Professional Documents
Culture Documents
Iulian Cacenschi
Ioan One
Lazr Tipa
Liliana Nanu
Liliana Nanu
Mioara-Tana
Drgan
3
5
8
12
15
18
26
36
38
41
Minifight- the base criterion of selection and the path for a big
performance in fighting sports
44
48
51
55
59
65
De la Roger Caillois (Les jeux et les hommes) vorbim i de ludicul profan, golit de
sacralitatea jocului cultural. Astfel, ludicul profan i lrgete sfera fenomenelor de gratuitate joas pe
care sociologia de astzi le nregistreaz la rubrica loisir.
De-a lungul istoriei civilizaiilor s-a observat chiar i n natura jocurilor c acordarea unei ponderi
crescute a rolului social n defavoarea rolului sacramental, a dus la alienarea societii, respectiv a
jocurilor.
Astzi tranzitm folosesc acest cuvnt n sperana c nu o s stagnm ntr-o perioad n
care noul homo ludens ncearc s-i gseasc coordonatele ntre omul specializat al jocului
tehnicizat i afacerizat i omul simplu deczut la nivelul jocului de divertisment care nu se mai
joac n duhul colectivitii din care face parte, ci este jucat de propria condiie izolat ntr-o
societate acultural.
ntr-o astfel de societate omul sufer trei procese:
1. omul care super-muncete sau n care factorul locomotor i cel ludic sunt unilateral folosite ori
deloc utilizate, i care simte nevoia, la terminarea programului, a unei destinderi ce apeleaz la
senzaii tari;
2. omul care muncete cu pasiune, dar a crui pasiune este transformat de societate n munc (i n
acest fel robotizat, monitorizat i normatizat), i care obligat fiind s-i transforme
spontaneitatea spiritului n manifestare etapizat, calendarizat cedeaz neputincios n faa aceleiai
nevoi de senzaional, de divertisment acultural.
3. omul care refuz munca i care, n final, nu va ti s preuiasc nici jocul. Acest tip de om,
indiferent de bogia resurselor de subzisten, nu va supravieui nici fizic, nici psihic.
n toate cele trei ipostaze, natura jocului aflat ntr-un raport de reciprocitate cu starea
spiritual a societii sufer o decaden care alimenteaz la rndul ei disocierea sufleteasc a
omului.
Omul tiinei (homo sapiens), care a trmbiat supremaia progresului n creterea nivelului
calitii vieii, supunndu-i acea component de homo faber unui efort supraomenesc, dar neglijnd
ajutorul suprauman al Divinitii (i deci condiia sa de homo religiosus) i apelul la bucuria sfnt a
jocului ca homo ludens a ajuns iari (iari?!) s conteste i s refuze realitatea pe care propria lui
dorin de progres a creat-o. Sau mai bine spus a contestat i refuzat realitatea creat de
consecinele i efectele secundare ale unei dorine de progres nelegitimate de spaiul cultural al
sacrului.
Depozitarul esenei umane este homo religiosus. n contactul cu lumea creat acesta sufer
trei stri purttoare a trei chipuri: starea necesitii (nevoii) de elementele i produsele lumii create
cu chipul homo faber, starea de cunoatere a sensului lumii create cu chipul homo sapiens, i starea
de bucurie a contactului cu lumea creat cu chipul homo ludens.
Un om deplin exponent al lumii libertii spirituale este cel n care se constat prezena
i interdependena simultan a tuturor acestor chipuri. Cu att mai mult cu ct formula trecerii din
regnul necesitii n cel al libertii are n fond un iz ludic n care jocul copilului nu este dect o
promisiune de libertate, i nu libertatea nsi, (Gabriel Liiceanu).
i cum vom cunoate aceast libertate altfel dect rugndu-ne, muncind, jucndu-ne,
cercetnd, crend i trind n armonie comunicabil cu toi oamenii ?!
ns astzi constatm c homo ludens este trist. i asta o spune un (alt) homo ludens cu
licen n educaie fizic i sport !
populaii din care au fost extrase eantioanele, distincia realizndu-se doar la nivelul construciei
eantioanelor:
H0: m1=m2 - Nu exist nicio diferen ntre mediile celor dou populaii din care s-au extras
eantioanele perechi (ipoteza nul);
H1: m1m2 - Exist o diferen semnificativ ntre mediile celor dou populaii din care s-au
extras eantioanele perechi (ipotez alternativ bilateral);
H2: m1>m2 - Media primului eantion este semnificativ mai mare n comparaie cu media celui
de-al doilea eantion (ipotez alternativ unilateral).
H3: m1<m2 - Media primului eantion este semnificativ mai mic n comparaie cu media celui
de-al doilea eantion (ipotez alternativ unilateral).
Variabile
n cercetarea pe care am desfurat-o am utilizat urmtoarele categorii de variabile:
a) variabila independent:
program
educaional
de
educare/mbuntire/dezvoltare
a
motricitii/
psihomotricitii precolarilor de 4 - 7 ani;
Media
Abaterea standard
13,48
4,445
testare_intermediara
21
14,81
4,434
testare_iniiala
21
13,48
4,445
testare_finala
21
19,10
4,732
testare_intermediara
21
14,81
4,434
testare_finala
21
19,10
4,732
Testare Abdomene
testare_iniiala
Perechea1
Perechea 2
Perechea 3
-8,367
,000
-17,176
,000
-17,131
,000
Testul de semnificaie statistic prezentat in tabelul de mai sus scoate n eviden faptul c
intre cele trei testri rezultatele obinute, la aceast prob, sunt puternic semnificative p<0,001,
acestea datorndu-se mijloacelor selecionate i aplicate ntre testri.
Analiza comparativ a indicatorii statistici al testului mentinut atarnat
Tab.2
Testare Meninut atrnat
Nr.
subieci
21
Media
Abaterea standard
40,76
14,788
testare_intermediara
21
43,43
15,105
testare_iniiala
21
40,76
14,788
testare_finala
21
54,95
16,296
testare_intermediara
21
43,43
15,105
testare_finala
21
54,95
16,296
testare_iniiala
Perechea1
Perechea 2
Perechea 3
-4,110
,000
-6,024
,000
-6,511
,000
Tab.3
Testare Flotri
Perechea1
Perechea 2
Nr.
subieci
Media
Abaterea standard
testare_iniiala
21
12,52
3,586
testare_intermediara
21
14,14
3,678
testare_iniiala
21
12,52
3,586
testare_finala
testare_intermediara
21
21
17,95
14,14
4,620
3,678
testare_finala
21
17,95
4,620
Perechea 3
-9,220
,000
-13,190
,000
-11,873
,000
Nr.
subieci
21
Media
Abaterea standard
97,43
9,298
testare_intermediara
21
100,48
10,098
testare_iniiala
21
97,43
9,298
testare_finala
21
109,10
10,430
testare_intermediara
21
100,48
10,098
testare_finala
21
109,10
10,430
Nr.
subieci
Media
Abaterea standard
testare_iniiala
21
6,38
1,532
testare_intermediara
21
7,52
1,632
testare_iniiala
21
6,38
1,532
testare_finala
21
9,57
1,660
testare_intermediara
21
7,52
1,632
testare_finala
21
9,57
1,660
testare_iniiala
Perechea1
Perechea 2
Perechea 3
-4,863
,000
-15,743
,000
-14,571
,000
-7,204
,001
-19,504
,000
-18,857
,000
Tab.5
Testare Koreene
Perechea1
Perechea 2
Perechea 3
O alt calitate motric de baz n practicarea judou-lui este i fora picioare care a fost
testat prin probele Sritura n lungime de pe loc i Koreene. n cadrul testrilor realizate i conform
tabelelor prezentate putem observa c din punct de vedere statistic ntre cele tei testri pragul de
semnificaie este foarte mare p<0,001.
Tab.6
Nr.
subieci
Media
Abaterea standard
testare_iniiala
21
25,10
15,231
testare_intermediara
21
28,24
15,937
testare_iniiala
21
25,10
15,231
testare_finala
21
33,81
20,064
testare_intermediara
21
28,24
15,937
testare_finala
21
33,81
20,064
Perechea1
Perechea 2
Perechea 3
-8,883
,000
-5,836
,000
-4,324
,000
Tab.7
Nr.
subieci
21
Media
Abaterea standard
20,76
12,919
testare_intermediara
21
23,33
13,005
testare_iniiala
21
20,76
12,919
testare_finala
21
28,38
15,439
testare_intermediara
21
23,33
13,005
testare_finala
21
28,38
15,439
Nr.
subieci
Media
Abaterea standard
testare_iniiala
21
14,29
4,027
testare_intermediara
21
16,90
4,493
testare_iniiala
21
14,29
4,027
testare_finala
21
20,24
4,482
testare_intermediara
21
16,90
4,493
testare_finala
21
20,24
4,482
-6,632
,000
-7,539
,000
-6,556
,000
-10,339
,000
-17,803
,000
-15,027
,000
Tab.8
Testare Romberg
Perechea1
Perechea 2
Perechea 3
La aceast vrst echilibru este una din calitile motrice cel mai uor de dezvoltat deoarece
prin mijloacele adaptate din judo putem aciona spre realizarea unor rezultate ct mai bune. Acest
lucru este evideniat de cele dou probe testate prezentate n tabele 6,7i 8 care scot n eviden
analiza comparativ a rezultatelor care statistic sunt puternic semnificative p<0,001.
Concluzii
Analiznd calitile motrice testate prin probele specifice putem afirma c mijloacele
adaptate din judo selecionate i aplicate pe parcursul cercetrii scot n eviden rezultate statistice
puternic semnificative.
Results
Table 1
No.
subjects
21
Average
Standard deviation
13,48
4,445
Intermediate testing
21
14,81
4,434
Initial testing
21
13,48
4,445
Final testing
21
19,10
4,732
Intermediate testing
21
14,81
4,434
Final testing
21
19,10
4,732
Testing Crunches
Initial testing
Pair 1
Pair 2
Pair 3
-8,367
,000
-17,176
,000
-17,131
,000
The test of statistical significance presented in the table above highlights that among the
three test results on this sample are highly significant p <0.001, which due to the resources selected
and applied between tests.
Comparative analysis of the test statistic indicators remained hanging.
Table 2
Testing Maintained hanging
No.
subjects
21
Average
Standard deviation
40,76
14,788
Intermediate testing
21
43,43
15,105
Initial testing
21
40,76
14,788
Final testing
21
54,95
16,296
Intermediate testing
21
43,43
15,105
Final testing
21
54,95
16,296
No.
subjects
Average
Standard deviation
Initial testing
21
12,52
3,586
Intermediate testing
21
14,14
3,678
Initial testing
21
12,52
3,586
Final testing
21
17,95
4,620
Intermediate testing
21
14,14
3,678
Final testing
21
17,95
4,620
Initial testing
Pair 1
Pair 2
Pair 3
-4,110
,000
-6,024
,000
-6,511
,000
-9,220
,000
-13,190
,000
-11,873
,000
Table 3
Testing Pushups
Pair 1
Pair 2
Pair 3
Analyzing the data summarized in Tables 2 and 3, the quality of the two main driving force
tests that is arms, we can observe that the values recorded between the initial test results, interim
and final are statistically significant p <0.05. This shows that by applying suitable means of judo
can develop / educate / improve the quality of basic motor force as this sport.
Table 4
No.
subjects
Average
Standard deviation
Initial testing
21
97,43
9,298
Intermediate testing
21
100,48
10,098
Initial testing
21
97,43
9,298
Final testing
21
109,10
10,430
Intermediate testing
21
100,48
10,098
Final testing
21
109,10
10,430
Pair 1
Pair 2
Pair 3
10
-4,863
,000
-15,743
,000
-14,571
,000
Table 5
No.
subjects
Average
Standard deviation
Initial testing
21
6,38
1,532
Intermediate testing
21
7,52
1,632
Initial testing
21
6,38
1,532
Final testing
21
9,57
1,660
Intermediate testing
21
7,52
1,632
Final testing
21
9,57
1,660
No.
subjects
Average
Standard deviation
Initial testing
21
25,10
15,231
Intermediate testing
21
28,24
15,937
Initial testing
21
25,10
15,231
Final testing
21
33,81
20,064
Intermediate testing
21
28,24
15,937
Final testing
21
33,81
20,064
No.
subjects
Average
Standard deviation
Initial testing
21
20,76
12,919
Intermediate testing
21
23,33
13,005
Initial testing
21
20,76
12,919
Final testing
21
28,38
15,439
Intermediate testing
21
23,33
13,005
Final testing
21
28,38
15,439
No.
subjects
Average
Standard deviation
Initial testing
21
14,29
4,027
Intermediate testing
21
16,90
4,493
Initial testing
21
14,29
4,027
Final testing
21
20,24
4,482
Intermediate testing
21
16,90
4,493
Final testing
21
20,24
4,482
Testing Koreene
Pair 1
Pair 2
Pair 3
-7,204
,001
-19,504
,000
-18,857
,000
-8,883
,000
-5,836
,000
-4,324
,000
-6,632
,000
-7,539
,000
-6,556
,000
-10,339
,000
-17,803
,000
-15,027
,000
Table 6
Testing Flamingo left leg
Pair 1
Pair 2
Pair 3
Table 7
Testing Flamingo right leg
Pair 1
Pair 2
Pair 3
Table 8
Testing Romberg
Pair 1
Pair 2
Pair 3
At this age, balance is one of motor qualities most easily developed because by means
adapted from judo can act to achieve best results. This is evidenced by the two samples tested in the
tables that highlight 6,7i eight comparative analysis of the results are highly statistically significant
p <.001.
Conclusion
Analyzing the specific samples tested by motor qualities we can say that means adapted
from judo selected and applied during the research reveal highly significant statistical results.
11
Labilitatea funcional a acestora condiioneaz alternana rapid a excitaiei i inhibiiei, fapt care
asigur sincronizarea contraciei i relaxrii grupelor musculare cu aciuni contradictorii rspunsurilor
corecte la excitaie.
alternarea rapid n centrii corticali ai excitaiei i inhibiiei;
viteza de transmisie a impulsurilor nervoase (timpul de reacie);
Este condiionat de timpul de recepionare a semnalelor (excitaie), de calitatea receptorilor, de
timpul de transmisie a impulsului ctre sistemul nervos central i de elaborare a rspunsului, de
timpul de transmitere a impulsului nervos ctre organele efectoare.
acuitatea, precizia organelor receptoare ale semnalelor;
ritmul optim de alternare a contraciilor i relaxrilor grupelor musculare;
calitatea fibrei musculare;
nivelul de dezvoltare a celorlaltor caliti motrice (ndemnare, for, rezisten);
capacitatea de concentare i de mobilizare.
Avnd n vedere suportul dominant psihologic al acestei caliti (viteza de reacie i de execuie, n
mod deosebit) rezult c aceast calitate este mai puin perfectibil ctigul calitativ obinut n
procesul de perfecionare a vitezei fiind puternic limitat de zestrea ereditar.
Analiznd problema vitezei din punct de vedere biochimic, remarcm condiionarea valorii acesteia
de coninutul n ATP i fosfocreatin a muchilor, principalele surse energetice care susin efortul de
vitez.
Organizarea i desfurarea studiului La clasa experimental VI A de la Liceul Teoretic Ion
Creanga-Tulcea, mi-am propus ca metod de investigaie experimentul n procesul de dezvoltare a
calitii motrice viteza. Numrul total al elevilor la grupele experimentale a fost de 22 dintre care 11
fete i 11 biei, iar grupa martor 22 dintre care 11 fete i 11 biei.
Teste motrice
a) alergare de vitez 50 m
S-a desfurat pe pista din incinta colii cu start liber din picioare, cte unul, nregistrarea fcndu-se
n secunde i zecimi de secund.
b) sritura n lungime de pe loc
S-a desfurat n curtea colii, s-au efectuat dou srituri i s-a nregistrat cel mai bun rezultat n cm.
c) alergare cu genunchii sus timp de 15 secunde
d) trecere de la sprijin culcat napoi la sprijin culcat nainte
Poziia de plecare: sprijin culcat napoi.
Proba const n: la semnalul sonor, ridicarea din sprijin culcat napoi i trecerea n sprijin culcat
nainte. Se nregistreaz n secunde i zecimi de secunde, timpul scurs de la semnalul dat i pn la
contactul minilor cu solul n sprijin culcat nainte a executantului.
e) fora de desprindere (detenta pe vertical prin sritura n nlime de pe loc)
Executantul i ud mai nti degetul mijlociu de la mna preferat n ap, dup care ia poziia uor
ghemuit la o lungime de talp deprtare de perete. Sare n sus, atingnd peretele cu degetul ud, ct
mai sus posibil.
Graficul 1. liniar cu evolutia testului de semnificatie t in functie de pragul de semnificatie pde
2,28 pentru cele doua clase de fete care au participat la acest experiment
Graficul 2. liniar cu evolutia testului de semnificatie t in functie de pragul de semnificatie pde
2,28 pentru cele doua clase de baieti care au participat la acest experiment
13
7
6,2
6
5
4,28
4
3,28
Gr.Exper
2,36
2,71
2,35
1,69
1,52
Gr.Martor
1,66
1,12
1
0
Vit 50m
Sl.p. loc
Detenta
Al.gen.sus
Cd\Cfac
Graficul 1 fete
4,5
4
3,5
3
2,5
2
1,5
1
0,5
0
4,21
3,23
3,23
2,68
2,75
2,87
2,62
2,33
Gr.Exper
1,5
Vit 50m
Sl.p. loc
1,4
Detenta
Al.gen.sus
Gr.Martor
Cd\Cfac
Graficul 2 Biei
Mijloacele cele mai eficiente s-au dovedit a fi exerciiile prezentate sub form de jocuri i tafete,
deoarece rezolv mult mai bine sarcinile urmrite prin respectarea caracteristicilor sistemului nervos
al copiilor de aceast vrst. Predarea atletismului la aceast vrst de 11-12 ani sub form de jocuri
i tafete duce mai uor la ndeplinirea scopului final, deoarece numai prin aceste forme copiii reuesc
s i ating limitele maxime ale valorilor motrice, s-i cunoasc aceste valori, s-i depeasc
propriile lor senzaii de vitez, s poat s susin eforturi crescute n condiiile luptei cu un adversar
concret.
BIBLIOGRAFIE
Badiu, T. Teorie i metodic, Editura EFS, Galai, 2004;
Bompa, T. Dezvoltarea calitilor biometrice. Periodizarea, CNEFPA, Bucureti, 2001;
Crstea, Ghe.- Didactica educaiei fizice, ANEFS, Bucureti, 2000;
Dragnea, A.- Educaie fizic i sport-teorie i didactic, Editura FEST, Bucureti 2006;
14
7
6,2
6
5
4,28
4
3,28
Gr.Exper
2,36
2,71
2,35
1,69
1,52
Gr.Martor
1,66
1,12
1
0
Vit 50m
Sl.p. loc
Detenta
Al.gen.sus
Figure 1 girls
16
Cd\Cfac
4,5
4,21
4
3,5
3
2,5
3,23
3,23
2,68
2,75
2,33
1,5
1,5
2,87
2,62
Gr.Exper
1,4
Gr.Martor
1
0,5
0
Vit 50m
Sl.p. loc
Detenta
Al.gen.sus
Cd\Cfac
Figure 2.boys
The most effective proved to be exercises in the form of games and relay as much better solves tasks
pursued by observing the characteristics of the nervous system of children of this age. Teaching
athletes age 11-12 this form of games and relay easily lead to achieving the ultimate goal, because
only these forms children fail to reach their maximum values driving, to know these values to
overcome their own feelings of speed, to be able to support the increased efforts to fight an opponent
specific conditions.
REFERENCES
Badiu, T. Teorie i metodic, Editura EFS, Galai, 2004;
Bompa, T. Dezvoltarea calitilor biometrice. Periodizarea, CNEFPA, Bucureti, 2001;
Crstea, Ghe.- Didactica educaiei fizice, ANEFS, Bucureti, 2000;
Dragnea, A.- Educaie fizic i sport-teorie i didactic, Editura FEST, Bucureti 2006;
17
Abstract:
Realizarea obiectivelor n aikido este condiionat n cea mai mare parte de asigurarea unei pregtiri
multilaterale corespunztoare, ce presupune urmtoarele: dezvoltarea calitilor motrice i psihomotrice,
formarea i nvarea unei game diverse de deprinderi i priceperi motrice i psihomotrice de baz. Aikido
este o art marial unde calitile motrice (viteza, fora, rezistena, coordonarea i supleea) au o manifestare
foarte complex care trebuie dezvoltat pe toat perioada antrenamentelor i este completat de cele
psihomotrice (coordonarea general, coordonarea segmentar, echilibru static i dinamic, schem corporal,
lateralitate, ambidextrie, tonus muscular, percepii spaio-temporale, integrare spaial, ideomotricitate,
vitez de reacie, de repetiie i de anticipare, armonizare).
Keywords: aikido, motric, psihomotric, asana, pranayama, dharana, dhyana.
1. Introducere
Obiective generale ale studiului sunt urmtoarele:
18
Aikido este alctuit din urmtoarele caractere chinezeti: do, nseamn cale, drum; ki, energie, spirit; ai, a pune
la loc, a asambla, a armoniza.
Morihei Ueshiba, fondatorul aikido-ului a denumit aiki (tema central a filosofiei orientale) n urmtoarele
feluri:
Aiki este principiul universal care unete toate lucrurile: este procesul optim de asociere i armonizare care
acioneaz la toate nivelele de la imensitatea spaiului pn la cei mai mici atomi.
Aiki reflect marele plan cosmic, este fora vital, o putere irezistibil ce leag aspectele materiale i spirituale
ale creaiei. Aiki este curgerea naturii.
Aiki semnific uniunea corpului i spiritului i este o manifestare a acestui adevr. Mai mult, aiki ne d
posibilitatea s unim cerul, pmntul i omenirea ntr-un singur ntreg.
Aiki nseamn a tri mpreun n armonie, ntr-o stare de nelegere reciproc. Aiki este virtutea social
suprem. Este puterea reconcilierii, puterea iubirii (John Stevens, Secretele Aikido-ului, Editura MIX, Braov,
2002, pg. 21-22).
Accentul pus pe importana de a fi nvingtor, cu orice mijloace i cu orice cost, a distrus n mare parte
mobilul ideal de sportivitate n sportul contemporan. Moihei scria: n zilele noastre sportul este bun doar
pentru exerciiul fizic- el nu reprezint un antrenament al ntregii fiine. Practica aikido-ului pe de alt parte,
promoveaz valoarea, sinceritatea, fidelitatea, buntatea i frumuseea i de asemenea face corpul puternic i
sntos(John Stevens, Secretele Aikido-ului, Editura MIX, Braov, 2002, pg. 23).
John Stevens susine c cele opt ramuri ale filosofiei clasice yoga sunt paralele cu nvturile clasice Aikido ale lui
Morihei:
Yama, etica din care se distinge ahimsa nonviolenta.
Niyama disciplina, este denumit n Aikido tenren (forjare, furire): scopul antrenamentului este s nlture
delsarea, s ntreasc corpul i s ascut mintea.
Asana - posturile graiei. Ca i asanele, tehnicile Aikido cer mult efort i sunt dificile la nceput, dar cu
timpul ele devin mai uoare, mai stabile i mai plcute. n yoga se spune c asana este perfect cnd efortul de
a atinge poziia dispare. Morihei spunea: Funcionnd unitar i armonios, stnga i dreapta dau natere tuturor
tehnicilor. Cele patru membre ale corpului sunt cei patru stlpi ai cerurilor.
Pranayama, controlul respiraiei, este necesar pentru a te altura respiraiei Universului.
Pranayama nseamn eliberarea de neclaritate, o respingere a distragerilor simurilor, o minte care este ferm
i impenetrabil. n aceast privin Morihei spunea: Nu te uita n ochii adversarului tu: ar putea s te
subjuge. Nu-i fixa privirea pe sabia lui: ar putea s te intimideze. Nu te concentra deloc pe adversarul tu: ar
putea s-i absoarb energia.
Dharana, neclintirea minii, este cunoscut de asemenea ca ekagrata, pstrarea punctului unic, un concept
binecunoscut n Aikido: Dac eti centrat, poi s te miti cu uurin. Centrul fizic este propriul buric, dac i
mintea ta este acolo, ai victoria asigurat n orice ncercare.
Dhyana, meditaia, este o stare de introspecie ptrunztoare i clarviziune: nltur gndurile care te limiteaz
i ntoarcete ctre adevrata lips de coninut. Stai n mijlocul Marelui Vid.
Samadhi, detaarea total, merge i mai departe. Distincia dintre cunosctor i cunoscut se dizolv.... (John
Stevens, Secretele Aikido-ului, Editura MIX, Braov, 2002, pg. 25, 26, 27).
Societatea actual este concretizat printr-o evoluie accelerat i multilateral, crend nenumrate
interdependene ntre competenele sale implicnd consecine remarcabile asupra evoluieie devenirii umane.
Acestea impun luarea de msuri i adaptarea unor soluii de tip educaional, adecvate metodelor educaionale,
care sunt deja depite n evoluia societii.
Premisa teoretic a acestei lucrri, const n legtura indisolubil dintre societate, artele mariale n general i
n mod special aikido. Acestea din urm, ca parte integrant a unei vechi culturi i civilizaii, ofer rspuns la
nevoile fundamentale ale societii.
Aikido n sistemul educaional este determinat de o comand social general, contribuind la o dezvoltare
fizic armonioas i meninerea unei stri optime de sntate fizic i psihic subordonndu-se n principal
pregtirii pentru munc i via.
Dar mai exist o comand social special, n cazul de fa: accentuarea pregtirii studenilor militari, viitori
ofieri, care st la temelia calitii i a seleciei pentru accederea ctre obiectivele naltei performane i nu n
ultimul rnd a celei cu specific militar n mod expres.
n funcie de comanda social, aikido contribuie la ineriorizarea (internalizarea) valorilor culturale i
convertirea lor n valori existeniale, suport al adaptrii i inseriei individului n ansamblul societii.
19
20
metode directe:
exerciii efectuate n condiii neobinuite;
exerciii n oglind;
exerciii cu parteneri pasivi, semiactivi i activi;
repetri pe partea nedominant;
lucrul cu ochii legai (acoperii) sau pe ntuneric.
metode indirecte:
tafete i parcursuri aplicative;
jocuri dinamice cu tem;
piste cu obstacole, etc.
2.5. Metoda mobilitii i supleii
Dan Deliu (2008), susine c mobilitatea reprezint capacitatea de a realiza micri cu amplitudine ct mai
mare, n mod activ sau pasiv i se refer mai ales la articulaii. Supleea semnific calitatea elasticitii
musculare, condiionnd mobilitatea (Antrenamentul sportiv n disciplinele de combat, Editura Bren, Bucureti,
2008, pg. 69).
Un corp suplu i elastic va fi mai puin predispus la accidente (ntinderi, rupturi, etc.), consumul energetic va fi
diminuat, iar actele i aciunile motrice, vor fi condiionate n mod direct de aceste caliti.
Artele mariale n general i aikido n mod special pun mare accent pe mobilitate i suplee, calitatea
exerciiilor tehnice fiind strns legat de nivelul lor.
Metodele de dezvoltare sunt:
metoda exersrii cu:
o
micri simple de flexie i extensie;
o
micri de amplitudine mic, aproape statice;
o
micri cu amplitudine redus, la limita maxim a amplitudinii pasive;
o
micri cu contracie izometric;
metoda streching-ului.
3. Problematica cercetrii
Motivarea alegerii temei:
Aikido-ul, asemenea altor arte mariale, a fost i va rmne perfectibil i astfel n decursul timpului, dat fiind
faptul c este o art marial necompetiional (n antrenamentele de aikido nu exist nvingtor sau nvins,
rolurile practicanilor schimbndu-se permanent), a suferit modificri tehnice considerabile, tehnicile
(procedeele) fiind astfel rafinate i ultraelaborate, urmrindu-se n permanen armonia, orientat i dirijat
ctre perfeciune, ntre doi sau mai muli practicani, nu n ultimul rnd, ncurajndu-se creativitatea, att de
necesar studenilor militari, viitori lupttori cu mentaliti de nvingtori.
Morihei Ueshiba, citat de Dan Corneliu Ionescu (2003), spunea: Aikido este calea perfecionrii fiinei umane.
Aikido este o form de Budo (calea luptei) care deschide calea ctre armonie, este esena marelu spirit al
reunificrii i complexitii creaiei. Universul cuprinde toat fora i puterea (sufletul unic, cele 4 spirite, 3
origini i 8 puteri) i n ele se afl originea vieii i a forei umane.
Omenirea are abilitatea de a se unifica cu Universul, dar faptul c acest lucru nu se produce, conduce la
condiia sa nefericit.
Cnd o persoan i spune rugciunea n linite, ea se unific cu divinitatea (Enciclopedia de Aikido, Editura
MIX, Braov, 2003, pg.62).
Cunoaterea teoriei/teoriilor antrenamentului sportiv modern ne cluzete ctre o evoluie spectaculoas n
ceea ce privete atingerea obiectivelor specifice aikido-ului, n condiiile n care profesorul, antrenorul,
intuiete la timp schimbrile i este preocupat n permanen de tot ce nseamn NOU.
3.1. Scopul i obiectivele cercetrii
Scopul cercetrii const n utilizarea unor mijloace, specifice aikido-ului pentru educarea/ dezvoltarea
motricitii i psihomotricitii, optimizarea dezvoltrii fizice armonioase, cunoaterea posibilitilor de
micare ale corpului i segmentelor, a orientrii spaio-temporale i echilibrului, nsuirea unor norme de
comportament ce ncurajeaz o atitudine social pozitiv, stimularea imaginaiei i a creativitii, dezvoltarea
capacitii de comunicare, a calitilor morale i de caracter.
Din acest scop deriv urmtoarele obiective:
A obiectivele teoretice (ot):
- identificarea necesarului optim, formrii calitilor motrice i psihomotrice ale viitorilor studeni;
- aprofundarea cunoaterii particularitilor de vrst ale studenilor militari;
21
22
9
8
7
6
5
Evaluare intermediar
Evaluare intermediar
3
2
1
0
1
10 11 12 13 14 15 16
Subieci
Fig. 1:
Comparaie ntre rezultatele grupei experimentale la cele dou evaluri
Comparnd rezultatele obinute de grupa experimental la efectuarea procedeelor tehnice n cele dou evaluri
(intermediar i final), constatm o uoar cretere a notelor, la evaluarea final.
Analiza per ansamblu a notelor obinute de ctre grupa experimental demonstreaz o repartiie gaussian n
urmtoarea variant:
primul interval cu rezultate slabe a fost calculat cu note de la 1 la 5;
al doilea interval corespunztor rezultatelor satisfctoare este apreciat cu note n 6 i 7;
al treilea interval corespunde rezultatelor bune, ntre 8 i 9;
cel de-al patrulea interval corespunde execuiilor foarte bune, apreciate cu nota 10.
n figurile 2 i 3 se prezint repartiiile rezultatelor obinute la gama de pr4ocedee tehnice la cele dou evaluri
(intermediar i final).
60
50
50
40
30
[%]
[%]
40
Procentaje
20
Procentaje
20
10
10
0
30
[1 ; 5] [6 ;7] [8 ;9]
10
Procentaje
Note obinute
[1 ; 5] [6 ;7] [8 ;9]
2,5
45
10
46,25 6,25
Note obinute
Fig. 2:
Fig. 3:
Repartiia notelor la evaluarea intermediar
Repartiia notelor la evaluarea final
Se poate observa evoluia ntre cele dou evaluri: la evaluarea intermediar procentul celor infradotai a fost
de 3,75%; acesta s-a micorat la 2,5% la evaluarea final. De asemenea, la evaluarea intermediar, 1,25% din
subieci s-au dovedit a fi supradodai, procent care s-a mrit la 6,25% la evaluarea final. Cea mai
spectaculoas evoluie ns se consider a fi micorarea substanial a procentului rezultatelor satisfctoare
(de la 53,75% la 45%), pe seama apropierii la evaluarea final a procentului acestor subieci de procentul celor
buni (45%, respectiv 46,25%). n aceste condiii, la evaluarea final se constat c media rezultatelor este la
grania ntre domeniile celor cu rezultate satisfctoare i a celor cu rezultate bune.
Testarea calitilor motrice a subiecilor din cele dou grupe a constat n:
traciuni la bar fix;
vitez 100m plat;
rezisten 3000m,
i a fost efectuat la nceputul i la sfritul perioadei de pregtire.
Rezultatele (comparative) obinute sunt prezentate n figurile 4, , 9.
23
14:45
14:03
14:38
14:03
14:31
14:02
14:24
14:01
14:16
Initial
14:09
Final
Initial
14:00
Final
14:00
14:02
13:59
13:55
13:58
13:48
13:58
13:40
Fig. 4:
Grupa de control, vitez
14:32
14:29
14:26
14:24
14:21
14:18
14:15
14:12
14:09
14:06
14:03
14:00
Fig. 5:
Grupa experimental, vitez
13:37
13:35
13:32
Initial
Initial
13:29
Final
Final
13:26
13:23
13:20
3000m - Grupa experimental
Fig. 6:
Grupa de control, rezisten
Fig. 7:
Grupa experimental, rezisten
7
6
5
4
3
Initial
Initial
Final
Final
0
Traciuni - Grupa experimental
Fig. 8:
Fig. 9:
Grupa de control, for
Grupa experimental, for
Se poate observa c n urma programului desfurat, ambele grupe i-au mbuntit performanele.
Totui, subiecii din grupa experimental au obinut la final rezultate superioare celor ale grupei de control,
dup cum se poate observa din comparaiile ntre ele, prezentate n figurile 10, ,12.
24
14:03
14:02
14:01
Grupa de control
14:00
Grupa experimental
14:00
13:59
13:58
100m plat
Fig.10:
Comparaia rezultatelor celor dou grupe la evaluarea final la vitez
14:16
14:09
14:02
13:55
13:48
13:40
13:33
13:26
13:19
13:12
13:04
12:57
Grupa de control
Grupa experimental
3000m
Fig.11:
Comparaia rezultatelor celor dou grupe la evaluarea final la rezisten
8,2
8
7,8
7,6
7,4
Grupa de control
7,2
Grupa experimental
7
6,8
6,6
6,4
Traciuni
Fig.12:
Comparaia rezultatelor celor dou grupe la evaluarea final la for
O explicaie a superioritii rezultatelor grupei experimentale ar putea fi faptul c au fost corect identificate
trsturile educabile pentru nivelul de vrst al subiecilor, iar metodologia a fost corect aplicat prin
mijloacele aikido-ului.
Prin urmare, putem concluziona c un proces de instruire bazat pe crearea permanent de probleme
(problematizarea) va duce n final la creterea capacitii de adaptare la condiiile de antrenament specifice
aikido-ului i nu n ultimul rnd la formarea, consolidarea i perfecionarea deprinderilor/priceperilor motrice
specifice acestei arte mariale.
25
Datorit diversitii pe care am abordat-o n antrenament am reuit s elimin plictiseala i monotonia, reuind
astfel s-mi ating obiectivele propuse.
Pe perioada celor doi ani de pregtire nu am avut niciun abandon i nicio accidentare, studenii militari
comportndu-se la nivel de excelen.
n final, menionez faptul c dac dorim s folosim metode moderne de pregtire i s nu lucrm empiric,
trebuie s fim conectai n permanen la nou. Lucrul cu studenii militari este ceva inedit atunci cnd feedback-ul s-a realizat i cnd toat lumea este ntr-o deplin armonie, caracteristic esenial a aikido-ului.
Concluzii
n urma cercetrii i interpretrii rezultatelor obinute, am extras urmtoarele concluzii:
mijloacele utilizate s-au dovedit a fi accesibile vrstei i nivelului de pregtire i nu au existat
dificulti n aplicarea acestora;
mijloacele utilizate au vizat optimizarea tuturor componentelor antrenamentului: pregtirea
fizic, tehnic, teoretic, psihologic;
tehnicile selecionate au o larg aplicabilitate, prin urmare studenii au rspuns pozitiv la
solicitrile din timpul antrenamentelor;
complexitatea unor tehnici (Kotehineri, Koshi-nage), dei la nceput au necesitat un consum
energetic mai mare, nu a creat probleme n nvarea lor, datorit metodologiei moderne adoptate cerinelor
aikido-ului.
n final, considerm c nivelul bun la care au ajuns studenii dup un stagiu de pregtire de doi ani, reprezint
puntea de legtur cu nivelele superioare din aceast art marial i nu n ultimul rnd cu coresponden n
viitoarea lor carier.
Bibliografie
1. Dan Deliu, Antrenamentul sportiv n disciplinele de combat, Editura Bren, Bucureti, 2008;
2. Dan Corneliu Ionescu, Enciclopedia de Aikido, Editura MIX, Braov, 2003;
3. John Stevens, Secretele Aikido-ului, Editura MIX, Braov, 2002.
Abstract:
The achievement of Aikido objectives is conditioned mostly by providing a certain multidimensional
preparedness, as following: development of the calitilor motrice i psihomotrice, formarea i
nvarea unei game diverse de deprinderi i priceperi motrice i psihomotrice de baz. Aikido is a
martial art where physical qualities (speed, strength, endurance, coordination and flexibility) have a
very complex display which has to be enhanced with psihomotrice qualities (general coordination,
segment coordination, static and dynamic equilibrium, body attitude, laterality, ambidextrous,
muscular tonus, space and time perception, space integration, ideomotricitate, reaction speed,
repetition speed, anticipation speed, harmonization).
Keywords: aikido, motric, psychomotric, asana, pranayama, dharana, dhyana.
1. Introduction
General objectives of the study are the following:
Sustain the young students in the information gathering; development, consolidation and
improving the skill and the required attitude for the future career and the life time correspondent.
After studying Aikido from many perspectives, I have found the following benefits that arise from
practicing this martial art: harmonious physical development, excellent focusing capacity, psychical
and emotional equilibrium development, and development of seriousness, morality, pragmatic spirit,
consciousness, respect, honor, solidarity, and self-education.
More fragile and depressed persons may discover new resources and an extraordinary energy through
martial arts, especially through Aikido.
The people that are to shy to express their ideas will discover a new self-confidence and conviction.
Those of which spirit is sleeping will find a new believe and objectives. Those who are closed itself
will discover the happiness of sharing with others of their life experiences. Those who are oppressed
and despised will understand that all people are equal in front of God and they are free to express
their personality.
This noble martial art named Aikido may guide us throughout spirit enigmas and human
relationships; it teaching us how to move our body in accordance with laws of nature and least but not
last it can be perceived as self-education and self-developing manual for all of the life aspects.
Even from ancient times humans have been gifted with specific qualities. Because of the history
evolution, the naturalness of these qualities was totally lost. When we start practicing Aikido, we
must, first of all, to enhance the flexibility of our body which are very ridgid, to regain the naturalness
of it.
More we practice Aikido, so more obvious will be our naturalness. Progressively, when the muscular
tense decrease, we can observe that our emotions will calm down and we will be able to open through
the mighty Univers. An ancestral power which was asleep inside us shall wake up and ensure our
perception on the tridimensional life, which represents the true space of the martial arts.
By practicing Aikido we have to be patient, to not hurry up and the results will pop up to display their
revival benefits.
What is aikido?
Aikido is characterized by three Japanese kanji: Ai harmony, to harmonize; Ki energy, spirit; Do
the way.
Morihei Ueshiba, the Aikido founder, named Aiki (the core of the Oriental philosophy) in various
forms:
Aiki represents the universal principle which unites all the things; it is the optimum process to
associate and harmonize which act at all levels, from the endless space to the tiny atoms.
Aiki reflects the Big Cosmic Plan; it is a vital force, an irezistible power which links the material and
spiritual aspects of creation. Aiki is the flow of nature.
Aiki means blended mind and body and is a manifestation of this true. More, Aiki give us the
possibility to unify the heaven, earth and humanity in one.
Aiki means to live in harmony, in a consciouss state of mind and mutual understanding. Aiki
represents the supreme social virtue. It is the reconciliation power, the power of love (John Stevens,
Secretele Aikido-ului, Editura MIX, Braov, 2002, pg. 21-22).
The idea of being the winer at any price and by any means has destroyed the fairness in the modern sports.
Morihei Ueshiba wrote: "In our days sport is very good for physical exercise only - it not represent the
whole body training. Aikido practice, on theother hand, promotes the value, sincerity, fidelity, kindness
and beauty and make our body strong and healthy (John Stevens, Secretele Aikido-ului, Editura MIX,
Braov, 2002, pg. 23).
John Stevens considered that all the eight pilars of Yoga's classic philosophy are very similar with
Ueshiba taughts:
Yama, is that ethic from which non-violent ahimsa is to be distinguished;
Niyama discipline, named in Aikido as Tenren (forging): the training goal is the removal of halfhearted and the strengthening the mind and the body;
Asana - the posture. As Yoga asanas, the Aikido techniques require a lot of effort and are very
difficult at the very beginning. After some time, the techniques are becoming more affordable, stable
27
and pleasant. In Yoga, the perfect asana is to be reached when is effortless. Morihei Ueshiba said:
Functioning harmoniously together, right and left give birth to all techniques. The four limbs of the
body are the four pillars of heaven.
Pranayama, the breath control, is necessary to blend ourselves with the Univers.
Pranayama means to release the blur, to reject the sense distraction, to strength a ferm and
impenetrable mind. In this respect, Morihei Ueshiba said: Do not stare into the eyes of your
opponent: he may mesmerize you. Do not fix your gaze on his sword: he may intimidate you. Do not
focus on your opponent at all: he may absorb your energy..
Dharana, the mind firmness, is to be known also as ekagrata, keeping the single point, a very well
known concept in Aikido. If you are centered, you can move freely. The physical center is your
belly; if your mind is set there as well, you are assured of victory in any endeavor.
Dhyana, the meditation, represents an introspective state of consciousness: Cast off limiting thoughts
and return to true emptiness. Stand in the midst of the Great Void..
Samadhi, total detachment, is going further and further. The distinction between the connoisseur
and known dissolve .... (John Stevens, Secretele Aikido-ului, Editura MIX, Braov, 2002, pg. 25, 26,
27).
The modern society displays a multidimensional and accelerated evolution that drives through
unnumbered interdependencies among its competencies which produce remarkable consequences
over human evolution.
All of those require certain actions and educational solutions consistent with the level of the societal
development.
The theoretical premise of this paper consists of undestroyable link among society, martial arts ai
general and Aikido at first hand. Aikido, as inseparable part of an ancestral culture and civilization,
may offer an answer to the fundamental needs of the society.
Aikido in educational system is determined by general social command, and may contribute to a
harmonious physical development and maintain of the optimal physical and psychical health which
help the general preparedness for work and life.
In the other hand, it is another special social command emphasized in this paper: the training of the
military students, future officers, which represents the foundation of the quality and selection in order
to reach the objectives of high performance, and not only from the military point of view.
In regard with the social command, Aikido may contribute to internalize the cultural values, to
convert them in day to day existance values as foundation of adaptation and social insertion of the
individuals.
2. Functions and means of Aikido phisycal training
Aikido consists in several functions which consolidate and perfects the individual personality, by
providing in the same time a harmonious physical development.
The specific functions of Aikido are the following:
Self-defense function, related to the civilian population;
Defense function, which belong to military institutions and national security;
Educational function, which is the most complex and consist in the systemic influence of
individuals at all his/ her personality levels.
The means of Aikido are the following:
2.1. Speed development
The speed represents the distance covered per unit of time by the moving of one part or the entire body of
a combatant in order to fulfil a certain action (Dan Deliu, Antrenamentul sportiv n disciplinele de combat,
Editura Bren, Bucureti, 2008, pg. 46-47).
The speed represents a motric quality and is strong related to the genes. It can be developed slowly
but with the same ratio.
28
In Aikido, during randori, at the high technical level, the techniques and combination of them can be
executed at full speed and the opponents response must be accordingly. This immediate reaction of
the partners is consistent with the situation and is named harmonization.
The recommended exercises for development of the speed will be performed after effort, when the
individual is relaxed and posses the capacity to immediate response to specific requirement.
2.2. Strenght development
The strength on combat disciplines consist in the capacity of individual to execute specific techniques
by muscular contractions as following: lengthen, shorten, remain the same length. This is to be
performed at any level of effort, internally or externally, or due to the adversary. (Dan Deliu,
Antrenamentul sportiv n disciplinele de combat, Editura Bren, Bucureti, 2008, pg. 59-60).
This motric quality can be developed in Aikido with good results by implementing special
programmes belonging of this martial art. Due to technical structure, the strength will be different
according to the execution. When throwing techniques are applied (Nage waza) at high amplitude all
the movements will be more dynamic. These correspond to explosive strength.
There are some particularities to be accounted in order to develop the strength: specificity of the
body, preparedness level and the age
The methods used to develop the strength are the following:
Direct methods:
Exercises performed in unusual conditions;
Exercises performed in mirror;
Exercises performed with partners (passive, semiactive and active attitude);
Repetition for non-dominant part;
Work with covered eyes or in the dark.
Indirect methods:
Relays and applied along;
Thematic dynamic play;
Tracks with obstacle.
29
The evaluation of the students from experimental group, for part of the Aikido techniques (Ude-Osae,
Kotemawashi, Kotegaeshi, Kotehineri, Koshinage) was performed by using marks from 1 to 10,
emphasizing the accuracy of the technical execution. Figure 1 represent comparative results (the
average of the marks obtained after performing 5 techniques) for the intermediate and final
evaluation.
9
8
7
6
5
Intermediate evaluation
Final Evaluation
3
2
1
0
1
10
11
12
13
14
15
16
Subjects
Figure 1: Comparison between results obtained by experimental group for both evaluations
After performing the comparison we may observe a fine increase of the marks at the final evaluation.
The overall analysis of the marks obtained by the experimental group demonstrates a Gaussian
distribution:
The first interval with low marks was calculate in the range from 1 to 5;
The second interval correspondent to average marks is in the range from 6 to 7;
The third interval is consisting with good results, in the range from 8 to 9;
The fourth interval is corresponding to high quality of execution, only marks of 10.
Figure 2 and 3 represents the distributions of the obtained results after performing 4 techniques during
intermediate and final evaluation.
60
50
50
40
40
[%]
30
Percentages
[%]
30
Percentages
20
20
10
10
0
[1 ; 5] [6 ;7] [8 ;9]
10
Percentages
Obtained marks
[1 ; 5] [6 ;7] [8 ;9]
2,5
10
45 46,25 6,25
Obtained marks
Figure 2:
The distribution of the marks at intermediate evaluation.
evaluation.
Figure 3:
The distribution of the marks at final
It may be easily observed the evolution between evaluations: at the intermediate evaluation the
percentage of low prepared students was 3.75%; this was reduced to 2.5% at the final evaluation. The
high prepared students represented 1.25% at the intermediate evaluation which increased to 6.25% at
the final evaluation. The most spectacular evaolution was the percentage decreasing of average
marks, from 53.75% to 46.25%. For the good students the percentage increases from 45% to 46.25%.
32
In this respect, at the final evaluation the average mark for the entire group was shifted from average
level to a good level.
After testing the motric qualities of the military students of both groups, the following results were
obtained:
Tractions at the fixed bar;
Running 100 meters;
Running 3000 meters, at the beginning and the end of the training period.
The comparative results are presented in Figure 4 9.
14:45
14:03
14:38
14:03
14:31
14:02
14:24
14:01
14:16
Initial
14:09
Final
Initial
14:00
Final
14:00
14:02
13:55
13:59
13:48
13:58
13:40
13:58
100m Control group
Figure 4:
Control group, running 100m
14:32
14:29
14:26
14:24
14:21
14:18
14:15
14:12
14:09
14:06
14:03
14:00
Figure 5:
Experimental group, running 100m
13:37
13:35
13:32
Initial
Initial
13:29
Final
Final
13:26
13:23
13:20
3000m Control group
Figure 6:
Control group, running 3000m
Figure 7:
Experimental group, running 3000m
7
6
5
4
Initial
Initial
Final
Final
0
Tractions Control group
Fig. 8:
Control group, tractions
Fig. 9:
Experimental group, tractions
It may be observed the improving of both groups results after the training period.
33
However, the military students from experimental group obtained better results than control group.
The comparison is presented in Figures 10 12.
14:03
14:02
14:01
Control group
14:00
Experimental group
14:00
13:59
13:58
100m plat
Figure 10:
Comparison between results for both groups obtained at final evaluation, running 100m
14:16
14:09
14:02
13:55
13:48
13:40
13:33
13:26
13:19
13:12
13:04
12:57
Control group
Experimental group
3000m
Figure 11:
Comparison between results for both groups obtained at final evaluation, running 3000m
8,2
8
7,8
7,6
7,4
Control group
7,2
Experimental group
7
6,8
6,6
6,4
Tractions
Figure 12:
Comparison between results for both groups obtained at final evaluation, tractions
The overall appreciation may lead us to observe that educable characteristics of the military students
according to their edge were correct identified. In the same way, the methodology used to train and
evaluate were correct applied through Aikido means.
We may conclude that an instruction process based on permanent problem solving may lead, finally,
to an increasing adaptation capacity to Aikido specific training conditions. In the same time, it will
contribute to development, consolidation and improvement of specific Aikido motric skills.
34
Because of highly diversity of activities performed during training sessions, the boredom and
monotony were eliminated and the training objectives were reached.
During the two years period of training nobody was injured or left the program. The military students
attitude was excellent regarding the program.
Finally, I would like to mention the necessity to use modern methods of training, not empirical, the
permanent connection with is new and effective. The work with military students was exciting and
the positive feed-back was obtained only after the harmony was established. This was a
demonstration of how Aikido work.
Conclusions
After research and interpretation of the results, the following conclusions are to be made:
The means used were consistent with the age and preparedness level of the military
students and were not been identified difficulties in applying them;
The means targeted the optimization of all training components: physical, technical,
theoretical, psychological;
Selected techniques have a large applicability, so the military students had a positive
response to all requirements during the training period;
The complexity of some techniques (Kotehineri, Koshinage) required at the beginning
more energy from the students, but not any problem arise in learning them because of applying the
modern methodology to train Aikido.
Finally, I consider that the very good level attained by the students after two years training represents
the connection with higher level of Aikido and the future career of the military students.
Bibliography
1. Dan Deliu, Antrenamentul sportiv n disciplinele de combat, Editura Bren, Bucureti, 2008;
2. Dan Corneliu Ionescu, Enciclopedia de Aikido, Editura MIX, Braov, 2003;
3. John Stevens, Secretele Aikido-ului, Editura MIX, Braov, 2002.
35
36
Tabel nr 1
Clasa
Nota
Sritura n lg. de
pe loc (cm)
Alergarea de
vitez 50m
Alerg de
rezist. 600-1000
m
Clasa a VII-a
5
160
163
166
140
143
8,6
Clasa a VIII-a
9
10
169
172
175
165
146
149
152
155
8,4
8,2
8,0
7,8
9,4
9,2
9,0
8,8
4,55
4,52
4,49
4,46
10
168
171
174
177
180
145
148
151
154
157
160
7,6
8,4
8,2
8,0
7,8
7,6
7,4
8,6
8,4
9,2
9,0
8,8
8,6
8,4
8,2
4,43
4,40
4,50
4,47
4,44
4,41
4,38
4,35
100,00
50,00
1000 m final
0,00
Grupa martor fete
100,00
50,00
1000 m final
0,00
Grupa martor baieti
CONCLUZII SI PROPUNERI
Rezistena este o calitate motric perfectibil cu indici superiori de dezvoltare n cadrul leciilor de
educaie fizic la elevii din ciclul gimnazial n condiiile colii Gimnaziale Greci.
O prim concluzie care se desprinde n urma acestui studiu este aceea c aplicnd n practic, pe o
perioad de 12 sptmni, preponderent i sistematic unul sau altul din cele dou procedee metodice
37
The study was conducted in Greek in Tulcea County Middle School during the school year
2013/2014 given the material at our disposal, namely:
-Land in the schoolyard
The sports of the village
Subjects for the experiment were students and schoolgirls classes VII and VIII, out of which two
experimental groups were constituted as follows:
- The control group consists of 20 girls and 20 boys, where we used the training to interval
- The experimental group also consists of 20 girls and 20 boys, where we used the uniform efforts
- continue.
Resulting in the final for the experiment proposed a total of 80 subjects. Program for development
of resistance was applied in the second half for a period of 12 weeks, a period that was divided into
three stages, each consisting of 4 weeks:
17 March-11 April - Phase I; April 23 to May 16 - Stage II, May 19-June 13 - Phase III
Before running the application program and physiological tests was done to train experimental
groups, explaining the importance of the work program throughout the experiment. Students and
female students were tested at the beginning and end experiment, 1 samples of the National System
for Evaluation School physical education (table 1)
Clasa
Nota
Sritura n lg. de
pe loc (cm)
Alergarea de
vitez 50m
Alerg de
rezist. 600-1000
m
Clasa a VII-a
5
160
163
166
140
143
8,6
Clasa a VIII-a
9
10
169
172
175
165
146
149
152
155
8,4
8,2
8,0
7,8
9,4
9,2
9,0
8,8
4,55
4,52
4,49
4,46
10
168
171
174
177
180
145
148
151
154
157
160
7,6
8,4
8,2
8,0
7,8
7,6
7,4
8,6
8,4
9,2
9,0
8,8
8,6
8,4
8,2
4,43
4,40
4,50
4,47
4,44
4,41
4,38
4,35
Mostly as a way to drive the overall rezistenei body to increase it, I used the following running:
100,00
50,00
1000 m final
0,00
Grupa martor fete
39
FINAL SCHEDULE ELEVATIONS FROM BASELINE IN THE THREE PROBE OF CONTROL GROUPS OF
BOYS
250,00
50 m initial
200,00
50 m final
150,00
100,00
50,00
1000 m final
0,00
Grupa martor baieti
40
41
Elementele
structurale ale
pregtirii copiilor
Orientarea seleciei
primare
Pregtirea
didactic si
metodologic a
tehnicii i tacticii
Participarea in
concurs i aplicarea
tehnicii nvate
Aprecierea i
controlul
Pentru c nu exist obstacole de ordin tiinific care s se opun ca lupta s fie ordonat nc de la o
vrst fraged, aceasta fiind inerent naturii copiilor , trebuie s se canalizeze acest instinct i s se
profite de aceast,circumstan, sub o form ordonat i tiinific, ntr-o manier n care nvarea
procedeelor n lupte s se bazeze pe fundamente profunde.
A trecut vremea cnd anumii teoreticeni susineau c lupta nu este indicat pentru copii, far
argumente valabile care s aib baza tiinific. Copii se nfrunt continu, exist ntr-adevar, n natura
uman, o tendin care incit deja copii la emulaie, n dorina de a vedea care dintre ei este mai
puternic. Este dificil s se determine, n decursul secolelor, dac lupta ca sport, nu sa dezvoltat din
ncerrile copiilor aa cum se manifest la copii din lumea ntreag.
Dac lupta sportiv nu are ca origine acest joc copilresc, lupta ancestral a omului pentru a
supravieui, gsindu-i n acest caz fundamentele n natura uman, care se relev in zilele noastre mai
mult la copii dect la adulti, sub forma dorinei de a se bate, rdciniile luptei sunt mai profunde. Nu
ine de noi studiul problemei originilor luptei pe plan istoric i social, dar trebuie s constatm ca
aceasta debuteaza iniial la copii i de aici si trage profilul maxim.
Ce se vede ntr-adevr pe strad, n coli, n spaiile de joac ale copiilor? Copii practicnd jocuri de
contact care seamn cu luptele i care, disciplinate ntr-o secie de sport vor face din aceti copii
tineri lupttori. Dintre toate sporturile, luptele par a fi cele mai naturale i cele mai aproape de
temperamentul copiilor. Aici nu este nevoie de minge, nici de aparate, un partener ajunge i cu o
nlnuire de procedee tehnice i jocuri de micare specifice sporturilor de lupt constituie o distracie.
De altfel, acest divertisment continu chiar din momentul n care copilul vine la club, cci aici
antrenori l vor nva s se joace prin jocuri de micare specifice n spiritul respectrii
regulamentului.
Copilul care continu s vin la pregtire permanent, s practice jocurile de micare specifice,
nva un minim de elemente i procedee tehnice, de prize, de reguli stricte i diciplin. ncetu cu
ncetu el ajunge s nving anumite complexe, repulsii sau din contra s domine anumite nclinaii,
lsnd sa explodeze excesul de energie. Astfel, crete n el dorina de a lupta loial i respectul pentru
adversar.
Pe msur ce tehnica se afirm se observ c apare un interes tot mai crescut pentru lupte i
antrenori, profesorii au mult de lucru pentru a explica, arta i rspunde cererilor de sfaturi. Odat cu
competiia, acest interes devine un entuziasm surprinztor, cci este izvor de mari bucurii, chiar dac
exist deseori si mici decepi. Ca toi tineri, lupttorul cunoate i bucuria i lacrimile.
De o perioad de timp am putut constata acest entuziasm i aceast bucurie n lupt, am vzut
uneori amrciune, dar foarte rar mici drame, accidente n general fr consecine grave i, n orice
caz, nu prea frecvente i foarte adesea mai puin grave dect cele survenite pe strad sau n oarecare
alt activitate.
42
Este convenabil ca sportivii s fie orientai de foarte devreme i, s fie specializai cei care se
consacr unui anumit sport, aceasta fiind singura manier de a le permite s obtin rezultate de mare
valoare i s serveasc de exemplu pentru tineret.
Poziia noastr in ceea ce privete dezvlotarea luptei la copii este urmatoarea :
copiii avnd dispoziii pentru lupt, trebuie ncurajai s practice acest sport;
orientarea lor nc de la prima tineree i va determina s practice acest sport pe toat
durata vieii;
a se ncepe procesul de nvare de la vrsta fraged nseamn a face s se nasc dorina de
a cultiva lupta i de a menine acest antrenament;
o specializare precoce a antrenorilor asigur sportivilor un nivel mai ridicat n pregtire;
minilupta, ca sport cu caracter combativ, comport elementele care joac un rol deosebit n
formarea multilateral a omului, constituie fizic bun, pregtire pentru munc, generos i
loial.Oricare societate din ziua de azi are nevoie de asemenea oameni.
A-i nvata pe copii luptele i ai face s se perfecioneze n acest sport este o interprindere complex
sub unghi pedagogic i din punct de vedere al antrenamentului, aciunile legate de o ntreag serie, de
factori anatomici i morfologici, fiziologici, psihologici, ca i de cei relativi la vrsta i la
cunostinele prealabile n acest sport. Aceasta trebuie s incite antrenorul la pregatirea fizic a copiilor
in prim plan, fr a considera faptul c ei au luptat n leciile din coal, pe gazon sau pe saltea n sala
de gimnastic. Al doilea element esenial care intr n joc const n gradarea efortului. Al treilea este
reprezentat de selecia procedeielor tehnice i prizelor , executate din parter i picioare, adaptate
copiilor, de stabilire a gradrii n nvarea procedeelor.
Luptele la tineri comport numeroase dificulti :
gsirea de antrenori calificai
respectarea orarelor colare
insuficiente confruntri,concursuri cu sporivi
problemele pe plan financiar
Talentul, supleea,uurina de a nva, modul de punere n aplicare a ceea ce au nvat, face ca
aceti copii, bine antrenai s dea ntlnirilor lor un caracter i o calitate care fac unanim i marea
bucurie a spectatorilor.
Pe plan medical trebuie s se depisteze aptitudinile tnrului pentru lupte i supravegherea lor n
antrenament i competiii. Aptitudinea pentru lupte este determinat de un examen medical pe ct
posibil de aprofundat. Dezvoltarii morfologice si funcionale permite ca tnarul s fie admis s
practice sportul su preferat fr vreun pericol pentru el i eventual pentru alti.
Se vor elimina pe ct posibil, la nivelul copiilor, situaiile de slbire a sportivilor, deoarece
aduc o stare psihologic nefavorabil, grija permanent pentru sportivi si antrenori.
Ceea ce este esenial n ceea ce privete minilupta este c att n sala de gimnastic ct i n
timpul competiiilor se organizeaz nfruntarea ntre copii de aceeai vrst, de aceeai categorie de
greutate, cu aceeai aptitudine fizic (calitate) i aproape de acelai nivel tehnic.
` Este important s se slublinieze n special c minilupta, ca i celelalte sporturi, face
importante progrese sub unghiuri tehnice i al varietaii executrilor. Asa cum nu se ncepe prin
iniierea de la nceput prin dublusalturi, prin dublunelson, i cu alte prize dificile care, executate
incorect pot fi periculoase . Pentru aceasta anumite prize sunt interzise copiilor. Antrenorul trebuie s
dezvolte predispozitia existenei la copii, adugndu-le progresiv fineea tehnic. Datorit coplexitii
efortului trebuie s se aleag pentru nvarea miniluptei antrenori cei mai buni i mai bine formai.
Federaia Naional ar trebui sa ncurajeze att nvarea progresiva a miniluptei n coli ct i
competiiile, n mod egal, sub aspectul tradiional al luptei folclorice(trnt). Propun introducerea
acestora n noile programe colare. Se nelege de la sine c acolo unde exist cluburi de minilupte, a
cror creare trebuie s fie, de altfel, obligatorie, este bine s se dezvolte sistemul de competiii,
idividual i pe echipe, naional si internaional.
n concluzie prin comportamentul tinerilor trebuie s se estimeze c printr-un antrenament bine
organizat i respectnd indici morfologici si funcionali, nsuirea procedeelor tehnico-tactice,
43
folosirea jocurilor de micare poate aduce la depistare tinerelor talente, pregtirea lor i promovarea
pentru nalta performana.
SCOPUL LUPTEI ESTE DE A PREGTI ACETI TINERI CA NTR-O BUN ZI S DEVIN
BRBAI ADEVRAI!
Bibliografie:
1.Epuran M.petagogie si psihologie- personalitatea si cunoaterea psihologica a elevilor IEFS,
Bucuresti 1986
2.Epuran M., Ghidul psihologic al antrenorului, Ed. IEFS, Bucuresti 1982
3.Luptele clasice (Greco-romane). Manual pentru antrenori care lucreaz cu lupttorii ncepatori.
Bucuresti, editura C.N.E.F.S. 1982
4.Veaceslav Manolachi, Sporturi de lupt-teorie i metodic ,Chiinu 2003.
Given the experimental and multishaped theoretical research, the work exposes
several problems about the selection, initiation in the technique, atomic-morphological
particuliarities, physiological and psychological development of children and age appropriate
methodological requirements in the process of training and education.
In order to achieve maximum it is recommended to improve the stuctural elements of
trainings and the reciprocal functional connections on three differentiated levels:
-
The structural
elements of
children
preparation
The primary
orientation
selection
The contest
participation and
implementing the
learned techniques
Control
and
estimation
Because there are no scientific obstacles to oppose that fight must be ordered from a very young age,
which is inherent in the nature of children, this instinct must be channeled and then take advantage of
this circumstance in a ordered and scientific form in a way that learning processes in battle must rely
on deep foundations.
The time when theorists claime that the fight is not indicated for children, without having valid
arguments based on scientific informations, have passed. Children confront continuous because there
is indeed in the human nature a tendency witch incities children to emulation together with the desire
and curiosity to see which is stronger. It is difficult to determine, over the centuries, whether fighting
as a sport, have not developed from various children scrambles manifested worldwide.
If these childish games are not home for combat sports, the ancestral human fight for
survival, finding in this case the foundations of human nature, which is more relevant today in
children than in adults in a desire of fight, the true fight roots are deeper. The study of the origins of
the historical and social struggle its not our goal but we must acknowledge that this initially started
from children and hence it derives its maximum profile.
What we really see on the street, in schools and even on children's playgrounds? Kids are
practicing contact games resembling fighting that can make good young fighters disciplined by an
sport departament. Of all sports, fights seem to be the most natural and closer to the temperament of
children. You do not need a ball or other devices, you only need a partner and with a chain of
techniques and specific motion gaming combat sports can be fun. Moreover, this entertainment
continues even when the child comes to a club because here coaches will learn him to play the game
in a spirit of specific moving compliance regulations.
The child witch continues to a permanent training that practices specific moving schemes
learns a minimum of elements and techniques, sockets, strict rules and discipline. Slowly he gets to
overcome some complexs, repulsions or even dominate some tendencies leaving the excess energy to
explode. This increases the will of and fair fight and the respect for the opponent.
45
When a technique is observed together with an increasing interest for competition, coaches,
teachers have a long way of explanations, demonstrations and the pleasure to respond at requested
advices. With competition this interest becomes a surprising enthusiasm being a source of great joy,
even though there are often small deceptions. Every young fighter knows the joy and the tears.
In the late period I have seen this enthusiasm and joy in battle, I have seen sometimes bitter,
but rarely small dramas, generally without serious injuries but, in any case, not very often and less
severe than can occurred on the street or at other activities.
It is convenient for athletes to be targeted from an early beginning and specialized in order
to devote a particular sport witch is the only way that ensures them to achieve high value and serve as
an example for the youth.
Our position regarless children battle development is:
children made for combat should be encouraged to practice this sport;
orientation since the first youth will lead them to practice this sport for life;
starting the learning process at an early age means developing a desire to develop fighting
and maintain this practice;
an early specialization for coaches provides athletes a higher level in preparation;
minifight, as an combativ sport, includes elements that play an important role in a
multilateral shaping of an human: good physical constitution, preparation for employment,
generosity, charity and loyalty. Today every society needs such people.
Teaching children to fight and making them improve in this sport is a complex matter, in terms of
trainig, from a pedagogical angle, including actions related to a whole serie of anatomical,
morphological, physiological and psychological factors, as well as the relative ones related to age and
preliminary knowledge in the sport.
Firstly, this should encourage the children's physical training coach, without considering the fact that
they fought in the school lessons, on the lawn or on the mattress in the gym. The second essential
element, that comes into play, is the grading of exercises. The third element is the selection of
technical procedures and outlets, adapted to children, based on a gradation of the learning processes.
Youth scrambles involve many difficulties:
- finding qualified coaches
- respecting school timetables
- the lack of confrontations or sports competitions
- financial problems
Talent, flexibility, ease of learning, the way how of implement what they have learned, makes well
trained children give their meetings a character and a quality that are unanimous, for the great joy of
the spectators.
The medical service must track the fighting skills, of a young, and supervise them in training and
competitions. The ability to fight is determined by a medical examination as tough as possible
beacuse functional and morphological development of allows young to be accepted to practice his
favorite sport without any danger to himself and possibly others.
Weakening situations, for athletes, will be removed, as much as possible, in the case of children,
because they bring a bad psychological state. Constant care for athletes from coaches is important.
What is essential, in terms of minifights, is that both in the gym or during competition, confrontations
are organized between children of the same age, same weight category, with the same physical fitness
(quality) and close to the same technical level.
It is important to emphasize that especially the minifight, like other sports, makes important progress,
from a technical point of view and variety of performances. Thats why, from the beginning, we do
not start with double jumps, doublenelson and other dangerous outlets that can be unsafe if executed
wrong. These moves are prohibited for children. The coach should develop an existing predisposition
by gradually adding technical finesse in the training. Due to the effort complexity we must choose,
for minifight trining, the best and the most trained coaches.
46
The National Federation should encourage progressive learning of minifights in schools and
competitions, equally, in terms of traditional folk fight (trnt, wrestling). I propose their introduction
in the new school programs. It goes without saying that where minifight clubs exist, whose creation
should be, in fact, mandatory, it is good to develop a system of individual and team competition
nationally and internationally.
In conclusion, with the behavior of young people we should expect that with a well-organized
training and by observing morphological and functional indices, learning technical and tactical
procedures, using movement games, can bring to the discovery of talents by preparing and promoting
them for high performance.
THE PURPOSE OF FIGHTING IS TO PREPARE THESE YOUNG PEOPLE SO THAT ONE
DAY THEY CAN BECOME REAL MEN!
Bibliography:
1. Epuran M., Pedagologie and psychology the personality and the understanding of students,
Published by IEFS, Bucharest, 1986;
2. Epuran M., Psychological coach guide, Published by IEFS, Bucharest, 1982;
3. Classic fights (Greco-roman). Handbook for coaches working with beginner fighters, Published by
C.N.E.F.S, Bucharest, 1982;
4.Veaceslav Manolachi, Fighting sports - Theory and methodology ,Chisinau, 2003.
47
lucru se presupune c o bun informare, dar mai ales o bun gestionare a emoiilor poate influena
pozitiv derularea evenimentelor personale, sntatea i reuita n via.
Metodele de cercetare folosite sunt: studiul materialului bibliografic, observaia pedagogic,
ancheta de tip chestionar, metode matematice.
Demersul tiinific a fost demarat n perioada 15 noiembrie 2010 pn la 15 martie 2011, cnd
s-a desfurat o anchet cu aplicarea unui chestionar (Testul Friedmann) pentru determinarea
nivelului de inteligen emoional (EQ) unui numr de 238 studeni (103 sunt fete i 135 biei) de
la:
Facultatea de Educaie Fizic i Sport - FEFS - (51 20 fete i 31 biei);
Facultatea de tiine Economice i Administrative - FSEA - (44 26 fete i 18 biei);
Facultatea de tiina Industriei Alimentare - FSIA - (50 20 fete i 30 biei);
Facultatea de Litere - FL - (42 6 fete i 36 biei);
Facultatea de Arte - FA - (20 15 fete i 5 biei);
Facultatea de Medicin - FM - (31 16 fete i 15 biei) din cadrul Universitii Dunrea de
Jos din Galai.
Deci, dintr-un numr total de 238 de subieci, 103 sunt fete i 135 biei.
Scala de maturitate emoional a lui Friedmann const ntr-un tip chestionar cu 25 de ntrebri
la care se rspunde cu Da sau Nu, fiecare rspuns avnd asociat un numr de puncte tabel 1.
Tabel 1
Nr.
crt.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
SCALA FRIEDMANN
Item
M descurajez uor i am stri i momente, crize ocazionale de deprimare
mi place s fiu pus la punct, m bucur cnd reuesc s atrag atenia asupra mea cu
mbrcmintea i manierele mele
Sunt stpn pe mine i cu snge rece n situaii neprevzute i periculoase
Sunt nclinat s fiu iritabil i rigid cnd susin o prere mpotriva unei opoziii
puternice
mi place s fiu singur/
Spun adesea lucruri pe care apoi le regret
Relaiile cu familia mea sunt panice i armonioase
M simt adesea rnit de aciunile i cuvintele altora
Sunt gata s admit c am greit cnd mi dau seama de asta
Sunt nclinat s dau vina pe alii pentru greelile i erorile mele
M plasez primul printre aproape toate rudele mele
Nutresc gndul c nu am noroc n via
Sunt nclinat s triesc peste mijloacele mele
Am un accentuat sim de inferioritate sau o lips de ncredere n mine pe care ncerc
s o ascund
Sunt nclinat s plng cnd asist la o pies de teatru sau la un film emoionant
Micile suprri m fac s-mi ies din fire
Sunt nclinat s impresionez cu superioritatea mea pe alii
Sunt dominator, mi place s m afirm fa de alii
Aproape totdeauna caut s ctig simpatia celorlali
Sunt furios cnd am necazuri sau neplceri
Sunt stpnit de ur, am o antipatie activ fa de unele persoane
Devin plin de invidie i gelozie cnd alii au succes
Sunt foarte atent fa de sentimentele altora
M nfurii sau m necjesc adesea i am certuri cu oamenii
Am uneori gnduri de sinucidere
Pct.
DA
11
Pct.
NU
21
7
26
20
7
12
40
10
31
11
26
7
6
11
13
30
8
20
9
20
10
26
25
29
26
7
5
11
7
12
7
5
7
11
22
10
5
25
30
28
25
30
24
20
21
21
7
20
20
FACULTATE
EFS
SEA
SIA
LITERE
ART
MEDICIN
x
m
414,4
20,72
652,0
21,03
1066,4
537,6
20,67
380,8
21,15
918,4
439,6
21,98
650
21,66
1089,6
127,2
21,20
776,4
21,56
903,6
312,4
20,82
118
23,6
430,4
340,0
21,25
322,0
21,46
622
21,10
21,74
B = + 64
TOTAL
x
20,91
20,87
21,79
21,51
21,52
20,06
21,11
Astfel, dac urmrim rezultatele obinute de studenii inclui n studiu apreciem c studentele FSIA
prezent o medie a coeficientului de inteligen emoional mai bun dect cea a studenilor aceleai
faculti, iar studenii FA prezint o medie a coeficientului de inteligen emoional superioar fa
de toate mediile coeficienilor emoionale ale studenilor testai, prezentnd o maturizare bun
pentru acest segment de vrst tabel 3.
Tabel 3
FACULTATE
EFS
SEA
SIA
LITERE
ART
MEDICIN
xb(f) xf(b)
B = + 0,31
B = + 0,48
F = + 0,32
B = + 0,36
B = + 2,78
B = + 0,21
De asemenea, s-a evideniat faptul c studentele i studenii de la FSIA prezint cea mai bun
medie a coeficientului emoional (21,79) urmat de FL i FA ,avnd valori foarte apropiate (21,52
i 21,51) i de FEFS (21,91), SEA ( 20,87) i FM (20,06) Fig. 1.
22
21,5
21
20,5
20
19,5
19
EFS
SEA
SIA
LITERE
ART
50
MED
neurologist and other psycho-cardiologists who after hundreds of studies have reached the
conclusion that emotions and feelings can affect health and human behavior.
Emotions are often identified with the feelings of: love, hate, desire, joy, sadness, anger, fear,
surprise, disgust, shame and more.
But, if you think wishes are part of the elementary group of affective states of short duration,
feelings are complex emotions that systemize aspirations, interests, attitudes etc.
A specialized statistical analysis concluded that 65% of men are led by logic and 65% of
women are led by their emotions.
Two out of the three men are born with a more developed left cerebral hemisphere (in charge
of reason). With education, they are taught to be strong, not to externalize their feelings and have
logic as law, while two out of three women are born with a more developed right hemisphere
(dealing with emotions) and also through education, they are taught to externalize their emotions,
and to be more communicative. This explains why, at the same level of training, the girls are better
in some areas than boys, why some struggle with
small jobs, while others quickly climb the steps to success, why there are imbeciles who just
cant have enough money, while a lot of intelligent individuals are barely going through life with
their salary. The answer to these situations is found by Daniel Goleman who thinks it is related to
emotional intelligence (EQ). Even if reason and logic are indispensable in the evolution of
humankind emotions can beat logic at any time of the day.
Emotional Intelligence (EQ) is the personal ability to properly identify and manage emotions
in relation with personal goals (career, family, education, etc.). Its purpose is to achieve goals with
minimal inter and intra-personal conflicts.
According to the latest studies, emotional intelligence is responsible for the success or failure
of people in life, often having a higher value than a diploma or a formidable CV as employers focus
on the degree of involvement and communication of the employees, on self-awareness and selfcontrol, intuition and creativity, on the social and group conscience and on the interpersonal
relationship management, realizing the impact of these qualities in achieving objectives.
The purpose of this paper is to inform and highlight the importance of emotions and feelings
in the daily life of individuals in the XXI century. Good information and especially good emotion
management can positively affect the development of personal events, health and life. The research
methods that have been used are: bibliographic study material, teacher observation, survey-type
questionnaire, statistical and mathematical analysis and the graphical and tabular method.
The scientific approach was conducted between January 15, 2011 and March 15, 2011, when
an investigation was conducted with the application of questionnaires (Friedmann test) to determine
the level of emotional intelligence (EQ) of 238 students from:
Faculty of Physical Education and Sport - FEFS - (51-20 girls and 31 boys);
Faculty of Economics and Administrative Sciences - FSEA - (44-26 girls and 18 boys);
Faculty of Food Science Industry - FSIA - (50 - 20 girls and 30 boys);
Faculty of Letters - FL - (42-6 girls and 36 boys);
Faculty of Arts - FA - (20 - 15 girls and 5 boys);
Faculty of Medicine FM (31 16 girls and 15 boys) at the University
Dunrea de Jos.
So, from a total of 238 subjects, 103 are girls and 135 boys.
Friedmanns scale of emotional maturity is a questionnaire with 25 questions to be answered with
"Yes" or "No", each answer being associated with a number of points table 1.
Table 1
No.
1.
2.
3.
Friedmann Scale
Item
Im easily discouraged.
I like to attract attention with my clothing and my manners.
Im calm and cold-blooded when it comes to dangerous situations.
52
Pct.
YES
Pct.
NO
11
7
26
21
20
7
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
12
40
10
31
11
26
7
6
11
13
7
5
11
7
12
7
5
7
11
22
10
5
30
8
20
9
20
10
26
25
29
26
25
30
28
25
30
24
20
21
21
7
20
20
The final result was determined from the summation of accumulated points followed by
dividing the corresponding responses to 25.
The evaluation was done by interpreting the results:
0-10 points - emotional infantilism;
18-20 points - average level of maturity;
20-21 points - appropriate level of maturity;
22-24 points - good maturity;
Over 25 points - perfectly matured emotionally.
After processing the results obtained from solving the test of emotional intelligence (EQ),
according to Friedmann's Scale, it is concluded that the boys have a better average emotional
intelligence than girls table 2.
Table 2
FACULTY
FEFS
FSEA
FSIA
FL
FA
FM
x
m
x
414,4
20,72
652,0
21,03
1066,4
20,91
537,6
20,67
380,8
21,15
918,4
20,87
439,6
21,98
650
21,66
1089,6
21,79
127,2
21,20
776,4
21,56
903,6
21,51
312,4
20,82
118
23,6
430,4
21,52
340,0
21,25
322,0
21,46
622
20,06
21,10
21,74
21,11
B = + 64
Thus, if we follow the performance of students enrolled in the study we consider that the FSIA
female students present a better average EQ than the male students of the same university and FA
students have superior EQs to all the subjects that have been tested, providing a good level of
maturity for this age group - table 3.
Table 3
FACULTY
FEFS
FSEA
FSIA
53
xb(f) xf(b)
B = + 0,31
B = + 0,48
F = + 0,32
FL
FA
FM
21,20
20,82
21,25
21,56
23,60
21,46
B = + 0,36
B = + 2,78
B = + 0,21
It was also revealed that the FSIA students have the best average emotional quotient (21.79)
followed by FL and FA, with very close values (21.52 and 21.51) FEFS (21, 91), SEA (20.87) and
FM (20.06) - in fig. 1.
22
21,5
21
20,5
20
19,5
19
EFS
SEA
SIA
LITERE
ART
MED
After the analysis and interpretation of the collected data after the completion of the
emotional intelligence tests there were the following conclusions:
After the bibliographic material was studied there was found lack of study to prove the value
of emotional intelligence quotient of students in our country;
The results have shown that male students have a higher average EQ than the average of
female students.
Emotional or cognitive intelligence is not a homogeneous concept, each individual being able
to stand out as an intelligence quotient in certain situations and in certain areas;
With training, emotional intelligence can be controlled so that individuals are able to
successfully withstand and manage emotions;
In the view of the experts, in the present IQ is beginning to lose importance while EQ is about
to become the new key to success, the real values being: intuition, gentleness, sympathy,
communication etc.
Bibliography:
Adler A. , Cunoaterea omului, Editura IRI, Bucureti, 1996, (trad.)
Azzopardi G., Dezvoltai-v inteligena, Editura Teora, Bucureti, 2000
Belous V., Bazele performanei, Editura Performantica, Iai, 1995
Damasio A.R., Emotion, Reason, and the Human Brain, Putnam, 1994; revised Penguin edition,
2005
Damasio A.R., Body and Emotion in the Making of Consciousness, Harcourt, 1999
Damasio H., Human Brain Anatomy in Computerized Images, 2nd edition, Oxford University
Press, New York, 2005
Goleman D., Inteligena emoional, cheia succesului n via, Editura Alfa, Bucureti, 2004
Havrneanu C., Cunoaterea psihologic a persoanei, Editura Polirom, Iai, 2000
Holdevici I., Psihologia succesului, Editura Ceres, Bucureti, 1993
Horst H. S., Cum s ne calculm coeficientul de inteligen, Editura Gemma Pres, Bucureti, 1996
Popescu ., Cunoaterea sinelui prin teste psihologice, Editura Antet, Bucureti, 2000
Selye H., tiina i viaa, Editura Politic, Bucureti, 1984
54
copiilor. n gimnastic, pregtirea psihologic ncepe odat cu cea fizic i tehnic i se face paralel
cu nvarea fiecrui element i exerciiu n parte, mpletind instruirea sportiv cu educarea.
Problema pregtirii psihologice n gimnastic este de mare actualitate n condiiile amplificrii
sistemului competiional internaional i mai ales al luptei sportive acerbe pentru ocuparea unui loc
pe podium. De aceea, aceast cercetare i propune ca prin utilizarea unor mijloace specifice
adecvate s contribuie la eliminarea emoiilor negative (stres) depistate n antrenamentul i
competiiile gimnastelor de 10 12 ani, dar i la dezvoltarea emoiilor pozitive, stimulatoare. Deci,
scopul cercetrii l constituie evidenierea faptului c pregtirea psihologic poate avea influene
majore n obinerea performanelor superioare n gimnastic.
La baza formulrii ipotezei de lucru a acestei cercetri se presupune c dac n procesul de
pregtire al gimnastelor de 10 12 ani sunt folosite programe psihologice corespunztoare poate fi
influenat calitatea procesului de pregtire i implicit va crete i performana sportiv.
Obiectul cercetrii l reprezint comportamentul performanial al gimnastelor de 10 12 ani
de la CSS Galai, n baza propunerii unor programe psihologice experimentale.
Subiectul cercetrii const n tehnologia de aplicare a sistemului de pregtire psihologic n
antrenamentului sportiv pentru nlturarea emoiilor negative i dezvoltarea emoiilor pozitive a
gimnastelor de 10 12 ani.
Metodele de cercetare folosite sunt: studiul materialului bibliografic, observaia pedagogic i
studiul experimental.
Demersul tiinific s-a desfurat n perioada 15 septembrie 2009 15 martie 2010 pe 8
gimnaste de 10-12 ani de la CSS Galai, la sala de gimnastic. Cercetarea din prezenta lucrare s-a
realizat n trei etape astfel:
Etapa I s-a axat pe studierea datelor furnizate de literatura de specialitate i pe observaia
atitudinilor, temperamentelor i personalitii sportivelor de la CSS Galai n antrenamente i n
competiii. Astfel, s-a putut observa c, dei gimnastele n antrenamente se comportau destul de
bine la lucru pe aparate, reueau s execute toate elementele impuse de Federaia Romn de
Gimnastic, n competiii nu erau foarte sigure pe ele, motiv pentru care i rezultatele nregistrate
erau modeste.
Etapa a II-a a fost orientat spre organizarea studiului experimentul i formularea ipotezei de
lucru, depistarea tipurilor temperamentale ale gimnastelor incluse n studiul experimental (coleric,
sangvinic, flegmatic, melancolic) i a cauzelor individuale (accidentare, lipsa autoreglrii, ,
autodeterminrii, autoanalizei etc.), ce determin obinerea unor rezultate inferioare, mai ales n
competiii, precum i identificarea i propunerea unor tehnici psihologice specifice (reducerea
stresului emoional, dezvoltarea planurilor de concurs, simularea condiiilor de competiie n
antrenament, stabilirea unei rutine de comportament, practicarea controlului vizual, pstrarea
concentrrii la situaiile prezente i necunoscute, ntrirea pozitiv, folosirea cuvintelor cheie pentru
respingerea eecului, de confirmare a succesului, de reevaluare a situaiilor etc.) pentru nlturarea
emoiilor negative i aplicarea stimulilor pozitivi n vederea realizrii obiectivelor propuse.
n urma observaiei pedagogice comportamentale a gimnastelor n antrenamente i competiii,
a discuiilor individuale i evalurii caracteristicilor temperamentale ale fiecrei gimnaste incluse n
studiul experimental s-au desprins urmtoarele informaii i au fost formulate urmtoarele obiective
utiliznd la toate antrenamentele tehnicile psihologice propuse tabel 1:
TABEL 1
Manea Amalia
Temperament
Caracteristici
psihologice
Obiective de pregtire
Obiective de
performan
Tehnici psihologice
- sanguinic;
- extrovertit, stabil, motivat performanial - tipul nvingtorului;
- lider a grupei are rol n ncurajarea i motivarea colegelor;
- mbuntirea relaiilor cu colegele;
-clasificarea n primele 20 de sportive ale rii la individual compus;
- tehnica group-feeling (senzaia unirii grupului): n situaii dificile, ncerc s-mi motivez
56
Temperament
Caracteristici
psihologice
Obiective denpregtire
Obiective de
performan
Tehnici psihologice
Temperament
Caracteristici
psihologice
Cauze
Obiective de pregtire
Obiective de
performan
Tehnici psihologice
Temperament
Caracteristici
psihologice
Cauze
Obiective de pregtire
Obiective de
performan
Tehnici psihologice
Temperament
Caracteristici
psihologice
Cauze
Obiective de pregtire
Obiective de
performan
Tehnici psihologice
Temperament
Caracteristici
psihologice
Obiective de pregtire
colegele;
- ignorarea adversarelor;
- relaxare i refacere;
Costescu Antonia
- sanguinic;
- extrovertit, stabil, motivat performanial tipul nvingtorului;
- mbuntirea ncrederii n forele proprii, creterea capacitii de exprimare a
micrilor;
- obinerea unui loc pe podium la campionatele colare;
- tehnica winning-feeling (senzaia de victorie): n timpul exerciiului cred ntotdeauna
c voi ctiga;
- focalizarea ateniei spre ndeplinirea obiectivelor propuse;
- autodeterminare;
Grigore Emilia
- melancolic;
- introvertit, instabil, motivaie extrinsec - tipul nvinsului
- accidentare
- depirea barierei psihologice cauzate de accidentarea de la antebra;
- adoptarea atitudinii de nvingtoare;
- obinerea unui punctaj minim de 50 puncte pe cele patru aparate;
- continuarea recuperrii prin ncurajare i nvarea tehnicii de
represiune: evitarea amintirii momentului accidentrii;
- anticiparea mental prin auto - ncurajare: voi mulumit de mine nsmi;
- contientizarea propriei valori: cred n tehnica i pregtirea mea;
- auto-afirmare: mi voi face un cadou dup concurs;
Stoica Alexandra
- coleric;
- extrovertit, instabil, motivaie extrinsec - tipul nvinsului;
- lipsa auto-reglrii comportamentale;
- dezvoltarea capacitilor volitive i ncrederii n forele proprii;
- adoptarea atitudinii de nvingtoare;
- obinerea unui loc pe podium la brn i sol;
- stabilirea i formularea ct mai multor obiective n antrenamente;
- contientizarea metodelor concrete: doar prin antrenamente intensive voi
atinge performane superioare;
- focalizarea ateniei spre obiectivele propuse;
- ascunderea emoiilor n faa adversarelor;
Nstase Marinela
- flegmatic;
- introvertit, stabil, motivaie extrinsec - tipul nvinsului;
- lipsa auto-analizei
- creterea interesului pentru activitatea de performan;
- adoptarea atitudinii de nvingtoare;
- obinerea unui punctaj minim de 50 puncte pe cele 4 aparate;
- tehnici de contrare pe sarcin prin folosirea cuvintelor cheie i evitarea sentimentelor
negative;
- creterea motivaiei pentru performan prin analizarea momentelor de succes;
Ctea Alexandra
- sangvinic;
- extrovertit, stabil, motivat performanial - tipul nvingtorului
- ctigarea ncrederii n forele proprii i a stimularea curajului
- adoptarea atitudinii de nvingtoare
57
Obiective de
performan
Tehnici psihologice
Temperament
Caracteristici
psihologice
Obiective de pregtire
Obiective de
performan
Tehnici psihologice
Temperament
Caracteristici
psihologice
Cauze
Obiective de pregtire
Obiective de
performan
Tehnici psihologice
n etapa a III-a au fost nregistrate progresele realizate de gimnastele de 10-12 ani, din punct
de vedere al pregtirii psihologice n antrenamente i competiii n urma aplicrii programelor
propuse n pregtire.
Eficiena programelor propuse s-a evideniat prin realizarea obiectivelor de performan la
Campionatul colar de la Buzu desfurat n perioada 13 14 martie a.c.:
1. Manea Amalia locul 12 la individual compus;
2. Costescu Antonia locul 3 la individual compus, locul 2 la sol, locul 2 la brn Campionatul colar;
3. Grigore Emilia, Nstase Marinela, Olteanu Maria au obinut peste 50 puncte n urma
participrii la concurs pe cele 4 aparate;
4. Stoica Alexandra locul III la brn;
5. Ctea Alexandra locul 19 la individual compus;
6. Bejan Cristina locul 3 la srituri.
Pe baza datelor nregistrate au fost formulate urmtoarele concluzii:
experimentul a confirmat ipoteza de lucru potrivit creia dac n procesul de pregtire a
gimnastelor sunt folosite programe psihologice i structuri motrice corespunztoare poate fi
influenat calitatea procesului de pregtire i implicit va crete i performana sportiv.
programarea obiectivelor de pregtire s-a realizat pe baza cunoaterii potenialului motric i al
profilelor psihologice al fiecrei gimnaste reuindu-se astfel optimizarea pregtirii individualizate;
participarea contient a gimnastelor, stimularea dorinei de cunoatere, auto-cunoatere, autoreglare, auto-perfecionare a dus la ndeplinirea obiectivelor de pregtire i de performan;
a fost ncurajat folosirea resurselor emoionale pozitive ( ncrederea n forele proprii,
respectul i demnitatea personal, ambiia i mndria, motivaia pentru performan etc.).
n urma analizei datelor nregistrate recomandm ca antrenorii s pun un accent sporit pe
pregtirea psihologic, dezvoltnd gimnastelor capacitatea de autoapreciere a execuiilor,
autodepirea situaiilor dificile, cultivarea calitilor volitive, creterea ncrederii n forele proprii,
58
stimularea gndirii pozitive etc. pentru obinerea unor rezultate superioare n antrenamente i
competiii.
Bibliografie:
Cruz J. F. A., Manual de psicologia do desporto, Editura Sistemas Humanas e Organizacionais,
Porto, 1996;
Dragnea A., Teodorescu-Mate S., Teoria sportului, FEFS, Bucureti, 2002;
Drgan I. i colab., Medicina sportiv, Editura Stadion, Bucureti, 1974;
Epuran M., Metodologia cercetrii activitilor corporale, Bucureti, ANEFS, 1992;
Epuran M., Modelarea pregtirii psihologice n sport, ANEFS Bucureti,1994;
Grigore V., Gimnastica de performan, Editura Inedit, Bucureti, 1998;
Nicu A., Antrenamentul sportiv modern, Editura Editis, Bucureti, 1993;
Samulski D. M., Psicologia do Esporte, Editura Faculdade de Motricidade Humana, Sociedade
Portuguesa de Psicologia do Desporto, 2002;
tir C.C.,Psihologia sportului, Editura Fundaiei Universitare Dunrea de Jos, Galai, 2003
Vrabie D., Psihologia educaiei, Editura Geneze, Galai, 2002.
battle of nerves, mind, will, feelings and reason. In J. Cruzs vision (1996) what distinguishes a
champion by other sports man, is just his ability to control his emotions.
It was scientifically proven that almost all the decisive moments of a competition, sportsmen
present a variety of reactions. Some of them present a variety of reactions. Some of them present
psychological symptom (excessive perspiration, tachycardia) others present emotional variation
(nervousness, irritability and aggressiveness) and other behavior modifications (insomnia, crunch
his nails and isolate himself). In these situations the recommendation is that these reactions to be
controlled so as the countless number of training hours is not used in vain.
Stir C.C. (2003) identifies a series of factors causing negative emotions among which he
mentions: insufficient training before competition, making major mistakes, fail a test or the fear of
failing, the lack of awareness of his own progress in comparison with the evaluation of other
competitors, the comments of those around them, the viewers, their own and others expectation etc.
Beside these factors, in the female artistic gymnastics the age factor interferes, where the sport
career starts early. Taking part at the School or National Championship starts at the age of 8-9 year,
the emotional immaturity being able to compromise the countless training hours not managing,
many times, to raise at the standards and requirements of the performance sports. D.M. Samulski
(2002) underlines the fact that early training, but especially the exaggerated efforts in the training
artistic gymnastics may cause psychological and social problems to children.
The psychological training problem in gymnastics is very topical providing the growth of the
international competition system and especially of the sports bitter struggle in order to occupy a
place on the podium. This is the reason why, this research proposes by using adequate specific
means to contribute at eliminating the negative emotions tracked during the training and the
competitions of the 10-12 year old gymnasts, but also to the development of the positive stimulating
emotions.
Thus the aim of the research is the high lightening of the fact that the psychological
preparation may have major influences in achieving superior performances in gymnastics.
At the basis of the work conjecture of this research it is supposed that if in the training
process of 10-12 year old gymnasts are used appropriate psychological programmers, the quality of
the training process improves and also the sport performance will increase.
The object of the research is the performing behavior of the 10-12 year old gymnasts from
CSS Galati, on the basis of proposing some experimental psychological curriculum.
The subject of the research is the appliance technology of the psychological training in order
to supersede the negative emotions and to develop the positive emotions of 10-12 year old
gymnasts.
The used research means are: the study of the bibliographical material, pedagogical
observation, experimental study and the street method.
The scientific intercession the examination has been made between 15th September 2009
15th March 2010 on eight. 10-12 year old gymnasts from CSS Galati, at the gym. The hereby
research has been made in three stages as follows:
The 1st stage I based on the study of the data from the special literature, on the observation of
the sports womens attitudes, temperament and personalities during the trainings and competitions.
Thus it could be observed that, although the gymnasts during the training had satisfying results, in
competitions they were not very sure of their own forces reason for which the results were low.
The 2nd stage has been oriented to the study of the experiment and the work conjecture,
tracking the temperament type of the gymnasts included in the experiment study (choleric,
sanguine, phlegmatic, melancholic) and of the single causes (accidents, lack of self adjustment and
self-analysis) which determines the achievement of low results and identify and propose specific
psychological techniques (reduction of contest plans, simulation during training of the competition
conditions, establishment of a routine behavior practicing the visual control, keeping the focus on
the present and unknown situations, positive strengthening, us age of the key words in order to
reject failing, the situations etc) in order to abolish the negative emotions and apply positive
stimulation to achieve the aimed objectives.
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Table 1
Manea Amalia
Temperament
Psychological characteristics
Training objectives
Performance objectives
Psychological techniques
Temperament
Psychological characteristics
Training objectives
Performance objectives
Psychological techniques
Temperament
Psychological characteristics
Causes
Training objectives
Performance objectives
Psychological techniques
Temperament
Psychological characteristics
Causes
Training objectives
Performance objectives
Psychological techniques
Temperament
Psychological characteristics
Causes
Training objectives
Performance objectives
Psychological techniques
- sanguine;
- extrovert, stable, motivated for performance the winner type ;
- leader of the group she has the role of encouraging and motivating her
colleagues;
- improving the relationships with her colleagues;
- classify in the first 20 gymnasts of the country at all-around;
- the group-feeling technique ( unifying the group feeling): in the difficult
situation I try to motivate my colleagues;
- ignoring the opponents;
Costescu Antonia
- sanguine;
- extrovert, stable, motivated for performance the winner type ;
- improving the self-confidence, increasing the ability to express the movements;
- occupy a place on the podium at the school championship;
- the winning - feeling technique :during the exercise I always think I am going
to win;
- focus attention on accomplishing the proposed objectives;
Grigore Emilia
- melancholic;
- introvert, instable, extrinsic motivation defeated type;
- accident;
- over passing the psychological barrier caused by the accident at the forearm;
- adopting a winner attitude;
- scoring at least 50 points at all-around;
- recovering through encouragement and learning the repression technique:
avoiding the memory of the accident;
- mental anticipation through self-encouragement: I will be pleased by myself;
- awareness of own quality :I believe in my training and my technique;
- self-affirmation: I will get myself a present after the competition;
Stoica Alexandra
- choleric;
- extrovert, instable, extrinsic motivation defeated type;
- lack of behavior self-adjustment;
- development of the volitional abilities and of self-development;
- adopting a winner attitude;
- occupy a place on the podium at balance beam and floor;
- establishing many objectives during training;
- awareness of the actual methods: only by training hard I will accomplish
superior results;
- focusing on the proposed objectives;
- hiding emotions from the opponents;
Nstase Marinela
- phlegmatic;
- introvert, instable, extrinsic motivation defeated type;
- lack of self-analysis;
- increasing the interest for performance activity;
- adopting a winner attitude;
- scoring at least 50 points at all-around;
- techniques focused on tasks by using the key-words and avoiding the negative
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Temperament
Psychological characteristics
Training objectives
Performance objectives
Psychological techniques
Temperament
Psychological characteristics
Training objectives
Performance objectives
Psychological techniques
Temperament
Psychological characteristics
Causes
Training objectives
Performance objectives
Psychological techniques
feeling;
- increase the motivation for performance by analyzing the success moments;
Ctea Alexandra
- sanguine;
- extrovert, stable, motivated for performance the winner type ;
- gaining self-confidence and stimulating the courage;
- adopting a winner attitude;
- qualification in the first 20 gymnasts;
- development of the effort perseverance through encouragement and self
praise;
- conscious participation at self development by talking with the coach;
Bejan Cristina
- phlegmatic;
- introvert, stable, motivated for performance the winner type ;
- development of the volition, perseverance and aiming this goal;
- qualification in the first 6 gymnasts in the country at vault and floor;
- awaken the interest for performance and proposing new challenging techniques;
- sustaining the voluntary effort by encouragement and support form the
colleagues;
Olteanu Maria
- melancholic;
- introvert, instable, extrinsic motivation defeated type;
- lack of self-determination;
- increasing the interest in achieving superior performances;
- adopting a winner attitude;
- scoring at least 50 points at all-around;
- awareness of the level of her abilities: I will manage to make the exercise very
well
- learning new elements divided in parts, with many repetitions;
- perception and analysis of the success / failure feelings;
- praises and personal encouragement, from colleagues.
In the 3rd stage it has been registered the progress made by the 10-12 year-old gymnasts, from
the point of view of psychological preparedness during training and competitions as a consequence
of the experimental curriculum appliance.
The efficacy of the proposed curriculum has been carried forth through the achievement of the
performance objectives at the School Championship from Buzu that took place between 13th-14th
March this year.
1.Manea Amalia 12th place at All-around;
2.Costescu Antonia 3rd place at All-around, 2nd place at Floor, 2nd place at Balance beam
School Championship;
3.Grigore Emilia, Nstase Marinela, Olteanu Maria scored 50 points in All-around;
4.Stoica Alexandra 3rd place at Balance beam;
5.Ctea Alexandra 19th place at All-around;
6.Bejan Cristina 3rd place at Vault.
On the basis of the registered data the following conclusions have been drawn:
The experiment confirmed the work conjecture according to which if in the gymnasts training
process (physical, technical, artistically, theoretical, tactic) are used psychological programs, the
quality of the training process can be improved and the sports performance will increase.
The programming of the training objectives has been made on the basis of knowing the actuating
potential and the psychological profile of each gymnast, achieving the improvement of
individualized training.
The conscious participation of gymnasts, stimulating the desire for knowledge, self-knowledge,
self perfection, lead to the accomplishment of the training and performance objectives.
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The usage of positive emotional resources (self-confidence, respect and dignity, ambition and
pride, motivation for performance etc.) has been encouraged.
After the data analysis we recommend that coaches focus on the psychological training., developing
the gymnasts ability of self-esteem their executions, over passing the difficult situations,
volitional qualities cultivation, increasing the self-confidence, positive-thinking stimulation etc, in
order to achieve superior results in training and competitions.
Bibliography:
Cruz J. F. A., Manual de psicologia do desporto, Editura Sistemas Humanas e Organizacionais,
Porto, 1996;
Dragnea A., Teodorescu-Mate S., Teoria sportului, FEFS, Bucureti, 2002;
Drgan I. i colab., Medicina sportiv, Editura Stadion, Bucureti, 1974;
Epuran M., Metodologia cercetrii activitilor corporale, Bucureti, ANEFS, 1992;
Epuran M., Modelarea pregtirii psihologice n sport, ANEFS Bucureti,1994;
Grigore V., Gimnastica de performan, Editura Inedit, Bucureti, 1998;
Nicu A., Antrenamentul sportiv modern, Editura Editis, Bucureti, 1993;
Samulski D. M., Psicologia do Esporte, Editura Faculdade de Motricidade Humana, Sociedade
Portuguesa de Psicologia do Desporto, 2002;
tir C.C.,Psihologia sportului, Editura Fundaiei Universitare Dunrea de Jos, Galai, 2003
Vrabie D., Psihologia educaiei, Editura Geneze, Galai, 2002.
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Curriculum vitae
Numele: NANU
Prenumele: LILIANA
Data naterii: 10.09.1967
Naionalitatea: romn
Starea civil: cstorit, 1 copil
Domiciliul stabil: Galai, Str. Domneasc nr. 130, Bl. Ialomia, Ap. 43
1.
Studii:
Institul de Educaie Fizic i Sport Bucureti liceniat n educaie fizic i sport, specializare
gimnastic/ 1990
Specializri i titluri:
Profesor antrenor de gimnastic
Preparator universitar, asistent universitar, lector universitar, confereniar universitar
Master n management sportiv
Doctor n tiine pedagogice
Antrenor categoria I specializare gimnastic artistic
Maestru internaional al sportului
3.
Locuri de munc:
Sport
4.
Cri cu ISBN 11
Lucrri publicate 63
Lucrri comunicate 23
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