univeritaria 14

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UNIVERSITARIArevist de specialitate n educaie fizici sport

Nr. 14

Noiembrie

2012

Editura MONGABIT

Galai, 2012ISSN 1582-1706


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CUPRINS

Iulian Cacenschi Re...fleXii...i ..ncordri Psiho..Motrice

coala noastr ntre re-formi rea-form

Umilinele profesorului

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Adriana NeofitMircea Ion-Ene

Instruirea i educarea timpurie n actualul context educaionalTraining and early education in the current education

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Andreea Carmen igleanu Studiu privind influena presopuncturii asupra capacitii deconcentrare a sportivilor dintr-o echip de handbal...............Research study regarding the influence of acupressure on theconcentration ability of sportsmen from a team handball

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17Bocioaca Laurentiu Aspecte fundamentale privind capacitatea de performanta in

judoKey issues on the ability of performance in judo

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Irina Biel,Dan Deliu

Evaluarea unor aspecte ale antrenamentului de judo prinmonitorizarea frecvenei cardiace....................................................................................................The appreciation of some aspects of the judo training by themontorising of cardiac frequency

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Lazr Tipa Fundamentarea managementului operaional prin managementstrategic i tactic n organizaiile sportive

.............................................................................Substation of operational management through tactic and

strategic management within sports organisation

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Magdalena MoroanuAndreea Moroanu

Obezitatea i comportamentul alimentar normal i patologic..Obesity and normal and pathological eating behavior

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Magdalena MoroanuAndreea Moroanu

Patternul alimentar component al stilului de via............................................................................................

Food pattern - component of lifestyle5054

Valentin Ciocan Studiu privind corelaia dintre indicii dezvoltrii fizice cu ceiai capacitii motrice la elevii cu probleme de nutriie dinciclul liceal

.....................................................................................................A study concerning the relation between the indexes ofphysical development and the ones of moving ability of high-school students with nutritional problems

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Prezentarea cadrelor. F.E.F.S Galai: MOROANU MAGDALENA 63


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Re...fleXii...i ..ncordri Psiho..Motrice

COALA NOASTR NTRE RE-FORMI REA-FORMProf. Iulian Cacenschi

Cu siguran trim vremurile unei necesare schimbri. i nimeni nu ar trebui s sencpneze n a nu mai cuta binele i din aceast schimbare. n cel mai ru caz, putem hoinri untimp printr-un conservatorism al schimbrii, adic un soi de mbinare ntre tradiionalism i post-modernism, care, ce-i drept, este foarte expus compromisurilor i acuzaiei de kitsch.

Attea uniti colare, prin reprezentanii lor (directori, directori adjunci i directorieducativi) i nu numai, au pornit n cea mai mare vitez spre vestita integrare, adulmecnd urmelelsate de vecinii notri central i vest-europeni.

Mulumit inteligenei romneti i extraordinarei capaciti de a rmne originali chiar iatunci cnd i imit pe alii, romnii i-au propus s reformeze sistemul educaional. Astfel,proiectul acesta mare (al reformei) a ajuns i la COALA NOASTR. Odat anunat marele

obiectiv, cu toii ne-am pus pe treab, stabilind prioriti i responsabiliti.Ca n fiecare nceput, ne-am trezit ntr-o atmosfer care a mbinat armonios experienavrstnicilor i entuziasmul tinerilor. Au urmat primii pai: nscrierea la cursuri de formare, la gradedidactice, masterate, realizarea de proiecte, stabilirea de parteneriate, colaborarea cu to i posibiliifactori implicabili n actul educaional, etc.

Toate bune i frumoase pn cnd am realizat c buzunarul propriu i-a epuizat rezervele.Da. Reforma la coala de care vorbesc, adic la COALA NOASTR, se realizeaz pe banii notrii pe banii prinilor notri (de multe ori pensionari).

La COALA NOASTR, profesorul trebuie s scoat bani din buzunarul propriu pentru acumpra hri, tablouri, icoane, ghiduri metodologice, etc.

La COALA NOASTR, profesorul trebuie s plteasc din buzunarul propriu accesul la

Internet pentru a lua legtura cu partenerii necesari n implementarea proiectelor de dezvoltare ieducare.La COALA NOASTR, profesorul trebuie s plteasc din buzunarul propriu

convorbirile telefonice strict necesare cu I.S.J., C.C.D., Primria, etc., care depesc numrul deimpulsuri alocate.

La COALA NOASTR, profesorul trebuie s aduc de acas (i chiar o face) televizorul,video-ul i casetofonul pentru a organiza activiti de combatere a traficului de fiine umane,activiti artistice, .a.

La COALA NOASTR, directorul, profesorul i mecanicul colii trebuie s care umr laumr i cu bani tot din acelai buzunar scaune pentru cancelarie, geamuri, bnci, etc.

La COALA NOASTR se implementeaz REFORMA. (i apropo, am auzit undeva c

nvmntul de stat esteprioritate naionali chiargratuit).Cu toate acestea, la COALA NOASTRnc se mai fac eforturi. Eforturi depuse de

profesori care au completare de norm la doui chiar la trei coli. Eforturi pentru un colectiv deelevi format din: copii de la Centre de Plasament, copii de la coli Speciale, copii de rromi, copiiprovenii din familii defavorizate socio-economic.

Pn i directorul educativ (fr degrevare de norm i n acelai timp: diriginte,responsabilul Comisiei Arte i Sport, preedintele Comisiei de inventariere, .a.) are completare denorm la o altcoal.

Toate aceste responsabiliti comport, n final, mprtiere, superficialitate n abordare,oboseali mbolnvire.

Da. mbolnvire pentru care profesorul trebuie s medicului din buzunarulDar uitam s v spun ce a reuit printre altele reforma de la COALA NOASTR:

1. a atras renumele colii pentru a putea fi evitat;2. a mbogit vocabularul comun (doar trei exemple):


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-dac un ministru ar intra n COALA NOASTR ar fisinistru;-managerul unitii (renumitul director) este un srman directorb care nu mai vede luminia

de la captul tunelului;-iar umilulprofesors-a transformat n incapabilul protestor;3. a lrgit orizontul activitilor manageriale prin afacerizareainterrelaiilor educative;4. a schimbat viziunea colii din coala ce favorizeaz boala n c(b)oala ce-i prezint

fala.i mai uitam s v spun despre ce coal este vorba. Dar oricum o vei recunoate dac veivizita periferia sistemului educaional: COALA NOASTR este aceea unde operaia a reuit pacientul e mort.

UMILINELE PROFESORULUI

Cu siguran trim vremurile unei necesare schimbri. i nu trebuie s refuzm a mai cutabinele i din aceast schimbare. n cel mai ru caz putem hoinri un timp printr-un conservatorismal schimbrii, adic un soi de mbinare ntre conservatorism i post-modernism, care, ce-i drept,este foarte expus compromisurilor i acuzaiei de kitsch.

Mulumit inteligenei romneti i extraordinarei capaciti de a rmne originali chiar iatunci cnd i imit pe alii, romnii i-au propus s reformeze sistemul educaional.

Toi profesorii de la cei cu diplomat pn la cei n adidai au pornit n cea mai marevitez spre vestita integrare, adulmecnd urmele lsate de vecinii notri central i vest-europeni.

Indiferent n ce tagm s-au trezit (a conservatorilor, a post-modernitilor, aanacronicilor, la ai notri, la ai lor, etc.) toi profesorii beneficiaz de acelai punct comun: seafl n boxa acuzailor.

Aceasta se constituie n surs de vechi i noi umiline la care sunt supui profesorii. Pnio list cu aceste umiline se prezint ca umilitoare n sine.

i iat cum aceast schimbare n loc s delimiteze lucrurile pentru a lsa loc noilor repere, aprodus o accentuare a neputinelor sistemului i a celor cuprini n el.

Aadar, permitei-mi s v prezint lista umilinelor profesorilor:-nainte, n ziua i dup ziua de salariu;-n faa prietenilor ce lucreaz n domenii bnoase;-n faa preurilor crilor de specialitate;-n faa primilor sponsori prinii, i a urmtorilor;-n faa unor elevi emancipai (posesori de celulare, de cercei n , etc.);-n faa unor prini orgolioi sau prost educai (ai cror copii sunt vntori de note, de carnete

de alocaii, etc.);-n faa unor factori de control i (mai puin i) de ndrumare;-n faa nereuitelor (n via a) propriilor elevi;-n faa propriilor copii crora nu le pot asigura (printre altele) i transmiterea unei meseriionorabile;

-n faa mass-mediei ce promoveaz incultura, kitsch-ul, violena, drogurile, fumatul, etc.;-n faa unor colegi de cancelarie mai norocoi (descurcrei);-n faa propriilor nereuite determinate de condiiile obiective ale tranziiei;-n faa unei societi care respect reguli dar nu mai respect oameni.Unii profesori ar putea mbunti aceast list, n timp ce alii nu se regsesc printre aceste

rnduri. i pentru unii i pentru ceilali lansez cu umilin urmtoarele ndemnuri:-fii mndri c suntei profesori i c putei nc transmite dragostea i informaiile voastre-bucurai-v de colegii tineri ca i de cei mai n vrst pentru c sunt coprtai la aceleai

mpliniri i suferine;

-priviii pe superiori ca pe reprezentanii votri i nu ca pe nite efi;-certai cu pertinen sistemul de nvmnt dar nu din afar, ci din interiorul su;nu plecai din nvmnt pn nu luai tot ce-i mai bun de aici i pn nu suntei dai afar!


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INSTRUIREA I EDUCAREA TIMPURIE N ACTUALUL CONTEXT EDUCAIONALAutori: Drd. Neofit Adriana Univ. Piteti,Conf. univ. dr. Mircea Ion Ene FEFS Galai

Cuvinte cheie: instrucie, predare, nvare, educare.

ntr-o lume n continu micare, confruntat cu noi tendine ale vieii sociale i economice,ale dezvoltrii cunoaterii, nu trebuie neglijat impactul acestora asupra instruirii i educaiei.

nvarea, instruirea i educaia au un rol determinant n transformarea omului din ceea ce estela natere, ntr-o personalitate autentic, creativ, i astfel omul s poat contribui la construirea idezvoltarea lumii socialului.

Referindu-ne la nvare putem spune c exist nenumrate definiii ale acesteia.Interesan este sinteza pe care o gsim n lucrarea lui Golu P. (1985), care ncearc s surprind

majoritatea aspectelor care reies din numeroasele definiii ale nvrii din literartura de specialitate:o anumit modificare de conduit; o modificare profund, selectiv, care se produce sistematic,stabil, ntr-o direcie determinat (n direcia perfecionrii reaciei de rspuns la situaie, a

creterii productivitii conduitei); o modificare adaptativ provocat de ntlnirea constant,repetat cu una i aceeai situaie stimulativ, sau de contactul anterior cu situaia dat; conduitamodificat, ca reacie extern de adaptare este precedat de reacia intern; reacia interni,respectiv, reacia extern opereaz n baza informaiei, n diferitele sale variante. 1

Acesta pe baza considrailor surprinse n lucrarea sa, considr c nvarea reprezint acelproces evolutiv, de esen informativ-formativ, constnd ndobndirea (recepionarea, stocarea ivalorificarea intern) de ctre fiina vie, ntr-o manier activ, explorativ, a experienei proprii deviai, pe aceast baz, n modificarea selectivi sistematic a conduitei, n ameliorarea i

perfecionarea ei controlati continu sub influena aciunilor variabile ale mediului ambiant 2nvarea,nsuirea materiei vii, se poate realiza intenionat sau neintenionat, contient sau

incontient etc., aplicat la om, devine activitate social, cel mai adesea realizndu-seinstituionalizat, deci prin instruire.

Instruirea este forma experimental a nvrii, prin introducerea i desfurarea ei ninstituii specializate, conform unor programe prin care se vizeaz obinerea unor rezultateinformativ-formative sporite n raport cu cele ce ar rezulta dintr-o nvare spontan, natural.3

Aparut la nivel social ca o necesitate de optimizare a nvrii, n vederea informrii iformrii n raport cu comanda social, instruirea este parte integrant a educaiei.

O tot mai mare importan se atribuie schimbrii n educaie, produs sub impactulachiziiilor i tradiiei pedagogice, al problematicii lumii contemporane i viitorului, tiut fiind cviitorul comand prezentul4

Educaia timpurie trebuie s se afle ntr-un proces continuu de compatibilizare cu

provocrile lumii contemporane i fenomenele care decurg din acestea: fenomenul globalizrii, aldescentralizrii, explozia demografic, poluarea mediului, schimbarea economic, exploziainformaional, evoluia sistemului de valori.

Educaia acioneaz prin modaliti i strategii de rspuns adecvate noilor schimbri, prinpromovarea noilor educaii : educaia ecologic, pentru bun nelegere i pace, pentrudemocraie, comunicare i mas-media etc., ceea ce angreneaz reorganizarea permanent atendinelor educaiei timpurii la nivelul obiectivelor, coninuturilor, metodelor, al procesului deevaluare.

Sub impactul schimbrilor sociale i al acestui deziderat, fiecare component a sistemului denvmnt trebuie s se restructureze.

1 Golu P. (1985),nvare i dezvoltare, Ed. Didactici Pedagogic, Bucureti, p. 202 Idem, p. 243 Panuru S., Necoi D. (2007), Teoriai metodologia instruirii, Braov, p. 274 Videanu G., (1988), Educaia la frontiera dintre milenii, Ed. Politic, Bucureti, p38


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Pornind de la recunoaterea perioadei precolaritii ca fundamentul personalitii copilului,restructurarea nvmntului precolar - ca prim etap a educaiei instituionalizate - trebuie sreflecte analiza particularitilor individuale ale copilului i aciunea educativ proiectat nconcordan cu acestea.

n societatea contemporan serviciile educaionale i formarea profesional sunt structurate, nprincipal, pe politici anticipative, pe proiectarea unui management orientat spre cerinele practice

ale societii viitorului, denumit societatea cunoaterii.n contextul mutaiilor rapide din lumea contemporan, prioritile i strategia elaborat deM.E.C.T.S. urmresc reconstrucia, eficientizarea, recredibilizarea nvmntului i implementareaunui nou cadru legislativ care s asigure modernizarea, stabilitatea i coerena sistemului de

nvmnt.Pornind de la necesitatea compatibilizrii nvmntului romnesc cu sistemul european de

educaie, n ara noastr, domeniul educaiei vizeaz urmtoarele obiective prioritare: mbuntirea calitii i eficienei procesului de educaie la toate nivelurile i de formare

profesional; facilitarea accesului tuturor elevilor la educaie i formare profesional; conceperea unui curriculum pentru nvmntul preuniversitar centrat pe competene; reforma practicilor de evaluare; accelerarea descentralizrii n contextul asigurrii calitii; reforma educaiei timpurii i dezvoltarea educaional pe tot parcursul vieii; compatibilizarea ciclurilor de nvmnt cu cerinele unei educaii moderne i cu Cadrul

European al Calificrilor.O problem care se ridic n prezent pentru sistemul educaional romnesc este cea a

scderii populaiei colare.Declinul demografic al populaiei stabile va continua i n perioada urmtoare, conform

prognozelor realizate. n acest plan se impune o gndire eficient, anticipat a dezvoltrii resurseiumane, sprijinit de investiii corespunztoare n capitalul uman.

Obiectivul strategic al M.E.C.T.S. l reprezint creterea calitii educaiei n general, la nivelde infrastructur, resurse umane i materiale, management instituional, multiplicarea politicilorincluzive, crearea egalitii de anse pentru populaia colar aflat n dificultate.

Prin educaie, copilul trebuie s intre n contact cu tot ceea ce nseamn bazele unei educaiidiverse i care se va desfura pe tot parcursul vieii.

Promovarea noilor dimensiuni ale educaiei se face nc din perioada precolaritii, ceea ceimpune specialitilor s cunoasc toate aceste provocri ale lumii contemporane i s proiecteze ievalueze propriile demersuri pedagogice, astfel nct s gseasc strategia optim de rspuns.

Educaia timpurie, ca parte integrant a sistemului educaional, are scopul de a oferi copiiloraflai la vrsta precolar condiiile necesare pentru o dezvoltare normal i deplin, asigurareaacelor experiene care s in seama de ritmul propriu al copilului, de nevoile sale afective i deactivitatea sa fundamental - jocul.

Obiectivul principal al educaiei timpurii este de a permite fiecrui copil s-i urmeze drumulpersonal, de cretere i dezvoltare, oferind suport pentru:

valorificarea potenialului psihic i fizic al fiecrui copil; mbogirea capacitii acestuia de a intra n relaii cu ceilali copii i cu adulii; sprijinirea copilului n a interaciona cu mediul prin explorri, ncercri, exerciii, alegeri,

experiene; descoperirea de ctre fiecare copil a propriei identiti i formarea unei imagini de sine

pozitive; sprijinirea copilului pentru a dobndi deprinderile necesare activitii viitoare n coal.

Aceste finaliti ale educaiei timpurii sunt concretizate la nivelul curriculumului naional nobiective-cadru i obiective de referin pentru urmtoarele categorii de activiti: activiti deeducare a limbajului; activiti matematice; cunoaterea mediului; educaie pentru societate;


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activiti practice i elemente de activitate casnic; educaie muzical; educaie plastic; educaiefizic.

Educaia timpurie se realizeaz prin intermediul a dou forme activiti specifice: jocul invarea.

Orientrile moderne n educaie relev din ce n ce mai mult faptul c sistemul educaionaltrebuie s realizeze educaia timpurie avnd ca funcie major formarea i dezvoltarea personalitii

copilului n raport cu nevoile specifice vrstei, cu posibilitile i dotrile sale, n interesul su i alcomunitii sociale.n ultimii ani, interesul i preocuparea pentru educaia timpurie a crescut simitor, fapt

demonstrat de existena unor documente de politic public ce promoveaz abordarea integrat aserviciilor de educaie, ngrijire i protecie a copiilor mai mici de 7 ani i dezvoltarea global acopilului: a Strategiei Naionale pentru Educaie Timpurie. Concluziile Consiliului Europei 2011,privind rolul educaiei i formrii n cadrul punerii n aplicare a strategiei Europa 2020, Programulde Educaie i Formare pe parcursul ntregii viei, 2007 2013: Comenius, Erasmus, Leonardo daVinci, Gruntvig, Jean Monnet - Ministerul Educaiei, Cercetrii, Tineretului i Sportului,.

Educaia precolar acoper intervalul de vrst 3-6/7ani, iar frecventarea nu esteobligatorie, cu excepia ultimului an, care conform noii legi va fi obligatoriu, sub forma anului

pregtitor pentru coal ce va face parte, din punct de vedere al structurii sistemului de educaie dinnvmntul primar, nainte de clasa I.

Cu toate acestea, cuprinderea copiilor n grdinie n Romnia are o rat ridicat ncomparaie cu alte state din Centrul i Sud Estul Europei, care s-a mbuntit de la an la an.

ncepnd cu 1 septembrie 2008, n educaia timpurie a copiilor cu vrsta cuprins ntre 3 si6/7 ani se aplic un nou curriculum, ale crui nouti sunt determinate de promovarea unei noiabordri a educaiei timpurii:

promovarea dezvoltrii globale a copilului, cuprinznd toate domeniile de dezvoltaremenionate n documentul Repere fundamentale n nvarea i dezvoltarea timpurie (RFIDT):dezvoltarea fizic, a sntii i igienei personale, dezvoltare socio-emoional, capaciti iatitudini de nvare, dezvoltarea limbajului, a comunicrii i a premiselor citirii i scrierii,dezvoltarea cognitivi cunoaterea lumii 5;

promovarea educaiei centrate pe specificul dezvoltrii i nvrii la copilul mic(promovarea jocului, a explorrii, a experimentrii, a interaciunilor cu mediul) i pe pregtireaacestuia pentru coali pentru via.

centrarea pe nevoile individuale, interesele i ritmul individual de dezvoltare a copilului norganizarea, desfurarea i evaluarea nvrii, punndu-se accent pe caracterul spontan i naturalal nvrii;

promovarea principiului conform cruia orice experien trit n grdini este o experiende nvare pentru copil, incluznd aici i momentele de rutin, de tranziie, de sosire/plecare de lagrdini, de servire a mesei, de culcare etc.

promovarea libertii de alegere a cadrului didactic n organizarea i desfurareaactivitilor de nvare, orientndu-se dup obiectivele formulate n curriculum.Noul curriculum pentru nvmntul precolar scoate n eviden cteva elemente

importante, comune cu tendinele n domeniu ntlnite (cel puin) n statele europenei anume: existena unui program educaional centrat pe copil; concilierea dezvoltrii copilului cu latura academic; concentrarea programului educaional pe dezvoltare cognitiv i social, pe nvare

timpurie i socializare; accentul, ndeosebi n jurul vrstei de 5 ani, pe fundamentele de dezvoltare a competenelor

de baz: citit, scris i socotit, n vederea trecerii cu succes n clasa I; implicarea copilului n procesul de evaluare/autoevaluare;

5Ionescu M (2010),Repere fundamentale n nvarea i dezvoltarea timpurie a copilului de la natere la 7 ani,Ed. Vanemonde, Bucureti, p. 10-12


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rolul de ghid al profesorului/educatorului.6Se promoveaz cu preponderen nvarea prin joc, explorare, experimentare, prin cooperare,

oferind copilului libertatea exprimrii, libertarea alegerii i oportunitatea de contexte de nvare ctmai variate.

Concluzii:

Realizarea unui sistem coerent de educaie timpurie a copilului n Romnia este onecesitate care decurge din prioritile educaiei la nivel mondial i naional.nvarea timpuriefavorizeaz oportunitile de nvare de mai trziu. Deprinderile i cunotinele dobnditedevreme favorizeaz dezvoltarea altora ulterior. Educaia timpurie poate fi o prghie esenial dereducere a inegalitilor sociale. Definirea educaiei timpurii n legislaia romneasc va da

posibilitate autoritilor centrale i locale s concentreze fonduri spre aceast zon a educaiei i,aceast investiie, pe termen lung, va conduce la scderea ratei abandonului colar, lambuntirea ratei de succes colar a copilului pe traseul colarizrii viitoare, la punerea bazelor

pentru nvarea de-a lungul vieii i la o rat crescut a inseriei socio-profesionale.7Instrucia/instruirea este component indispensabil a educaiei. Educaia nu este posibil

fr instrucie/instruire, spunea I.F.Herbart, el difereniaz instrucia/instruirea de educaie, dar le i

pune n relaia de complementaritate i atrage atenia asupra nevoii ca educaia s fie centrat peformarea omului moral, ca voin tare i voin bun, i, prin aceasta, a omului universal.

n concluzie educaia nu trebuie identificat cu instruirea, chiar dac o presupune.Educaia este cea care duce instruirea mai departe, o subordoneaz nevoilor de structurare idezvoltare a ntregii personaliti, coreleaz mintea cu simirea i aciunea, pune n acordintelectul cu caracterul i voina, subordoneaz instruirea nevoilor omului ca om i ca membru alcolectivitii sociale.8

innd cont de tendinele educaiei spre o educaie permanent, spre cultivarea aptitudinii deadaptare i integrare a omului ntr-o lume n schimbare, omul trebuie educat s transforme nvareai instruirea n preocupare pentru autonvare i autoinstruire.

ntr-o lume modern n continui rapid schimbare, depind cadrul strict al transmiteriididactice, instruirea, trebuie s fie anticipativ, inovativ i permanent, centrat pe individ,rspunznd astfel pozitiv la orientrile trasate prin Raportul Clubului de la Roma, care estima csupravieuirea omenirii depinde de o variant istoric a educaiei permanente.

Bibliografie selectiv:1. Golu P. (1985),nvare i dezvoltare, Editura Didactici Pedagogic, Bucureti;2. Panuru S., Necoi D. (2007), Teoria i metodologia instruirii, Editura Universitii Transilvania,

Braov;3. Videanu G. (1988), Educaia la frontiera dintre milenii, Editura Politic, Bucureti;4. Ionescu M (2010), Repere fundamentale n nvarea i dezvoltarea timpurie a copilului de la

natere la 7 ani, Editura Vanemonde, Bucureti;5. ***Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010;

6Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010, p.177Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010, p.178 Panuru S., Necoi D. (2007), Teoriai metodologia instruirii, Braov, p. 31


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TRAINING AND EARLY EDUCATION IN THE CURRENT EDUCATION CONTEXTAuthors:Neofit Adriana PhD Candidate, Piteti University

Conf. univ. dr. Mircea Ion Ene FEFS Galai

Keywords: instruction, teaching, learning, education.

In a world in constant motion, confronted with new trends in social and economic life, in thedevelopment of knowledge, there should not be overlooked the impact of all these on training andeducation.

Learning, training and education have a decisive role in the human transforming from whatit is at birth, a genuine creative personality, so that the man can contribute to the construction andthe development of the social world.

Referring to the learning we can say that there are many definitions of it.The summary we find in Golu P.s work (1985) is interesting. It tries to capture most aspects

arising from the many definitions of learning from speciality literature: a particular change inbehaviour, a profound selective change, which occurs systematically and constantly in a determineddirection (in the direction of improving response reaction to the situation, the productivity

growth behavior); the adaptive change caused by the constant meeting, repeated with the samestimulating situation, or by the prior contact with the given situation, the behavior changed asexternal response to adaptation, is preceded by the internal reaction; internal reaction, andexternal reaction respectively operates in the information basis in its various versions. 9

The previously mentioned author (Golu P.), based on considerations caught in his work,considers that: learning is that evolutionary process of formative-informative essence, consistingof the acquisition (receiving, storing, and internal recovery) of the living being, in an activeexplorative way, of their life experience and, on this basis, of the selective and systematic change inbehaviour, of improving and controlled and constant perfecting it under the influence of ambientvariable actions of the environment 10

Learning, comprehending live matter, can be intentionally or unintentionally, consciously orunconsciously realised, etc., applied to human. Learning becomes social activity, being most ofteninstitutionalized through training.

Training is the experiential form of learning by introducing and developing it inspecialized institutions, in accordance with some programs aimed at the achievement of better

formative-informative results in relation to those that would result from spontaneous, naturallearning.11

Training which appeared, at the social level, as a necessity to optimize learning in order toinform and train in relation to the social order, is an integral part of education.

A growing importance is assigned to the change in education, produced under the impact ofacquisitions and pedagogical tradition, of the problems of the contemporary world and of the future,

knowing that "the future commands the present

12

Early education must be in a continuous process of adapting to the challenges of thecontemporary world and the phenomena resulting from these challenges: the phenomenon ofglobalization, of the decentralization, population explosion, environmental pollution, economicchange, the information explosion, the evolution of the system of values.

The education acts through ways and response strategies adapted to the new changes,through promoting "the new educations": the ecological education, for understanding and peace, fordemocracy, communication and mass media, etc. This fact brings about permanent reorganisationof early education trends at the level of objectives, contents, methods, evaluation process.

Under the impact of the social change and of this aim, every component of the educationsystem should be restructured.

9 Golu P. (1985),Learning and development, Ed. Didactica si Pedagogica, Bucharest, p. 2010 Idem, p. 2411 Panuru S., Necoi D. (2007), Teoriai metodologia instruirii, Braov, p. 2712 Videanu G., (1988), Educaia la frontiera dintre milenii, Ed. Politic, Bucureti, p38


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Starting from the recognition of the preschool period as the foundation of the child'spersonality, the restructuring of the preschool teaching - as the first stage of the institutionalizededucation - should reflect the analysis of the individual particularities of the child and theeducational action designed in accordance with these particularities.

In the contemporary society, educational services and vocational training are mainlystructured mainly on forward-looking policies, on the designing of the management oriented to the

practical requirements of the future society, called "knowledge society".In the context of rapid mutations of the contemporary world, the priorities and the strategydeveloped by M.E.C.T.S. aim at reconstruction, streamlining, recrediting education and theimplementation of a new regulatory framework meant to ensure modernizing and consistency of theeducational system.

Starting from the necessity of making the Romanian education compatible with theEuropean educational system, in our country, the education domain aims at the following priorobjectives:

improving the quality and the efficiency of the educational process at all levels of educationand training;

facilitating the access of all children to education and training; designing a curriculum for pre-university education centred on skills; the reform of assessment practices; accelerating the decentralization in the context of quality assurance; early education reform and lifelong educational development; compatibility between the educational cycles and the requirements of modern education and

the European Qualifications Framework.An issue that arises nowadays in the Romanian educational system is that of the school

population decrease.The demographic decline of population will continue in the period ahead, according to

forecasts. In this plan efficient thinking is required, anticipated about human resource development,supported by appropriate investments in the human capital.

The strategic objective of M.E.C.T.S. is to improve the quality of education in general, at thelevel of infrastructure, human and material resources, institutional management, the multiplicationof inclusive policies, the creation of equality of opportunities for the in difficulty school population.

Through education, the child must get in touch with everything that means the foundation of alifelong diverse education.

The promotion of new dimensions of education is done even from the preschool period, factwhich requires specialists to meet all these challenges of the contemporary world and to design andevaluate their own pedagogical approaches, so as to find optimal response strategy.

Early education as an integral part of the educational system, aims to provide the children ofpreschool age the necessary conditions for normal and full development, ensuring those experiences

that take into account the child's own pace, his emotional needs and the fundamental work - thegame.The main objective of early education is to enable each child to follow the road of personal

growth and development, providing support for: revaluation of the psychic and physical potential of each child; enrichment of the capacity to have relationships with other children and with the adults; supporting the child to interact with the environment through exploration, tests, exercises,

choices, experiences; discovery of the identity of each child and the formation of a positive self-image; supporting the child to acquire skills necessary for future activity in school.These finalities of early education are materialized in the national curriculum framework

through objectives and benchmarks for the following categories of activities: language educationactivities; mathematical activities; knowledge of the environment; knowledge of the environment;


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education for society; practical activities and items of domestic activity; music education; plasticeducation; physical education.

Early education is carried out through two specific forms: playing and learning.Modern education guidelines reveal more and more the fact that the educational system must

carry out early education having as a major function the childs personality formation anddevelopment of the child in relation to the age-specific needs, to his possibilities and gifts in his

interest and social community.During the latest years, interest in and concern for the early education have increasedsignificantly, a fact demonstrated by the existence of some documents of public policy whichpromotes an integrated approach of education services, caregiving and protection of children up tothe age of seven, and the global development of the child: the National Strategy for EarlyEducation, the European Council Conclusions 2011, concerning the role of education and trainingwithin the framework of the implementation of the Europe 2020 strategy, the Program of LifelongEducation and Training, from 2007-2013: Comenius, Erasmus, Leonardo da Vinci, Gruntvig, JeanMonnet - Ministry of Education, Research, Youth and Sports.

Preschool early education covers the age range 3-6/7 years, and attendance is not compulsory,except for the last year, which, according to the new law, will be required in the form of a

preparatory year for school. From the point of view of the structure of the educational system, thispreparatory year will be part of the primary education, before class 1.

However,enrolling children in kindergartens in Romania has a high rate compared to othercountries in Central and South Eastern Europe, which has improved from year to year.

Since 1st September 2008, in the early education for children between the ages of 3 and 6/7years, a new curriculum has been applied, a curriculum whose news is determined by thepromotion of a new approach to early education:

promoting the global development of the child, including all areas of developmentmentioned in the document Highlights to the Fundamental Learning and Early Development(RFIDT): "Physical development, health and personal hygiene, socio-emotional devlopment, skillsand attitudes to learning, language development, communication and premises of reading andwriting, cognitive development and knowledge of the world"13;

promoting the education centred on the specific of the little child development and learning(promoting the game, the exploration, experimentation, interactions with the environment) and itspreparation for school and for life.

centring on the individual needs, interests and pace of a child's development in organizing,conducting and evaluating learning, with emphasis on the spontaneous and natural character oflearning;

the promotion of the principle according to which any kindergarten experience is a learningexperience for the child, including here the moments of routine, of transition, ofarrival/departure from the kindergarten, of having a meal, of sleeping, etc.

promoting the educators freedom of choice in organizing and conducting learning activities,having as guidelines the objectives formulated in the curriculum."The new curriculum for preschool education highlights some important elements in common

with the trends encountered (at least) in the European countries, namely: the existence of a child-centered educational program; conciliation of child development with academic side; educational program focusing on cognitive and social development, early learning and

socializing; the emphasis, especially around the age of 5, on the fundamentals for the development of the

basic skills: reading, writing and counting, in order to successfully pass to class 1; the child's involvement in the process of evaluation/self-assessment;

13Ionescu M (2010),Repere fundamentale n nvarea i dezvoltarea timpurie a copilului de la natere la 7 ani,Ed. Vanemonde, Bucureti, p. 10-12


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the teacher's/educators role as a guide"14Learning through playing, exploration, experimentation, learning through cooperation are

mainly promoted, offering the child freedom of expression, freedom of choice and opportunity foras varied learning contexts as possible.

Conclusions:"The achievement of a coherent system of early education of a child in Romania is a

necessity arising from education priorities at the global and national level.Early learning fosterslearning opportunities later. Skills and knowledge gained early foster the development of otherslater. Early education can be an essential lever to reduce social inequalities.Defining the earlyeducation in Romanian legislation will enable the central and local authorities to focus their fundson this area of education, and this long term investment will lead to a decrease in school dropoutsrate, to an improved success rate of the child's future school route, to laying the foundations oflifelong learning and to an increased rate of socio-professional insertion. 15

Instruction/training is an indispensable component of education. Education is not possible

without training/instruction, I.F.Herbart said, he differentiates instruction/training from education,but he puts them in a relationship of complementarity and draws attention on the need foreducation centred on the formation of the moral man, as strong and good will, and, through this,of the universal human.

In conclusion, "education must not be identified with training, even if it entails training.Education leads training further, subordinates it to the structuring and development needs of thewhole personality, correlates the mind with the feeling and the action, makes the intellect, thecharacter and the will agree, subordinates instruction to the human needs as a man and as amember of the social collectivity."16

Taking into account the trends towards lifelong education, nurturing their capacity of adaptationand integration of the human in a changing world, the man must be educated to transform learning

and training into the concern for self-learning and self-training.In a modern world in constant and quick change, surpassing the strict frame of the educational

communication, training must be anticipative, innovative and permanent, centred on theindividual, thus responding positively to the guidelines outlined in the report of the Club of Rome,which estimated that the survival of humanity depends on a historic variant of lifelong education.

14Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010, p.1715 Ibidem, p.1716Panuru S., Necoi D. (2007), Teoria i metodologia instruirii, Braov, p. 31


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STUDIU PRIVIND INFLUENA PRESOPUNCTURII ASUPRA CAPACITII DECONCENTRARE A SPORTIVILOR DINTR-O ECHIP DE HANDBAL

Author: Mrd. Andreea-Carmen igleanuFEFS Galai

Cuvinte cheie:presopunctur, capacitate de concentrare, anxietate, stres.Rezumat:

Sportul de astzi este o competiie dur, o ntrecere cu sine i cu alii, presupunnd succes iglorie, concentrare i control, automotivare i plcere, ncredere i perseveren, dar mai alesperforman prin urmare, atingerea limitelor propriilor posibiliti fizice i psihice i uneori chiardepirea lor.

Nimeni nu poate contesta faptul c astzi diferena dintre un nvingtor i nvins se face demulte ori la nivel mental. ntre numeroasele aspecte ce sunt integrate de psihologia sportului ncategoria factorilor ce determin eficiena unui sportiv, se numr capacitatea de concentrare dar i

ncrederea n sine.

Principalul motiv pentru care a fost aleas aceast tem l reprezint noutatea materialuluinecesar ntocmirii unei astfel de lucrri. Considerm tema respectiv una de actualitate, cu care seconfrunt sportivii i antrenorii din ziua de azi.

Ipoteza de cercetare:Ipoteza pleac de la presupunerea c prin utilizarea presopuncturii (mijloc asociat

kinetoterapiei ) putem influena capacitatea de concentrare a sportivilor i c prin acionarea asupraacestor puncte vom obine anumite rezultate.

Scopul:Capacitatea de concentrare a sportivilor este, dac nu cea mai important, cel puin unul din

momentele importante pregtirii sportive. De aceea, ne-am propus implicarea i cercetarea ndomeniu, pentru stabilirea cauzelor principale ce ar putea duce la o slab capacitate de concentrare,deci performan slab, i stabilirea prin mijloace asociate kinetoterapiei a unor obiective generalepentru mbuntirea rezultatelor.

Organizarea cercetrii: Cercetarea a avut loc n cadrul slii de educaie fizici sport a Clubului Sportiv colar Galai.

Aici mi-am desfurat activitatea alturi de cei 15 juctori mpreun cu antrenorul lor. La testarea iniial s-au aplicat dou teste: testul cu bnci, testul mingii, ambele viznd capacitatea

lor de concentrare dar i un chestionar cu privire la emotivitatea lor nainte de o competiie. n urma rezultatelor s-au nregistrat urmtoarele rezultate:

Stres33%

Dureri de cap25%

Durerimusculare

17%

Ameteala8%

Trac17% Stres

Dureri de cap

Dureri musculare

Ameteala

Trac

Programul s-a desfurat de dou ori pe sptmn, eu participnd la antrenamentele lor iacionnd pe punctele alese. Aceste puncte au fost alese n urma depistrii problemelor cu care s-auconfruntat juctorii naintea competiiilor.


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Tehnica folosit avea 2 timpi importani:1. localizarea punctelor pentru micromasaj digital;2. masarea propriu-zis a punctului cu vrful degetului sau cu unghia (pentru tonifiere). Un lucru foarte important de specificat este faptul c n aceast perioad de cercetare

sportivii nu au luat susintoare de efort i nici medicamente pentru refacere. Se observ la testarea final o evoluie a juctorilor reuind chiar maximul de goluri, ceea ce

prima oar nu s-a putut.

Concluzii: S-a constatat c stpnirea emoiilor din concurs reprezint pregtirea temeinic a sportivilor

de performan. Capacitatea de a face fa stresului este principala preocupare a antrenorilor i sportivilor de

performan din ziua de astzi. Spre deosebire de antrenament, competiia are o foarte mare ncrctur emoional care

duce sistemul psihocomportamental n situaie de limit. Reglarea capacitii de concentrare devine o chestiune de mare importan, dac dorim s

obinem rezultate corespunztoare aspiraiei.

BIBLIOGRAFIE SELECTIV: Dragnea A., (1984) Msurarea i evaluarea n educaie fizici sport, Ed. Sport - Turism,

Bucuresti Epuran M., (1966) Pregtirea psiohologic pentru concurs, Ed. Uniunii de Cultur Fizic

i Sport, Bucureti. Floru R., (1974) Stresul psihic, Ed. Enciclopedic Romn, Bucureti. Hartmann Charles (2001) Masaj-Automasaj-Presopunctur-Reflexoterapie, Ed. ALEX-

ALEX, Bucureti.

Marza D., (2002) Masajul terapeutic, Ed. Plumb, Bacu.


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RESEARCH STUDY REGARDING THE INFLUENCE OF ACUPRESSURE ON THECONCENTRATION ABILITY OF SPORTSMEN FROM A TEAM HANDBALL

Mrd. igleanu Andreea-Carmen FEFS Galati

Key words: acupressure, ability to concentrate, anxiety, stress.

Summary:Sport today is a tough competition, a contest with himself and with others, assuming succes

and glory, concentration and control, motivation and pleasure, confidence and perseverance,especially performance therefore limits their opportumitiesc to achive mental and sometimesphysical even overcome them.

Nobody can deny that today the difference between a winner and a defeatead is often amental. Among the many aspects of sport psychology are integrated in the category of factors thatdeterminate the effectiveness of sports include the ability to focus and confidence.

The main reason why this theme was chosen novelty material is needed to complete such work.

We believe that a topical theme, facing athletes and coaches today.Research hypothesis:Hypothesis assumes that using acupressure (means associated of kinesiology) can impair

concentration and athletes by acting on these points we get some results.Purpose:Concentration ability of athletes is, if not the most important, at least one of the highlights sports

training. Therefore, we proposed the involvement and research in the field, to determinate the rootcauses that could lead to poor concentration, so poor performance, and setting means associatedkinesiology general targets for improvingout comes.

RESEARCH ORGANIZATION The research took place in the hall for physical education and sports School Sports Club

Galati. Here i worked with the 15 players with their coach. The initial testing were applied two tests: test benches, test balls, both regarding their ability

to concentrate and a questionnaire on their emotions before competition. Following results were recorded following results:

The program was held twice a week, i participated in their training and acting on the pointschosen. These points were chosen following the detection of problems faced players before

competitions. The technique had two impotant times:1. Location points for digital micromassage;

Stress33%

Headaches25%

Musclepain

17%

Dizziness8%

Stage fright17% Stress

Headaches

Muscle pain

Dizziness

Stage fright


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2. The actual massage point with your fingertip or fingernail (for toning). A very important note is that in this period of research supporting the athletes have not taken

drugs or recovery effort. Observe the final testin of players even managing evolving maximum goals, which could

not be the first time.

Conclusions: It was found that emotions rule of competition is thorough preparation of athletes. Ability to cope with stress is the primary concern of coaches and athletes today. Unlike training, competition has a very emotional situation leading the old psycho-

behavioral system.

Setting of concentration becomes a matter of great importance if we are to achiveappropriate results aspiration.


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ASPECTE FUNDAMENTALE PRIVIND CAPACITATEA DE PERFORMANTA IN JUDOAutor: Lect.univ.dr. Laurentiu Bocioaca UNEFS Bucuresti

Cuvinte cheie : antrenamentul in judo, capacitate de efort, capacitate de performan

Rezumat Studiile privind antrenamentul in judo si importanta factorilor fundamnetali, indezvoltarea capacitatii de performanta, sunt tot mai numeroase. Centrele de cercetarii si colectiveleinterdisciplinare, specializate in analiza factorilor determinanti ai performantei, au intensificatimplementarea rezultatelor cercetarii in tehnologia si metodica moderna a pregatirii, la nivelulloturilor reprezentative, iar rezultatele obtinute de sportivii judoka la C.M, C.E si J.O, au intaritimportanta acestor factori, in strategiile de pregatire individualizata a sportivilor.

In literatura domeniului, majoritatea specialitilor, folosesc termenul de performan, cafiind un rezultat al unei activiti, sau ca realizare a unei sarcini - ori reuita unei aciuni. Dartermenii de aciune, spectacol, manifestare, prezentare, etc., sunt de asemenea asociai cu

performana, iar acestora li se adaug termenul de eficiena pentru a sublinia aspectul calitativ alexecuiei unui sportiv judoka. Performana sportiv in judo, reprezint rezultatul obinut de judoka,

ntr-o activitate sportiv, de regul ntr-un concurs, desemnat printr-o cifr sau un calificativ pescala valorilor specifice, conform regulamentului competiional.

Pornind de la aceste aspecte, in realizarea lucrrii, am considerat fundamentala ipotezaconforma creia,determinarea structurii factorilor specifici ai capacitaii de performanta in judo,

stabilirea relaiilor dintre aceti factori, precum si importanta acordata de specialitii domeniului(antrenori, profesori, metoditi) acestor factori, contribuie semnificativ la stabilirea strategiei

optime de antrenament, a planificrii si programrii unei pregtirii eficiente a sportivilor judoka.Introducere

Judo, disciplina olimpica, practicata pe ntreg mapamondul, la toate vrstele, prinpracticarea sa, contribuie fundamental la dezvoltarea psio-motrica a practicanilor, fiind consideratun sistem de educaie foarte important. Tot mai multe studii demonstreaz ca sportivii judokaprezint o capacitate de efort foarte ridicata, fora excepionala, viteza ridicata de reacie siexecuie si un nivel foarte ridicat de coordonare intersegmentara si intrasegmentara, orientare

spatio-temporala si echilibru ( Thomas, Cox, Smith, 1989 ).Pregatirea specifica, complexa, este determinata de prezenta categoriilor de greutate

numeroase si a structurii biomecanice variate, a procedeelor practicate in cadrul disciplinei, aspectecare complica pregatirea si cresc permanent spectacolul competitional.

Studii recente demonstreaza importanta decisiva a adaptarilor specifice unei capacitatianaerobe lactacide a sportivilor judoka in obtinerea victorie, rezultate ridicate in testele de forta-

viteza, coordonare, viteza de reactie si executie (Allen, Smith, & Miller, 2007).MetodePe parcursul realizarii studiului, pentru obtinerea datelor prezentate, a fost folosita metoda anchetei,bazata pe completarea chestionarelor, pe o perioada de 6 luni(iunie 2012, noiembrie 2012), de catre57 de antrenori din judo, din zone geografice diferite ale Romaniei(Alba, Bucuresti, Brasov, Buzau,Cluj, Dolj, Galati, Giurgiu, Constanta, Oradea, Targoviste) distributia antrenorilor fiind relativomogena ca experienta, nivel de calificare, conditii de lucru. Au fost folosite metode de analaizastatisca si prelucrare a datelor, pentru determinarea evolutiei datelor recoltate pe parcursulcercetarii. Datele au fost recoltate in doua etape, repsectiv la inceputul si dupa sase luni de activitate(in perioada celor 6 luni, antrenorii au parcurs doua etape de perfectionare, in cadrul stagiilororganizate de FRJ).


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Analiza statisticaPrelucrarea datelor a fost realizata prin calcularea indicatorilor descriptivi statistici:

parametrii centrali si ai dispersiei (media aritmetica, abaterea standard, coeficientul variabilitate,testul Student T).

Rezultate cercetarii

Datele statistice pentru principalii indicatori ai grupului experimental si ai capacitaii deperformanta analizai si cuprini in respondenta, se prezint astfel:

Tabel 1. Datele privind respondenta subiecilor la nceputul cercetariiParametrii N M SD CV T-testVarsta (ani) 57 45 8.43 0 0.25Experienta (ani) 57 21 6.97 0 0.13Factori conditionali(%) 57 46 2.3 6.25 0.15F-V(%) 57 54 2.3 1.2 0.03Coordonare(%) 57 65 3.02 3.1 0.03Rezistenta(%) 57 48 2.31 2 0.05Aptitudini intelectuale 57 64 1.07 1.1 0.05

Aptitudini morale 57 67 0.42 2.2 0.01Aptitudini psihice 57 73 1.33 2.6 0.01Abilitati tehnico - tactice 57 70 2.2 1.8 0.01Factori igienici 57 34 2.16 3.5 0.11Capacitate A 57 68 5.62 1.9 0.10Capacitate AL 57 43 0.19 2.7 0.06Capacitate AA 57 38 1.2 1.8 0.02

Tabel 2. Datele privind respondenta subiecilor la finalul cercetarii

Parametrii N M SD CV T-testVarsta (ani) 57 45 8.43 0 0.25Experienta (ani) 57 21 6.97 0 0.13Factori conditionali(%) 57 46 2.3 6.25 0.15F-V(%) 57 54 2.3 1.2 0.03Coordonare(%) 57 65 3.02 3.1 0.03Rezistenta(%) 57 48 2.31 2 0.05Aptitudini intelectuale 57 64 1.07 1.1 0.05Aptitudini morale 57 67 0.42 2.2 0.01Aptitudini psihice 57 73 1.33 2.6 0.01Abilitati tehnico - tactice 57 70 2.2 1.8 0.01

Factori igienici 57 34 2.16 3.5 0.11Capacitate A 57 68 5.62 1.9 0.10Capacitate AL 57 43 0.19 2.7 0.06Capacitate AA 57 38 1.2 1.8 0.02

Grafic. 1. Importanta factorilor condiionali ai capacitaii de performanta la nceputul cercetarii


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Factori

Coordonare(%)

Aptitudini intelectuale

Aptitudini psihice

Factori igienici

Capacitate AL

Grafic. 2. Importanta factorilor condiionali ai capacitaii de performanta la finalul cercetarii

0 20 40 60 80 100

Varsta (ani)

Experienta (ani)

Factori conditionali(%)

F-V(%)

Coordonare(%)

Rezistenta(%)

Aptitudini intelectuale

Aptitudini morale

Aptitudini psihice

Abilitati tehnico - tactice

Factori igienici

Capacitate A

Capacitate AL

Capacitate AA

Series1

Interpretarea datelorDatele prezentate in tabelele si graficele 1-4, ne arata o cretere semnificativa a indicatorilor

statistici, pentru toi factori condiionali ai capacitaii de performanta la finalul cercetarii. In aceastaperioada, opinia respondenilor se modifica semnificativ in privina importantei factorilordeterminani ai performantei in competiiile de judo. Schimbrile cele mai importante suntconstatate in privina procentului de respondeni (%) care considera capacitatea de efort anaerobalactacida si alactacida, factori prioritari ai capacitaii de performanta (creteri de peste 20%),aptitudinile condiionale de fora-viteza, coordonare (creteri de 19%).

Aptitudinile morale si psihice, precum si abilitatule tehnico-tactice sunt considerate factorideterminani ai performantei, in opinia antrenorilor, pe tot parcursul cercetarii, stagiile deperfecionare si experiena profesionala, ntrind opinia respondenilor, in aceasta direcie (procentesituate intre 70 si 80%).

Din datele recoltate la finalul cercetarii, putem constata, gruparea respondenilor din punctde vedere al scderii importantei date factorilor reprezentai de rezistenta si capacitate de efortaeroba, opinia antrenorilor, fiind schimbata semnificativ, ca efect al modificrilor de strategie in


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antrenamentul specific si a evoluiei regulamentelor competiionale, pentru diferite vrste depracticani judoka.

ConcluziiNivelul nalt al performanelor sportive din judo, impune perfecionarea continu a tuturor

laturilor pregtirii sportivilor, iar creterea n continuare a capacitii de performan depinde de o

serie de factori i de direcia de perfecionare a antrenamentului sportiv.Datele prezentate de noi, demonstreaz importanta capacitaii de performanta pentruobinerea victoriei in competiiile de judo, majoritatea antrenorilor considernd adaptrile lasolicitrile specifice fundamentale.

In opinia majoritarii respondenilor, capacitatea de efort anaeroba lactacida si anaerobaalactacida este considerata prioritara in structura pregtirii.

Factorii condiionali fizici, calitile motrice fora-viteza, coordonare si viteza de reacie siexecuie, dein opinia majoritara a antrenorilor in importanta strategica a pregtirii din judo. Aceastaopinie majoritara, a respondenilor demonstreaz schimbrii profunde in concepia de pregtire apracticanilor de judo si specialitilor, pentru a evita consumul inutil de energie si timp printr-opregtire eficienta, adaptata solicitrilor competiionale.

Bibliografie1. Belous V. Bazele performanei, ingineria performanei umane. Editura Performantica, Iai,1995.2. Boulat R. Lutte-Judo-Sambo. Progression sportive de lecole au club. Education Physique etSport, nr. 11, Paris, 1973.3. Bocioac L. Puterea n judo. Editura Bren, Bucureti, 2003.4. Epuran M. Modelarea conduitei sportive. Editura Sport-Turism, Bucureti, 1989.5. Hantu I. , Bocioac L. Antrenamentul n judo.Pregtirea fizic i tehnic. EdituraUniversitii din Piteti, 1998.6. Thomas, S. G., Cox, M. H., LeGal, Y. M., Verde, T. J., & Smith, H. K. (1989). Physiologicalprofiles of the Canadian National Judo Team.7. Weineck J. Biologia sportului. Edit. CCPS, Bucureti, 1993

KEY ISSUES ON THE ABILITY OF PERFORMANCE IN JUDOAuthor: Lect.univ.dr. Laurentiu Bocioaca UNEFS Bucuresti

Keywords: training in judo, exercise capacity, capability allows

Abstract: Studies and training in judo fundamnetali important factors in the development ofperformance capacity are increasing. Research centers and interdisciplinary teams specialized inanalyzing determinants of performance, intensified implementation of research results intechnology and modern methods of training, the representative teams and judo athletes results inCM, EC and OJ, have reinforced the importance of these factors, individualized training strategiesathletes.

Domain literature, most specialists use the term performance as a result of an activity oraccomplishment of a task - or success of an action. But the terms of action, show, event,presentation, and so on, are also associated with performance and added to them the term efficiencyto emphasize the qualitative aspect of execution of a judo athlete. Athletic performance in judo,

judo is the result obtained in a sporting activity, usually in a contest designated by a number or arating scale specific values, according to competition rules.


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Based on these aspects, in carrying out the work, we considered fundamental hypothesis thatspecific factors determining the structure of the capacity performance in judo, relationships betweenthese factors, and the importance given by domain experts (coaches, teachers, methodologists) thesefactors contribute significantly to determining optimal training strategy, planning and programmingof efficient training judo athletes.

IntroductionJudo Olympic discipline, practiced throughout the world, in all ages, by practicing hisfundamental contribution to development practitioners psio-driving is considered a very importanteducation.

More and more studies show that athletes judoka has a very high exercise capacity,exceptional strength, responsiveness and high speed performance and a high level of coordinationand intrasegmentara and intersegmentara, position and echilibru ( Thomas, Cox, Smith, 1989 ).

Preparing specify complex is determined by this weight categories and many differentbiomechanical structure, processes practiced in the discipline, issues that complicate training andpermanent increase competitive performance. Recent studies demonstrate the crucial importance ofspecific adaptations of anaerobic capacity lactacid judo athletes in achieving victory results in

testing high-speed strength, coordination, reaction speed and execution (Allen, Smith, & Miller,2007).Method

During the study, to obtain the data presented, the survey method was used, based onquestionnaires, for a period of six months (June 2012, November 2012), by 57 coaches in judo,from different geographical areas of Romania (Alba, Bucharest, Brasov, Bucuresti, Cluj County,Galati Giurgiu, Constanta, Oradea, Targoviste) coaches are relatively homogeneous distribution ofthe experience, skill level, conditions working. The analysis methods were used STATISTICS anddata processing to determine the evolution of data collected during the research. Data werecollected in two phases, repsectiv at the beginning and after six months of work (during the 6months, coaches have gone through two stages of training in internships organized by FRJ).Statistical scanData processing was performed by calculating descriptive statistics indicators: parameters of centraland dispersion (arithmetic mean, standard deviation, coefficient of variance, Student test - T).Research resultsStatistics for key indicators experimental group performance and capacity analysis and included inthe respondent, is as follows.

Table 1. Respondent data subjects at the beginning of research

Parameters N M SD CV T-test

Worst (ani 57 45 8.43 0 0.25Experienta (ani) 57 21 6.97 0 0.13Factori conditionali(%) 57 46 2.3 6.25 0.15F-V(%) 57 54 2.3 1.2 0.03Coordination (%) 57 65 3.02 3.1 0.03Resistance (% 57 48 2.31 2 0.05Aptitude intellectuals 57 64 1.07 1.1 0.05Aptitude moral 57 67 0.42 2.2 0.01Aptitude psychics 57 73 1.33 2.6 0.01Habilitations technical -tactical 57 70 2.2 1.8 0.01Factors toilet 57 34 2.16 3.5 0.11

Capacity A 57 68 5.62 1.9 0.10Capacity AL 57 43 0.19 2.7 0.06Capacity AA 57 38 1.2 1.8 0.02


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Table 2. Respondent data subjects at the end of the researchParameters N M SD CV T-testWorst (ani 57 45 8.43 0 0.25Experienta (ani) 57 21 6.97 0 0.13

Factori conditionali(%) 57 46 2.3 6.25 0.15F-V(%) 57 54 2.3 1.2 0.03Coordination (%) 57 65 3.02 3.1 0.03Resistance (% 57 48 2.31 2 0.05Aptitude intellectuals 57 64 1.07 1.1 0.05Aptitude moral 57 67 0.42 2.2 0.01Aptitude psychics 57 73 1.33 2.6 0.01Habilitations technical -tactical 57 70 2.2 1.8 0.01Factors toilet 57 34 2.16 3.5 0.11Capacity A 57 68 5.62 1.9 0.10Capacity AL 57 43 0.19 2.7 0.06Capacity AA 57 38 1.2 1.8 0.02

Graph. 1. Important conditional factors of performance in the early research capacity

0

10

20

30

40

50

60

70

80

N M SD CV T-test

Worst (ani

Experienta (ani)


F-V(%)

Coordination (%)

Resistance (%

Aptitude intellectuals

Aptitude moral

Aptitude psychics

Graph. 2. Important conditional factors of performance capacity at the end of the research


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0

10

20

30

40

50

60

70

80

N M SD CV T-test

Worst (ani

Experienta (ani)


F-V(%)

Coordination (%)

Resistance (%

Aptitude intellectuals

Aptitude moral

Aptitude psychics

Habilitations technical -tacticalFactors toilet

Capacity A

Capacity AL

Capacity AA

Interpretation of dataData presented in tables and graphs 1-4, shows a significant increase statistical indicators for

all conditional factors of performance capacity at the end of the research. During this period,significant changes in the respondents' opinion on the importance of the determinants ofperformance in judo competitions.

Most important changes are observed in the percentage of respondents (%),priority factors

of performance capacity (increase of over 20%), force-velocity conditional skills, coordination(increase of 19%).Moral and mental skills and technical and tactical abilitatule are considered determinants of

performance, according coaches throughout the research, their training and professional experience,strengthening the respondents' opinion in this direction (percentages ranging between 70 and 80%).

The data collected at the end of the research, we find, grouping respondents in terms ofdecreasing importance given factors represent resistance and aerobic exercise capacity, accordingcoaches, is significantly changed as a result of changes in specific training strategy and competitivedevelopment regulations for different ages judo practitioners.

ConclusionsThe high level judo sport performance requires continuous improvement of all aspects of

sports training and further increasing performance capacity depends on a number of factors and theimprovement of sports training.

New data presented demonstrates significant performance capacity for victory in judocompetitions, most coaches considering fundamental adjustments to specific requests.

According to the majority of respondents, anaerobic exercise capacity and anaerobic lactacidalactacida is considered a priority in training structure.

Factors physical conditioning, strength-speed motor skills, coordination and reaction speedand executive coaches have the majority opinion in the strategic importance of training in judo.

The majority opinion, the respondents demonstrated profound change in the conception oftraining judo practitioners and specialists to avoid unnecessary energy consumption and timethrough effective training, adapted to competition.


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EVALUAREA UNOR ASPECTE ALE ANTRENAMENTULUI DE JUDO PRINMONITORIZAREA FRECVENEI CARDIACE

Autori: Masterand Irina Biel, UNEFSProf. Univ. Dr. Dan Deliu UNEFS

Cuvinte cheie: efort n judo, intensitate, frecven cardiac

RezumatPrin monitorizarea frecvenei cardiace a unor sportive practicante de judo de la Clubul

Rapid - CSS 5 - A.S. Voinicelul Bucureti, am ncercat s facem o corelaie ntre pregtireaspecific n judo i caracteristicile fiziologice ale efortului de antrenament. Am folosit puls testeremodel S 625X iar pentru prelucrarea i interpretarea datelor culese am folosit softul PolarProTrainer 5TM.

Scopul experimentului a fost, pe de o parte, de a realiza o cuantificare obiectiv, pornindde la date msurate direct a intensitii solicitrilor din antrenamentul de judo i, pe de alt parte, dea verifica ipoteza conform creia solicitrile lui uke i ale lui tori sunt comparabile n

antrenamentele de consolidare i perfecionare, cnd nu se pune problema de lucru n condiiiuurate.

De asemenea, trebuie s menionm c nu am ntlnit nc, n literatura de specialitateromneasc date concrete privind evaluarea efortului de teren n judo.

Aspecte generale ale efortului n judoPerformanele sportivilor depind n mare msur de modul n care le sunt administrate

sarcinile motrice, de tipul de efort prestat, de reacia organismului la efort, de adaptarea la efort, decapacitatea de refacere i mai ales de supracompensarea ce urmeaz efortului prestat.

Efortul sportiv n judo, reprezint conduita conativ performant prin care sportivii imobilizeaz resursele fizice i psihice n antrenament i competiie. Efortul fizic de antrenamentimplic toate sistemele organismului avnd ca efect adaptarea complex, dezvoltarea calitilorfizice i psihice, funcionale i biochimice pentru a face fa solicitrilor din competiii.

Parametrii externi ai efortului au un ecou diferit asupra sportivilor, cu deteriorri tranzitoriiale homeostaziei generale. Efortul este caracterizat de efectuarea unor tehnici specifice precumprize, dezechilibrri, intrri, proiectri, eschive, imobilizri, strangulri, luxri, diferite forme dedeplasare sau cderi. Nivelul de stres poate fi maximal uneori, adugndu-se la modificareahomeostaziei generat de efortul fizic.

Adaptarea intervine prin corelarea structurii morfologice i a funciilor fiziologice n raportcu mediul. Adaptarea este o consecin a efortului prestat i, n funcie de rapiditatea cu care serealizeaz, aceasta poate fi:

Acomodare cu efecte imediate ce constau n variaiile funcionale i biochimice ce se stabilescn timpul efortului i imediat dup ncetarea lui, atunci cnd intervine compensarea deficitului deoxigen. Reaciile imediate de adaptare se desfoar n trei etape:Stimularea organelor i sistemelor care asigur i susin desfurarea activitii respective,

caracterizat prin creterea brusc a frecvenei cardiace, a ventilaiei pulmonare, a consumului deoxigen, a scderii pH- ului sanguin etc;Desfurarea activitii funcionale la un nivel constant, denumit i stare stabil;Tulburarea echilibrului strii stabile ca urmare a discordanei dintre necesarul organismului i

capacitatea subsistemelor sale de a face fa nevoilor crescute din timpul solicitrii. Adeseoriefectuarea unor eforturi peste limitele fiziologice determin tulburri ale ritmului de adaptare delung durati schimbri neprevzute n starea diferitelor organe (disfuncii sistemice, uneori chiar

patologice care trebuie evitate). Efectele permanente ale efortului sunt modificri persistente, stabile care servesc drept suport

proceselor ulterioare de readaptare. Acestea au la baz modificri plastice (de structur) stimulate


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de ncrctur (de nivelul ei) precum i creterea activitii endocrine-hormonale n perioada detimp n care sarcina acioneaz sistematic asupra organismului. Efectele cumulative ale sarcinii includ ansamblul variaiilor biochimice i morfofuncionale

care intervin dup o perioad lung de antrenament sistematic desfurat tiinific.

Clasificarea efortului n judo

Baza adaptrii superioare n judo este reprezentat de efortul sportiv de mare intensitate.Dup caracterul predominant al contraciilor musculare voluntare, eforturile sunt izometrice sauizotonice, iar dup micarea produs n timpul contraciei, efortul muscular este static sau dinamic.n efortul static, musculatura ncearc s nving fore mai mari dect posibilitile maxime i apare

n adoptarea poziiilor de lupt, n forri ale articulaiilor, imobilizri, n aciunile de blocare.Majoritatea aciunilor tehnico-tactice din judo se realizeaz preponderent prin eforturi dinamice saucombinate.

Dup criteriul ciclicitate, efortul n judo este aciclic, procedeele tehnice i combinaiile lorrealizndu-se n condiii mereu schimbtoare.

n ceea ce privete continuitatea, caracteristice pentru judo sunt eforturile discontinue, ncare pot aprea variaii de intensitate, ntreruperi i chiar pauze. n competiii, efortul este repetat

prin mai multe meciuri ntr-o competiie.n antrenament, efortul poate fi specific sau nespecific.Raportat la sistemele biologice predominant solicitate, efortul este de tip neuromuscular,

sistemul nervos i analizatorii (n special cel vizual i cel kinestezic) fiind intens solicitai,concentrarea factorilor psihici fiind cel puin la fel de important ca i activitatea muscular.

Mecanismele energetice sunt solicitate de cele mai multe ori maximal, mai ales celeimplicate n obinerea rapid de energie, necesar n proiectri, fixri etc. Astfel, efortul estepreponderent anaerob i mixt.

Prezentm n tabelul de mai jos corespondena dintre frecvena cardiaci durata solicitrii,raportate la sursele energetice care stau la baza acestora (Deliu, D., 2008).

Tabel 1: Relaia ntre frecvena cardiac, durata solicitrii i sursa energetic

Sursa energetic Frecvena cardiac Durata solicitriiAerob 120-150 p/min (140/min) Peste 301 sec.Aerob - anaerob 160-190 p/min (175/min) 121-300 sec.Anaerob - lactacid 180-190 p/min (180/min) 21-120 sec.Anaerob - alactacid 170-190 p/min (185/min) 1-20 sec.

Dup intensitatea efortului, cuantificat prin frecvena cardiac, se poate face o clasificaren eforturi exhaustive (cu o frecven cardiac mai mare de 200 b/min), maximale (cu FC = 180 200 b/min), mari (FC = 160 180 b/min), moderate (FC = 140 160 b/min) i uoare (FC = 100 120 b/min).

Supracompensarean cazul n care rezervele energetice au fost serios afectate sau epuizate n timpul

travaliului muscular, n timpul refacerii nu se produce doar reconstituirea lor, ci i o depire anivelului iniial. Altfel spus, conform principiului suprancrcrii, celulele solicitate maximal tinds-i reconstituie resursele utilizate la un nivel superior (principiul specificitii).

Conform teoriei lui Folbort, dac stimulul de efort este bine dozat, are o intensitate ritmiccresctoare i este administrat n momentul n care organismul este complet refcut, refacerea se vaproduce cu supracompensare.

Partea experimentali interpretarea datelor

Experimentul efectuat de noi a constat n monitorizarea frecvenei cardiace a unor sportivipe parcursul unui antrenament de judo din perioada competi ional. Subiecii au fost dou sportive,L.C., U15, 1,57 m, 52 kg i D.D., senioar, 1,68m, 63 kg.


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Dup o nclzire care a durat 25 minute (cu tot cu pauza de rehidratare), a nceput parteafundamental a antrenamentului. Exerciiile enumerate mai jos sunt evideniate pe diagramafrecvenei cardiace a fiecrei sportive, putndu-se observa ecoul produs asupra lor.

1. Uchi komi cu nage komi la final, din deplasare dus ntors pe 10 m (4 intrri, a 5 a cuproiectare) x 5 procedee, = 5 minute, pauz 3 minute la final = 8 minute;

2. Lupt pentru prize 6 x 30 s, cu schimbarea partenerilor (randori kumi kata) 3 minute pauz, n total 3+3=6 minute;3. Unul atac, altul se apr (kakari geiko), 3 minute n total, se schimb rolul la 1,5 minute, 3min pauz, timp total 6 minute;

4. Lupt la sol (randori ne waza) cu schimbarea partenerilor dup fiecare minut cu 3 minutepauz, n total 6 minute;

5. Tokui waza (studiu din deplasare la procedeul preferat), 3 minute atac direct, 3 minute ataccombinat, 3 minute pe contraatac, pauze de 1 minut, total 12 minute;

6. Randori 3 x 3 minute cu pauz 3 minute, total 18 minute (pe diagrama 6.1, 6.2, 6.3)

Fig. 1: Variaia FC n timpul antrenamentului pentru subiectul 1

n final s-a efectuat un antrenament autogen de tip Schultz, inducndu-se prin sugestie orelaxare general a organismului prin contientizarea de ctre sportive a senzaiei de greutate icldur n membre, concentrare asupra btilor inimii n vederea ncetinirii ritmului cardiac,controlul respiraiei (Mitrache, G., 2010).

Mai jos prezentm ponderea frecvenelor cardiace pe intervale de frecven, cu meniunea cau fost luate n considerare att partea de nclzire, ct i cea de relaxare.

Fig. 2: Ponderea intervalelor de frecven cardiac pentru subiectul 1

nclzire 1 2 3 4 5 6.1

6.2

63

R


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Din datele culese i prelucrate cu ajutorul softului Polar ProTrainer 5TM s-au mai obinuturmtoarele informaii:

Numrul de bti ale inimii 13013Refacere 9 btiPulsul minim 96 b/min (nregistrarea a nceput ulterior nceperii nclzirii)

Puls mediu 156 b/minPuls maxim 209 b/minDeviaia standard 28,7 b/min.Pentru subiectul numrul 2 s-au obinut urmtoarele nregistrri:namentului pentru subiectul

2

Fig. 3: Variaia FC n timpul antrenamentului pentru subiectul 2

i n acest caz s-au obinut urmtoarele informaii:Numrul de bti ale inimii 12393Refacere 27 btiPuls minim 71b/min (nregistrarea a nceput chiar naintea nclzirii, imediat dup salut)Puls mediu 143 b/minPuls maxim 192 b/minDeviaia standard 28,2 b/min

De asemenea, ponderea intervalelor de frecven cardiac a fost calculat pe toat durataantrenamentului, nu doar n partea fundamental.

Fig. 4: Ponderea intervalelor de frecven cardiac pentru subiectul 2

nclzire 1 2 3 4 5

6.1 6.2 6.3

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Concluzii1. Sunt evidente intensitile mari i maximale n execuia tuturor exerciiilor din partea

fundamental a antrenamentului;2. Nu se poate face o distincie, raportndu-ne numai la frecvena cardiac, a perioadelor n

care subiecii au fost pe rol de tori (cel care atac) sau de uke (cel care suport atacul sau cel ce seapr), ceea ce confirm ipoteza c att tori ct i uke depun eforturi de intensiti apropiate;

3. Comparnd curbele efortului se constat pentru sportiva senioar (subiectul 2) o frecvencardiac maxim mai mic dect n cazul subiectului 1 i, n general, valori maxime mai mici alefrecvenei cardiace, valori ce pot fi puse pe seama unei experiene superioare;

4. n partea de relaxare autogen, care a durat 5 minute, la ambele sportive s-a constatat oscdere a frecvenei cardiace cu aproximativ 85 b/min

Bibliografie:DELIU, D., - Antrenamentul sportiv n disciplinele de combat, Bucureti, Editura Bren,

2008;ALGU, S., MRZA, D.,- Asisten biologic i kinetoterapie n sport, Iai, Editura

PIM, 2007;EPURAN, M., HOLDEVICI, I., TONIA., F., - Psihologia sportului de performan:

Teorie i practic, Bucureti, Editura FEST, 2008.

THE APPRECIATION OF SOME ASPECTS OF THE JUDO TRAINING BY THEMONTORISING OF CARDIAC FREQUENCY

Authors: Mrd. Irina Biel, UNEFSProf. Univ. Dr. Dan Deliu UNEFS

Key words: judo effort, intensity, cardiac frequency

SummaryBy monitorising the cardiac frequency of some sportswomen who practice judo at the

Rapid Club - CSS 5 - A.S. Voinicelul Bucureti, we tried to make a correlation between the specifictraining in judo and the physiological features of the training effort. We used the model S 625Xpulse tester and for processing and interpretating the collected data we used the Polar ProTrainer5TM software.

The purpose of the experiment was, on one hand to achieve an objective quantification,starting from the data obtained directly from the intensity of the demands of judo training, and onthe other hand to verify the assumption that the physical solicitation of the uke and of the tori arecomparable in the strengthening and improving training, when the working conditions are notrelievable.

Also, we must mention the fact that we havent found yet in the Romanian specializedliterature any concrete data refering to the evaluatin of the field effort in judo.

General aspects of the effort in judoThe sportsmen performances depends in a high rate on the way in which the motric

charges are given, on the effort type, on the body response to the effort, on the effort accomodation,on the recovery capacity and most of all on the overcompensation that follows the effortperformed.

The effort in judo represents the performant voluntary behaviour in which the sportsmenmobilize the physical and psychical resources in training and competition. The training physicaleffort involves all the body systems and the effect is the complex accomodation, the development of

the physical and psyhical capacities, functional and biochemical to deal the competitional demands.The extern parameters of the effort has a different echoes on the sportsmen, with transitorydegradation of the general homeostasy. The effort consists in the execution of some specific


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techniques like holdings, entries, off-balancings, throws, fallings, dodges, immobilizations,neckings, wrenches, various kinds of movements or breakings. The level of stress can be maximalsometimes, appending to the homeostasy alteration generated by the physical effort.

The accomodation invert through the correlation of the morfological structure and of thefisiological functions in relation with the environment. The accomodation is a consquence of theperformed effort and, regarding of his velocity it can be:

Accomodation with immediate effects that consists in the functional variations that assessduring the effort and right after it stops and intervene the compensation of the oxygen deficit. Theimmediate reaction of accomodation evolves in three stages: The organs and systems stimulation that ensure and sustain the evolving of the reffered

activity, that is charaterised by the sudden increase of the cardiac frequency, of the pulmonaryventilation, of the oxygen consupmtion, of the blood pH decrease; The development of the functional activity at a constant level named stady state; The disturbance of the stady state in consequence of the disorder between the body

necessary and the capacity of his subsystems to deal the high needs in time of the demnad. Often,performing such efforts above physiological limits induce accomodate rate disorder on long lastingaccomodation and contingent changes in the state of different organs (systemic disfunctions,

sometimes even patological, that must be avoided). The permanent effects of the efforts are persistent changes, stable, that serve as support of

the later reaccomodation processes. These are based on plastic (structural) modifications that arestimulated by the load (his level) and by the increase of the endocrine activity n the period of timein which the load acts sistematic on the body.

The cumulative effects of the load include the biochemical and morfofuctional variationsansamble that intervene in after a long period of sistematic and scientific training.

The effort classification in judoThe superior accomodation base in judo is represented by the high intensity effort. After his

main character of voluntary muscular twitch, the effort can be isometric or isotonic and after themovement produced during the twitch, the muscular effort is static or dynamic. In the static effort,the muscle try to defeat greater forces than his maximal posibilities and appears in the fightpostures, in inforcements of the joins, in immobilizations and blocking actions. Most of thetechnico-tactical actions in judo are dynamic or combinated efforts.

After the cyclicity criteria, the effort in judo is acyclic, the technical procedings and theircombinations beeing realized in always changing conditions.

Regarding the continuity, distinctive for judo are the discontinue efforts with intensity variations,interruptions and even pauses. In the competitions, the effort is repeated.

In the training, the effort can be specific and nespecific.Related with the highly solicitated biological sistems, the effort is neuromuscular, nervos system

and the visual and kinestesic analysors being highly required, the psychical factors concentrationbeing almost equally important like the muscular activity.The energetic mechanisms are requested mostly maximal, like those involved in the quick

obtained energy used for the throws, immobilisations. So, the effort in judo is most anaerobic andmixt.

In the table below is presented the correlation between the cardiac frequency and the strainlasting related to the energetical sources (Deliu, D., 2008).

Tabel 1: Correlation between the cardiac frequency, strain lasting and energetical source.

Energetical source Cardiac frequency Strain lastingAerobic 120-150 b/min (140/min) Peste 301 sAerobic - anaerobic 160-190 b/min (175/min) 121-300 s.Anaerobic - lactacid 180-190 b/min (180/min) 21-120 sAnaerobic - alactacid 170-190 b/min (185/min) 1-20 s.


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After the effort intensity, quantized through the cardiac frequency, the effort can beclassified in exhaustive (with a cardiac frequency bigger than 200b/min), maximal (with CF = 180 200b/min), big (FC = 160 180b/min), mild (FC = 140 160 b/min) and easy (FC = 100 120b/min).

The overcompensationWhen the energetical resources were seriously affected or exhausted during the muscular

effort, in the recovery, beside their rebuilding, the initial level is exceed. In other words, accordingwith the overloading principle, the maximal loaded cells tend to recover their resources on a higherlevel (the specificity principle).

According Folbort`s theory, if the effort stimulation is adequate balanced, with anrhythmically increasing intensity and is applied when the organism is completely recovered, theovercompensation will appear.

The experimental part and explanation

The experiment consisted in cardiac frequency monitorizing of two sportswomen during ajudo training class in the competitional period of the year. The subjects were L.C., U15, 1,57m, 52kg, 2kyu and D.D., U23, 1,68m, 63 kg, 1dan.

After the warming up, the cardiac rate was arround 140 b/min. In the fundamental part ofthe training were performed the exercises that are described below, highlighted on the cardiacfrequency diagram of each subject, for an easier detection of the produced echo on each one:

1. Uchi komi/nage komi in the end, in movement, (2 x 10 m) 4 entries, the fifth with throwing)x 5 techniques, = 5 minutes, rest 3 minutes in the end = 8 minutes;

2. Fight for holdings 6 x 30 s, changing the partners (randori kumi kata) 3 minutes rest,totally 3 + 3 = 6 minutes;

3. Kakari geiko (one attacks, the other defends), 3 minutes, changing the role in 1,5 minutes, 3minutes rest, totally time 6 minutes;

4. Randori ne waza changing the partner after each minute, 3 minutes rest;5. Tokui waza (the preffered technique), 3 minutes direct attack, 3 minutes combined attack, 3

minutes counterattack, rest 1 minute after each reprise, totally 12 minutes;6. Randori 3 x 3 minutes, rest 3 minutes, totally 18 minutes (6.1, 6.2, 6.3 on diagram).

Fig. 1: FC variation during the trainig lesson for subject 1

In the end of the lesson training the subjects performed an Schultz type training, inducing,by suggestion, a generally relaxation of the entire body, acquiring senzations of heavyness, warm inthe limbs, concentration on the heart beating regarding the decrease of the heart rate, the breathingcontrol.

Below we present the balance of the cardiac frequency on frequency intervals, and wemention that the warming up and the relaxation were take in the account.


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Fig,2: The balance of the cardiac frequency for subject 1

Using the Polar ProTrainer 5TM software, we obtained the following informations:Number of heart beats 13013

Recovery 9 beatsMinimum heart rate 96 b/minAverage heart rate 156 b/minMaximum heart rate 209 b/minStandard deviation 28.7 b/min.

For the subject 2 we obtained the following entries and informations:Number of heart beats 12393Recovery 27 beatsMinimum heart rate 71 b/minAverage heart rate 143b/min

Maximum heart rate 192 b/minStandard deviation 28,1 b/min

Fig. 3: FC variation during the training lesson for the subject 2

Also, the cardiac frequency balance reffers at the entire training period, not only at thefundamental part of the lesson.


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Fig. 4: The balance of the cardiac frequency for subject 2

Conclusions

1. There are obvious high and maximal intensities in the execution of all the exercises in thefundamental part of the lesson;

2. We can not differentiate, regarding only the cardiac frequency, the periods when thesubjects were tori (who attack) or uke (who support the attack or who defends), fact that confirm theassumption that both tori and uke provide same level efforts;

3. Confronting the effort curves we can see for the subject 2 a maximum heart rate lower thanfor the subject 1 and, generally, lower maximal values for the heart rate, values that can be referableto a superior experience in the field.

4. In the Schultz relaxation part, that last five minutes both subjects described a decrease of theheart rate of 85b/min.


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FUNDAMENTAREA MANAGEMENTULUI OPERAIONAL PRIN MANAGEMENT

STRATEGIC I TACTIC N ORGANIZAIILE SPORTIVE

Lazr Tipa, prof. doctor Educaie Fizici SportColegiul Economic Dimitrie Cantemir Suceava

Cuvinte cheie:Managementul operaional,tactic,strategic,club sportiv,

activiti sportive.

Sumar: Managementul operaional, ca domeniu distinc al organizaiilor poate fi abordat drept un

sistem structurat pe subsisteme i cu variabilele specifice acestuia.

Managementul operaional reprezint procesul de stabilire contient i de atingere a

obiectivelor derivate cu ajutorul funciilor manageriale n domeniul activitilor sportive, pregtiriiperformanei, metrologiei i calitii, utiliznd n mod eficient resursele umane, materiale,

financiare i informaionale.( Ansoff H.I, 1974).

Managementul operaional este parte component a managementului organizaiilor, ntre ele

existnd o strns legatur, un schimb reciproc de informaii. Astfel, managementul de ansamblu al

organizaiilor sportive opereaz cu perioade de timp mai mult sau mai puin lungi(an, semestru,

trimestru) i are scopul de a realiza relaiile organizaiei (a cluburilor sportive colare) cu exteriorul,

fcnd abstracie de aspectele de amnunt ale procesului de pregtire a performanelor. Obiectivele

fixate de managementul de ansamblu se refer la toate domeniile i laturile activitii ecconomico-

sociale ale organizaiei: educaie, aprovizionare, desfacere, dezvoltare, personal.

Organigrama prezentat de noi, specific unui club sportiv, cuprinde o serie de departamente

specializate pe direcii bine definite i care asigur n totalitate funcionarea eficient a ntregului

program managerial, dup cum urmeaz (fig.1): Consiliul de Administraie al clubului;

preedintele; consiliul reprezentativ al prinilor sportivilor; directorul, responsabil de coordonarea

activitii manageriale a clubului; directorul adjunct; compartimentul administrativ; diverse secii

sau comisii de lucru (ce coordoneaz activitatea sportivilor, a practicanilor sportului pentru toi, a

postului de performan, a antrenorilor, metoditilor, a personalului medical sau al celui de

cercetare).


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COMITETUL NAIONAL OLIMPIC FEDERAIA DE SPECIALITATE

CLUBUL SPORTIV

CONSILIUL DE ADMINISTRAIE

PREEDINTE

CONSILIUL REPREZENTATIV AL PRINILORSPORTIVILOR

DIRECTORCOORDONATORUL ACTIVITII

MANAGERIALE

DIRECTOR ADJUNCT COMPARTIMENTADMINISTRATIV

COMISII DE LUCRU

AUTORITATE

univeritaria 14

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