believes that other peopleare thinking about him/her, his/her manifestedbehavior being according to one or another ofthese elements, or to the particular way theyintegrate and function". We know, fromeveryday life, that some people behave as theyare, while others, as they think they are, or asthey think other people expect them to behave.On the other side, in interpersonal relations itdoes not matter what is really the person like,but how he/she manifests with other people.According to Zlate, M. (1999), "the realpersonality (RP) is constituted of all thepsychological processes, functions, tendencies,skills, and states that a person has in a givenmoment, and that the individual can useanytime, which ensures his/her identity anddurability in time.""The manifested personality (MP) isrepresented by all the traits and skills thatfound their expression in each individual'sparticular, specific, own ways of behaving; it isa synthetic psycho-behavioral construction,because it comprises either some aspects, sides,parts of each facet of the personality, or all ofthe facets, articulated and integrated betweenthem" (Zlate, M., 1999).Subjects, assessment methodsThis study comprised 100 practicingkinesiotherapists. In order to determine the realpersonality of the kinesiotherapists, we used theEysenck-Wilson Questionnaire, for theextroversion-introversion dimensions, takinginto considerations the following primaryfactors (with 30 questions for each primary246

factor):assertiveness-unassertiveness,sociability-unsociability, risk-taking - prudence,impulsiveness-control, practical-reflexiveness,irresponsibility-responsibility.In order to establish the manifestedpersonality profile, we used the methodologyintroduced by M. Zlate (1999) for determining asynthetic-integrative model of the personality.For this, we conceived a self-assessmentquestionnaire, containing questions regardingthe manner in which the kinesiotherapistsbelieve each component of their personality ismanifested in the relations with other people.Each primary factor was noted by thekinesiotherapists in five answer situations: inrelation to himself/herself; to his/her ideal; toothers (physicians, patients, colleagues), to theirown person reflected in others (physicians,patients, colleagues), to externalized,manifested behavior.ResultsThe profile of the kinesiotherapists' realpersonalityFollowing the Eysenck-WilsonQuestionnaire, for the extroversion-introversiondimensions, the distribution of the scores foreach of the personality primary factors ispresented in Table 1. The real personality wasmeasured with a 30 level scale.The statistical analysis of the recordedresults shows that in the case of responsibility,there are representative lower level factors(Responsibility, Expressiveness, Assertiveness,and Sociability), and relatively representativelower level factors (Impulsiveness and Risktaking).Distributions that are close in a certainmeasure to the mesokurtic ones were recordedin the case of Responsibility and Assertiveness(values of the coefficients 1 are close to 3),platykurtic ones (in the case of Expressiveness,Risk-taking, and Impulsiveness), andleptokurtic (in the case of Reflexiveness andSociability). This situation was caused by thehigh number of recorded scores, and by adistribution of the scores that came close tonormal values, in comparison with the profile ofthe manifested personality.The deviations from normality are smalland moderate in the case of Responsibility,Reflexiveness, Risk-taking, and Assertiveness(positive asymmetries), pronounced in the caseof Impulsiveness (negative asymmetry), andaverage towards pronounced (negativeasymmetries) in the case of other personalityprimary factors.PrimaryfactorsTable 1. Real personality of the kinesiotherapists.Distribution of the recorded scores for each personality primary factorsResponsibility Reflexiveness Expressiveness Assertiveness Risk-taking Sociability ImpulsivenessN f N f N f N f N f N f N f26 3 28 3 19 3 27 3 22 3 26 3 21 325 6 27 1 17 6 25 3 21 3 25 3 20 623 3 24 3 16 11 22 3 20 3 24 6 19 622 3 22 9 15 15 21 13 18 3 23 3 18 921 3 21 9 14 4 20 4 17 3 22 6 16 620 15 20 15 13 14 19 6 16 5 21 21 15 919 9 19 15 12 4 18 9 15 9 20 12 14 318 4 18 17 11 9 17 9 14 3 19 15 13 817 18 17 6 10 12 16 7 13 6 18 8 12 616 9 16 3 9 6 15 15 12 3 17 3 11 615 18 15 4 8 11 14 6 11 11 16 3 10 514 3 14 3 7 2 13 9 10 21 15 3 9 1213 2 13 12 4 3 12 3 9 3 14 3 8 1112 2 11 3 8 12 13 4 7 311 2 10 3 7 5 12 4 6 49 4 5 4 8 3 5 34 3Averagescore 18.03 18.69 12.33 16.77 11.86 19.18 12.80247

Type(dominant) 17.00 18.00 15.00 15.00 10.00 21.00 9.00Dispersion 11.89 11.43 11.56 16.90 19.22 14.73 20.54Standarddeviation 3.45 3.38 3.40 4.11 4.38 3.84 4.53Variationcoefficient 19.12 18.09 27.58 24.51 36.97 20.01 35.41Skewness 0.30 0.20 -0.79 0.43 0.42 -0.47 0.844thCenteredMoment 405.99 460.54 326.28 817.12 1008.18 812.25 777.47Kurtosis 2.87 3.52 2.44 2.86 2.73 3.74 1.84The profile of the manifestedpersonalityThe manifested personality wasmeasured with a Likert 9 level scale.In Table 2 we can see that the calculatedaverages are strictly representative in the caseof Responsibility, Expressiveness,Assertiveness, and Sociability, and moderatelyrepresentative in the case of other personalityprimary factors.In the case of the manifestedpersonality, we see a symmetrical distributionfor the Risk-taking primary factor; a slightpositive asymmetry for Impulsiveness; amoderate positive asymmetry for Reflexiveness,and a pronounced negative asymmetry for theother personality primary factors.The quotations for Reflexiveness,Expressiveness, and Risk-taking are distributedon curves close to mesokurtic ones (highnumber of choices of the quotation average),while the ones for Responsibility,Assertiveness, and Sociability are distributed onmoderately or pronounced leptokurtic curves(high number of choices of the quotations areclose to average values).The presented situation shows the factthat kinesiotherapists have heterogeneousopinions regarding they way in which theirpersonality is manifested, not orientatingthemselves after a model, and assessing whatthey believe is the truth.Table 2. Manifested personality of the kinesiotherapistsDistribution of the recorded scores for each personality primary factorsResponsibility(1)Reflexiveness(2)Expressiveness(3)Assertiveness(4)Risktaking(5)Sociability Impulsiveness(6) (7)N f N f N f N f N f N f N fPrimary factors9 43 6 7 9 41 9 68 6 5 9 65 6 88 39 5 30 8 29 8 16 5 20 8 29 5 147 12 4 53 7 20 7 10 4 48 7 3 4 566 6 3 9 6 7 6 3 3 24 6 3 3 225 3 5 3 2 3Average score 8.19 4.35 7.98 8.43 4.00 8.56 4.08Type (dominant) 9.00 4.00 9.00 9.00 4.00 9.00 4.00Dispersion 0.75 0.55 1.16 0.99 0.76 0.49 0.67Standard deviation 0.87 0.74 1.08 0.99 0.87 0.70 0.82Variation coefficient 10.60 17.06 13.49 11.77 21.79 8.15 20.12Skewness -0.93 0.48 -0.95 -0.57 0.00 -0.63 0.104th Centered Moment 1.81 0.89 4.07 5.69 1.72 1.52 1.49Kurtosis 3.18 2.91 3.03 5.87 2.98 6.42 3.28The comparative analysis of thekinesiotherapists' real and manifestedpersonality profilesI thought it was interesting to do acomparison between the kinesiotherapists' realand manifested personality, trying to see the248

degree of concordance, harmony, ordiscordance, disharmony, and disagreementbetween them. I believed these aspects canbetter explained a series of thekinesiotherapists' attitudes, which were adoptedthrough time, either out of the necessity toreduce dissonance, or out of the necessity toadapt to different situations. In order to identifythe existence or non-existence of certainsignificant differences between the realpersonality, measured with a 30 level scale, andthe manifested personality, measured with a 9level scale, the 30 level scale was converted to a9 level one (Table 3).Table 3. Comparative analysis of thereal and manifested personality of the kinesiotherapistsPrimary factors Real p. Manif. p. Real p. Manif. p.Responsibility 18.03 8.19 5.41 8.19Reflexiveness 18.69 4.35 5.61 4.35Expressiveness 12.33 7.98 3.69 7.98Assertiveness 16.77 8.43 5.03 8.43Risk-taking 11.86 4 3.56 4Sociability 19.18 8.56 5.75 8.56Impulsiveness 12.8 4.08 3.84 4.08Group size 100 100 100 100Average score 4.70 6.51General average 5.61Total Variation V T 3783.52Intergroup Variation V E 164.3744Intragroup Variation V R 3619.15Calculated Value F 8.99276Chosen level of significance 0,050Tabulated value F for the chosen level ofsignificance3,840The intergroup ratio for the total variation (%) 4.344480The calculated value F being higherthan the tabulated one, we can say that betweenthe two facets of the personality there aresignificant differences, with a significance levelof 0.05.The kinesiotherapists' manifestedpersonality is situated above the level of theirreal personality. The kinesiotherapists believethat they must make large efforts to modifytheir attitudes and behaviors in relations toothers, especially regarding the Responsibility(1), Expressiveness (3), Assertiveness (4), andSociability (6) (Chart 1). It is not bad that thepeople we studied consider they must manifestthemselves at higher levels of certain primaryfactors that have a great openness towards thesocial and towards relations with others, but -let us not forget these realities - in order toachieve this constantly, they make extra efforts,which in time can be perceived as exhausting.Thus, a certain tendency can appear, torenounce the adaptation efforts, thepersonalities manifesting as they are, a fact thatmay not be in agreement with the necessity toensure harmonious relations with the peoplearound you.249

9876543210Chart 1. Comparative analysis of thereal and manifested personality of the kinesiotherapists1 2 3 4 5 6 7Manifested pers.Real pers.Conclusions The kinesiotherapists do not knowthemselves well enough, and they do not assessthemselves objectively, a situation that isreflected in the overestimation of the necessityto adapt their behavior that is concordant withtheir real personality to the different situationsthey are confronted. Because of the adaptation efforts thekinesiotherapists have to make in order to reachan adaptation level they think necessary, thereare a series of dissonances, the reduction ofwhich presupposes extra efforts, leading tooverwork and fatigue. The profile of the kinesiotherapists' realpersonality is characterized by a slightly lowdevelopment level of certain primary factorsthat are susceptible to be influenced by a wellorganized and managed educational process,which could help also to become aware of theirtrue personality, and implicitly, to a better selfknowledge.Bibliography1. ALLPORT, G.W., 1981, Structura şi dezvoltareapersonalitãţii, EDP, Bucureşti.2. GOLU, M., 1997, Condiţionarea psihologică acâmpurilor relaţionale interindividuale şi intergrupale,În Psihologia vieţii cotidiene, Zlate, M. (coord.), Edit.Polirom, Iaşi.3. Mârza, D., 2005, Ameliorarea actului recuperatorkinetoterapeutic prin implicarea factorilor depersonalitate şi aplicarea legităţilor psihologice alerelaţiilor terapeut-pacient, Editura Tehnopress, Iaşi.4. ZLATE, M., 1999, Eul şi personalitatea, Edit. Trei,Bucureşti.Studiu comparativ între personalitatea reală şimanifestată a kinetoterapeutuluiCuvinte cheie: kinetoterapeut, personalitate reală,personalitate manifestată.Rezumat: Personalitatea reală cuprinde ansamblulproceselor, funcţiilor, tendinţelor, caracteristicilor şistărilor mentale ale individului, prin care ăţi poateexprima oricând identitatea şi durabilitatea în timp.Personalitatea manifestată cuprindetrăsăturile de ansamblu şi caracteristicile pe care unindivid le experimă în mod particular şi modalităţilespecifice de externalizare a comportamentului şi aobiectivităţii proprii.Este interesant de realizat o analizăcomparativă, pentru a demonstra măsura în carekinetoterapeuţii se cunosc şi modul în care eiconsideră că este necesar să-şi adaptezecomportamentul lor extern în relaţiile cu alţii, înfuncţie de diversele situaţii cotidiene.Etude comparatif entre la personalite reele et lapersonalite manifestee du kinesitherapeuteMots-clé : kinésithérapeute, personnalité réelle,personnalité manifestéeLa vraie personnalité comprend l'ensemble desprocessus, fonctions, tendances, caractéristiques etles états mentaux d'un individu dont il peut exprimern’importe quand, ce que lui fournissent l'identité et lapersistance dans le temps.La personnalité manifeste comprend les traits del'ensemble et les caractéristiques lesquelles unindividu exprime en particulier et les modalitésspécifiques d'externalisation du comportement etobjectivité.Il est intéressant de réaliser une analyse comparative,de montrer comment les kinesitherapeutes seconnaissent eux-mêmes et la façon dont ilsconsidèrent qu'il est nécessaire d'adapter leurcomportement extérieur dans les relations avec lesautres, en fonction des situations quotidiennes.250

THE CONTRIBUTIONS OF THE PHYSICAL THERAPY IN THERECOVERY OF PREHENSION MOVEMENT IN PATIENTS WITH STROKEPhD. Ghinea Cătălina MihaelaUniversity of Piteşti, Faculty of Physical Education and Sport, ROMANIAAbstract: At present, in Romania, stroke ranks second in terms of causes of deathand approximately 80% of those who survive face multiple times with significantsequelae, leading to a decreased quality of life of both patients and their families.Grips strength deficit is one of the most common problems arising after stroke. Theprehension is the action of clamping an object, and essential in this motoric gestureis the opponent thumb.Physical therapy has an important role in the process of recovery of grip strengthdeficit, occurred after a stroke.Through specific methods and techniques of physical therapy, made a noticeableimprovement of hand functional capacity and increasing the independence of thepatient.Key words: physical therapy, recovery, prehension, stroke.Scope of paperImplement specific physical therapymethods and techniques, in the process ofrecovery of grip strength movement, in patientswith status post stroke and evaluating theeffectiveness of physical therapy in therecovery process of gripping motion.MethodsThe experimental research wasconducted on a sample of 30 patients agedbetween 50 and 75 years, subjects who hadsuffered a stroke in 2008 – 2010. Patients weredivided into two groups, an experimental groupand a control group.Each patient in the experimental groupcorresponds to another patient in the controlgroup, the two patients have in common gender,age, diagnosis, type of injury and symptoms.During the recovery period, the patientsin the experimental group, had physical therapy,physiotherapy and medication. The patients inthe control group did not do physical therapybut have followed medication and occasionallyphysiotherapy.During research several series of testsand questionnaires have been applied with aview to carefully following the evolution ofrecovery, both from a functional deficit point ofview, as well as from a patient life quality pointof view. The tests applied are as follows:numerical scale of thumb opposition, testing thejoint mobility, testing the prehensionmovement, testing the types of grasp,dynamometric test of prehension and manualability questionnaire, Michigan handquestionnaire, life quality assessmentquestionnaire.The recovery programme was organisedaccording to the needs of the experimentalgroup and according to the objectives set.Within the recovery programme the followingspecific objectives was rendered evident:fighting against pain, reducing spasms,increasing mobility, strengthening hypotonicmuscles, correcting and improving vicious andcompensatory attitudes, educating and reeducatingfinger pincers, educating and reeducatingthumb opposition.Methods and means used were part ofthe kinetotherapy-specific methods and of othercomplementary techniques. Kinetotherapymethods were the following: massage, passivemobilisation, auto-passive mobilisation, activemobilisation, neuro proprioceptive facilitatingtechniques, occupational therapy, activeexercises, exercises involving resistance,exercises involving objects, hydrokinetotherapy.Classical massage is defined as a seriesof various manual manoeuvres systematicallyapplied on the surface of the hand fortherapeutic purposes. It may also be deemed asa series of manual mechanical processingcarried out on the surface of the segment in acertain sequence according to the region, thetherapeutic purpose and the general and localstate of the segment.Mobilisations are actions that aim atputting in movement one or several muscles,limbs or articulations.Neuro proprioceptive facilitatingtechniques: neuromuscular proprioceptivefacilitation means making the voluntary motorresponse easier, encouraging or accelerating thesame by stimulating the proprioceptors in themuscles, tendons, articulations. To this theexternal and telereceptor stimulation is added.Neuro proprioceptive facilitating techniques aredivided according to the four stages of motorcontrol (namely mobility, stability, controlled251

stability and ability), to which the fundamentalones are added and the special ones with ageneral character.Occupational therapy is a nonmedicationtreatment with important role inrehabilitation and social and professionalreintegration of patients with functionaldisability. Occupational therapy is the art andscience of directing ill individuals towards theparticipation in certain activities in order torestore, strengthen or improve the performancesthereof, in order to facilitate the assimilation ofthose abilities and functions that are necessaryfor adaptation and productivity and diminutionor correction of pathology, for maintaining thestate of health.Physical exercise is the motion actconsciously and systematically repeated for thepurpose of increasing the biological potential ofhumans, expressed through the improvement ofphysical development, the increase of motorcapacity, the correction of physical deficienciesand motor recovery.Hydro-kinetotherapy is the execution ofphysical exercises in water; this is a methodthat uses plain water, thermal water or seawater. Partial hydro-kinetotherapy is used witha view to increasing joint mobility by carryingout various types of movements (passive,passive-active, active) in warm water, whichgenerates muscle relaxation and pain relief. It isapplied into individual pools for partialimmersion for the purpose of extremityrecovery;ResultsDuring the research we have seen anumber of common features in the mode of therecovery of the grips strength deficit in theexperimental group, and these features arepresented in the following. In all modern humancommunities cerebrovascular diseases havebecome a major health issue and survivorsthereof are severely marked and require careand long-term recovery.Motor deficit of the upper limb is moreoften that not severe during the first days after astroke. Spontaneous re-appearance of voluntarymotor functions of upper limb is gradual and forthe majority of people progress is achievedduring the first 3 months. Proximal motorfunctions are normally recovered sooner thanthe distal ones.In the upper limb the degree of motorfunction recovery achieved within 30 daysfollowing a stroke is a clinical predictive factorand it makes up the most precocious factor oflong-term prehension attitude. Thus the patientmay evolve towards one of the following 2cases: Low recovery, with deficient motorfunctions and spasms, preventing thehand from performing prehensionmovement. Good recovery, with possibility ofperforming prehension movement.The precociousness of the programme isa fundamental issue since the post-lesioncerebral plasticity is maximum during the first 3months. The studie have shown that intensivetraining initiated during the first monthfollowing the accident manages to restoresignificantly the capacity of upper limbs.Recovery process after stroke requires along period of time and effort in terms ofpatient and family and in terms of medical andparamedical personnel involved in the patientfunctional recovery.Functional evolution of the patients isdependent on a number of factors, which aredivided into two categories: Factors that can not be changed: age,severity of stroke, brain siye of the areaaffected by stroke. Modifiable factors: precocity treatment,the consistent application of therecovery program, complexity of theprogram.Final testing results have shown thatphysical therapy is the basis of therehabilitation program, on a person with poststroke sequelae.Exercise applied in the form of themedical gymnastics, determine a favourableevolution of the patient functional status; this isevidenced by observing and evaluating the testresults from the application of the researchconducted.Patients followed in the rehabilitationprogram, a program of physical therapyassociated with physiotherapy and medication,had a more rapid and efficient evolution,compared with patients who have undergonemedical treatment and only occasionallyphysiotherapy sessions. After applying manualskills assessment questionnaire, were recordeddata according to we can say that, patients inthe experimental group, who made the entirerecovery period physical therapy, saw animprovement of the self care capacity,becoming independent in terms of their capacityto perform daily activities, leading to anincrease in quality of life of patients.ConclusionsKinetic treatment is the key point in theprocess of recovery of the prehension motionafter stroke; it contributes to increasing thequality of life.252

Studies in order to recover functionalcapacity of the hand increase the quality of theact of recovery, reduced cost and increasedaccessibility of patients recover from thesetreatments.Bibliography1. Burke L. S., (2006), Hand and upper extremityrehabilitation, Ed. Elsevier Churchill Liveingstone, U.S.A.2. Thoumie P., Pradot – Diehl P., (2000), La préhension, Ed.Springer Verlag, Paris Franţa3. Thevenon A., Blanchard A., (2003) Guide pratique demédecine physique et réadaptation, Ed. Masson, ParisFranta.Contributions de la kinésithérapie dans larécupération de préhension chez les patients ayantsubi un accident vasculaire cérébralMots-clés: Kinésithérapie, récupération, préhension,accident vasculaire cérébral.Résumé: En ce moment en Roumanie, accidentvasculaire cérébral occupe le deuxième rang, encause de mortalité et environ 80% de ceux quisurvivent souvent face á des séquelles importantes,conduisant á une diminution de la qualité de vie pourles patients et leurs familles. Le déficit de préhensioneste le problème le plus courant apparu après unaccident vasculaire cérébral. La préhension estel’action de capture un objet, essentielle dans estel’action de pouce. Kinésithérapie a un rôle importantdans le processus de redressement du déficit force depréhension este survenu après un accident vasculairecérébral. Grâce á des méthodes et techniquesspécifique kinésithérapie on voir une améliorationnotable de la capacité fonctionnelle de la main etl’accroître d’indépendance du patient.Le but de cet article este d’appliquer lesméthodes spécifiques de la kinésithérapie, dans leprocessus de récupération du mouvement depréhension, chez les patients ayant subi un accidentvasculaire cérébral et évaluer l’efficacité de lakinésithérapie dans le processus de récupération depréhension.Contribuţiile kinetoterapiei în recuperareamişcării de prehensiune la pacienţii cu accidentvascular cerebralCuvinte cheie: kinetoterapie, recuperare,prehensiune, accident vascular cerebralRezumat: În momentul actul, în România, accidentelevascular cerebrale ocupă locul doi în ceea ce priveştecauzele de mortalitate iar aproximativ 80% din ceicare supravieţuiesc se confruntă de cele mai multe oricu sechele importante, care duc la o scădere acalităţii vieţii atât a pacienţilor cât şi a familiiloracestora.Deficitul de prehensiune este una din celemai întâlnite probleme apărute post accident vascularcerebral. Prehensiunea reprezintă acţiunea deprindere a unui obiect, esenţial în acest gest motricfiind acţiunea policelui cu rol de opozant.Kinetoterapia are un rol important în cadrulprocesului de recuperare al deficitului de prehensiuneapărut în urma producerii unui accident vascularcerebral. Prin intermediul metodelor şi tehnicilorspecifice kinetoterapiei se realizează o îmbunătăţirevizibilă a capacităţii funcţionale a mâinii şi creştereagradului de independenţă al pacientului. Scopulacestei lucrări este de a aplica metodele şi tehnicilespecifice kinetoterapiei, în cadrul procesului derecuperarea a mişcării de prehensiune, la pacienţii custatus post accident vascular cerebral şi de a evaluaeficienţa kinetoterapiei în cadrul procesului derecuperare a mişcării de prehensiune.THE ROLE OFPHYSICALTHERAPY IN THE MANAGEMENT OFTHE RECOVERY PROCESS AFTER STROKEPhD. Ghinea Cătălina MihaelaUniversity of Piteşti, Faculty of Physical Education and Sport, ROMANIAAbstract: According to World Health Organization, stroke is a major socio-medicalproblem, given that each year worldwide, 6 million people suffer a stroke. Stroke isa major cause of disability population: more than 80% of patients who survive aredisabled. Their clinical and functional evolution depends to a large extent and theclinical management of this disease. Rehabilitation after a stroke is an activeprocess by which people with disabilities get the best potential to achieve aphysically, mentally and socially. The recovery process is open to all persons whohave suffered a stroke and who have gained from this disorder, a motor deficit moreor less serious.Physical therapy plays a key role in the recovery of stroke patients after theaccident, is based on a number of methods and techniques aimed at reducing thedeficit in the patient's functioning, increase independence and improve quality oflife.Key words: physical therapy, recovery, stroke.253

Scope of paperRegistration data, from the recoveryprocess, necessary during the aftermath ofstroke, and revealing the role ofphysiotherapy in this process of recovery.MethodsThis paper is based on a study,conducted through a questionnaire, applied toa sample of 100 subjects, 38 women and 62men aged between 50 and 75 years, in ArgesCounty. Subjects were individuals whosuffered a stroke.The questionnaire is designed tocollect data on the management of therecovery process and of the deficits afterstroke. Through this, we performed ananalysis of recovery services offered topatients in hospital, in the acute phase ofstroke and while we gathered information onthe management of the recovery process afterdischarge from hospital.Name: Sex: Date of birth: Marital Status: Residence: urban /rural Diagnosis: Time of the stroke:The first four questions will be completed if the patient has previously suffered another stroke. Where in thepast never did another stroke proceed directly to question 5.1. In the past you have suffered another stroke? If YES: - what kind of stroke have had .......................- When product .............................................. NO2. How have you recovered after the previous stroke? hard  easy  at all3. You made recovery by physical therapy: Yes - where did you recover:  home;  hospital;  recovery centers;  clinic; NO4. How long have you had physical therapy after stroke? under 6 months;  6 months - 1 year;  1 year - 2 years;  2 years;Regarding recently suffered a stroke, please answer the following questions by ticking the appropriateresponse to the situation where you are.5. Who will be given first aid after cerebrovascular accident? Emergency medical crew;  Neurologist;  Physician; Others, please specify who...............................................................................................6. What analysis and tests you have done in the first 48 hours after stroke: EKG;  computerized tomography;  RMI;  complete blood count; glucose;  others, indicate that................7. In the hospital who were the specialists who have helped in the recovery of acquired deficits afterstroke? neurologist;  physical therapist;  physiotherapist;  masseur;  speech therapist; occupational therapist;  Others, please specify who............................8. During the recovery process have received orthosis or prostheses for hand or foot? yes  no9. What segments of the body have the most serious deficits? upper limb;  leg;10. How many times have you benefited from intervention of the physical therapist, following the stroke inthe hospital? 5-7 times/week;  2- 5 times/week;  under 2 times/week;  at all11. At hospital you were told to continue physical therapy at home? yes  no12. What were the services you received recovery after discharge? physiotherapy;  speech;  occupational therapy;  massage;  physiotherapy others, indicate that...................13. Where did you / do physiotherapy? home;  in clinic;  private centers;  hospital;  at all14. How long from cerebrovascular accident, then recovery:...........................................................................................................................................15. What part of the affected body, respond best to the recovery process? upper limb;  leg; ......................................254

16. How important do you think is in the process of recovery of physical therapy after stroke? not important at all;  somewhat important;  important;  very important; essential in the recovery process17. You may use the services of a physiotherapist if you need the recovery: yes;  no;  I do not know;ResultsWe found increased incidence ofischemic stroke for men aged between 50 and65 years and for women after age 65. 67 of thetotal lot of patients have had in the past or anischemic stroke or a transient. 60% of thesepatients have suffered severe disabilities, so didnot need physical therapy and have recoveredslightly. 32% have suffered disabilitiesenvironments, but who needed physical therapyfor a period of between 6 months and 1 year.And 8% have suffered ischemic strokes withmoderate deficit, needing physical therapy formore than a year but have recovered almostcompletely.Stroke causes a range of disabilities inboth upper limb and lower limb. The disabilitymay cause a greater or lesser degree ofdeformity of the hand and foot. Deformationsoccur because of imbalance between spastic andhypotonic muscles. Thus, this muscle imbalancebrings the hand and foot in positions which areoften debilitating. To prevent installation ofthose vicious strain or position we must use aseries of orthosis. However, at present, inRomania, these orthosis for hand or foot are notoften used, even if these benefits are very high.Following the questionnaire applied on thesample of 100 subjects, only a quarter ofrespondents used orthosis for a period greater orless time in the recovery process.Evolution of patients with motor deficit,post stroke, depends in large measure thefrequency of physiotherapy sessions undertakenduring the recovery process. The physicaltherapy sessions are more frequent as thepatient is better and progress faster recovery. Inthe hospital, the number of physiotherapysessions is inversely proportional to the numberof patients requiring neurological recovery andthe small number of physiotherapists working insuch departments. The data results from theapplication questionnaire, has been shown thatphysical therapy sessions varies from onemedical facility to another, depending on thenumber of staff for the service of neurologicalrecovery.Neurological recovery requires a largeperiod of time, so it is imminently necessary tocontinue physical therapy after discharge fromhospital. The recovery process must have acontinuity to achieve a visible improvement asthe patient's functional status. Of the 100patients interviewed, 80 of them had indicationfor continued physical therapy after dischargefrom hospital. Indicated that 15 patientssuffered a minor stroke and did not requirerecovery, and 5 patients said they had no furtherindication of physical therapy.The effectiveness of the recoveryprocess after stroke depends on accurate andefficient combination of multiple specialtiesthat lead ultimately to reduce motor deficit andincreasing the quality of life for patients. In theprocess of recovery physical therapy works withphysiotherapy, speech therapy and occupationaltherapy in order to address all the functionaldeficits in place and improve the patient'scondition.In terms of strict physiotherapy,patients‘ preferences, for the place of meetings,are divided. The venue for these meetings,depend of the financial situation of the patient.Cost recovery in private centers, are muchhigher compared to the costs of recovery inclinics or hospitals. Advantages of privaterecovery centers are those that are of highquality services and at the same time it offers aninterdisciplinary approach to the process ofrecovery after stroke. This interdisciplinaryapproach occurs because private centers canbenefit from physiotherapy, massage andoccupational therapy.Figure 1 Where did you / do physiotherapy:therapy, 32%therapy, 8%therapy, 10%therapy, 20%therapy, 30%homeclinicprivate clinichospitalnone255

Another trend in the recovery process isto carry out physiotherapy sessions at homepatient. Thus it should not longer move toanother location, physical therapy session istaking place in a friendly and homelyatmosphere.Physical therapy is a form ofindividualized therapy that, based on static anddynamic exercise programs can be used intherapeutic and rehabilitation programs. Its rolein neurological recovery is essential; this can beseen in the last two questions the answers to thequestionnaire.Figure 2 How important do you think physical therapy is in the recovery process?1%5%20%50%24%not important important essentialslightly important very importantConclusionsKinetic treatment is the key point in theprocess of recovery after stroke; it contributesto increasing the chances of survival andincreased quality of life. This treatment isstarted early during hospitalization and inparticular the acute phase of disease andcontinues after discharge from hospital.Because of the complex functionaldeficit, the recovery process requires aninterdisciplinary approach, over a long period oftime, with an increased frequency of physicaltherapy sessions, with the participation of boththe subject and the family in achieving goals.Bibliography1. Genty M., (1994), Medicine de reeducation et hemiplegiesvasculaires, Ed. Frison-Roche, Paris.2. Thevenon A., Blanchard A., (2003) Guide pratique demédecine physique et réadaptation, Ed. Masson, ParisFranţa.3. Van Peppen RP, Kwakkel G, Wood-Dauphinee S,Hendriks HJ, Van der Wees PJ, Dekker J, (2004), Theimpact of physical therapy on functional outcomes afterstroke: what's the evidence? Clin Rehabil.Le rôle de la physiothérapie dans la gestion duprocessus de rétablissement après un accidentvasculaire cérébralMots-clés: physiothérapie, rétablissement, accidentvasculaire cérébral.Résumé: Selon l'Organisation mondiale de la santé,l'accident vasculaire cérébral est un problème sociomédical,étant donné que chaque année dans lemonde, 6 millions de personnes sont victimes d'unl'accident vasculaire cérébral. L'accident vasculairecérébral est une cause majeure de la population despersonnes handicapées: plus de 80% des patients quisurvivent sont handicapés.Leur évolution clinique et fonctionnelle dépend dansune large mesure de la gestion clinique de cettemaladie. Réadaptation après un accident vasculairecérébral est un processus actif, par lequel lespersonnes handicapées d'obtenir le meilleur potentielphysiquement, mentalement et socialement.La physiothérapie joue un rôle clé dans larécupération de patients après l'accident, est baséesur un certain nombre de méthodes et techniquesvisant à réduire le déficit de fonctionnement dupatient, l'indépendance et améliorer la qualité de vie.Le but de ce travail, était d'enregistrer lesdonnées relatives à la période de récupérationnécessaire après la survenue d'accident vasculairecérébral, et de souligner le rôle de la physiothérapiedans ce processus de la récupération. Cela a été faitpar le biais d'un questionnaire appliqué à unéchantillon de 100 sujets, des questionnaires conçuspour recueillir des données sur la gestion duprocessus de rétablissement, les déficits après unaccident vasculaire cérébral. Grâce à ce nous avonseffectué une analyse des services de récupérationofferts aux patients à l'hôpital dans la phase aiguë del'accident vasculaire cérébral et pendant que nousrecueilli des informations sur la gestion du processusde récupération après la sortie de l'hôpital.Rolul kinetoterapiei în abordarea procesului derecuperare post accident vascular cerebralCuvinte cheie: kinetoterapie, recuperare, accidentvascular cerebral.Rezumat: Conform Organizaţiei Mondiale aSănătăţii, accidentul vascular cerebral este o mareproblemă socio-medicală, având în vedere că înfiecare an, în lume, 6 milioane de oameni suferă unaccident vascular. Accidentul vascular cerebral este ocauză majoră a invalidităţii populaţiei: mai mult de80% din pacienţii care supravieţuiesc devin persoanecu dizabilităţi.Evoluţia lor clinică şi funcţională depinde înmare măsură şi de managementul clinic al acesteiafecţiuni. Reabilitarea după un accident vascularcerebral este un proces activ, prin care persoanelecu dizabilităţi, obţin atingerea unui potenţial optimdin punct de vedere fizic, mental şi social.256

Kinetoterapia are un rol esenţial înrecuperarea pacienţilor după producereaaccidentului vascular cerebral; se bazează pe o seriede metode şi tehnici care au ca scop diminuareadeficitului funcţional al pacientului, creştereaindependenţei şi îmbunătăţirea calităţii vieţiiacestuia.Scopul lucrării a fost acela de a înregistradate referitoare la procesul de recuperare, necesar înperioada după producerea accidentului vascularcerebral, şi de a evidenţie rolul pe care îl arekinetoterapia în cadrul acestui proces de recuperare.Acest lucru s-a realizat prin intermediul unuichestionar, aplicat pe un eşantion de 100 de subiecţi,chestionar conceput în scopul colectării unor date cuprivire la managementul procesului de recuperare, aldeficitelor post accident vascular cerebral. Prinintermediul acestuia am realizat o analiză aserviciilor de recuperare, oferite pacienţilor în cadrulspitalului, în faza acută a accidentului vascularcerebral şi în acelaşi timp am adunat informaţii cuprivire la managementul procesului de recuperaredupă externarea din spital.RESEARCH ON THE LEVEL OF DISABLED STUDENTS‟ MOTORCAPACITYAssoc. Dr. Marian Durbăcea-BolovanUniversity "Constantin Brancusi" Tg-JiuAbstract: The paper signals a reality for public schools regarding the attendance ofthe pupils with special needs to Physical Education classes. The majority does notattend these classes because there is not a special counselor to support them asthere is for other subjects. More than that, the curriculum is not adapted to pupilswith physical disabilities.The research was made on a group of 80 students with special needs. The studyrevealed a positive evolution of their motor ability. Even though the improvementwas low, it is enough to motivate the students to attend the P.E. classes together withtheir peers with normal physical evolution. The morpho-physiologicalcharacteristics of these children urge the necessity for an adapted curriculum. Apartfrom improving their physiological level, a distinctive curriculum will avoidmarginalization and will work for a better social integration of the students withspecial needs. Getting them involved in physical activities leads to building teamand competing spirit, important characteristics for integrating these children andavoids the risk of social failure.In conclusion, practicing physical exercises is a real benefit, especially for thestudents with physical disabilities.Key words: motor capacity, disability, special needs, improvement.IntroductionNowadays, there is the tendency toremove the disabled students from specialinstitutions and to integrate them in normalschool as younger as possible. There are moreand more students with disabilities in publicschools, whose integration is an urgent priority.For the subjects that are considered of uttermostimportance, such as Romanian andMathematics, there is a special counselor thatoffers additional help to the teachers. The othersubjects are viewed as less important and amongthem there is Physical Education. This workaims to reveal the importance of physicalexercise for students with special needs. Ittargets to finding the means for these childrento attend Physical Education classes. Its goal isto signal the officials involved in education onthe positive influence that physical activitieshave on the improvement of disabled students‘motor capacity.Hypothesis or alternative hypothesisin describing the experimental variablesThe research revealed that there iscertain a positive evolution of motor capacityfor students with special needs that practiceregularly. That means it is important to find theways to integrate these students within thePhysical Education classes.The research has monitored theevolution of different motor abilities such us:speed, strength and skill for students withspecial needs.The data were taken by specificmeasurements at the beginning and the end ofthe school year 2009/2010.Subjects, methods, procedureThe students chosen to take part in theresearch attend ―The Inclusive Education257

Center‖ in Targu Jiu. The methods used in theexperiment were: Gathering documentary evidence fromspecialized literature about motor capacity; Investigating motor capacity by meansof specific tests (speed running on 50 meters,standing jump, throwing ―oina‖ ball from astanding position, ―Marotin‖ test stretching thebody from lying on a ventral position, rising thebody from lying on the back.Statistical method that used simpleconcepts such as: arithmetical mean (X),amplitude (A), standard deviation (S), thevariability value (Cv).The research was made on 80 students,boys and girls, equal in number for eachsecondary level. The activities were chosenaccording to the curriculum for this type ofschool. The former data were the results of theactivities organized according to the planning.ResultsThe measurements revealed thefollowing results:258

259

260

The meaning of the resultsSpeed runningThe results revealed that all groups ofstudents have progressed during the experiment.The variability value shows that they haveevolved towards higher homogeneity.Standing jumpAt this test the results were very clearbut they underestimated the values for childrenwithout special needs. The groups of childrenare relatively homogenous.Throwing ―oina‖ ball from a standingpositionExcept for one group of students, thereresulted a high evolution. The data alsorevealed a relatively homogeneity of thestudents involved in the experiment.Rising the body upwards from lying onthe back.Concerning this value, the resultsshowed a positive evolution, although theslightest of all the values tested during theexperiment.Stretching the body from lying on aventral positionThis value has evolved in the samemanner as the one above showing the same lackof homogeneity.ConclusionAnalyzing the evolution of motorcapacity values, there can be noticed animprovement in the final results comparing tothe initial tests. Even though the progress islow, the improvement is notable taking intoaccount the distinctive characteristics of thestudents involved in the experiment.The students‘ progress rises thenecessity that the students with special needsinvolved in public schools should attend thePhysical Education classes. The first step to bedone is to adapt the curriculum in accordancewith the necessities of the target group.Bibliography1. Albu Adriana – Fiziometrice New tests for assessing theearly stages of physical development and motordisorders, Ed. Spiru Haret, Iaşi, 1996;2. Albu Adriana şi Albu Constantin – Psihomotricitatea ageof growth and development, Ed. Spiru Haret, Iaşi, 1999;3. Mara, D – Teaching strategies in inclusive education, Ed.Didactică şi Pedagogică, 2005;4. Marcu, V., Milea, M., Dan, M., - Sport for HandicappedPersons, Triest Publishing House, Oradea, 2001;5. Marcu, V., – Theoretical Basis of Practicing PhysicalExercises in Physical Therapy, University of OradeaPublishing House6. Marcu, V. Mirela Dan, – Kinetoterapie/Physiotherapy,University of Oradea Publishing House, 2006,7. Marcu, V., Pâncotan, V., coordonatori, - AdaptedPhysical Activity, Ed. Universitaria din Craiova, 2007;8. Ungureanu, D – Integrated and inclusive schooleducation, Ed. De Vest, Timişoara, 2000;9. Weihs J., Thomas, - Helping and loving, Ed. ProHumanitate, Bucureşti, 1992.10. http://www.specialolympics.or11. http://www.eurydice.orgStudiu privind nivelul capacităţii motrice a copiilorcu dizabilităţiCuvinte cheie: Capacitate motrică, dizabilitate, nevoispeciale, ameliorare, exerciţiu fizicRezumat: Lucrarea de faţă semnalizează o realitateexistentă în şcolile de masă, în ceea ce priveşteparticiparea la orele de educaţie fizică a elevilor cunevoi speciale. Astăzi marea lor majoritate nuparticipă la astfel de activităţi, neexistând un profesorde sprijin, aşa cum există la alte discipline, dar nici oprogramă adaptată nevoilor acestor copii.Din datele obţinute în urma desfăşurăriiexperimentului asupra celor 80 de elevi cu nevoispeciale, se constată un progres, o evoluţie pozitivă acapacităţii motrice. Chiar dacă datele obţinute indicăun progres relativ mic, acest lucru este suficientpentru a motiva şi susţine necesitatea ca elevii cunevoi speciale, cuprinşi în şcolile de masă, săparticipe la orele de educaţie fizică. Particularităţilemorfofiziologice ale acestor copii indică în mod clarnecesitatea existenţei unei programe de educaţiefizică adaptată, care să ajute copilul să-şiîmbunătăţească capacitatea motrică, să-l ajute să seintegreze, în primul rând în colectivul de elevirespectivi, iar în al doilea rând în societate, îngeneral.În afara îmbunătăţirii parametrilor fiziologici,participarea la astfel de activităţi fizice, are cafinalitate şi dezvoltarea spiritului de echipă, alspiritului combativ, parametri foarte importanţipentru integrarea acestei categorii de copii, la care261

iscul marginalizării este relativ mare. Practicareaactivităţilor fizice într-un cadru organizat constituieun beneficiu pentru toţi indivizii, chiar şi pentru aceiaaflaţi în dificultate, din cauza unor deficienţe dediferite naturi, motiv pentru care este foarte necesarca aceşia să poată participa la acest tip de activităţi.Étude sur la capacite de conduire des enfantshandicapésMots-clés: la capacité motric, le handicap, desbesoins spéciaux, l'amélioration, l'exerciceRésumé: Cet article indique la réalité existante dansles écoles ordinaires, en termes de participation auxcours d'éducation physique pour les élèves ayant desbesoins spéciaux. Aujourd'hui la grande majorité neparticipent pas à une telle activité, il n'y avait pasenseignant de soutien, comme il y a dans d'autresmatières, mais pas de programme adapté aux besoinsde ces enfants.Les données obtenues à partir de mener l'expériencesur les 80 élèves ayant des besoins spéciaux, il y a desprogrès, une evolution positive de la capacité motric. Même si les données obtenues correspond à uneétape relativement faible, il suffit de motiver et desoutenir la nécessité pour les élèves ayant des besoinsparticuliers inscrits dans les écoles ordinaires, àparticiper à des cours d'éducation physique.Morphophysiologique particularités de ces enfantsindique sclairement besoin d'un programmed'éducation physique adaptée qui aident les enfants àaméliorer leurs capacités motrices, pour faciliterl'intégration, principalement ceux des classesparticipantes, et dans le second place dans la sociétéen général.En plus des améliorations dans les paramètresphysiologiques, une telle participation à l'activitéphysique a pour but et le développement de l'espritd'équipe, l'esprit de combativité, des paramètres trèsimportants pour l'intégration de cette catégoried'enfants à risque d'exclusion est relativement élevé.La pratique d'activités physiques dans un cadreorganisé un avantage pour tous les individus, mêmepour ceux qui en ont besoin, en raison de carences dediverses natures, il est donc très nécessaire que cesderniers soient en mesure de participer à cesactivités.NUTRITION IN SPORTS PERFORMANCE262Medic dr. Moroşanu MagdalenaMedic dr. Ichim PaulFEFS, University ―Dunarea de Jos‖, GalatiAbstract: Children involved in sports should be encouraged to participate in avariety of different activities and develop a wide range of skills. Young athletes whospecialize in just one sport may be denied the benefits of varied activity while facingadditional physical, physiologic, and psychologic demands from intense training andcompetition.This statement reviews the potential risks of high-intensity training and sportsspecialization in young athletes. Pediatricians who recognize these risks can have akey role in monitoring the health of these young athletes and helping reduce risksassociated with high-level sports participation.There appear to be increasing numbers of children who specialize in a sport at anearly age, train year-round for a sport, and/or compete on an "elite" level. Mediacoverage of national and international competition in sports such as gymnastics,figure skating, swimming, diving, and tennis has focused attention on a number ofvery talented but very young competitors. The successes of young athletes can serveas a powerful inducement for others to follow. Most Olympic sports have selectionprocesses that attempt to identify future champions and initiate specializedtraining often before the prospect finishes elementary school. The lure of a collegescholarship or a professional career can also motivate athletes (and their parents)to commit to specialized training regimens at an early age. The low probability ofreaching these lofty goals does not appear to discourage many aspirants.To be competitive at a high level requires training regimens for children that couldbe considered extreme even for adults. The ever-increasing requirements for successcreates a constant pressure for athletes to train longer, harder, more intelligently,and, in some cases, at an earlier age. The unending efforts to outdo predecessorsand outperform contemporaries are the nature of competitive sports. The necessarycommitment and intensity of training raises concerns about the sensibility and safetyof high-level athletics for any young person.

Adverse consequences from intense training and competition have been reported inthe lay and medical literature. Many pediatricians can cite examples of undesirableoutcomes from sports participation involving patients in their own practices.Unfortunately, anecdotal reports and case studies are insufficient grounds fordrawing conclusions about the safety of intense training or high-level competition.The short-term and long-term health consequences of such training in youngathletes need to be further investigated. Physical, physiologic, and psychologictolerances to stress in children have been studied in laboratory settings and can bedefined by observing the threshold for injury in clinical settings. Unfortunately, thisinformation is difficult to directly apply to the specific clinical scenarios of concernto the pediatrician. Studying the risks of "specialized," "intensely trained," or "elite"athletes is hampered by the lack of clear definitions of these at-risk populations.Even if a study group could be defined, the level of variation between sports,individuals, and training regimens creates further methodologic challenges forinvestigators.Despite recognized inadequacies of current information, pediatricians can still helpsafeguard their young athletic patients by being aware of potential problemsassociated with intense training. Because pediatricians serve as the primary medicalcontact for most young athletes, they may have the best opportunity to recognize,treat, and monitor injuries or illnesses resulting from strenuous training. To respondto parental concerns and to more effectively monitor the child athlete engaged inintensive training, increased awareness of the following issues is suggested.Keywords: nutrition, sport, athletic performance .NutritionProper nutrition is critical for both goodhealth and optimal sports performance. Forchild athletes, an adequate diet is criticalbecause nutritional needs are increased by bothtraining and the growth process. Young athletesand their parents are frequently unaware of theappropriate components of a training diet. Thefollowing 4 areas are of particular concern.Total Caloric IntakeAthletic training creates a need forincreased caloric intake, and requirementsrelative to body size are higher in growingchildren and adolescents than at any other timein life. In child athletes, the energy intake mustbe increased beyond the needs of training tomaintain adequate growth. Children who engagein sports in which slenderness is consideredimportant for optimizing performance (ie,gymnastics, ballet dancing) may be at risk forcompromising their growth. A risk forpathologic eating behaviors also may beincreased in children participating in sportswhere leanness is rewarded.Balanced DietBalance, moderation, and a variety offood choices should be promoted. The FoodGuide Pyramid can be used to plan a diet that isbalanced and provides sufficient nutrients andcalories for both growth and training needs.Athletes who focus on particular dietaryconstituents (such as carbohydrates) at theexpense of a well-rounded diet may potentiallycompromise their performance as well as theirhealth.IronThe body's requirement for iron is greaterduring the growing years than at any other timein life. Adequate iron stores are important to theathlete to provide adequate oxygen transport(hemoglobin), muscle aerobic metabolism(Krebs' cycle enzymes), and cognitive function.However, athletes often avoid eating red meatand other iron-containing foods. Moreover,sports training itself may increase body ironlosses.CalciumInadequate calcium intake is common inathletes, presumably because of their concernabout the fat content in dairy foods. Normalbone growth, and possibly, prevention andhealing of stress fractures, are contingent onsufficient dietary calcium.References1. Rowland TW, Unnithan VB, McFarlane NG, Gibson NG,Paton JY Clinical manifestations of the "athlete's heart"in prepubertal male runners. Int J Sports Med. 1994;15:515-519 [Medline]2. Rost R. Athletics and the Heart. Chicago, IL: YearbookMedical Publishers; 19873. Rowland TW, Rimany TA Physiological responses toprolonged exercise in premenarcheal and adult females.Pediatr Exerc Science. 1995; 7:183-1914. Drăgan I. Medicina sportivă. Ed. Medicală, Bucureşti20025. Koury JM. Aquatic therapy programming. Guidelinesfor orthopedic rehabilitation. Human KineticsPublishers, Champaign, Ilinois 19966. Plas F, Hagron E. Kinetoterapie activă. Exerciţii terapeutice.Ed. Polirom, Iaşi 20017. Pratt JM. The healing qualities of water. OrthopedicTechnology Review, 2002; (4), 4:37-42, www.orthopedictechreview.com263

Alimentaţia în sportul de performanţăCuvinte cheie : alimentaţie, sport, performanţăsportivă.Rezumat: Succesul tinerilor sportivi poat servi ca unstimulent puternic pentru alţii să le urmezeperformanţele obţinute. Cele mai multe disciplineolimpice au procesele de selecţie, care încearcăpentru a identifica viitorii campioni şi de a iniţiaformarea lor profesională de specialitate. Pentruobţinerea rezultatelor de valoare în toate disiplinelesportive, alimentaţia ştiinţifică reprezintă un elementhotărâtor dobândirea lor.La nutrition dans le sport de performanceMots-clés: nutrition, le sport, la performancesportive.Résumé: le succès des jeunes athlètes peuventconstituer une incitation puissante pour les autres desuivre leurs performances. La plupart des sujets ontété processus de sélection olympique, qui vise àidentifier les futurs champions et de commencer leurformation dans le domaine. Pour obtenir des résultatsvalables dans tous les sports disiplinele, science de lanutrition est un élément crucial de leur acquisition."DRAMA AND ECSTASY IN DANCE. BODY LANGUAGE"Mircea NeamţuDana PîrvulescuTransilvania University of BrasovSummary: The paper mentions aspects of dance as an expression of life, as well asdance as a language and the secrets of body language. By using ‖Drama andEcstasy‖ in dance in forming and shaping students one may obtain a new means ofexpression—nonverbal, through body language—going beyond one’s limits in aplastic manner.The use of metaphorical phrases improves the comprehension and expressionprocess manifested by movement. It is a preparation process for the complexmodelling of the physical and mental part which makes up a well-defined and strongpersonality in students. It has a tremendous influence on the young students’personality, giving them self-confidence. Dance serves as a main means of educationin school.Dance is a much easier and efficient means of educating students. Dance hasevolved based on imagination, spirit, feeling, knowledge, realism. In dance, theBody is subject to the Idea, while choreography is a speech. Dance involves totalcommitment, expressivity in the movement of the body, and the limbs.Metaphorically speaking, art has the role of transporting us from the material tothe spiritual. In dance the metaphor of drama and ecstasy are used in order to givemeaning to our emotions. Metaphor aids in knowing our own individuality, itdevelops emotion and self-awareness. The paper presents issues on the socalled‖magicof the ecstasy and drama‖ and their manner of use. The importantdance functions, the role of dance in our daily lives, the need to dance and thesecrets of body language are main aspects.Key words: Drama in Dance, Spiritual Anxiety, stress, confusion, despair;Ecstasy in Dance, smile, joy, expressivity, explosion, life, happiness, flight.Dance, the expression of life, the needto unwind"Dance is Geometry", of the shape weachieve by using the parts of our body. It is ameans of expressing feelings, emotions, andstates. It is a manner of living and expressingoneself. Dance is a means of expressing life.The dance of nature, the dance of ourbodies, which means motion. Motion is energy,and energy is life. Dance creates emotion,allows the free flow of feelings. It meanscourage, love of space, a wish for flight, forliberty. It endows the body with grace, beauty,femininity, health. The Choreographic cultureshould be seen as part of our spiritual culture.As any other art, the art of dance reflects theworld as its form as an artistic image, thespecific element being that human feelings,thoughts, moods may be transmitted throughmovements, gestures, facial expressions.Through the corporal movements of thedance man may express both outer beauty—thephysical side of art, and inner beauty—thespiritual side of art. The Language of dance264

disposes of the force of expressing feelings andemotions, living life with heightened sincerityand accuracy. The idea of dance was born fromthe need of expressing the rhythm of this life.Through movements coordinated with a certainrhythm, a wide range of feelings may beexpressed: from sadness to joy, from jealousy tolove, from fury to happiness, from Drama toEcstasy.Drama in DanceThis is the story of a real world, thestory of a victim, witnessed by many onlookers.It is not at all a ―Japanese Spring‖ with flowersand butterflies, but a wild Russian one, withhowling splitting earth, the premonition of aterrible change: anxiety, stress, everythingsurrounded by a spiritual unrest, the wholemankind seems overwhelmed by confusion anddespair.The end does not appear undesirable,and the thought that all comes to an end comesas a solace. As the topic is cruel, but basic, it iseasy to realize that this is the manner in whichArt has the mission to transport us from thematerial into the spiritual, here the dancer‘sbody representing the victim. In the many formsof dance, the drama theme is represented bymovements of contraction, squats, bends,violent lunges, twisted movements, droopingarms, heavy feet, difficult walking, heavybreathing, sad, depressed look, rolling on theground, slow movements supported by thepartner, encountered in dances such as:choreographic fantasy, contemporary dance,thematic dance, classic dance, etc.The dance on a dramatic theme hasevolved, starting from feeling, passion, totalcommitment, expressivity; the movements ofthe body, arms, and legs form a broken but fluidline. The choreography is full of passion,knowledge, imagination, fantasy, spirit, realism,explosion, and outburst. There areimprovisations on the topic of balance, and theuse of the floor, not only as a support point, butalso as an element suffusing the dance withenergy.High performance dramatic dance is agenre well liked by spectators, as if offers a lifelesson and has always a message to convey. It isa plastic form of representing drama and a morereception-prone manner of acquiring the lifelesson presented. It prefers loose, simple, dullcoloured,extremely expressive costumes tosophisticated ones.Essentially , dance has always been a‖sum of natural gestures‘ coming from our innerself, a means of expression, which is usedsincerely and gracefully, of the various states ofthe soul: sadness, depression, fury, pain,constrained obedience, inner drama, hope, vainhope, praise., worship. In dance, the body issubject to idea, tending towards the perfectlygeometrical line, circle, semicircle, ellipsis orbroken line.Dramatic dance, making use of wellrehearsed movements, included in a preciseform, evinces the diversity and profoundness ofinner states. This genre uses lots of mimicry,harmoniously combining ballet with rhythmicand plastic movements, openly expressing thefeelings encountered in daily life, as life itselfis pain, suffering, torment, but also flow,transformation, transfiguration.In the dance on a dramatic theme, thedegree of complexity increases, being possibleto include more parts. For instance, an initialpart may be entitled‖I am the Body and SoulPoet‖, and a second part may be‖I leave myselfas a heritage to the ground, to raise from thegrass I love, and if you want to find me, lookunder your feet‖. It is a game of life and death,an intertwining of arts, dance, poetry and music.It contains superb moments of tension, createdby wild athletic ability, gestures requiringmaximum concentration from the dancers andpowerful emotions from the audience. It aims atrepresenting Grace as a virtue. It is a dance thatrises up the audience, serving as a means ofnon-verbal communication.It may also be seen as an analogy, as itembodies a manner of empowering the dance—the power of communication. Otherwise, itwould be just a series of random movements.Thus, it carries the same emotional power andmeaning as a word. Each dance movementsymbolises something specific, and it maysuggest a feeling, a manner of perceivingreality, always having a tremendous impact.One should always bear in mind the fact thatcertain movements have a certain connotationand cultural context, just like minding some ofthe words uttered. So, choreography may beconsidered a speech.To further the analogy, dance uses such―words‖, combined to create ―sentences‖,―paragraphs‖, and on the whole, an entire―story‖.If a bunch of ―words-movements‖ aredrawn together, without thinking about themcarefully, the result is either a set of states, ornonsense. Dramatic dance is a way ofcommunication.The metaphor dance=language may befurthered by comparing the diversity in speechto the variety we find in dance. In the case ofdramatic dance, movements are diversifiedaccording to inner states by changing therhythm, speed, direction, difficulty, quality, viz.fluid, undulating, or marked movements. Danceis embellished by the expressivity of the head,265

limbs movements or by enriching the basicmovements.Dance is non-verbal communication,not a random sequence of movements. If thesame concepts are applied in speech anddramatic dance, the communication capacity isimproved. The dance will therefore be moresuggestive and forceful, as it acquires the powerto communicate. Dramatic dance represents thecomprehension of nature and life, a profoundspiritual pathway leading to self-knowledge. Inorder to dance in this manner, the dancer hasfirst and foremost to know himself, thusevincing the spiritual dimension of theperformance. An effective way of bringingawareness to the denser parts of the body is toallow the more open parts to teach the lessconscious ones.When the dancer‘s face is devoid ofplastic expression, despite the beauty of hisgestures, it means that he is blocking hisemotions. Thus, dancers have to develop theirdeficient parts, improve their skills andespecially release their emotions. They shoulddance in accordance with the need for emotionsto show in their performance. A quality typicalof dancers guiding them on their artistic andspiritual pathway is the ability to be selfconscious,situating them in the presentmoment.This is the wish coming from the heart,aimed at embracing truth and passion. Itsartistic sensitivity, costumes, music,movements, the dance theme are all expressedthrough its unique archetype, touching universalinner depth in the audience. An extraordinarydancer generates a wonderful and necessarycollective healing. The dancer‘s commitment toperform at high standards and quality and puton a good show will allow the successfulrepresentations leading in their turn to realgreatness on stage. During a stage show, a realdancer manages to reunite all aspects into oneintegrated form. His artistic sensitivity, themovements and the dance in its entirety touchesthe audience‘s feelings and states of mind andsoul, connecting positively and transformingthose around.The Secrets of Body LanguageThe main principles in body languagewill allow the dancer to impress the audience. Itis about his appearing as an open, positive andattentive individual. The dancer communicateswith the audience in a perfect manner, as notthe voice, but the body is the real speaker!Ecstasy in DanceOnce upon a time, the wonderfulSamba, the Dance of Ecstasy, was discovered inBrazil, meaning thanking prayer, invoking God.African rhythms were assimilated into the Latinmusic, with the same original purpose, viz.invoking various deities. The Greeks refineddances and later the Romans took them over andchanged them, adding leaps and acrobatics.The woman, in her beauty, charm andrefinement, has always known how to use andenhance dance movements. Older people stillremember Ginger Rogers and Fred Astaire,dancers able to blow the audiences away at thebeginning of the 20th century. In the largenumber of dance forms, the thee of ecstasy isrepresented by energetic movements, expressedby extensions, leaps, twirls, rapid movements atthe floor level, acrobatics with the help of thepartner, which appear in acrobatic artisticdances, modern dances, cheerleading-typedances, energetic rhythm dances in the sportinggenres like rock‘s roll, jive, samba, paso doble,musicals. The choreography is full of energyand life.The dance of ecstasy prefers complex,festive, brightly coloured costumes. It increasedits pace, becoming much faster, a sort of aphysical training with many acrobatic elementssuggesting the idea of flight, able to improveblood flow, increased breathing capacity andfortifying the entire muscle structure.Essentially, dance has always been a sum ofnatural gestures, expressing the various statesand emotions in our soul, which is to be usedharmoniously and gracefully. The danceincluding techni8cal well prepared movementsevinces the body‘s joy and energy.The Functions of DanceHere are a couple of the dancefunctions: harmonious development, therapeuticfunction, entertainment, educational and artisticfunction, psychological function, andsocialisation. The most important is obviouslythe educational and artistic one, as it changesconceptions, brings emotions to the surface,poses problems, gives rise to emotions andconflicts, ending in changing people and evensocieties.The Artistic, Educational FunctionDance serves many functions in dailylife. Dance as an artistic form may be verypowerful, sometimes brutal, dramatic, or mildand soft. It may change, bringing awareness topersonal or social issues. Art aims at raisingawareness on aspects that have been forgotten,or merely ignored. They are shown under adifferent form, The „Art of Metaphor‖, withexpressing modalities, a form able to producechanges in the audience.The Socialising FunctionMore often than not dance is a pretextto come into contact with various people inorder to make acquaintances, establishrelationships, and socialize. Essentially, through266

dance communication is achieved in an intimateand personal manner, and very often in anunmediated conscious manner.Bibliography1. BĂNCIULESCU, V. Mică enciclopedie, Sport-Turism, Bucharest, 1981,2. BĂNCIULESCU, V. Limbajul sportiv, Sport-Turism, Bucharest, 19843. BEREJAN, S. Includerea termenilor stiintifici si tehniciîn4. Dictionarele generale, Terminologia în România si în R.Moldova, Clusium, Cluj-Napoca, 20005. FLORESCU, T. Unele caracteristici alestructurii terminologiei6. sportive, Revista de Educatie Fizică si Sport, no. 9, 19717. GABORIAU, P. Les spectacles sportifs.Grandeurs et décadences, L‟Harmattan, Paris, 20038. LAKOFF, G., JOHNSON, M Metaphors We LiveBy, University9. of Chicago Press, Chicago, 198010. ROVENTA-FRUMUSANU, D. Argumentarea.Modele si strategii, BIC ALL, Bucharest, 200011. SAUSSURE, F. Curs de lingvistică generală,Polirom, Iasi, 199812. SLAVE, E. Metafora în limba română. Comentarii siaplicatii,13. Ed. Stiintifică, Bucharest, 199114. STROESCU, A. PODLAHA, R. Terminologiagimnasticii, Stadion, Bucharest, 197415. TUDOSE, C. Dictionar sportiv poliglot, Stadion,Bucharest, 197316. ZAFIU, R. Diversitate stilistică în Româniaactuală,http://ebooks.unibuc.ro, 2003SPORTS AND PHYSICAL EDUCATION IN NEWEDUCATIONAL BACKGROUNDAssoc. dr. CONSTANTIN PLOEŞTEANULector dr. Aurelian DRĂGANFEFS, University ―Dunarea de Jos‖, GalatiSummary Physical education as a process contributed to the continuing educationspecialist, education is a systemic approach (each component of the educationalprocess influences the others and they, in turn, is influenced by other components).System components are: the goals and objectives, learning content, teacher andstudents, teaching strategy, assessment, between these components establish differenttypes of relationships (causal, organization, mailing it complements the functionalnature) - for example: identifying goals and objectives and determine the performanceassessments of skills.Content learning is the primary means of achieving educational goals, depending onthe specific teaching content and objectives, the teacher can choose the directory typestrategies (algorithms) or permissive type (heuristic, creative).Component of physical education and sport is given adult personality development.In the context of the creative dimension of personality refers to "a complexpsychological traits and skills, which under favorable conditions, generate newproducts and value for society."Keywords: education, personality, human training.IntroductionValues education is completed,intertwine to determine the final value purpose,namely, personality development, in order toreceive new social and adapt to new situationsthat arise.The complexity and pace ofcontemporary life to which man is forced toadapt to new conditions imposed by theglobalization, educational require searches to bemore sustainable form of skills from school.It is imperative to implement the neweducation knowledge among students, to applyon time causes and effects dangers surroundingour society from globalization and productivitygrowth.Education - general and specificEducation aimed at training the abilityto make decisions and to anticipate the future tofind concrete solutions to solve problems faster.Due to the complexity of the contemporaryworld of globalization and formed two lines ofcritical response to contemporary issues ineducation.1. Department of damnation, refers tothe decline of education and inability to reactquickly to prepare tomorrow's world.2. Department of constructive criticism,says the power of education and its ability toimprove the complex situation of globalization.In this context individual contributes equally toits development and other development.Organization of education is carried out aroundfour pillars of knowledge (UNESCO report on267

education in the twenty-first century):- Learning to know (knowledgeacquisition tools);- Learning to do (working with theenvironment);- Learning to live together with others(cooperating with others);- Learning to be (resulting from thefirst three).Concepts of Education1. Formal education includes all theintentional and systematic influences, developedwithin schools, for training and personalitydevelopment.2. Non-formal education, formativeinfluences recovered after step outside andschooling (family, peer, youth institutions andorganizations).3. Informal education includes all theinfluences of unintended and not organizedthrough the experience of life throughparticipation in cultural life, facing theindividual.Education - the key determinant ofdevelopment psihoindividualeEtymologically, the word "education"(from educo, education) is to raise, train, etc. toform. Education involves removing individual"state of nature" and insert "the state ofculture."Education is a specialized activity,specifically human, deliberately supportingdevelopment.Education is an organized form,sitematică and continuous training of humanpersonality, education, optimizing, if possible,the relationship heredity - environment.Education creates the conditionsconducive to domestic action conducive tocertain external factors, the formation ofpersonality is both a result of educationalactivity and to conduct its premise.Personality development is achievedthrough continuous education, continuousteaching communication and teaching.Information field calls for new benefitsand the performance of contemporary educatorsand trainees alike.Teaching communication is a transfer ofinformation in the context of the educationalprocess.Teaching Communication involves aninteraction type feedback - retroacţiunea.Educational message is the result ofthree sub-signs: verbal and nonverbal para.Minutes subsystem (communicationteaching) occupies a central place in teachingknowledgeverification. Verbal language arejust not a function of communication, but afunction call and an expressive function(destination-oriented). Verbal language is thelanguage developed with words.The teacher-student dialogue and otherresorts are communication that can conveyinformation content, making court expressivedialogues, modeling, to involve affected bothissuers (teachers) and receivers (students) -Action stimulus / response. Para language is aform of non-verbal language, a form representedby the tone and inflection of voice, rhythm ofspeech, way of emphasizing the word, thebreaks between words, verbal tics.Teacher-student dialogue through thechannel widens and nonverbal (nonverbalsubsystem), ie, visual message, physicalposture, gestures or facial physiognomyeducator can arouse intellectual or emotionalreverberations on students.Communication encompasses thedidactic and pedagogic information flows(verbal, nonverbal, para), Profilandpluridirecţional speech, and multi multivocal.The outcome approach indersciplinaritate /inter-domain studied.Optimizing communication is the resultof two cerebral hemispheres (emisfericitatea).Sensory-motor functions (motility, sensitivity,hand movements, leg movements, eyemovements) are controlled by each hemisphere(right, left) directly and vice versa (crossover).Each hemisphere reverse order half herbody with the same functions and the sameroles, which is not the case with language,thought so.The left hemisphere is related tolanguage, words, figures, analysis andabstraction ability, dependence on time (care toproceed methodically).Right hemisphere has specific features,spatial thinking and the ability to see abstract.Her arrangements are non-verbal expression.Imagination and intuition are itsdominant features, for which office is heldartistic and musical competence. Intuitiveapproach is the opposite of rational. Theoperation is based on the association of ideas,interactive approach, the synthesis of relationsbetween objects, to reconstruct the informationinto a coherent whole.The two hemispheres on the one handand opposing on the other hand is completed268

The left hemisphereMinutes - use words to name, describe, defineAnalytical - discover things step by step, item byitemAbstract - extract information using it to representallTeachers must pay attention to thecommunicative act, and start providing studentsinstrumentalization of discourse strategies sothat they will be able to notice, understand andprioritize the information received in differentways and to form an information competency,premise that learning is effective.Education in today's society - Neweducation1. Environmental education -environmental responsibility and its problems.2. Economic education - acquiringconsciousness of direct participation in theeconomic development of society and economicconduct.3. Modern health education - educationfor leisure activities, nutrition education, sexeducation, education, modern housewife.4. Population Education - refers tospecific populations.5. Intercultural education - promotion ofinternational cultural coperării.6. Human rights education - developingattitudes of tolerance, respect and solidarity.7. Education and mass mediacommunication - speech recovery capabilities.8. Education for leisure activities.Regarding education for leisureactivities, it is recorded that sport is a culture ofbody, evolving into a consumer market news,sports, leisure type (recreational) belong to acultural dimension. It requires that the socialvalue of the current generation, which mayinfluence the behavior of these new sports andlife forms to carry on traditional activities,sports festivals, folk dances, festivals, and newguidelines for the type eurhythmy artisticexpression, modern dance , aerobic dance,music, art, fitness, sports games, jogging, toapprove the formation of attitudes and leisurehabits of practice, aimed at training humanimplications of contemporary health hazardprevention: stress and anxiety, physicalinactivity and obesity, the environment andRight hemisphereNonverbal - the consciousness of things, but minimalconnection with words. Verbal stimulus (tone ofvoice).Synthetic - puts things together to form wholesActual - refer to things as they are in the momentregeneration, the Internet and the book,movement and nutrition.Globalization of products, the explosionof advertising and media, the emergence ofmany jobs in confined spaces (buildingsvertically, air conditioning, long corridors,computer), sedentary lifestyle, tend to causephysical sport and to lose the moral substratumagainst personal goals of health, leisure timeconsumed, the pleasure of living in anenvironment as natural, social distinction, hereare some issues that contemporary society mustnot overlook.Leisure behavior of individualsdepends on: the profession, competence, groupneeds, the capacity for cooperation. Sport is ameans of training the group through a stimulusresponserelationship with nature through thefirst relationship with the psyche. All theserealities are the privilege of continuingeducation activities through movementrehabilitation that spare time is consumed.Lifelong LearningLifelong learning is all ways for peopleto inform and shape continuously in order todevelop the individual personality andparticipation in the advancement of society.School physical education contributesgreatly to continuing education completion(health, socialization, environment).Home is the adaptive function ofpersonality, to produce correct answers torequests for natural and social environment.Sports Personality develops somecommon features such as: the need for activity,the need to dominate, the need to affirm theaction, the need for pragmatic reasons, the needfor communication.Preparation of human complementseducation. Consumed leisure activity (leisure)seeks enhancement of human resources forhealth and wellbeing, taking part in the processof human training.269

MESSAGESThey may be perceived differently by the general public- Mass / media- Family (inherited culture, financial resources)- School (areas / Holy Town related / final)- Politics (how we manage human resources and health)COGNITIVE- thinking- Memory- imaginationDeveloping at theintersection of scienceand social sciencespsychology studyhuman mental activitymanifested in theprocess of knowledge,learning, work,communication,creative.HAZARDSbioethics (cloning,genetic mutations);- obesity;- Internet;- anxiety/distortion.LEISUREProcess for preparinghuman implicationsprophylaxis:health, stress;environment.Exercise, in additionto the contributionthey make tomaintain andimprove health,reduce risk of stressand anxietyE T H I C SA new psychological dimension focuseson the culture of sport as a means of solvinghuman problems, asked to focus on learning:imitation, socialization, literacy, the skills,manners.Sport as part of the leisure elements ofsocial consciousness with language andeducation, has a universal and permanent moralrules depends on legal, social control,administrative, common goods. Sporting valuesare part of nature (human nature), ethicseducation (moral) that athletes develop arespect and is the expression of the spirit(human contact with outside forces soul)subjective incorporated into the objective worldby means of norms, rules, principles of conductthat tend to be absolute: Well, nice and right.In this respect we refer to the sport forhealth. School contribute to the knowledge anddifferentiating features of adaptation toexercise. The desire to improve health andadaptive capacity through exercise, withoutknowing to know their actual capabilities, oftenleads to incompatibility effort - systems andfunctions. Body differs from the untrainedtrained through a cheaper physiologicalfunctioning both at rest and at moderatephysical demands. Improving long-termadaptation is achieved only under conditions ofconstant requests from long-term exercise.Small steps are taken under a consumersociety to bring sporting activity to the rank of"Sports for All", ie health sport and recreation,to find the best offers programs both at schooland in adults, which aim towards increasingaffluence of young people to freely practice asport or institutionalized.In the context of new education,requires the differentiation of information takenfrom newspapers and spoken, especially giventhe students information on the Internet. Therecan be no accumulation of new procurementskills that are not scientifically thus can formskills, work can be channeled to a healthylifestyle.Advertising is often the echo of truth.Among the factors responsible for theshortcomings and difficulties of promotingphysical education and sport have decisionmakersby reducing the mass sports activities at270

school level by the lack of commercialsadvertising the expansion of visa-vi unlimitedand often aggressive advertising andadvertisements in other areas. Fortunately sportreceive moral support, images which mayexpress or imply a variety of ideas and states ofgood and beauty.Education and learningPhysical education as a processcontributed to the continuing educationspecialist, education is a systemic approach(each component of the educational processinfluences the others and they, in turn, isinfluenced by other components).System components are: the goals andobjectives, learning content, teacher andstudents, teaching strategy, assessment, betweenthese components establish different types ofrelationships (causal, organization, mailing - ieit complements the functional nature) - forexample: identifying goals and objectives anddetermine the performance assessments ofskills.Learning content is the mainachievement of educational objectives,depending on the specific content taught and theobjectives pursued, the teacher can choose thetype directive strategies (algorithms) orpermissive type (heuristics, creative).Component of physical education andsport is given adult personality development.In the context of the creative dimensionof personality refers to "a complexpsychological traits and skills, which underfavorable conditions, generate new products andvalue for society."Creativity in education training can bedone by:- Cultivation of innovative thinking;- Professor attitude, his relationshipwith students. It is not indicated his positionauthoritarian, despotic somewhat, because itcreates emotional blockages;- Formulation of educational objectives.To develop creativity, to avoidbottlenecks (external obstacles, inhibitoryfactors) and to stimulate creative potential. Thegame takes positive failures / barriers ofcommunication.Inhibiting factors of creativity in schoolCharacteristics of students: the views ofcolleagues intolerance, devalued selfperception,captured in statements like "I havenever done anything particularly" ridiculousfear, conformism, the tendency to interpret anystructure to be closedTeacher characteristics: somebehavioral situations, such as sanctioningaudacity to ask awkward questions, putexcessive emphasis on competition orcooperation in the classroom, early criticism,the use of phrases like "that's not logical," whoknows the correct answer "" Can you prove "theemphasis on reproductive neapreciereasufficient originality.ConclusionsIntegration of content by switching to amechanical learning, undertaken on a principle,the assimilation of theoretical knowledge todetail not only the effects but also their causes.Training the students' self-regulationmechanisms and by addressing sociopedagogicalpositions.Physical education for the physical act,but also for psychic phenomena and personalitytraits, also by its specific activities, physicaleducation and acting on the functionality of thenervous system, thereby improving intellectualactivity.References1. Anghelache, V. Editura Fundaţiei Universitare„Dunărea de Jos” Galaţi, 2006.2. Dragomir, P., Scarlat, E. Educaţie fizică şcolară (Reperenoi – mutaţii necesare) - Editura Didactică şiPedagogică, Bucureşti, 2004.3. Marcu, V., Filimon, L., coord. Psihopedagogiepentru formarea profesorilor - ediţia a III-a revăzută şiadăugată. Editura Universităţii din Oradea, 2007.4. Neacşu, I. Instruire şi învăţare – Editura Didactică şiPedagogică, Bucureşti, 1999.Educaţia fizică şi sportivă în contextul noiloreducaţiiC u v i n t e c h e i e : educaţie, personalitate, pregătireumană.R e z u m a t : Educaţia fizică ca proces specializatcontribuie la întregirea educaţiei permanente,educaţia are o abordare sistemică, (fiecarecomponentă a procesului de învăţământ leînfluenţează pe celelalte şi, la rândul ei, esteinfluenţată de celelalte componente).Componentele sistemice sunt: scopurile şi obiectivele,conţinutul învăţării, educatorul şi elevii, strategiadidactică, evaluarea; între aceste componente sestabilesc diferite tipuri de relaţii (cauzale, deorganizare, de corespondenţă – adică se completează,de natură funcţională) - de exemplu: scopurile şiobiectivele determină identificarea şi evaluareaconţinuturilor îndeplinirea competenţelor.Conţinutul învăţării este mijlocul principal derealizare a obiectivelor educaţionale; în funcţie despecificul conţinutului predat şi de obiectiveleurmărite, educatorul poate alege strategii de tipdirectiv (algoritmice) sau de tip permisiv (euristice,creative).Componenta educaţie fizică şi sportivă în rânduladulţilor este dată de dezvoltarea personalităţii.În contextul dimensiunii creative a personalităţii seface referire la „un complex de însuşiri şi aptitudini271

psihice, care în condiţii favorabile, genereazăproduse noi şi de valoare pentru societate".Sports et de l'éducation physique en etudesnouvellesMots clés: éducation, personnalité, formationhumaine.Sommaire: L'éducation physique comme unprocessus a contribué à la spécialiste de l'éducationcontinue, l'éducation est une approche systémique(chaque élément du processus éducatif influe sur lesautres et, à leur tour, est influencé par d'autrescomposants).Les composants du système sont les suivants:les buts et objectifs, des contenus d'apprentissage,enseignants et étudiants, l'enseignement de stratégie,d'évaluation, entre ces éléments en place différentstypes de relations (de causalité, de l'organisation, dediffusion - c'est à dire qu'il complète la naturefonctionnelle) - par exemple: l'identification desobjectifs et des objectifs et de déterminer lesévaluations du rendement des compétences.Contenu d'apprentissage est le principalmoyen d'atteindre des objectifs pédagogiques, selon lecontenu de l'enseignement et des objectifs spécifiques,l'enseignant peut choisir les stratégies de typeannuaire (algorithmes) ou de type permissive(heuristique, créatif).Composante de l'éducation physique et dusport est donnée au développement de la personnalitéadulte.Dans le cadre de la dimension créative de lapersonnalité se réfère à «un des traits psychologiquescomplexes et des compétences, qui dans desconditions favorables, engendrent de nouveauxproduits et la valeur pour la société."THE COMPETITION ATHLETE ISSUES IN ENGLAND IN THERENAISSANCE PERIODTurcu Dionisie Marian,Todor Raul,Stanciu MirelaUniversitatea ‖Lucian Blaga‖ din SibiuAbstract: Structured as a distinct social phenomenon with a qualitativedetermination of its own, the phenomenon of physical exercise practice, thisparticular form of human action is a necessary and ongoing component of sociallife.Research in the realm of scientific knowledge has to solve the problem of thehistorical origin of exercise, their evolution, the essence and structure of thephenomenon in which such activity, their social role, etc.. It will present someaspects Running practice in England beginning in the Middle Ages.Keywords: running, exercise, research, history, etc.English History in the field of physicalculture, Peter Lovesey, in his work we presentfurther foray into athletics history in England,very interested and informed especially inregard to history clubs.We find from the diary of Samuel Pepysshowing unusual interest in things from a royalrace of 1663. We do not know whether KingCharles II had ever practiced athletics - theconventional type - but the answer is positive interms of some of its predecessors. Thus it issaid that Henry V surpassed in running a deer,and Henry VIII, before the marathon morning,used his strength in throwing the hammer,weight, and jumping in the race to cross. Thenobles of Stuart and Tudor times is dominatedwanted to be regarded as first tier athletes.There is documentary evidence that Sir PhilipSidney (1554-1586), who this male ideal of theElizabethan era was the best at cross countryand jumping. About the first Duke ofBuckingham (1592-1628), the favorite of JacobI's court, saying that "no other man to run orjump better", and about James Scott, Duke ofMonmouth (1649 -1685), pretender to thethrone, he "won the cross country racing shoesto boots, from nimble runners wear shoes."According to the testimony ofVenerable Bede, England came from athleticssec. VII, when St. Cuthbert (634-687) wasunbeatable in the vault, running and wrestling.Following centuries are rich in data on specialracing tracks held on the field or on open land.In England there were two strong but separatetraditions regarding physical exercise, namely:representatives of classes made up practicing"manly exercises, while ordinary peoplecompeting to be amused in rural sportscompetitions.272

People considered athletes as a form ofrelaxation after the religious ceremonies of theholidays, or settlement, small towns. Running,jumping and throwing the weight, along withdances, wrestling and football since the MiddleAges were regarded as popular forms ofentertainment. Men and women, old and youngcompete for prizes in general had a practicalnature - the usual shirts, thick linen shirts, hats,different kinds of cheese and hunk of meat. Andsometimes the prizes were more consistent.Addison, writing in "The Spectator" aboutsports competitions in the region of Bath, fromthe eighteenth century, stated that "as a percompetitorwas lucky to win here and amistress," 'and that' s very normal for a slim andsmart girl or herself and the country to earnboth a husband and a thick linen shirt. " Despiteactions to suppress the entertainment andgames, King Edward III, alarmed that freepeasants neglected British archery, throwing theweight of smoking, and at a certain time thePuritans had banned "all sports and publicentertainment" , but nevertheless somefestivities continued. Most fairs have gone inthe first quarter of the nineteenth century. Theirtraditional place in many cities in the timing ofthe Easter races held in the summer months wastaken from athletic competitions.Races were as prizes in burlap shirts andvarious cheeses. This does not present any kindof interest but made up for the classrepresentatives. They would be much moremotivated to practice athletics. It was a kind ofpreparation for life. In his crucial role ineducating the ruling classes "The Boke Namedthe Governour" (1531) Sir Thomas Elyotconsidered running, jumping and throwing inthe year to be part of every gentlemannecessary. Moreover, he argued that the jog is"both a great year and a commendable form ofrelaxation, a feeling we experience everyrunner. This message has been receivedenthusiastically in at least one public school.Richard Mulcaster, the first director of theMerchant Taylor's School, devoted six chaptersof the book "positions" (1581) athleticism.Unfortunately, representatives of theseventeenth and eighteenth century were lessinterested in the practice races. In most cases,sport in schools has been maintained moreamateur than specialists. Only the 1834 horseracing barriers at Rugby, where in 1837 it saysthat Crick Run was considered the winner, wasthe year which have been officially declaredEtton running races over the fence. Inuniversities, and less progress was evident.Only in 1850 was established the first annualtournament at Exeter College at Oxford.But do not neglect athletics wealthyclasses. They organized private competitionsrunning, as described by Pepys. Crosses, wellknown among those who ran gambling, werepromoted and patronized by the gentry, wheretheir subjects are among the competitors. Thosewho ensured the century. XVII messagingbetween rural and urban areas were professionalrunners. They proved to be more swift and moreconfident than forecast due diligence.Defending against them by their masters whowere attacking them or against those whoproclaimed themselves runners. When thequality of roads has increased, they had otherduties, in the mid eighteenth century crosscountry races were part of the sport even more,there were runners earned their living throughthe cross.In the early nineteenth centuryaristocracy no longer control the cross races.There were runners who were denied theiremployers withdrew from this activity. Replicaruling classes was the participation andorganization of their own race. Thus, a Scottishlandowner, Robert Barclay Allard, later knownas the Captain Barclay, bet a thousand guineasthat is able to pass 90 miles 21h1 / 2. It hashowever lost and lost. Fire tenacious, hedoubled the prize and he has given a chance. Helost again. Barclay who represented him did nothesitate to increase your bet to 5000 guineas,while Barclay has not proved to be so shaped asit seems. On November 10, 1801, he addedanother hour race, and this encouraged him tosupport the race. He obtained a number ofsuccesses in long distance cross country racesof between 440 yards and two miles, over longdistances proved to be insurmountable. Allthese successes have led to the development ofathletics. In both races attending nobles,officers and wealthy. In terms of number ofspectators, rivaled fisticuffs. More than 10,000people gathered at Newmarket in 1809 to seeCaptain Barclay to race 1,000 miles, a pace ofone mile per hour. For this he received £16,000, probably the biggest ever prize everwon by an athlete for a single race.In the next 40 years, cross country racessaw great popularity, though beginning toflourish around 1810. Steady urbanization ofEngland led to the establishment of professionalathletic organizations, which were developedespecially in large industrial centers. Controlover the cross country races began to take moreoften in pubs in Birmingham, Manchester,Newcastle, Sheffield and London than in clubsor mess. More and more representatives of thepoorer classes have turned the race into a sourceof income, although gains were very smallprevictoriene standards. At stake was usually 5273

pounds and can grow to 100 pounds if the valueof the championship races (official)."Exploitation" was great, so that few athletescould pierce without supporters. Inevitably, it ispracticed all sorts of tricks: the backlog in orderto lose a race, concealing the true physicalform, etc.. The name they adopt runners, thename inspired fear and respect - YoungEngland, North Star, catcher crows, etc.. - Butfailed to mask the low reputation of this sport.But there is another side issue. Runninghas brought many changes, he never trustedenough landowners century sports. nineteenthcentury in order to build modern athleticmeetings. The first tracks were built in the late1830 and in 1850, there were at least 12 majorcities land runways. They ranged in size andshape - the first around the cricket field "Lord"(1837), was a narrow track for races for 2 - andgenerally were covered with gravel andspecialist surveyors measured. The fact that theexact timing was increasingly led to thepossible publication of results. They began todevelop the track racing with those on land andallow the cups and straps for jumpingchampionships. The most popular racingdistances were: 110 yards, 440 yards, 880 yards,1 mile, 2 miles 4mile, 6 miles, 10 miles. In his40 years' samples showed an increased interestof fencing. Regarding clothing, 1850 runner wasvery modern. He wore shoes (sports) sharp andsilk shorts. Only when the ladies race andwitnessed, they are wearing tight pants leg andlong sleeve shirts!Cross has seen an unprecedenteddevelopment. How many attended a race and betaround 25,000 spectators. These athletes formedthe fierce competitions. They race to get thebest results, not necessarily records, although in1844, George Seward (1817-1883), an Americanwho settled in England, he ran 100 yards in 9.1/ 4 seconds in 1849, Henry Reed ( 1825-1874)ran 440 yards in 48.1 / 2 seconds, and in1854.880 yards in 58 seconds. In 1845, WilliamJackson (born William Hewitt in 1821 andknown as "American Deer" ran 11 miles and 40yards in one hour.Although Cross has reached a certainlevel of technical development, he remainedworking class sport. In a society where socialclass has a role, what would happen if anobleman would like pointed shoes footwear(with nails) and compete. " Some army officers,and Sir John Astley (1828-1894), bravely, tookpart in running races on land, is consideredamateur, but compete with those who practicedthe sport as professionals. No matter that thoserunning the betting competing, because, asAstley said in his memoirs, "any amateur was agentleman, whether run for money or honor, orboth, - I combine them both. Others, less bold,met at sunrise and ran on Primrose Hill or otherlarge areas of London."In the next decade, appeared inuniversity athletics. Exeter College since itsinception in 1850, were quite strange. A groupof students disappointed with their results to theraces with obstacles kept in the college,proposed a pedestrian race, the country road anda winter competition in Exeter, according to thelaws of the club jockeys, who went weighing upto guard leaders, or the introduction of aconsolation prize for "horses" (runners) losers.Then sports were introduced in other colleges asthey were at Oxford and Cambridge, it wasbeing "muscular Christianity" 'when the practicebecame a game of trust in public schools only,over time, were able to take the evangelizationof the universities. In 1853, CambridgeUniversity invited a professional long jumper tomake a demonstration in front of teachers andstudents, jumping 8.53 m. This initiative had apositive echo, because the first was founded atCambridge University of Physical Educationand Sport in 1857, and în1860, was also set up auniversity similar to Oxford. Pretty much thesame time, a lawyer from Cambridge, namedJack Macdonald, who, like Astley, organize andparticipate in amateur races on the existingland, had a decisive role in convincing athletesto give up heavy sweaters and boots cricket andmove on shorts and pointed shoes. In December1861, Macdonald brought him to Cambridge,the most famous runner, the Indian Americanleg of deer (Hagasadoni known as the LouisBennett, 1828-1897). 6,000 spectators,including the Prince of Wales, have watchedhim win a race for six miles. The fact that thefuture king would have had to patronize such arace after the race and that he welcomed thewinner and had lunch together at TrinityCollege led to a little scandal, but does notserved only to enhance athletic movement bothin Cambridge and on a much wider area.Influenced by the middle class, runningback gained in importance. In addition tomembers of the community schools, universitiesand the army there were others who wanted torun the American Indian. Business people whowanted to exercise, especially on Saturdayafternoon, they could go boating or play cricket,but no athletics club. In winter, Rowing andcricket were interrupted. Cricket Ground "WestLondon" at Brompton was used to run. Whywould this land have been used by people with agreater reputation? Therefore on 30 November1861, West London Rowing Club has leased theland and cross country races held between itsmembers. They had so much success that theywere regularly and repeatedly opened and274

people were not club members. William Price,manager of Hakney Wick land, offered a silvercup for a race of men with disabilities. It washeld on 26 July 1862. Walter Chinnery (1843-1905), the first rig that would run a mile in lessthan 4.12 minutes, recalls how race came to apair of shoes with leather shoes and TeddyMills, the famous runner long haul, which wasthe companion of one of the contestants, "I tookpity on me and gave me a pair of shoes cross."He was defeated by Major Honorable ArtilleryCompany of Spicer. Chinnery had to waitalmost a year to open up an athletics club inLondon. It was founded by business men intown have organized races in Brompton Cross inJune 1863 and called it Mincing Lane AthleticClub.Athletics has developed not only inLondon. At Liverpool in January 1862, CharlesMelly and John Hulley Athletic Club wasfounded in Liverpool. It was developed with thelocal volunteer brigade. Voluntary movementhas been reactivated since 1859, when therewere fears that Napoleon III was going toinvade England. Hundreds of thousands ofpeople across the country were enrolled inshort-defense units, making military trainingevery weekend. In preparation for their sportwas included. On 14 June 1862, the paradeground at Mount Vernon, Liverpool was thescene of a real Olympic competitions.Fascinating idea of resuming the ancientOlympic Games have had more people. Anattempt has been isolated in England in 1612.When Captain Robert Dover (1575-1652) withthe support of King Jacob I general (1603-1625), made to his residence at Costwold,Olympic type games.It is interesting to note that the programincluded running races, throwing the hammer,fencing with sticks, fighting, walking andstanding on the hands (probably acrobaticsgymnastics) and ball games. In some samples,and women were invited to participate. Niceidea but has not caught era conservatism (notnecessarily the UK) was stronger. Wascommendable initiative.ConclusionsAt the end of the presentation of thissequence to practice exercise in the present era,we can say today that these gains can not beconceived without human spirit andparticipation in this activity.There is no doubt that the athlete andthen, but now, he just does not make a physicaleffort, it is not just a bundle of nerves andmuscles. It manifests and participates with hiswhole spiritual being obsessed by the desire toconquer, overcome with emotion andsatisfaction of winning the contest. and viewerscan live the same drama and sometimes moreintense.Bibliography1. GRAHMAN, G., Revue Actes de la Recherche et SciencesSociales, nr.6, decembrie, 1976, p.4.2. KIRIŢESCU C., Palestrica, Editura Sport Turism,București, 1965, p. 328-329.3. LOVESEY PETER – The Official centenary history of theAAA Awateur Athletic Association, Quinnes SuperlativesLimited, London, 19794. POSTOLACHE N., Onoare lui Evanghelie Zappa,Profexim, 1996, p. 42.5. TURCU Dionisie Marian, „Educaţia fizică în Europa şiTransilvania din secolul XV până la al doilea războimondial”., Teză de doctorat, Universitatea ”LucianBlaga” din Sibiu, 2001.Aspecte privind întrecerile atletice din perioadarenașterii în AngliaRezumat: Structurată ca fenomen social distinct, cu odeterminare calitativă proprie, fenomenul depracticare a exercițiilor fizice, această formăspecifică de acțiune umană reprezintă o componentănecesară și permanentă a vieții sociale.Cercetare pe tărâmul cunoașterii științifice are derezolvat problema originii istorice a exercițiilorfizice, a evoluției lor, a esenței și structuriifenomenului în care se desfășoară această activitate,a rolului lor social, etc. Se vor prezenta în continuarecâteva aspecte privind începutul practicării crosuluiîn Anglia în Evul Mediu.Cuvinte cheie: cros, exerciții fizice, cercetare, istorie,etc.Les questions de concurrence dans athletic enAngleterre, periode renaissanceRésumé: Structuré comme un phénomène socialdistinct, avec ses propres détermination qualitative, lephénomène de la pratique d'exercice physique, cetteforme particulière de l'action humaine est unecomposante nécessaire et en cours de la vie sociale.La recherche dans le domaine de la connaissancescientifique a pour résoudre le problème de l'originehistorique de l'exercice, leur évolution, l'essence et lastructure du phénomène dans lequel une telle activité,leur rôle social, etc. Il présente quelques aspects dufilm la pratique en Angleterre début du Moyen Age.Mots-clés: course, exercice, la recherche, l'histoire,etc.275

SPORT-BY MEANS OF COMMUNICATION CAPACITYMANIFESTATIONLect. univ. dr. Pomohaci Puiu MarcelConf. univ. dr. Sanislav MihaiLucian Blaga University, Faculty of Sciences, Department of Physical Education and Sport,SibiuSummary: Man is by definition a social being, the essence of this communication isthe ability of man, that is very specifically human capacity to establish a particularrelationship with himself and with other fellows. Here is information about thetype of relationships that occur wherever people interact. The ability tocommunicate there are two parts, first language, communication predispositionson physical and mental and social one, developed after a formative process,learning the rules for communication. The difference between the twocomponents is that the first is finished genetically, being hereditary, and thesecond is acquired through education. Man is not just a human being, but anentity endowed with the will, emotions and feelings, individuals who performphysical exercise is not just a robot that executes some commands, but an activesubject that has certain goals.Key-words: communication, physical motion, features.ContentStudy of physical movement was alwaysa field of investigation for teaching science,but it is a little investigated field of socialsciences and here we refer to communicationthrough sports. Continuing to explore this areawould come, perhaps, to increase efficiencyconclusions sports, and communicationproblems.Why, say communication problems, becausethe individual in sport or physical activity toexpress himself and beyond his addiction toexecute certain moves at a differentlevel of development according to motricperforming such moves as possible certainquality parameters, which aims expressivenessand relevance of psycho physiological traitsof the individual. From the above it followsthat any physical movement can be anexpression of the ability to communicate,in fact, the literature refers to the 'bodylanguage, expressive and relevant non-verballanguage in human relationships. The literatureillustrates a variety of meanings of variousbodily manifestations. This ability tocommunicate is different from one sport toanother, for example, simple gymnasticmovements and those of an individual orrhythmic gymnastics or other sports.What can communicate throughphysical movement at the level of competence?The entire range of human emotions, all humanspecificfeatures and its spiritual manifestations.Not a few times with a sport or artisticexecution is compared with the art.Also through are sports which are emphasizedcertain features such as: strength, speed,strength, etcProfile of adolescent training was amatter of dispute between specialists in socialsciences and humanities. Body movements,hand position, seeing the ... however tell usmuch more about a man than what we say inwords.Gestures, eyes, body movements arecontrolled by the unconscious mind and thatthey generally express what we really are.What matters in communication? 55 items ofnon-verbal language: mainly facial expressions,gestures and posture.Paralanguage: intonation and inflectionof voice, words.Proxemica distances is the science thatstudies the role of communication, adoption of abehavior, attitude and social position to indicatethe speaker / audience, setting up rules /regulations in the act of communication.There are four major types of distancecommunication, identified by Edward T. Hall:1) intimate distance - close - reservedarea close friends, children, remote area(more than ½ m): handshake;2) personal-area nearest distance (0.5 to0.8 m), reserved for those close ¸ remote area(0.7 to 1.3 m) - limit physical domination,offer a degree of familiarity for interpersonaldialogue.3) social distance - the nearest (1.2 to276

2 m) - reserved for casual conversations: can be be strongly associated). However, those who areused to indicate dominance, superiority or aggressive on the field are not necessarily the samepower, remote area (2 to 3.5 m) - used for social in family relationships.relations, allows a freedom of behavior.Coherent behaviors in different4) public distance - the nearest (3.5 to situations is far from being always very strong,8 m) - suitable for briefings, visits, remote area some flexibility is observed behaviors(more than 8 m) reserved for politicians, depending on the situation and context.emphasizes personal domination. It is importantto keep in mind the cultural differences.Athlete must adapt to a different bodilyTherefore, some critical theory the notion ofcharacter (intended as an internal device thatallows a general explanation), which is relativeexistence that is not always an easy mastery. depending on individual dispositions andOwn image (body schema), focuses situatiionali factors. Some studies have shownprogressively representing the core of how the anxiety trait may vary depending onconsciousness and self-reference and the courtalso in regulating motor actions.different situations (social evaluation, physicaldanger, ambiguous situations and everydayEducation body expressiveness, use situations).non-verbal language, have rules as strict asthose of communication.In sports, movement indicators are usedintentionally or unintentionally to deceive theopponent, so that body work and sports, welldirected, is a language with special meanings.(Epuran M., 1982)To analyze the structure of our behaviorneed to have in advance a system of behaviors.Some theories postulates the existence ofAttitudes are most often expressed inbehavior through character traits. For example,attitude toward self is expressed by featuressuch as modesty, dignity, self esteem, selfconfidence,self confidence, etc.. You can callcharacter traits, those that meet a series ofrequirements:- are essential to defining human. arestabilized, durable, resulting in a constantexpression of the individual and allows thepersonality dimensions on which individuals are individual to anticipate future reactions.situated mainly in stable and can be describedin words: the traits.Observing, then describe the featuresallows individuals, through statistical means(factorial analysis) is structured observation ofhow these dimensions.Currently it is considered that the true- are consistent with all other (charactertraits means not isolated, but rather thansynthesized).are associated with a moral value. are specificand unique.Since 1948, Jean Maisonneuve analysisand other groups feeling self (inferiority ordescription of the five personality dimensions superiority) psychosocial feelings (vanity,("the big five"), which shows that bipolars sympathy, sociability) (after Zlate, 2000).factors. Aceste features are defined by theirpoles, they described the traits themselves.These features are (after Costa and Mc Crae):Emotional expressions have an important role inathlete development, namely:- Role of communication (it is known• Extraversion: warmth, gregariousness,outside the sport experienced emotionalself-confidence, activity, sensationstate, in contact with others, coach,seeking, positive emotions.• Agreability (be nice): trust, loyalty,family, etc.).- Role of influencing the behavior ofselflessness, cooperation, humility,others to commit acts (can complain toattention to others.• Conscientiousness: competence, order,sense of duty and desire to succeed,impress, etc.).- Role of self in order to adapt thesituation is.self-discipline, reflection.- Role of contagion (to be sent• Emotional instability emotional: and to provoke similar and others).anxiety, aggression, depression, selfcentered,Emotional expressions are not only animpulsiveness, vulnerability. individual significance, but also a social one.• Open: imagination, opens the fields of But if we were to analyze only theaesthetics, feelings, action, ideas, communication process itself through sports,values.the problem becomes very complex and requiresThese traits are quite stable, but stability islower in the young. If traits are internal provisionsallowing explain behavior in many situations,should we find a degree of consistency in behaviorhumanity (conduct alleged to hold a same trait andthat manifests itself in different situations, shouldan interdisciplinary approach. For example, inthe situation of disabled people through sport,physical recovery is an individual performsmore than normal people.Communication is related to the sameunderstanding of specific statements by both277

sides through the specific language (scientific,technical, pedagogical).A particularly important aspect ofphysical education teacher activity is specific.in this way the proper use of terminology,terminology of physical culture is an area ofscience called semiotics signs, a subsystem ofterms within the general signs of a language.More broadly, it encompasses the entirenomenclature used in the theory and practice ofphysical exercise.Role properties-language terminology iscrucial in achieving effective learning, anoptimal way of teaching communication of themessage, delivered by the teacher and thestudent's ability decoding its implications inunderstanding the requirements formulated bythe teacher and the development of correctanswers ( A. Stroescu, R. Podlaha, 1974).For the teacher teaching the language isnot only a pure means of communication, butalso the basis of vital activity. There is noproblem teaching that does not relate tolanguage, there is no educational process whichin one way or another, have not been andprocess languages (V A Mudrik, 1986). Anyinstructional discipline has its own specializedlanguage, which is manifested by occupationaland operationalization of concepts specificterminology. At the same time, in alldisciplines, but particularly in physicaleducation, language is primarily educationaland professional means of communication.The latest analysis of communicationthat emphasizes teaching the pedagogicalactivity is an occupation, but only within thosestatements, where professionalism, itsspecificity and activity are limited by spacetypology of human activity (SNDanail, 1989).Bibliography1. Baiasu, Gh, N., and colab.- Gymnastics, Ed. Sport-Turism, Bucharest, 1985.2. Barlogeanu, Lavinia - Psycho-pedagogy of art - Aestheticeducation, Ed Polirom Iasi, 2001.3. Bontas, John, - Education, Ed All, 1994.4. Campeanu, Melanie - Rhythmic Gymnastics Sports, EdRisoprint, Cluj-Napoca, 2000.5. Dragnea, A., Bota, A. - Communication through Sport,Didactic and Pedagogic Publishing House, Bucharest,1999.6. Leland, Lyon, P. - Communication between coach andsports, in SDP, 164, Bucharest, 1991.7. Motroc, I. - Communication sports, Didactic andPedagogic Publishing House, Bucharest 1996.8. Pomohaci, M. - Communication and social integrationthrough sport. Communication techniques, Alma MaterPublishing House, Sibiu, 2009.9. Pomohaci, M. - Communication in Physical Educationand Sport, Alma Mater Publishing House, Sibiu, 2007.Sportul –mijloc de manifestare a capacităţii decomunicareRezumat: Omul este prin definiţie, o fiinţă socială,esenţa acestui lucru îl reprezintă capacitatea decomunicare a omului, adica tocmai capacitateaspecific umană de a stabili relaţii de un anumit tip cusine şi cu ceilalţi semeni. Aici fiind vorba de relaţii detip informaţional care se manifestă pretutindeni undeoamenii interacţionează.În capacitatea de comunicare se disting douăcomponente : cea nativă, dată de predispoziţiile decomunicare de natură fizică şi psihică şi una socială,dezvoltată în urma unui proces formativ, de învăţarea regulilor de comunicare. Diferenţa dintre cele douăcomponente este aceea că prima este determinatăgenetic, fiind ereditară, iar cea de-a doua sedobândeşte prin educaţie. Omul nu este doar o fiinţă,ci şi o entitate dotată cu voinţă, afecte şi emoţii,individul care execută un exerciţiu fizic nu este doarun robot care execută nişte comenzi, ci este un subiectactiv, care are anumite ţeluri, scopuri.Cuvinte cheie: comunicare, educatie fizică,caracteristici native.Sport-au moyen de la capacite de communicationmanifestationRésumé: L'homme est par définition un être social,est l'essence même de la capacité de cet homme àcommuniquer, que la capacité propre aux êtreshumains de déterminer avec précision la relation dequelque sorte avec lui-même et avec d'autresboursiers. Voici des informations sur le type derelations qui se produisent partout où les gensinteragissent.La capacité de communiquer, il ya deux parties, lapremière langue, les prédispositions decommunication sur un physique et mental et social,élaboré après un processus de formation,l'apprentissage des règles de communication. Ladifférence entre les deux composantes est que lepremier est terminé génétiquement, étant héréditaire,et la seconde est acquise par l'éducation. L'hommen'est pas seulement un être humain, mais une entitédotée de la volonté, les émotions et les sentiments, lespersonnes qui effectuent l'exercice physique n'est passeulement un robot qui exécute quelques commandes,mais un sujet actif qui a certains objectifs, les buts.Mots-clés: communication, éducation physique, lescaractéristiques d'origine.278

SPECIFIC FACTOR OF THE GAME - RACQUET STRINGING ACOMPONENT OF MATCH PREPARATIONIN PROFESSIONAL TENNISCezar HONCERIU (F.E.F.S. Iaşi)Victor HĂNESCU (ATP)Gabriel BRĂNIŞTEANU(Star Stringing Cathedral City California)Abstract: In professional tennis, match preparation is realized to the smallest detailregarding the game’s components and/or training, known being the fact that littlethings can make a big difference on the court. Besides the traditional game factors(technical, tactical, physical, biological, psychological and theoretical), tennisimplies a special one: racquet preparation, with emphasis on the importance of thestring choice and stringing job. The string type and tension is chosen accordingly tothe player’s style of play and the level of absorbtion of the frame, an additionalfactor to be considered being the atmospheric conditions.Key words: string, tension, evolution, climactic effects.Introduction. Racquet strings can bedivided in two main categories: natural andsynthetic. Natural strings are made from cowintestines through a complex process. Itsprincipal characteristics are its superiorelasticity, stable tension, and liveliness.However, they are very expensive and affectedby weather conditions. Examples of natural gutstrings include: Klip Legend, Bow BrandChampionship, Pacific Prime Gut and BabolatVS (which has been produced since 1875, andwas used by Ilie Nastase). Synthetic strings,respectively, are divided in two groups: nylonand polyester. They are high-tech products,constantly improved in order to get as close aspossible to the performance of natural gut,while having a distinct durability advantage.The higher the string tension, the more controlit has, but at the expense of power. Lowertensions have more power, but less control.Evolution and analysis. String tensionis a matter of personal preference and the bestway to find the ideal tension for someone‘sstyle of play is through repeatedexperimentation with different tensions.Therefore, different levels of string stiffnessmust be tried out. Additionally, the racquetframe, its shape, and more specifically, itsstructural material composition can influencethe type of string and its tension. Moreover, astiff frame with a small head size would need alower tension and preferably a softer string. Aflexible frame requires a higher tension and astiffer string in order to obtain a favorablebalance of ball control.Although poor technique is generallythe main cause of joint sprains and tennisinjuries, the importance of the strings cannot beignored. Essentially, the string is the onlyelement that makes the initial contact with theball at speeds of over 100km/h. Below, we willattempt to summarize strings and theirproperties, weighing not only the way theyrespond to impact, but also the vibrationfeedback they produce to the arm.For over 100 years, natural gut hasbeen the prime choice of tennis players for itssuperior feel, comfort, elasticity, and reaction toimpact. However, it has the inconvenience ofeasy breakage in today‘s stiff, widebodyracquets with open patterns, and also poorresilience to atmospheric conditions, likehumidity and extreme heat. As a result, in the1970s, technological advances made nylonmonofilament synthetic strings a viable option.Although cheap and durable, they lacked feeland control due to the ball‘s decreased ―dwelltime‖ (the time of energy transfer on impact).Natural gut remained popular as long asserve & volleyers such as Becker, Sampras andHenman were around, but as the game evolved(with more and more baseliners), its popularitycontinued to decrease. Two of the last artisansof the serve & volley game are Max Mirnyi,who still uses natural gut at 22 kg tension andMichael Llodra at 23 kg. Natural gut offers that―ball pocketing‖ feel, enabling crisp volleys.We will discuss the development ofmodern racquets, firstly through thetechnological advancements regardingmaterials, and then, as a necessity, the creationof compatible strings.One of these technologicalbreakthroughs came about in the 1980s, namelythe invention of multifilament strings, a denselywoven fiber wrapped around a solid or279

sometimes hollow core. This created a materialclose to natural gut but more resilient, evenduring extreme atmospheric conditions. As ageneral rule, the tension must be lowered incold, wet, low altitude conditions (½ to 1 kg)and raised in hot, dry weather or high altitude.However, the increased elasticity was a problemfor players with modern, large head sizeracquets and fast swing speeds, resulting inpoor control. To counteract this elasticity, thestrings needed to be either pre-stretched orstrung at extremely high tensions, causingdamage to the frame. Jim Courier used Gosenstrings at a tension of 32 kg. Additionally,Chang, at the 1989 French Open, was one of thefirst pros to use synthetic gut, Prince Duraflex,at 29-30 kg and also Jeff Tarango with Yonex at30kg. A big problem was the fact that thestrings lost a lot of tension in a short amount oftime. In order to minimize losing tension duringthe stringing job, and also to avoid putting toomuch stress on the frame at those high tensions,the stringers used the ―boxy‖ or ―square‖method: after completing the mains, the stringwill go across the bottom of the racquet for thelast cross and then going up to complete the lastmain on the opposite side, then continuing withfilling all the crosses from the top down. Still,multifilament synthetic gut has remained morepopular at the recreational level.In the early ‗90s kevlar, a very solidmaterial (bulletproof), almost impossible tobreak, began to be used. It did not stretch at all,resulting in a perfect ―dead feel‖ preferred bymany hard-hitting baseliners. Agassi was one ofthe first users, although only for the mainstrings, combined with synthetic gut in crosses(Problend hybrid), which gave a newperspective to the game. This combo was theperfect choice to counterbalance his powerful107 sq. in. oversize racquet, and also gave himbetter ball control. However, the extremeharshness of kevlar made it unsuitable forintense play due to the tremendous vibration itproduced to the arm (especially on off-centershots). Kevlar fell out of players‘ preferences,but continues to be used to some degree only inhybrid set-ups, usually on the mains (at about20% lower tension), with synthetic or naturalgut on the crosses. This combo reduces theharshness significantly while still maintaing theexcellent durability kevlar is famous for.A big step forward was the introductionof polyester, a solid core string, with specificproperties. One of the first companies to marketthe product was PolyStar in the ‗80s. MichaelStich and Brian Gottfried were among the firstusers. It was a prime choice of strings for theirdurability and resilience, especially for claycourt players with extreme grips and heavytopspin. Tensions must be dropped in polyesterstrings by 10% compared to natural or syntheticgut due to their lack of power. As a result, anew generation of players, stronger and withfaster swings, grew up with and adopted thenew string as being suitable for their game.Among them were Alberto Berasategui, CarlosMoya and Albert Costa, all topspin baselineplayers.Luxilon, a high-tech Belgian chemicalcompany, manufactured the most succesfulstring, adopted now by about 60% ofprofessional players. The first notable topplayer to endorse it, after A. Costa at US Open‘96, was Gustavo Kuerten at Roland Garros in‘97. It is far less stiffer than kevlar, but has thesame ―dead feel‖, so the player can hit as hardas he can while still maintaing control. Itprovides excellent spin at medium tensions dueto its recoiling properties, allowing strings tomove freely. Among current players who useLuxilon are (note that all are power baseliners):Soderling (28 kg), Gulbis (29/28 kg), Verdasco(24/22 kg), Montanes (25 kg), Ferrer (24 kg),Ferrero (25/24 kg), Gasquet (24/23), Blake (30kg), and Nalbandian (23 kg). It has also beenused in hybrid combination, mostly in the mainstrings (Roddick-29 kg, Karlovic-27 kg, Serra-25 kg, Baghdatis-24/26 kg), but also in crosses(Federer, Chiudinelli, Ancic, Ljubicic,Stepanek). The big advantage of hybrids is thatthey compensate the stiffness of polyester withthe softness of gut (or synthetic), making itsuitable for an all court game.Another important aspect in choosingthe strings is the thickness, which variesbetween 1,10mm and 1,35mm. A thinner gaugehas better overall playability, including betterfeel, more spin and more power. The player willalways look for a balance between playabilityand durability.ConclusionsBesides the classic approach, tennisimplies a particular element, racquetpreparation, with its most important part: thestring and tension selection. String compositionhas undergone a constant evolution, influencingthe game itself, making it faster and morespectacular. The strings and tensions aredictated by the player‘s style of play, and thelevel of the frame‘s absorbtion can beinfluenced by the climate.Below is a chart of the playability of thestrings based on gauge and tension.280

STRINGTENSION POWER CONTROL DURABILITY COMFORTLOW INCREASED DECREASED INCREASED INCREASEDHIGH DECREASED INCREASED DECREASED DECREASEDTable 1 - Characteristics of tension hooks on strikeSTRINGGAUGE ELASTICITY DURABILITY SPIN COMFORTTHIN INCREASED DECREASED INCREASED INCREASEDTHICK DECREASED INCREASED DECREASED DECREASEDTable 2 - Characteristics of the diameter of the hooks on strikeBibliographyEvidence of racquet stringing in atp tournements:1) 1984 Congoleum Classic – La Quinta2) 1993 - 1999 Newsweek Champions Cup – IndianWells3) 2000 - 2001 Cincinnati Masters4) 2002 - 2008 Pacific Life Open – Indian Wells5) 2009 - 2010 BNP Paribas Open – Indian Wells.Factor specific de joc - racordarea rachetei partecomponentă a pregătirii de meci în tenisul deperformanţăRezumat. În tenisul profesionist pregătirea unuimeci se realizează pâna la cele mai mici amănuntepe fiecare dintre componentele de joc şi/sauantrenament fiind cunoscut şi recunoscut faptul cădetaliile mici pot face diferenţa pe teren. În afarafactorilor de joc clasici (tehnic, tactic, fizic,biologic, psihologic si teoretic) tenisul implică ocomponentă aparte şi anume pregătirea rachetei încadrul căreia o importanţă deosebită estereprezentată de tipul şi modul de realizare aracordajului. Tipul racordajului şi tensiuneaacestuia este ales şi realizat în funcţie de tehnicajucătorului, de nivelul de absorbţie al rameirachetei şi poate fi influenţat de condiţiileclimaterice.Cuvinte cheie: racordaj, tensiune, evoluţie, efecteclimaterice.Facteur specifique de jeu - racccordement deraquette, partie de la preparation de match dansle tennis professionnelRésumé: Dans le tennis professionnel lapreparation du match est realisé minutieusementsur touts les aspects du jeu parce qu′il est recconule fait que les detailes pouvent faire la différencesur le terain. En plus des facteurs de jeu clasiques(technique, tactique, physique et theorique) letennis entraine une autre componente specifique,plus exactement, le raccordement de la raquette. Letype ou le modèle du fil, la façon d′insertion ou latension de celui ci est realisé en fonction de latechnique du joueur, du niveau d′absorbtion de laraquette et il peut etre influencé par les conditionsclimatiques.Mots clé: raccordement de la raquette, tension,evolution, efects climatiques.281

THE EFFECT OF GAME CONDITIONS IN PLASMA INDEXES ONWOMEN SOCCER ATHLETESSotiropoulos A, Solomos A.Department of Physical Education & Athletics, University of AthensTopalidou A,Department of Medicine, University of CreteDafopoulou G,Department of Physical Education & Athletics, Aristotelion university of ThessalonikiMany surveys refer to the relationshipbetween exercise and enzyme parameters in theserum, and specifically to the relationshipbetween exercise and the changes that happen inthe enzymes which are released from theintercellular space. The research of such arelationship may be a basic ―index‖ for theprevention and handling possible consequenceswhich have occurred from the type and the kindof exercise is applied. So it was essential tostudy the kind and degree of the changes causedin the enzyme concentrations of the CreatineKinase (CK) and the Lactic Hydrogenase(LDH) after the formal event of the FemaleGreek Championship (2 x 45 min).PURPOSEThe purpose of the present study wasthe research of the enzyme levels of theCreatine Kinase (CK) and of the LacticHydrogenase (LDH)in a soccer match , withfemale athletes of the Greek FootballChampionship.MATERIAL AND METHODSIn present study 10 of a nationalcategory women athletes were examined, aged21,7 (TA=2,5). The study took place during2009-2010 gaming season in an official game ofthe Greek women football championship tryingto be of high level in the order to be possible tocheck. (e.g. crucial match, derby). All theexamined athletes played during the wholegame. The match took place on plastic lawns,with environmental temperature 12-15 degreesduring 15.00-17.00. The examined athletes wereprofessional athletes (training age M=5,15,TA=1,80 years) and had training 3-4 times aweek of varied intensity and duration (65-80min / training). The choice was made with therandom sampling method among severalvolunteers, after relative draw. The athletesconsumed minimum amount or no alcohol at alland didn‘t smoke. During the blood samplesthey didn‘t use any drugs and no pathologicalfinding was found after clinical examination.For their attendance in the research they hadbeen informed in every detail and had giventheir written consent according to thedeclaration of Helsinki 1975.The blood tests took place in themorning of the same day of the match in a stateof calmness, and right after the match. Beforethe test of the first sample, there hadn‘t been aneffort for exercise for at least 36 hours andunder that condition, the first sample was madethe control sample.The blood was placed in glass tubeswithout an anticoagulant and the centrifugationof the samples was done inside a half hourperiod after the retrieval, for 10 min at 2500rpm. The serum was kept at - 80 ο C.The determination of CPK was donewith the kinetic method, with CK NACHUMAN (LOT H067) reactor lab on aKONELAB analyst 30 by KONE Company.The determination of LDH was donewith the kinetic method, with LDH UV Liquid.Zafeiropoulos (LOT 9677) reactor labon a KONELAB analyst 30 by KONE Company.The levels of the Creatine Kinase (CK)and of the Lactic Hydrogenase (LDH) werestudied.STATISTICAL ANALYSISThe statistical analysis was donethrough the parameter control Student – t fordependable samples.RESULTSAccording to our results, there wasobserved:a/ an increase of the CK levels (tg =20.74, p < 0.001), andb/ an increase of the LDH levels (tg =7.57, p < 0.005)TABLE 1 N=10CK0h – 8h P < 0.001156.30 336.60LDH P

ConclusionFrom the conclusions of the presentstudy it seems that women football athletes arein biochemical recession, a fact that shows theurge to apply a special program of training andrest (relax methods and special diet) for thefastest reset and standardization of the body.Bibliography1. A. Sotiropoulos et al. (2008)CHANGES IN HARMONAL AND LIPID PROFILEAFTER A SOCCER MATCH IN MALE AMATEURPLAYERS. Serbian journal of Sports Sciences 2008, 2 (1-4): 31-362. A. Sotiropoulos et al. (2006)STUDY OF THE BLOOD PROFILE AND THEPHENOMENON OF HEMOLYSIS IN AMATEURPLAYERS BEFORE AND AFTER A FORMALFOOTBALL MATCH.Medical Chronicles. Volume 29, part 4 , page215-223Athens .THE EFFECT OF ORTHOSOMIC EXERCISES TOSTRENGTHEN THE MUSCLE GROUPS THAT CONTRIBUTE TO THECULTIVATION OF GOOD BODY POSITION IN THE PRIMARYSCHOOL STUDENTSAPOSTOLOS ARSENOS,TSERONIS COSTAS,TSERONIS THOMASDepartment of Physical Education & Athletics, University of AthensAbstract: The purpose of this study was to explore literature and to highlight theneed orthosomiki gym at the time of the course of Physical Education. Also stressthe influence of orthosomic exercises to strengthen the muscle groups involved inproper body position, pupils of primary school. According to modern researchersestimate the positions and postures affecting physical fitness and motor developmentof the trainee and inhibit or promote the transition from inactivity to move.It is obvious that the correct body position is one that ensures perfect functioning ofthe body and systems. The orthosomiki gym is the kind of exercise that aims toprevent, correct and strengthen the muscle groups that contribute to the uprightbody position. Physical education in primary education, establishes a basis forcurriculum, physical, spiritual, mental, social development, promote health andquality of life of students.During sports activities the upright body position ensures the implementation ofgymnastic exercises gymnastic program, concentrating his practice, the accuracy inexecution and proper respiratory function. Particular importance is attached to themethodological choice of exercises, so to exercise the symmetrically associates andcompetitors muscles involved in maintaining the upright body position andguarantee success in the orthosomias in sensitive age for primary education.Bibliography1. Guoliang Tao, Xiaocong Zhu, Bin Yao, Jian Cao,(2007). Adaptive RobustPosture Control of a Pneumatic Muscles DrivenParallelManipulator with Redundancy.2. Horak, F & Shupert., C (1994). The role of thevestibular system in posturalcontrol. In Herdman S, ed. Vestibular rehabilitation.New York:FA Davis. 22-463. Soames & Atha, J. (1981). the role of antigravitymusculate dyring quite standingIn man . Eyrorean Journal of Apllied Physiology, 47,159-167.283

FOUR-YEAR LONGITUDINAL STUDY OF PENALTY THROW INTEAM HANDBALLKoutouloulis A.,National & Kapodistrian University of Athens-Department of Sports Games-Greece,Findanidou T.,Solomos A.,Findanidis N.Teachers of Physical Education-GreeceThe purpose of this study is to investigatethe efficiency of shooting from 7 meters(penalty) in the period of time between 2007and 2011, to determine the contributionpercentage of penalties to the final score, toexamine differences between halftimes and toseek possible important differences betweenhome teams and visitor teams. All officialscore-sheets from the Greek A1 men‘s league (atotal of 132 games per season) during four gameseasons have been analyzed.Measured per season: the total number ofgoals, the total number of executed penalties,the goals achieved from penalties per game andper halftime, as well as the goals achievedthrough penalties by home teams and visitorteams. Calculated for each season: thecontribution percentage of penalties in the finalscore and the overall efficiency of penalties.Variables 2007-08 2008-09 2009-10 2010-11Total number of goals 6429 5752 ade 6191 6485Total number of penalties 1008 1030 1087 1073Number of goals from penalties 716 727 787 746Contribution % of penalties 11,2 12,6 12,7 11,5Efficiency % of penalties 71 70,6 72,4 69,4Successful penalties-A‘ (first) half 330 b 335 398 346Successful penalties-B‘ (second) half 386 392 389 400Home team‘s successful penalties 331 347 400 347Visitors team‘s successful penalties 385 380 387 399a: p

scissors and draw or paint a figure. Physical activity has a key role in the physical,cognitive and social-emotional development of the child.Key words: physical education, motility, coordination capacity, primary school,lesson.Practising physical exercise has beenacknowledged since ancient times as animportant contribution to the physicaldevelopment, as well as the ethical andaesthetic education of the individual.In education in general and in primaryschool in particular, teaching physical educationhas a very important role in point of thefavourable influence upon the process ofdeveloping and strengthening the body, and as adidactic process meant to favour the children‘sfast adaptation to the newest socialrequirements. Also, through physical educationone may achieve the balance of intellectualrequirements and psycho-motor and ludicalrequirements, which is of utmost importance inorganising didactic activities with pupils aged6-11.During a school year primary schoolpupils have to cover 68 lessons of physicaleducation, divided into 2 semesters of 17 weekseach, each week containing hours of physicaleducation. As it is well known, the developmentof coordinative capacities is achieved throughan especially created instructional situation,placed in the lesson structure immediately afterthe selective influence of the locomotiveapparatus. As a rule, this didactic action isallotted about 10 minutes, the pupils performingrunning with changes of direction, hurdleavoidance, placing and collecting objects,passing below obstacles, carrying and relayingobjects, handling the jumping rope or the circle,etc. the Methodological Guide of PhysicalEducation and Sport Curriculum Application inPrimary School elaborated by the Ministry ofEducation and Research provides for a numberof 22 lessons on the development ofcoordinative capacities, among which 9 lessonscount as main learning units, the rest of 13being seen as secondary. Thus, out of the totalof 68 hours of physical education per schoolyear, approximately 3 hours are allotted to thedevelopment of coordination capacities.Similarly, in order to develop the schoolcurricula drawn up and approved by theMinistry of Education and Research mentionunder the learning contents for the first twogrades only the coordination of motor actionsperformed individually, and for grades 3 and 4the coordination of body segments in actions ofincreasing complexity, the coordination ofactions in relation with a partner, objecthandling. All these learning contents aresubjected to the main objective ‖the extensionof the own background of basic motor skills,which are utilitarian applicative and elementary,and the development of the related motorqualities‖. These main objectives arecompulsory, together with the referenceobjectives, and the standards of curricularperformance. The reference objectives aredisseminated along the 4 years of school ,aiming at acquiring the capacity of performingmotor activities with the fastness indices,promptly and appropriately responding tovisual, auditory and tactile stimuli; performingmotor tasks with progressively increasingdegrees of complexity, body handling (running,jumps, climbs, crawls, tractions, pushes, etc.)only by the force of the muscles; performingand bearing uniform and variable efforts ofprolonged duration.An equal or approximately equalnumber of lessons as the ones devoted todeveloping coordinative capacities are allottedby the Methodological Guide to the other basicmotor skills. Thus, speed development is given22 lessons (9 as a main learning unit and 13 assecondary learning unit), strength development19 lessons (as a secondary learning unit) andendurance development 28 lessons (as asecondary learning unit).In the structure of the school year thecoordination capacity is approached at the sametime as speed (due to the mutually beneficialinfluences) in one main unit, being studied intwo times four lessons at the beginning of eachsemester, and in the initial part of the open airwork in the 2nd semester as a secondarylearning unit, focusing mainly on stimulatingthe reaction speed and performance inconditions of handling, placing, collecting,relaying, carrying objects. This secondarylearning unit is achieved through relays andgames, organised as competitions in aninstructional situation especially inserted in thelesson structure, usually after the ‖selectiveinfluence of the locomotive apparatus‖.Primary school includes pupils agedbetween 7 and 11, an age group that representsan essential moment in the child‘s life due tothe transformations it implies. Together with thefinal stage of kindergarten, primary schoolconstitues the first step in our shool system,compulsory for all pupils. In the case of youngpupils (before puberty 6 – 11 years of age forgirls and until 12 for boys), characterised byschool debut and impetuous gestural behaviour,it is obvious that they are attracted to sports and285

competitions. This age (children being smalland light) may be seen as a stage of extremeeasiness in learning, in acquiring basic technicaltraining.Coordination training, according tospecialists, has to be introduced when theplasticity of the nervous system is high (in preadolescence)and the motor habits have not yetbecome permanent. The coordination trainingscope changes at the age of adolescence, whenphysical development alters the movementhabits already formed. During this period themovement refining should be mire importantthan acquiring new motor skills. In postadolescencethe coordination training may againbe brought to a new level.The degree of manifestation of motorcapacities changes as the pupil ages. In asimpler version, 3 main periods of developmentmay be stated: an increasing period (relativelyfast) of motor capacities in childhood andadolescence, a ‖plateau‖ period and a gradualregression stage in adult life. The level andevolution of motor performance depend on aseries of factors such as sex, biologicaldevelopment, environment influence, physicaleffort, etc. As a result, certain sensitive andcritical periods were noticed in individualdevelopment and described in specialisedliterature. They are characterised by the factthat the body, in certain periods, responds moreintensely to external stimuli. On the other hand,critical periods are considered either as a stagewhen, if certain determined development effectsare to be obtained, it is absolutely necessary toapply certain stimuli, or a stagnation period, ifnot decline.The table below shows the model of thesensitive stages elaborated more than 2o yearsago by Volkov (Deutscher Tennis Bund, 1986),quoted by A Conzelman.Table 1 Model of the sensitive stages of motor capacities (cf. Volkov)No.MODEL OF SENSITIVE STAGESMotor capacities School age Puberty Adolescence1 Aerobic resistance XX XX XX2 Anaerobic resistance X XX XX3 Strength (intramuscular coordination) XX ? XX XX4 Strength (muscle section) X XX XX5 Speed (high strength component) X XX XX6 Speed (high coordination component) XX X ? X ?7 Motor capacities XX X ? XX ?8 Coordination (simple movements) XX X ? X ?9 Coordination (complex movements) XX X ? XXLegend: XX – high trainability; X – lower trainability; – not sureAll motor capacities can be positivelyinfluenced all through life by adequateexercises/ training processes (there are nocritical periods, in the sense that during certainperiods a certain motor capacity may beinfluenced). In point of the biological agingprocesses, the extent to which they may beinfluenced through appropriate trainingmeasures is quite high. In this respect, it shouldbe said that for instance aerobic resistance andmaximum strength may be influenced in ahigher degree than strength in a speed regimeand speed all along life in regard of themaximum strength in men, there is thepossibility to influence it more at the end ofadolescence and the beginning of adult life, ascompared to the beginning of childhood and oldage in adulthood. In point of coordinationcapacities, in general, they respond better tostimulation in the first half of life than thesecond.Concerning the trainability ofcoordinative capacities, the optimal period isyoung school age. The age of adolescence isdescribed as critical. Progress in achieving thetasks of motor education for various age groupsdepend more on previous motor experience thanon age. Simple motor mechanisms, which do notinvolve special conditional requirements andnot requiring long periods of training, are learntfaster by children than by adolescents. That iswhy the sports field operates with the saying‖what little Petey has not learnt, Peter willnever be able to learn‖ which is quite relevantfor motor capacities.The more complex a motor movement orseries of motor movements, the more developedthe coordination capacity, manifested throughprecision, economy, strength optimisation andmuscle energy consumption, delay in fatigueoccurrence, harmonious and expressiveevolution of movement, release of corticalcontrol as a result of forming an automatedstereotype and prevention of injuries.By interconditioning motor capacitiesand coordinative capacities, a maximum output286

of conditional capacity may be obtained,influencing performance. A satisfactorydevelopment of coordinative capacities leads toimproving performance during the trainingperiod.Table 2 Plasticity of motor capacities in life (cf. Cozelman)Age 6 7 8 9 10 11 12 13 14 15 16 17Joint mobility X X X X XCoordination capacity X X X X XSpeed X X X XStrength X X X X X X XStrength- speed (boys) X X XStrength -speed (girls) X X XEndurance X X X X X X X XGrowing bout (boys) X X X XGrowing bout (girls) X X XThe importance of coordinativecapacities is also salient in the fact that they layat the foundation of sensory-motor learning, asthe higher its level, the faster and more accuratethe learning of new movements.In conclusion, it may be stated thatcoordinative capacities have the role ofelaborating motor skills, depending on theability to guide and process the informationissued from the analysers involved inmovement. The main role of motor capacities ismanifest in motor learning, but the role ofconditional capacities is equally important.Among the motor capacities the separationbetween conditional and coordinative capacitiesis purely theoretical, as they cannot be strictlydelineated, but rather an interconditionalrelation.It is very important to understand thatexercises based on coordination should beintroduced at ages prior to adolescence, asadolescence is not a good moment to start thetraining elements of coordination. As strength,speed, height, body mass develop significantlyduring these years, it is more recommendable tofix down movements that are already known,instead of learning new ones.Bibliografie1. Alexe N. Sinteză critică privind potenţialul biomotric alcopiilor preşcolari. Bucureşti: C.N.E.F.S., nr. 7/1980, p.3-9, nr. 8/1980, p. 5-172. Alexe N. şi colab. Terminologia educaţiei fizice şisportului. Bucureşti: Stadion, 1977. 429 p.3. Baştiurea E. Dezvoltarea capacităţilor de coordonare ahandbaliştilor seniori în cadrul antrenamentuluiindividualizat, în dependenţă de postul de joc. Teză dr. înpedagogie. Chişinău. 2004, 184 p.4. Bompa T. O. Periodizarea: Dezvoltarea calităţilorbiomotrice. Constanţa: Ex Ponto, 2001, p. 256-263.5. Cârstea Gh. Teoria şi metodica educaţiei fizice şisportului. Bucureşti: Anda, 2000. p. 67-69, 94-100.6. Chicu V. Dezvoltarea capacităţilor coordinative aleelevilor claselor primare prin aplicarea jocurilor demişcare la lecţiile de educaţie fizică. Teză de doctor înpedagogie. Chişinău, 2006. 217 p.7. Dragnea A. Teoria educaţiei fizice şi sportului. Bucureşti:Cartea Şcolii, 2000. p. 32- 39.8. Harre D. şi colab. Teoria antrenamentului. Bucureşti:Stadion, 1973. 302 p.9. Manno R. Bazele teoretice ale antrenamentului sportiv.Bucureşti: C.C.P.S., 1996. p. 14-68, 135-148.10. Matveev L. P., Novikov A. D. Teoria şi metodicaeducaţiei fizice. Bucureşti: Sport-Turism, 1980. 600 p.11. Prescorniţă A. Capacitatea motrică şi capacităţilecoordinative. Braşov: Transilvania, 2004. 147p.12. Raţă G., Raţă B. C. Aptitudinile în activitatea motrică.Bacău: EduSoft, 2006. p. 9-33, 243-279.13. Roman C. Aptitudini motrice. Oradea: UniversitaţiiOradea, 2009. p. 118-129.14. Starosta W., Hirtz P. Dezvoltarea capacităţilor motrice.În: Capacităţile motrice. 2001, nr 122, trim I, p. 29-53.Les capacités de coordination chez les elèves del‟école primaireMots clé: éducation physique, motricité, capacité decoordination, éol primare, leçonRésumé: Le soutien du développement des qualitésmotriques a besoin d’un espace sur et ouvert, où lesenfants du même âge puissent intéractionner sous lasupervision d’un professeur spécialisé. Le soutien dudéveloppement des qualités de coordination est pluscomplexe, en nécessitant temps, planification etmatériaux didactiques variés. Au début de l’enfance,les enfants ont des capacités de coordination assezdéveloppées, étant capables dee sauter, user unebiciclette, monter des escaliers, dessiner ou peindreune figure, etc. L’activité physique joue un rôle clédans le développement physique, cognitif et socioémotionnelde l’enfant.287

FORMS OF MANIFESTATION OF THE COORDINATIONABILITIES AND THEIR DEVELOPMENT IN PRIMARY SCHOOLMoisescu Petronel,.‖Dunărea de Jos‖ University of GalaţiSummary: So far the theory and methodology of physical education display largepossibilities of developing motor capacities and especially coordinative ones at agespreceding adolescence. The use of a system of specific means for the development ofcoordinative capacities may produce arguments in favour of reconsidering theorientation of the contents of physical education for primary school pupils.Key words: coordination capacities, manifestation forms, pupils, favourableperiods, development.In order to better understand the conceptof coordination capacities, one should take intoaccount the meaning of the verb to coordinate,and also of the meaning of the noun capacity. Inthe work ―Motor skills. Structure andevaluation‖, Thomas R., Eclache J. P., Keller J.,adopt as a definition for the notion of capacitythe opinion of Piéron H., who opines thatcapacity ―represents the ability to succeed inperforming a task or exercising a profession‖.All types of coordination are notevinced separately, but always in combinationwith a system proper to the individual‘sobjective and physiological peculiarities. Manyspecialists in the field have acceptedcoordination capacity as a block with a complexstructure and a high number of coordinationcapacities designed for activities with a highcoordination content.An important argument in this sensemay be the study of the German scholar BlumeD. D. Who considers 7 forms of manifestationfor the coordination capacities: orientation;response; kinetic differentiation; balancemaintenance; rhythmic; concord; restructure.However, according to the same author,the previous capacities are all-encompassing,but they are not all. Thus, Hirtz P. discoveredover 80 forms of coordination capacity. P.Hirtz, G. Ludwig, J. Willnitz, when referring toschool sport, list 5 forms of fundamentalcoordination capacity: the capacity of kineticdifferentiation; the capacity of spatialorientation; the capacity of reaction; thecapacity of maintaining balance; the rhythmiccapacity.Мatveev С. classifies coordinationcapacities into 3 subgroups: the capacity ofbalance maintenance; the capacity of rationalrelaxation of the body muscles; the capacity ofobedience and accurate regulation themovement spatial parameters.Martin D. considers as coordinationcapacities the following: the capacity ofcontrol; the capacity of rhythm; the capacity ofdifferentiation; the capacity of balance; thecapacity of reaction.Renato Manno, in his book ―the Basicsof Sports Training‖, settling the fact that acomplex capacity as coordination involves thecumulated action of more analysers, enumeratesthe following qualities that determines thiscapacity: the capacity to combine movements;the capacity of spatial-temporal orientation; thecapacity of kinaesthetic differentiation; thecapacity of balance; the capacity of motorreaction; the capacity of movementtransformation; the capacity of rhythmperception.V. Platonov discovers the followingrelatively independent coordinative capacities :the capacity of assessment and regulation ofdynamic, spatial and temporal parameters; thecapacity of muscle coordination; the capacity ofkinaesthetic differentiation; the capacity ofvisual and spatial orientation; the capacity ofbalance; the capacity of rhythm; the capacityof response; the capacity of restructuring motorprograms; the capacity of motor acquisition; thecapacity of guidance and control; the capacityof adaptation.P. Hirtz, for children of up to 10,evinces the following forms of coordinationmanifestation: the capacity of coordinationunder duress; the capacity of spatial-temporaldifferentiation; the capacity of response toacoustic and visual stimuli; the rhythmiccapacity; the capacity of spatial orientation; thecapacity of balance.Studying the pupils‘ coordinativecapacities, V. Leah divided them into 3 broadgroups: special coordinative capacities; specificcoordinative capacities; general coordinativecapacities.As mentioned previously, thecoordinative capacities are very varied andspecific. That is why the dynamic of theirdevelopment in ontogenesis has a specificcharacter for each of the capacities.288

Thus, according to В. Farfel, both staticbalance, and dynamic balance developprogressively from 3 to 13 years of age. It isworth mentioning that at 3-4 children may reacha level of manifestation of the dynamic balanceequal to old people. The indices of staticbalance characteristic to mature people may beseen in children aged 7. The capacity ofregulating temporal, spatial parameters andparameters of movement strength activelyincreases between 6-7 years-old and 10-12 yearsold.According to the same author, a similarage dynamics is also characteristic for thenatural development of the capacity ofvoluntary (free) relaxation of the muscles. P.Hirtz and Azil, quoted by C. Dragnea and S.Mate-Teodorescu, consider that the mostfavourable periods for the development ofcoordinative capacities are childhood, pubertyand adolescence, when the organism possesses abetter plasticity than in adult years. At the ageof 6-7 the following are well developed and onemay act on them: balance, joint mobility,muscular (local) endurance, which makes itpossible to acquire a large number of motorskills founding the marked development ofcoordinative capacities between the ages of 6and 11. According to the authors, this ageperiod is the most important for acquiring newmotor skills, which are born in an integrativemanner, out of movements already known.Relative to this topic, V. Chicuconsiders that a more intense development ofcoordinative capacities occurs at the age of 4-5.Taking into account the development tempo ofthe coordinative capacities, the authors call thisage the golden age. If during this period oneacts directionally on the coordinative capacitiesdevelopment, later, at the age of 7-10 they willreach a higher level of development. Theauthors also mention that as a rule, at all agesthe level of development of coordinativecapacities in boys is higher than in girls.Common research in Germany andPoland included over 3000 individuals agedbetween 8 and 23. They aimed primarily atassessing mainly the level of balancedevelopment, but also the other components ofthe coordinative capacities. Research proved apositive dynamics of the results, both in boysand in girls. In boys, the improvements weremore visible. The highest progress wasregistered until the age of 11. But maximalresults were reached at 15-20. On the basis ofthe analysis of these results, the so-calledcritical periods may be detected in thedevelopment of coordinative capacities.Between 11 and 13 one may observe atemporary stagnation or a decline in thisdevelopment, especially in the girls and theboys who don‘t practise physical exercise.V. Leah, examining over 1600 pupils,and also taking into account Hirtz‘s research,reached the conclusion that the indices of thevarious coordinative capacities increase themost from 7 to 11-12 years of age. In the sameage span there occur the most favourableperiods of development for coordinativecapacities. Mainly, at the age of 8.3 (boys) and8.1 (girls) children make progress in proportionof 25 % of the total possible increase of results;50 % - at 10.2 years of age and at 9.6 years ofage; 75 % - at 12.4 years of age and,respectively at 11.9 years of age.The manifestation of coordinativecapacities is conditioned by the maturationprocesses, especially of the nervous system, andthe number of motor skills the subjects master.After early childhood, subjects possess abackground of basic and applicative motorskills (walking, running, jumping, throwing andcatching, pulling, climbing, pushing, crawling,etc.). At this stage the cognitive and motorcapacities support each other.According to scientific investigations,studied by Volkov, movement coordinationundergoes an increased tempo of biologicaldevelopment in girls between 8 and 9 andbetween 10 and 11. At the age of 11-12 theincrease tempo is average. From 12 to 14movements coordination worsens, but duringthe process is restored and stabilised. In boys,the biological development tempo of thiscapacity increases between 8 and 9 and between11 and 12. At the age of 13-14 averagedevelopment tempos are registered. The periodsbetween 9 and 10, 12 to 13, and 14 to 17 arecharacterised by stabilisation of movementcoordination that is essential changes, eitherpositive or negative, do not occur.Studying the tempo of coordinativecapacities development (the capacity ofmaintaining static and dynamic balance, thecapacity of spatial orientation, the reactionspeed and the movement coordination) inchildren aged 8-14, B. Minarsky quoted by V.Chicu observed that these capacities developintensively at the age 8-12, after which theirdevelopment dynamics decreases considerably.Also, the author found that the male sexdominates significantly the level of movementcoordination development, the speed of themotor reaction and the capacity of spatialorientation. Thus, the author concludes that thebest period for the development of coordinativecapacities is the age 8 to 11-12 when a highernatural increase is noticeable.The knowledge of sensitive periods, andmore importantly, of the critical ones in289

developing coordinative capacities shouldcontribute to elaborating strategies (trainingplans), corresponding to the pupils‘ abilities,that is taking into account the difficult period inmotor development. It is important especially inevents which are complex from a technical pointof view. It is a frequent occurrence that pupilsare considered hopeless especially during thisperiod.Therefore, the results of the researchmentioned above clearly showed that there aresensitive periods in the development ofcoordinative capacities between 7 and 12. Inother words, the possibilities ignored in thisperiod can hardly be recovered later. However,the idea that this period is the most suitable indeveloping the coordinative capacities cannotbe definitive. It is believed that coordinativecapacities can be successfully developed in allschool years (especially if a solid foundation islaid at a young school age and in the first halfof adolescence), even if the training effect isnot the same: the highest – between 7 and 11-12; average – from 14 to 16-17; the lowest –from 12 to 14. The lowest development periodmay be deemed as a critical one (of stagnationor decline) in point of coordinative capacitiesdevelopment. In this respect it is imperative tomanifest an increased attention towards thesecapacities, both qualitatively, andquantitatively. The lack of appropriate measuresin this period may trigger the decrease of thedevelopment level of the coordinative capacitiesand lead to losses that may never becompensated.In conclusion, the authors consider thatin the ontogenesis of the development of motorcoordination, the individual‘s capacity to formmotor skills reaches the climax at the age of 11-12, this age being optimal from the point ofview of guiding sports training.Bibliografie1. Alexe N. Sinteză critică privind potenţialul biomotric alcopiilor preşcolari. Bucureşti: C.N.E.F.S., nr. 7/1980, p.3-9, nr. 8/1980, p. 5-172. Alexe N. şi colab. Terminologia educaţiei fizice şisportului. Bucureşti: Stadion, 1977. 429 p.3. Baştiurea E. Dezvoltarea capacităţilor de coordonare ahandbaliştilor seniori în cadrul antrenamentuluiindividualizat, în dependenţă de postul de joc. Teză dr. înpedagogie. Chişinău. 2004, 184 p.4. Bompa T. O. Periodizarea: Dezvoltarea calităţilorbiomotrice. Constanţa: Ex Ponto, 2001, p. 256-263.5. Cârstea Gh. Teoria şi metodica educaţiei fizice şisportului. Bucureşti: Anda, 2000. p. 67-69, 94-100.6. Chicu V. Dezvoltarea capacităţilor coordinative aleelevilor claselor primare prin aplicarea jocurilor demişcare la lecţiile de educaţie fizică. Teză de doctor înpedagogie. Chişinău, 2006. 217 p.7. Dragnea A. Teoria educaţiei fizice şi sportului. Bucureşti:Cartea Şcolii, 2000. p. 32- 39.8. Harre D. şi colab. Teoria antrenamentului. Bucureşti:Stadion, 1973. 302 p.9. Manno R. Bazele teoretice ale antrenamentului sportiv.Bucureşti: C.C.P.S., 1996. p. 14-68, 135-148.10. Matveev L. P., Novikov A. D. Teoria şi metodica educaţieifizice. Bucureşti: Sport-Turism, 1980. 600 p.11. Prescorniţă A. Capacitatea motrică şi capacităţilecoordinative. Braşov: Transilvania, 2004. 147p.12. Raţă G., Raţă B. C. Aptitudinile în activitatea motrică.Bacău: EduSoft, 2006. p. 9-33, 243-279.13. Roman C. Aptitudini motrice. Oradea: UniversitaţiiOradea, 2009. p. 118-129.14. Starosta W., Hirtz P. Dezvoltarea capacităţilor motrice.În: Capacităţile motrice. 2001, nr 122, trim I, p. 29-53.Formes de manifestation des capacités decoordination et leur développement dansl‟enseignement primaireMots clé: capacités de coordination, formes demanifestation, élèves, période favorable,développementRésumé: Jusqu’à ce moment la théorie et laméthodologie de l’éducation physique regardentcomme la période favorable pour le développementdes capacités de coordination l’âge qui précèdel’adolescence. L’utilisation d’un système de moyensspécifiques pour le développement des capacités decoordination peut produire des arguments en faveurd’une reconsidération du contenu de la leçond’éducation physique dans l’enseignement primaire.THE IMPORTANCE OF APPLYING THE TRAINING DEVICES INPHYSICAL EDUCATION AND SPORTLect univ.drd. Moroşan Larionescu VirgilUniversitatea „Ştefan cel Mare‖ SuceavaConf. univ. doctor: Mircea DraguLector univ. doctor: Gabriel GheorghiuUniversitatea‖Dunărea de Jos‖ Galaţi, F.E.F.S GalaţiAbstract: It could be said that society, in all its complexity, has evolvedexponentially in recent years and we refer to technical and cognitive marks ourdebut in the new millennium and to change people’s behavior across the exercise.Modern technology and, especially, the future technology with its often290

disconcerting dynamics, will certainly make, in my opinion, their mark on theinvestigation of specific high-performance sport.Keywords: method, apparatus aids, physical education, means, inventions.IntroductionMost of the major achievementsrecently in the fields of science and technologyare due also to informatics, which has creatednew possibilities of making complexcalculations and processing large volumes ofinformation in a shortened period of time. Theemergence of personal computers andcomputerized mini-laboratories represent thequalitative leap made in the technologicalevolution. Through new technologies, a largeamount of information is processed and storedfor their subsequent use. Its appearanceconstitutes the seed and the essence in the newscientific-technical revolution.MaterialThe introduction of auxiliary equipmentin the training has deep roots: fighters from theOrient used pulleys, wooden mobile models, theknights used mobile targets remotely operatedwith rope by using gravity or animal traction,ballistas, catapults, shield, helmet, armor arejust some of the ancillary equipment used in thepast and about have heard most of us. For abetter representation of the supportingapparatus, especially of the efficiency of theirapplication in the preparation of athletes andnot only, we must look in the past at theappearance of sports and sports materials, manyof them lost in the mists of history andreinvented much later.Frederick Ludwig, the representative ofthe German old school is the person whoinvented the gymnastics equipment (fixed andparallel bars) laying the foundation forgymnastics as we know it today, and the personwho founded the system of ―Swedishgymnastics‖ was Per Henrik Ling was, theseinnovations occurring on the background ofmilitary needs, referring to game, combat andphysic. Also as needs, but coming this time inthe pedagogical field were the inventions of J.Naismith and W. Morgan the forefathers ofbasketball and volleyball, games that nowadayshave millions of practitioners all over theworld.C. Kiriţescu [2, p. 183] believed thatball games are the oldest, most popular andmost varied of games. Their strong characterand the playful nature have imposed the ballgames as far back as the Middle Ages in theconsciousness of most people on the oldcontinent. V. Albu, [1, p. 69-71] presents themost popular games in the Middle Ages called―Jeu de Paume‖; ―la Soule‖; and ―La Crosse‖,games where the ball was made of wood, thenleather and filled with sawdust, sand, bran, hay,moss and even stone and was hit with hand, footor a cane.From the thirteenth century, when thepractice of the bowling game is documentarytestified, until today when in addition tosignificantly improved materials and rules,appeared the device for arranging the pins,machine which although does not interferedirectly in the preparation of athletes or in thecourse of running the competitions is an integralpart of both, reducing greatly the time requiredto recover the ball and rearranging the pins,making this game more attractive.From these beginnings until today, thematerials making up the balls, clubs, pucks,sports equipments etc., the rules of the gamesand training facilities have evolveddramatically. The development of materials andequipment unfold in parallel with the evolutionof games in the technical and tactical account,sometimes even conditioning it. All theseimprovements are the preserve of sciencedevelopment, of the enlargement of the area ofknowledge and have as main pawn the inventor,who often practiced these games.The evolution of sports, as part ofuniversal culture, is the result of needs, desires,innovative ideas, regional peculiarities, sittingat the human desire to compete, relax andimprove their biometrical potential. The lastcentury is marked by the emergence ofnumerous sports, each more different, being thepreserve of the feverish search for new ways tospend enjoyable time and to combat thenegative effects created by modern means ofcommunication and transport (television,computer, telephone, escalators, cars, etc.).With the improvement of competition‘sregulations, which takes place over time, as aresult of factors that need to be considered suchas dynamism, spectacular, duration (fortelevision broadcast), protection and other, newelements and techniques appear in those sportgames, which leads to the need to implementnew methods and means for training. At thesame time, reducing the duration ofapprenticeships and the desire to competesooner, requires the use of new means toincrease efficiency and achieve goals.I believe that a classification should bemade on line sports equipment. In my view theyare divided into: 1. apparatus with the role oftraining (ball launchers, models, sensors,electronic devices, weight lifting etc.), 2. theProtective equipment (helmets, harnesses,291

aprons etc.), 3. Additional equipment (basketswith balls, nets restraint, devices for arrangingpins etc.), 4. apparatus used in the race (tools ofgymnastics, athletics, shooting, cycling etc.).Although, in advanced form, these typesof devices are currently in place, they have beenused since antiquity, in more rudimentaryshapes, being used mostly for military purposes.Their usefulness has been established since timeimmemorial, V. Albu, considers throwing as themost important moment of the evolution ofprimitive man, who passed from the screeningof various objects with his own muscles, to theprojection by mechanical means (sling, bow,ballista, catapult etc.). Using mechanical meansis known throughout the Olympics preparation,the preparation of athletes participating incompetitions, the competitions of chivalry, oflearning martial arts and examples can continue.Equipment in general, according to I. Şiclovan‘sview [6, p. 141], increases the exercise‘sefficiency, adding to this structure functionalvalues which could not be achieved only byrepeating themselves.Therefore specialized professionals arelooking to create more diverse models ofdevices, appropriate to the accomplishment inthe best conditions of the objectives in theinstructive-educational process. Supportingdevices are applied, according to V. Filipov‘sview, for the development of motrical orcombined qualities, with simultaneous effect,they also meant improving the technicalelements of different compartments [61, p. 23].Some authors consider the specializedequipment not only a specific part of thecombination of means, but a part of varioussports, such as parallel, flat bar, rings, wheel,spear, net and others. They are created and usedas tools in different ways and for differentpurposes. For the development of the motricalqualities there are fixed scale, sticks,weightlifting, expanders etc., for improving thetechnique there are lanyards in gymnastics,mannequins in combat, throwing ballsappliances and electronic devices in sportsgames. In some sports, the equipment is used toprotect athletes from shocks such as the helmetin boxing, cycling, hockey etc.I. Şiclovan [6, p. 199] mentions themechanisms used to speed the development ofthe swimmer afloat, made in various formswhich are operated by coaches in varioustechnical methods and float on adjacent lanes,driving the swimmers‘ training. In the samefield of study there can be remembered manyinnovations related to technology training,training in nautical disciplines such asswimming training devices on land (1812 – thePrussian general Pfuel who conceived aswimming ―hall‖ in the absence of a traditionalswimming pool). After M. Olaru there are givenaccurate simulation apparatus, on the scientificand modern way of the movements and muscleclenching from the contest, sport-Sat 101,„made in Romania‖ – made at the CCDS – theResearch Center in the field of Sports by a teamled by Pierre Hillerin, V. Schor, C. Obreja, M.Olaru) and devices from the Western world suchas the Exer-Geny, Mini-Gym, Biokinetik bench.It also deserves to be mentioned thespecial equipment which uniform hinders theeffort of forwarding through the water (sponges,jackets, mittens etc.). This list may also includethe new swimming suits, suits launched byprestigious companies, which have the meant tofacilitate the submission of the body (throughlower frenulum currents formed as the waterpasses along the body, such as „shark skin‖used by Michael Fred Phelps, the winner ofeight gold medals at the Beijing Olympics in thesummer of 2008.Another device used in the preparationof athletes is „the conditions simulatorERGOSIM‖, designed and built by a group ofscientists from Romania, being well-known tothe Romanian swimming field for 15 years.Training on the simulator has helped, alongwith traditional training to deliver outstandingresults, over the years, by the country‘s bestathletes since 1982, such as Carmen Bunaciu,Nicolae Butacu or Camelia Potec.Another example of a device forimproving the technical preparation is thecreation of Nicholae Ochiană, the supportingdevice called „DECT‖ or „electronic device forthe correction of the technique‖ which isbasically a table tennis robot. The electronicdevice „DECT‖ can be used successfully both inteaching and correcting and also in selfcorrectingtechnique. Furthermore, the systemself-control, in conjunction with reduced gaugeand the information storage capacity, givesresearchers, teachers and coaches in the field ahigh degree of mobility.Results: The performances proven overtime by the developments in sports and theirpractice more effective and safer conditions,coupled with previously unimaginableperformance confirms the value and importanceof specialized equipment in the preparation andconduct of sporting competitions.Based on these considerations,supplemented by opinions of specialists I haveachieved a chart of supporting apparatus appliedin physical education and sports, aiming alsofor the effect of interdisciplinary in theconceiving of the training systems as well as themethodological route of their creation, as shownin Figure 1.292

NEEDOTHERSCIENCEINFLUENCEIDEAPEDAGOGICALEXPERTOPINIONSHISTORICALSPECIFIC SKILLSTRAININGMEDICO-BIOLOGICALTRAINING DEVICESOUTPUTTECHNICALPSYCHOLOGICALERECOVERYDRIVING SKILLSDEVELOPMENTINCLUDED IN THESPORTS BRANCHSFOR TRAININGTACTICSWITH ROLE OFPROTECTIONCOMPLEMENTARYMILITARYTRAININGDETECTION ANDCONTROL OFFig. 1. Classification of the training apparatus in physical education and sportA number of authors, considersnecessary and effective the use of the trainingdevices in the training elements and thetechnical techniques of the sports games.Precisely for this reason, the concern of somespecialists in sports, has resulted in the designand construction of facilities, materials andancillary equipment aiming the analyticaltraining of parts from the structure of theelements and technical procedures, specifyingthe implementation details, correcting themistakes in learning, where appropriate,contributing effectively to the technicaltraining.The author A. Popescu, proposes thefollowing facilities needed to develop throwingaccuracy, precision, such as panel, basketwithout panels, etc. A number of facilities,materials and ancillary equipment whichstreamline the elements and technicalprocedures of the game of basketball aresubmitted by the Hriscă A., C. Negulescu, D.Colibaba-Evuleţ, as follows: rubber band(maintain the fundamental position), the tireswing (device for improving the passes),reduced vision goggles (to improve dribbling)glasses for developing accuracy in free throws,throwing device to correct path to the basket,small ring ( throwing accuracy, trajectorycorrection).A number of devices used throughoutthe world, in sports games such as football,handball, basketball, tennis and rugby identifiedin the world‘s patent data base, confirms theimportance of supporting equipment used in thepreparation of athletes. Thus devices such as―Adjustable apparatus for preparing differenttypes of rugby player―, author G. Chevreux,consisting of a central pivot provided withweights to develop strength and kinestheticperception in forming the pile in rugby,„Apparatus for launching tennis balls‖ EugenUngureanu, is actually a machine designed tolaunch tennis balls in order to prepare the tennisplayers in the processes of hitting the ball,„Apparatus forshooting the ball or soccer robot‖Haitao O., a device equipped with an electricmotor and a mechanism for striking the ball,controlled by a trigger, which has the role ofsending the ball with different trajectories andspeeds toward the goal to train porters,„foldable machine for throwing in basketball‖,Chen Te-Lung , consisting of an inclined panelfixed under the basketball panel and supported293

on telescopic legs with the role of holding anddriving the balls into the athlete when heexecutes the throwing to the basket etc., theyimprove the technical and physical preparationof athletes, having a significant impact onsubsequent developments in those sports games,by influencing the technical, tactical andphysical components.It is known that specific elements andtechniques for the volleyball game are muchmore difficult to assume compared to othersports games, because the specific skills arebased on a mechanism that students do not havein the baggage of natural, regular, daily skills.Therefore it is necessary for sports likevolleyball, to use modern means of education -supporting devices which are designed not onlyto „accelerate‖ the training, as a result of theSorbonne Declaration, but also the attraction ofsubjects in their training.Analyzing the literature, supplementedby information found in the world patent database, I have noticed the existence of manyinventions, characterizing devices supportingthe game of volleyball as described by N.Murafa and Şt. Stroie: „Hand fitted ball‖, ―Theball hung‖, „Panel to prepare elements ofdefense‖ or how is also known as „Reflexivepanel,‖ „Ball line‖, „Ball on the pulley‖,„Opaque place,‖ ―Lead Ball‖, ‖ Framework forprecision passes „ basket cell‖ „,Throw theball‖ „the ball suspended‖ „blockingmechanism‖ [4, p. 201-222], those presented byV. Larionescu Moroşan, C. Ciorbă: „Frameworkfor the attack,‖, „Block Test‖, ―Double lifter‖,―Cannon – service‖, ―Sleeve volleyball‖ andothers. The concern of researchers from all overthe world on supporting devices as necessaryand effective means of preparing the volleyballplayers is reflected in a number of inventionspresented in over 200 pages of the electronic„European Patent Office‖, such as: ‖Apparatusfor training the upper fairway of the game ofvolleyball‖, inventor G. Szabo, ―Machinelearning and improvement for two hands abovethe fairway with the game of volleyball‖,consisting a rod provided with mounting strapsforearms subject movement leading to a moreaccurate performance, „Volleyball TrainingDevice‖, C. Ciorbă, V. Moroşan Larionescu, C.Ciufudean, consists of a collar device that iscomposed of contact sensors and signal the ballwhen it reaches the contact site and whether itwas correct, and the list goes on.From the above we can say that themethod is applied to auxiliary devices andrecovered mainly in the preparation ofperformance in most sports games as a tool forscreening, diagnosis, correction and evaluationof performance levels. However, sourcesindicate little helpful devices designed for usein preparing pupils and students, they generallyaimed at preparing athletes. We believe asappropriate the treatment with increasedattention of designing and placing theequipment aids in the preparation of students,background of an effective and necessarymethodical approach, which would find laterconceptual and practical applicability in sportperformance. In this context we mention thattraditional methods should not be avoided.Using traditional methods combined withauxiliary devices are a safer way to foster aninteractive learning and building environment,focused on the performer. Rapid transmission ofinformation, stimulating the competition createdby the intervention of specialized equipment,determine also the teachers to adapt to the newrequirements imposed by each subject byfinding modern solutions, efficient, anchored inthe realities of this millennium.ConclusionsThe evolution of the possibilities ofquantifying the errors of execution, timely andaccurate, due to the improvement of computertechnology and complementary sciences, willlead to new solutions for training, contributingtowards fostering the knowledge in our field.Thus the importance and effectiveness ofsupporting devices can produce powerfulchanges in the design of technical training,assuming the following:- appropriate use of the ―methodicalaccelerators‖ in the process of training, with apredominant purpose of diagnosis, assistanceand correction;- establishing operational objectiveswith the inclusion in the planning of thesupporting apparatus;- looking for permanent one-waycontinuous training of teachers in the area ofjurisdiction and beyond, in the complementarydisciplines;- the design and operation as simple andas safely as possible of the equipment, in settingnew standards of implementation in the specifictechnical processes guidelines;- the ability to identify new meansadapted to the new methods, which would havemaximum efficiency and a higher emulativelevel.Bibliography1. Albu V. Istoria Educaţiei Fizice şi Sportului. Constanţa:Ex Ponto, 1996. 155 p.2. Filipov V. Teza dr. în pedagogie. Chişinău, 2004, 249 p.3. Kiriţescu C. Palestrica. Bucureşti: Uniunii de CulturăFizică şi Sport, 1964. p. 27 - 69.4. Murafa N. and Stroie Şt. - Jocul de volei. Bucureşti: Ed.Uniunii de Cultură Fizică şi Sport, 1967, p.178 – 181, p.201 – 226.294

5. Şiclovan I. Teoria Educaţiei Fizice şi Sportului.Bucureşti: Sport–Turism, 1979. 259 p.L‟importance demande de l‟application deméthode d‟appareil auxiliaires dans l‟éducationphysiques et sportivesMots-clés: méthode, l’appareil auxiliaires,l'éducation physique, les moyens, inventions.Résumé: On peut dire que la société dans toute sacomplexité, a évolué de façon exponentielle cesdernières années et nous nous référons aux marquestechniques et cognitives nos débuts dans le nouveaumillénaire, et de changer le comportement des gens àtravers l’exercice. Les technologies modernes et,surtout, la dynamique future souvent déconcertant, vacertainement faire leur marque sur l’enquête du sportde haute performance spécifiques, il est à notre avisattestant.Importanţa aplicării metodei aparatelorajutătoare în domeniul educaţiei fizice şi sportuluiCuvinte cheie: metodă, aparate ajutătoare, educaţiefizică, mijloace, invenţii.Rezumat: Se poate spune că societatea, în toatăcomplexitatea ei, a evoluat exponenţial în ultimultimp şi ne referim aici la progresele tehnice şicognitive care marchează debutul nostru în noulmileniu, precum şi la modificarea comportamentuluioamenilor vizavi de exerciţiile fizice. Tehnologiamodernă şi, mai ales, cea viitoare cu dinamica ei demulte ori deconcertantă, îşi va pune în mod certamprenta pe instrumentarea specifică a sportului deînaltă performanţă, aceasta fiind în opinia noastră ocertitudine.295