UNIVERSITARIA

revist de specialitate n educaie fizic i sport

Nr. 14
Noiembrie 2012

Editura MONGABIT Galai, 2012 ISSN 1582-1706

CUPRINS Iulian Cacenschi Re...fleXii...i ..ncordri Psiho..Motrice coala noastr ntre re-form i rea-form Umilinele profesorului Adriana Neofit Mircea Ion-Ene Andreea Carmen igleanu Instruirea i educarea timpurie n actualul context educaional Training and early education in the current education Studiu privind influena presopuncturii asupra capacitii de concentrare a sportivilor dintr-o echip de handbal............... Research study regarding the influence of acupressure on the concentration ability of sportsmen from a team handball Aspecte fundamentale privind capacitatea de performanta in judo Key issues on the ability of performance in judo Evaluarea unor aspecte ale antrenamentului de judo prin monitorizarea frecvenei cardiace .................................................................................................... The appreciation of some aspects of the judo training by the montorising of cardiac frequency 5 6 7 11 15 17 19 22

Bocioaca Laurentiu

Irina Biel, Dan Deliu

26 30

Lazr Tipa

Fundamentarea managementului operaional prin management strategic i tactic n organizaiile sportive ............................................................................. 35 Substation of operational management through tactic and strategic management within sports organisation 40 Obezitatea i comportamentul alimentar normal i patologic .. Obesity and normal and pathological eating behavior Patternul alimentar component al stilului de via ............................................................................................ Food pattern - component of lifestyle Studiu privind corelaia dintre indicii dezvoltrii fizice cu cei ai capacitii motrice la elevii cu probleme de nutriie din ciclul liceal .................................................................................................... . A study concerning the relation between the indexes of physical development and the ones of moving ability of highschool students with nutritional problems

Magdalena Moroanu Andreea Moroanu Magdalena Moroanu Andreea Moroanu Valentin Ciocan

45 48 50 54

57

60 63

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

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

COALA NOASTR NTRE RE-FORM I REA-FORM Prof. Iulian Cacenschi Cu siguran trim vremurile unei necesare schimbri. i nimeni nu ar trebui s se ncpneze n a nu mai cuta binele i din aceast schimbare. n cel mai ru caz, putem hoinri un timp printr-un conservatorism al schimbrii, adic un soi de mbinare ntre tradiionalism i postmodernism, care, ce-i drept, este foarte expus compromisurilor i acuzaiei de kitsch. Attea uniti colare, prin reprezentanii lor (directori, directori adjunci i directori educativi) i nu numai, au pornit n cea mai mare vitez spre vestita integrare, adulmecnd urmele lsate de vecinii notri central i vest-europeni. Mulumit inteligenei romneti i extraordinarei capaciti de a rmne originali chiar i atunci cnd i imit pe alii, romnii i-au propus s reformeze sistemul educaional. Astfel, proiectul acesta mare (al reformei) a ajuns i la COALA NOASTR. Odat anunat marele obiectiv, cu toii ne-am pus pe treab, stabilind prioriti i responsabiliti. Ca n fiecare nceput, ne-am trezit ntr-o atmosfer care a mbinat armonios experiena vrstnicilor i entuziasmul tinerilor. Au urmat primii pai: nscrierea la cursuri de formare, la grade didactice, masterate, realizarea de proiecte, stabilirea de parteneriate, colaborarea cu toi posibilii factori implicabili n actul educaional, etc. Toate bune i frumoase pn cnd am realizat c buzunarul propriu i-a epuizat rezervele. Da. Reforma la coala de care vorbesc, adic la COALA NOASTR, se realizeaz pe banii notri i pe banii prinilor notri (de multe ori pensionari). La COALA NOASTR, profesorul trebuie s scoat bani din buzunarul propriu pentru a cumpra hri, tablouri, icoane, ghiduri metodologice, etc. La COALA NOASTR, profesorul trebuie s plteasc din buzunarul propriu accesul la Internet pentru a lua legtura cu partenerii necesari n implementarea proiectelor de dezvoltare i educare. La COALA NOASTR, profesorul trebuie s plteasc din buzunarul propriu convorbirile telefonice strict necesare cu I.S.J., C.C.D., Primria, etc., care depesc numrul de impulsuri alocate. La COALA NOASTR, profesorul trebuie s aduc de acas (i chiar o face) televizorul, video-ul i casetofonul pentru a organiza activiti de combatere a traficului de fiine umane, activiti artistice, .a. La COALA NOASTR, directorul, profesorul i mecanicul colii trebuie s care umr la umr i cu bani tot din acelai buzunar scaune pentru cancelarie, geamuri, bnci, etc. La COALA NOASTR se implementeaz REFORMA. (i apropo, am auzit undeva c nvmntul de stat este prioritate naional i chiar gratuit). Cu toate acestea, la COALA NOASTR nc se mai fac eforturi. Eforturi depuse de profesori care au completare de norm la dou i chiar la trei coli. Eforturi pentru un colectiv de elevi format din: copii de la Centre de Plasament, copii de la coli Speciale, copii de rromi, copii provenii din familii defavorizate socio-economic. Pn i directorul educativ (fr degrevare de norm i n acelai timp: diriginte, responsabilul Comisiei Arte i Sport, preedintele Comisiei de inventariere, .a.) are completare de norm la o alt coal. Toate aceste responsabiliti comport, n final, mprtiere, superficialitate n abordare, oboseal i mbolnvire. Da. mbolnvire pentru care profesorul trebuie s medicului din buzunarul Dar uitam s v spun ce a reuit printre altele reforma de la COALA NOASTR: 1. a atras renumele colii pentru a putea fi evitat; 2. a mbogit vocabularul comun (doar trei exemple): 5

- dac un ministru ar intra n COALA NOASTR ar fi sinistru; - managerul unitii (renumitul director) este un srman directorb care nu mai vede luminia de la captul tunelului; - iar umilul profesor s-a transformat n incapabilul protestor; 3. a lrgit orizontul activitilor manageriale prin afacerizareainterrelaiilor educative; 4. a schimbat viziunea colii din coala ce favorizeaz boala n c(b)oala ce-i prezint fala. i mai uitam s v spun despre ce coal este vorba. Dar oricum o vei recunoate dac vei vizita periferia sistemului educaional: COALA NOASTR este aceea unde operaia a reuit pacientul e mort. UMILINELE PROFESORULUI Cu siguran trim vremurile unei necesare schimbri. i nu trebuie s refuzm a mai cuta binele i din aceast schimbare. n cel mai ru caz putem hoinri un timp printr-un conservatorism al schimbrii, adic un soi de mbinare ntre conservatorism i post-modernism, care, ce-i drept, este foarte expus compromisurilor i acuzaiei de kitsch. Mulumit inteligenei romneti i extraordinarei capaciti de a rmne originali chiar i atunci cnd i imit pe alii, romnii i-au propus s reformeze sistemul educaional. Toi profesorii de la cei cu diplomat pn la cei n adidai au pornit n cea mai mare vitez spre vestita integrare, adulmecnd urmele lsate de vecinii notri central i vest-europeni. Indiferent n ce tagm s-au trezit (a conservatorilor, a post-modernitilor, a anacronicilor, la ai notri, la ai lor, etc.) toi profesorii beneficiaz de acelai punct comun: se afl n boxa acuzailor. Aceasta se constituie n surs de vechi i noi umiline la care sunt supui profesorii. Pn i o list cu aceste umiline se prezint ca umilitoare n sine. i iat cum aceast schimbare n loc s delimiteze lucrurile pentru a lsa loc noilor repere, a produs o accentuare a neputinelor sistemului i a celor cuprini n el. Aadar, permitei-mi s v prezint lista umilinelor profesorilor: - nainte, n ziua i dup ziua de salariu; - n faa prietenilor ce lucreaz n domenii bnoase; - n faa preurilor crilor de specialitate; - n faa primilor sponsori prinii, i a urmtorilor; - n faa unor elevi emancipai (posesori de celulare, de cercei n , etc.); - n faa unor prini orgolioi sau prost educai (ai cror copii sunt vntori de note, de carnete de alocaii, etc.); - n faa unor factori de control i (mai puin i) de ndrumare; - n faa nereuitelor (n via a) propriilor elevi; - n faa propriilor copii crora nu le pot asigura (printre altele) i transmiterea unei meserii onorabile; - n faa mass-mediei ce promoveaz incultura, kitsch-ul, violena, drogurile, fumatul, etc.; - n faa unor colegi de cancelarie mai norocoi (descurcrei); - n faa propriilor nereuite determinate de condiiile obiective ale tranziiei; - n faa unei societi care respect reguli dar nu mai respect oameni. Unii profesori ar putea mbunti aceast list, n timp ce alii nu se regsesc printre aceste rnduri. i pentru unii i pentru ceilali lansez cu umilin urmtoarele ndemnuri: - fii mndri c suntei profesori i c putei nc transmite dragostea i informaiile voastre - bucurai-v de colegii tineri ca i de cei mai n vrst pentru c sunt coprtai la aceleai mpliniri i suferine; - priviii pe superiori ca pe reprezentanii votri i nu ca pe nite efi; - certai cu pertinen sistemul de nvmnt dar nu din afar, ci din interiorul su; nu plecai din nvmnt pn nu luai tot ce-i mai bun de aici i pn nu suntei dai afar! 6

INSTRUIREA I EDUCAREA TIMPURIE N ACTUALUL CONTEXT EDUCAIONAL Autori: Drd. Neofit Adriana Univ. Piteti, Conf. univ. dr. Mircea Ion Ene FEFS Galai Cuvinte cheie: instrucie, predare, nvare, educare. ntr-o lume n continu micare, confruntat cu noi tendine ale vieii sociale i economice, ale dezvoltrii cunoaterii, nu trebuie neglijat impactul acestora asupra instruirii i educaiei. nvarea, instruirea i educaia au un rol determinant n transformarea omului din ceea ce este la natere, ntr-o personalitate autentic, creativ, i astfel omul s poat contribui la construirea i dezvoltarea lumii socialului. Referindu-ne la nvare putem spune c exist nenumrate definiii ale acesteia. Interesan este sinteza pe care o gsim n lucrarea lui Golu P. (1985), care ncearc s surprind majoritatea aspectelor care reies din numeroasele definiii ale nvrii din literartura de specialitate: o anumit modificare de conduit; o modificare profund, selectiv, care se produce sistematic, stabil, ntr-o direcie determinat (n direcia perfecionrii reaciei de rspuns la situaie, a creterii productivitii conduitei); o modificare adaptativ provocat de ntlnirea constant, repetat cu una i aceeai situaie stimulativ, sau de contactul anterior cu situaia dat; conduita modificat, ca reacie extern de adaptare este precedat de reacia intern; reacia intern i, respectiv, reacia extern opereaz n baza informaiei, n diferitele sale variante. 1 Acesta pe baza considrailor surprinse n lucrarea sa, considr c nvarea reprezint acel proces evolutiv, de esen informativ-formativ, constnd n dobndirea (recepionarea, stocarea i valorificarea intern) de ctre fiina vie, ntr-o manier activ, explorativ, a experienei proprii de via i, pe aceast baz, n modificarea selectiv i sistematic a conduitei, n ameliorarea i perfecionarea ei controlat i continu sub influena aciunilor variabile ale mediului ambiant 2 nvarea, nsuirea materiei vii, se poate realiza intenionat sau neintenionat, contient sau incontient etc., aplicat la om, devine activitate social, cel mai adesea realizndu-se instituionalizat, deci prin instruire. Instruirea este forma experimental a nvrii, prin introducerea i desfurarea ei n instituii specializate, conform unor programe prin care se vizeaz obinerea unor rezultate informativ-formative sporite n raport cu cele ce ar rezulta dintr-o nvare spontan, natural.3 Aparut la nivel social ca o necesitate de optimizare a nvrii, n vederea informrii i formrii n raport cu comanda social, instruirea este parte integrant a educaiei. O tot mai mare importan se atribuie schimbrii n educaie, produs sub impactul achiziiilor i tradiiei pedagogice, al problematicii lumii contemporane i viitorului, tiut fiind c viitorul comand prezentul 4 Educaia timpurie trebuie s se afle ntr-un proces continuu de compatibilizare cu provocrile lumii contemporane i fenomenele care decurg din acestea: fenomenul globalizrii, al descentralizrii, explozia demografic, poluarea mediului, schimbarea economic, explozia informaional, evoluia sistemului de valori. Educaia acioneaz prin modaliti i strategii de rspuns adecvate noilor schimbri, prin promovarea noilor educaii : educaia ecologic, pentru bun nelegere i pace, pentru democraie, comunicare i mas-media etc., ceea ce angreneaz reorganizarea permanent a tendinelor educaiei timpurii la nivelul obiectivelor, coninuturilor, metodelor, al procesului de evaluare. Sub impactul schimbrilor sociale i al acestui deziderat, fiecare component a sistemului de nvmnt trebuie s se restructureze.

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Golu P. (1985), nvare i dezvoltare, Ed. Didactic i Pedagogic, Bucureti, p. 20 Idem, p. 24 3 Panuru S., Necoi D. (2007), Teoria i metodologia instruirii, Braov, p. 27 4 Videanu G., (1988), Educaia la frontiera dintre milenii, Ed. Politic, Bucureti, p38

Pornind de la recunoaterea perioadei precolaritii ca fundamentul personalitii copilului, restructurarea nvmntului precolar - ca prim etap a educaiei instituionalizate - trebuie s reflecte analiza particularitilor individuale ale copilului i aciunea educativ proiectat n concordan cu acestea. n societatea contemporan serviciile educaionale i formarea profesional sunt structurate, n principal, pe politici anticipative, pe proiectarea unui management orientat spre cerinele practice ale societii viitorului, denumit societatea cunoaterii. n contextul mutaiilor rapide din lumea contemporan, prioritile i strategia elaborat de M.E.C.T.S. urmresc reconstrucia, eficientizarea, recredibilizarea nvmntului i implementarea unui nou cadru legislativ care s asigure modernizarea, stabilitatea i coerena sistemului de nvmnt. Pornind de la necesitatea compatibilizrii nvmntului romnesc cu sistemul european de educaie, n ara noastr, domeniul educaiei vizeaz urmtoarele obiective prioritare: mbuntirea calitii i eficienei procesului de educaie la toate nivelurile i de formare profesional; facilitarea accesului tuturor elevilor la educaie i formare profesional; conceperea unui curriculum pentru nvmntul preuniversitar centrat pe competene; reforma practicilor de evaluare; accelerarea descentralizrii n contextul asigurrii calitii; reforma educaiei timpurii i dezvoltarea educaional pe tot parcursul vieii; compatibilizarea ciclurilor de nvmnt cu cerinele unei educaii moderne i cu Cadrul European al Calificrilor. O problem care se ridic n prezent pentru sistemul educaional romnesc este cea a scderii populaiei colare. Declinul demografic al populaiei stabile va continua i n perioada urmtoare, conform prognozelor realizate. n acest plan se impune o gndire eficient, anticipat a dezvoltrii resursei umane, sprijinit de investiii corespunztoare n capitalul uman. Obiectivul strategic al M.E.C.T.S. l reprezint creterea calitii educaiei n general, la nivel de infrastructur, resurse umane i materiale, management instituional, multiplicarea politicilor incluzive, crearea egalitii de anse pentru populaia colar aflat n dificultate. Prin educaie, copilul trebuie s intre n contact cu tot ceea ce nseamn bazele unei educaii diverse i care se va desfura pe tot parcursul vieii. Promovarea noilor dimensiuni ale educaiei se face nc din perioada precolaritii, ceea ce impune specialitilor s cunoasc toate aceste provocri ale lumii contemporane i s proiecteze i evalueze propriile demersuri pedagogice, astfel nct s gseasc strategia optim de rspuns. Educaia timpurie, ca parte integrant a sistemului educaional, are scopul de a oferi copiilor aflai la vrsta precolar condiiile necesare pentru o dezvoltare normal i deplin, asigurarea acelor experiene care s in seama de ritmul propriu al copilului, de nevoile sale afective i de activitatea sa fundamental - jocul. Obiectivul principal al educaiei timpurii este de a permite fiecrui copil s-i urmeze drumul personal, de cretere i dezvoltare, oferind suport pentru: valorificarea potenialului psihic i fizic al fiecrui copil; mbogirea capacitii acestuia de a intra n relaii cu ceilali copii i cu adulii; sprijinirea copilului n a interaciona cu mediul prin explorri, ncercri, exerciii, alegeri, experiene; descoperirea de ctre fiecare copil a propriei identiti i formarea unei imagini de sine pozitive; sprijinirea copilului pentru a dobndi deprinderile necesare activitii viitoare n coal. Aceste finaliti ale educaiei timpurii sunt concretizate la nivelul curriculumului naional n obiective-cadru i obiective de referin pentru urmtoarele categorii de activiti: activiti de educare a limbajului; activiti matematice; cunoaterea mediului; educaie pentru societate; 8

activiti practice i elemente de activitate casnic; educaie muzical; educaie plastic; educaie fizic. Educaia timpurie se realizeaz prin intermediul a dou forme activiti specifice: jocul i nvarea. Orientrile moderne n educaie relev din ce n ce mai mult faptul c sistemul educaional trebuie s realizeze educaia timpurie avnd ca funcie major formarea i dezvoltarea personalitii copilului n raport cu nevoile specifice vrstei, cu posibilitile i dotrile sale, n interesul su i al comunitii sociale. n ultimii ani, interesul i preocuparea pentru educaia timpurie a crescut simitor, fapt demonstrat de existena unor documente de politic public ce promoveaz abordarea integrat a serviciilor de educaie, ngrijire i protecie a copiilor mai mici de 7 ani i dezvoltarea global a copilului: a Strategiei Naionale pentru Educaie Timpurie. Concluziile Consiliului Europei 2011, privind rolul educaiei i formrii n cadrul punerii n aplicare a strategiei Europa 2020, Programul de Educaie i Formare pe parcursul ntregii viei, 2007 2013: Comenius, Erasmus, Leonardo da Vinci, Gruntvig, Jean Monnet - Ministerul Educaiei, Cercetrii, Tineretului i Sportului,. Educaia precolar acoper intervalul de vrst 3-6/7ani, iar frecventarea nu este obligatorie, cu excepia ultimului an, care conform noii legi va fi obligatoriu, sub forma anului pregtitor pentru coal ce va face parte, din punct de vedere al structurii sistemului de educaie din nvmntul primar, nainte de clasa I. Cu toate acestea, cuprinderea copiilor n grdinie n Romnia are o rat ridicat n comparaie cu alte state din Centrul i Sud Estul Europei, care s-a mbuntit de la an la an. ncepnd cu 1 septembrie 2008, n educaia timpurie a copiilor cu vrsta cuprins ntre 3 si 6/7 ani se aplic un nou curriculum, ale crui nouti sunt determinate de promovarea unei noi abordri a educaiei timpurii: promovarea dezvoltrii globale a copilului, cuprinznd toate domeniile de dezvoltare menionate n documentul Repere fundamentale n nvarea i dezvoltarea timpurie (RFIDT): dezvoltarea fizic, a sntii i igienei personale, dezvoltare socio-emoional, capaciti i atitudini de nvare, dezvoltarea limbajului, a comunicrii i a premiselor citirii i scrierii, dezvoltarea cognitiv i cunoaterea lumii 5; promovarea educaiei centrate pe specificul dezvoltrii i nvrii la copilul mic (promovarea jocului, a explorrii, a experimentrii, a interaciunilor cu mediul) i pe pregtirea acestuia pentru coal i pentru via. centrarea pe nevoile individuale, interesele i ritmul individual de dezvoltare a copilului n organizarea, desfurarea i evaluarea nvrii, punndu-se accent pe caracterul spontan i natural al nvrii; promovarea principiului conform cruia orice experien trit n grdini este o experien de nvare pentru copil, incluznd aici i momentele de rutin, de tranziie, de sosire/plecare de la grdini, de servire a mesei, de culcare etc. promovarea libertii de alegere a cadrului didactic n organizarea i desfurarea activitilor de nvare, orientndu-se dup obiectivele formulate n curriculum. Noul curriculum pentru nvmntul precolar scoate n eviden cteva elemente importante, comune cu tendinele n domeniu ntlnite (cel puin) n statele europene i anume: existena unui program educaional centrat pe copil; concilierea dezvoltrii copilului cu latura academic; concentrarea programului educaional pe dezvoltare cognitiv i social, pe nvare timpurie i socializare; accentul, ndeosebi n jurul vrstei de 5 ani, pe fundamentele de dezvoltare a competenelor de baz: citit, scris i socotit, n vederea trecerii cu succes n clasa I; implicarea copilului n procesul de evaluare/autoevaluare;

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

 rolul de ghid al profesorului/educatorului.6 Se promoveaz cu preponderen nvarea prin joc, explorare, experimentare, prin cooperare, oferind copilului libertatea exprimrii, libertarea alegerii i oportunitatea de contexte de nvare ct mai variate. Concluzii: Realizarea unui sistem coerent de educaie timpurie a copilului n Romnia este o necesitate care decurge din prioritile educaiei la nivel mondial i naional.nvarea timpurie favorizeaz oportunitile de nvare de mai trziu. Deprinderile i cunotinele dobndite devreme favorizeaz dezvoltarea altora ulterior. Educaia timpurie poate fi o prghie esenial de reducere a inegalitilor sociale. Definirea educaiei timpurii n legislaia romneasc va da posibilitate autoritilor centrale i locale s concentreze fonduri spre aceast zon a educaiei i, aceast investiie, pe termen lung, va conduce la scderea ratei abandonului colar, la mbuntirea ratei de succes colar a copilului pe traseul colarizrii viitoare, la punerea bazelor pentru nvarea de-a lungul vieii i la o rat crescut a inseriei socio-profesionale.7 Instrucia/instruirea este component indispensabil a educaiei. Educaia nu este posibil fr instrucie/instruire, spunea I.F.Herbart, el difereniaz instrucia/instruirea de educaie, dar le i pune n relaia de complementaritate i atrage atenia asupra nevoii ca educaia s fie centrat pe formarea omului moral, ca voin tare i voin bun, i, prin aceasta, a omului universal. n concluzie educaia nu trebuie identificat cu instruirea, chiar dac o presupune. Educaia este cea care duce instruirea mai departe, o subordoneaz nevoilor de structurare i dezvoltare a ntregii personaliti, coreleaz mintea cu simirea i aciunea, pune n acord intelectul cu caracterul i voina, subordoneaz instruirea nevoilor omului ca om i ca membru al colectivitii sociale.8 innd cont de tendinele educaiei spre o educaie permanent, spre cultivarea aptitudinii de adaptare i integrare a omului ntr-o lume n schimbare, omul trebuie educat s transforme nvarea i instruirea n preocupare pentru autonvare i autoinstruire. ntr-o lume modern n continu i rapid schimbare, depind cadrul strict al transmiterii didactice, instruirea, trebuie s fie anticipativ, inovativ i permanent, centrat pe individ, rspunznd astfel pozitiv la orientrile trasate prin Raportul Clubului de la Roma, care estima c supravieuirea omenirii depinde de o variant istoric a educaiei permanente. Bibliografie selectiv: 1. Golu P. (1985), nvare i dezvoltare, Editura Didactic i Pedagogic, Bucureti; 2. Panuru S., Necoi D. (2007), Teoria i metodologia instruirii, Editura Universitii Transilvania, Braov; 3. Videanu G. (1988), Educaia la frontiera dintre milenii, Editura Politic, Bucureti; 4. Ionescu M (2010), Repere fundamentale n nvarea i dezvoltarea timpurie a copilului de la natere la 7 ani, Editura Vanemonde, Bucureti; 5. ***Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010;

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Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010, p.17 Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010, p.17 Panuru S., Necoi D. (2007), Teoria i metodologia instruirii, Braov, p. 31

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TRAINING AND EARLY EDUCATION IN THE CURRENT EDUCATION CONTEXT Authors:Neofit Adriana PhD Candidate, Piteti University Conf. univ. dr. Mircea Ion Ene FEFS Galai Keywords: instruction, teaching, learning, education. In a world in constant motion, confronted with new trends in social and economic life, in the development of knowledge, there should not be overlooked the impact of all these on training and education. Learning, training and education have a decisive role in the human transforming from what it is at birth, a genuine creative personality, so that the man can contribute to the construction and the development of the social world. Referring to the learning we can say that there are many definitions of it. The summary we find in Golu P.s work (1985) is interesting. It tries to capture most aspects arising from the many definitions of learning from speciality literature: a particular change in behaviour, a profound selective change, which occurs systematically and constantly in a determined direction (in the direction of improving response reaction to the situation, the productivity growth behavior); the adaptive change caused by the constant meeting, repeated with the same stimulating situation, or by the prior contact with the given situation, the behavior changed as external response to adaptation, is preceded by the internal reaction; internal reaction, and external reaction respectively operates in the information basis in its various versions. 9 The previously mentioned author (Golu P.), based on considerations caught in his work, considers that: learning is that evolutionary process of formative-informative essence, consisting of the acquisition (receiving, storing, and internal recovery) of the living being, in an active explorative way, of their life experience and, on this basis, of the selective and systematic change in behaviour, of improving and controlled and constant perfecting it under the influence of ambient variable actions of the environment 10 Learning, comprehending live matter, can be intentionally or unintentionally, consciously or unconsciously realised, etc., applied to human. Learning becomes social activity, being most often institutionalized through training. Training is the experiential form of learning by introducing and developing it in specialized institutions, in accordance with some programs aimed at the achievement of better formative-informative results in relation to those that would result from spontaneous, natural learning. 11 Training which appeared, at the social level, as a necessity to optimize learning in order to inform and train in relation to the social order, is an integral part of education. A growing importance is assigned to the change in education, produced under the impact of acquisitions and pedagogical tradition, of the problems of the contemporary world and of the future, knowing that "the future commands the present12 Early education must be in a continuous process of adapting to the challenges of the contemporary world and the phenomena resulting from these challenges: the phenomenon of globalization, of the decentralization, population explosion, environmental pollution, economic change, the information explosion, the evolution of the system of values. The education acts through ways and response strategies adapted to the new changes, through promoting "the new educations": the ecological education, for understanding and peace, for democracy, communication and mass media, etc. This fact brings about permanent reorganisation of early education trends at the level of objectives, contents, methods, evaluation process. Under the impact of the social change and of this aim, every component of the education system should be restructured.
9

Golu P. (1985), Learning and development, Ed. Didactica si Pedagogica, Bucharest, p. 20 Idem, p. 24 11 Panuru S., Necoi D. (2007), Teoria i metodologia instruirii, Braov, p. 27 12 Videanu G., (1988), Educaia la frontiera dintre milenii, Ed. Politic, Bucureti, p38
10

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Starting from the recognition of the preschool period as the foundation of the child's personality, the restructuring of the preschool teaching - as the first stage of the institutionalized education - should reflect the analysis of the individual particularities of the child and the educational action designed in accordance with these particularities. In the contemporary society, educational services and vocational training are mainly structured mainly on forward-looking policies, on the designing of the management oriented to the practical requirements of the future society, called "knowledge society". In the context of rapid mutations of the contemporary world, the priorities and the strategy developed by M.E.C.T.S. aim at reconstruction, streamlining, recrediting education and the implementation of a new regulatory framework meant to ensure modernizing and consistency of the educational system. Starting from the necessity of making the Romanian education compatible with the European educational system, in our country, the education domain aims at the following prior objectives: improving the quality and the efficiency of the educational process at all levels of education and training; facilitating the access of all children to education and training; designing a curriculum for pre-university education centred on skills; the reform of assessment practices; accelerating the decentralization in the context of quality assurance; early education reform and lifelong educational development; compatibility between the educational cycles and the requirements of modern education and the European Qualifications Framework. An issue that arises nowadays in the Romanian educational system is that of the school population decrease. The demographic decline of population will continue in the period ahead, according to forecasts. In this plan efficient thinking is required, anticipated about human resource development, supported by appropriate investments in the human capital. The strategic objective of M.E.C.T.S. is to improve the quality of education in general, at the level of infrastructure, human and material resources, institutional management, the multiplication of inclusive policies, the creation of equality of opportunities for the in difficulty school population. Through education, the child must get in touch with everything that means the foundation of a lifelong diverse education. The promotion of new dimensions of education is done even from the preschool period, fact which requires specialists to meet all these challenges of the contemporary world and to design and evaluate their own pedagogical approaches, so as to find optimal response strategy. Early education as an integral part of the educational system, aims to provide the children of preschool age the necessary conditions for normal and full development, ensuring those experiences that take into account the child's own pace, his emotional needs and the fundamental work - the game. The main objective of early education is to enable each child to follow the road of personal growth and development, providing support for: revaluation of the psychic and physical potential of each child; enrichment of the capacity to have relationships with other children and with the adults; supporting the child to interact with the environment through exploration, tests, exercises, choices, experiences; discovery of the identity of each child and the formation of a positive self-image; supporting the child to acquire skills necessary for future activity in school. These finalities of early education are materialized in the national curriculum framework through objectives and benchmarks for the following categories of activities: language education activities; mathematical activities; knowledge of the environment; knowledge of the environment;

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education for society; practical activities and items of domestic activity; music education; plastic education; physical education. Early education is carried out through two specific forms: playing and learning. Modern education guidelines reveal more and more the fact that the educational system must carry out early education having as a major function the childs personality formation and development of the child in relation to the age-specific needs, to his possibilities and gifts in his interest and social community. During the latest years, interest in and concern for the early education have increased significantly, a fact demonstrated by the existence of some documents of public policy which promotes an integrated approach of education services, caregiving and protection of children up to the age of seven, and the global development of the child: the National Strategy for Early Education, the European Council Conclusions 2011, concerning the role of education and training within the framework of the implementation of the Europe 2020 strategy, the Program of Lifelong Education and Training, from 2007-2013: Comenius, Erasmus, Leonardo da Vinci, Gruntvig, Jean Monnet - Ministry of Education, Research, Youth and Sports. Preschool early education covers the age range 3-6/7 years, and attendance is not compulsory, except for the last year, which, according to the new law, will be required in the form of a preparatory year for school. From the point of view of the structure of the educational system, this preparatory year will be part of the primary education, before class 1. However,enrolling children in kindergartens in Romania has a high rate compared to other countries in Central and South Eastern Europe, which has improved from year to year. Since 1st September 2008, in the early education for children between the ages of 3 and 6/7 years, a new curriculum has been applied, a curriculum whose news is determined by the promotion of a new approach to early education: promoting the global development of the child, including all areas of development mentioned in the document Highlights to the Fundamental Learning and Early Development (RFIDT): "Physical development, health and personal hygiene, socio-emotional devlopment, skills and attitudes to learning, language development, communication and premises of reading and writing, cognitive development and knowledge of the world"13; promoting the education centred on the specific of the little child development and learning (promoting the game, the exploration, experimentation, interactions with the environment) and its preparation for school and for life. centring on the individual needs, interests and pace of a child's development in organizing, conducting and evaluating learning, with emphasis on the spontaneous and natural character of learning; the promotion of the principle according to which any kindergarten experience is a learning experience for the child, including here the moments of routine, of transition, of arrival/departure from the kindergarten, of having a meal, of sleeping, etc. promoting the educators freedom of choice in organizing and conducting learning activities, having as guidelines the objectives formulated in the curriculum. "The new curriculum for preschool education highlights some important elements in common with the trends encountered (at least) in the European countries, namely: the existence of a child-centered educational program; conciliation of child development with academic side; educational program focusing on cognitive and social development, early learning and socializing; the emphasis, especially around the age of 5, on the fundamentals for the development of the basic skills: reading, writing and counting, in order to successfully pass to class 1; the child's involvement in the process of evaluation/self-assessment;

13

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

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the teacher's/educators role as a guide"14

Learning through playing, exploration, experimentation, learning through cooperation are mainly promoted, offering the child freedom of expression, freedom of choice and opportunity for as varied learning contexts as possible. Conclusions: "The achievement of a coherent system of early education of a child in Romania is a necessity arising from education priorities at the global and national level.Early learning fosters learning opportunities later. Skills and knowledge gained early foster the development of others later. Early education can be an essential lever to reduce social inequalities. Defining the early education in Romanian legislation will enable the central and local authorities to focus their funds on this area of education, and this long term investment will lead to a decrease in school dropouts rate, to an improved success rate of the child's future school route, to laying the foundations of lifelong learning and to an increased rate of socio-professional insertion. 15 Instruction/training is an indispensable component of education. Education is not possible without training/instruction, I.F.Herbart said, he differentiates instruction/training from education, but he puts them in a relationship of complementarity and draws attention on the need for education centred on the formation of the moral man, as strong and good will, and, through this, of the universal human. In conclusion, "education must not be identified with training, even if it entails training. Education leads training further, subordinates it to the structuring and development needs of the whole personality, correlates the mind with the feeling and the action, makes the intellect, the character and the will agree, subordinates instruction to the human needs as a man and as a member of the social collectivity." 16 Taking into account the trends towards lifelong education, nurturing their capacity of adaptation and integration of the human in a changing world, the man must be educated to transform learning and training into the concern for self-learning and self-training. In a modern world in constant and quick change, surpassing the strict frame of the educational communication, training must be anticipative, innovative and permanent, centred on the individual, thus responding positively to the guidelines outlined in the report of the Club of Rome, which estimated that the survival of humanity depends on a historic variant of lifelong education.

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15

Sinteze nationale privind sistemele educaionale n Europa i reformele n curs, Eurydice 2010, p.17 Ibidem, p.17 16 Panuru S., Necoi D. (2007), Teoria i metodologia instruirii, Braov, p. 31

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STUDIU PRIVIND INFLUENA PRESOPUNCTURII ASUPRA CAPACITII DE CONCENTRARE A SPORTIVILOR DINTR-O ECHIP DE HANDBAL Author: Mrd. Andreea-Carmen igleanu FEFS Galai Cuvinte cheie: presopunctur, capacitate de concentrare, anxietate, stres. Rezumat: Sportul de astzi este o competiie dur, o ntrecere cu sine i cu alii, presupunnd succes i glorie, concentrare i control, automotivare i plcere, ncredere i perseveren, dar mai ales performan prin urmare, atingerea limitelor propriilor posibiliti fizice i psihice i uneori chiar depirea lor. Nimeni nu poate contesta faptul c astzi diferena dintre un nvingtor i nvins se face de multe ori la nivel mental. ntre numeroasele aspecte ce sunt integrate de psihologia sportului n categoria factorilor ce determin eficiena unui sportiv, se numr capacitatea de concentrare dar i ncrederea n sine. Principalul motiv pentru care a fost aleas aceast tem l reprezint noutatea materialului necesar ntocmirii unei astfel de lucrri. Considerm tema respectiv una de actualitate, cu care se confrunt sportivii i antrenorii din ziua de azi. Ipoteza de cercetare: Ipoteza pleac de la presupunerea c prin utilizarea presopuncturii (mijloc asociat kinetoterapiei ) putem influena capacitatea de concentrare a sportivilor i c prin acionarea asupra acestor puncte vom obine anumite rezultate. Scopul: Capacitatea de concentrare a sportivilor este, dac nu cea mai important, cel puin unul din momentele importante pregtirii sportive. De aceea, ne-am propus implicarea i cercetarea n domeniu, pentru stabilirea cauzelor principale ce ar putea duce la o slab capacitate de concentrare, deci performan slab, i stabilirea prin mijloace asociate kinetoterapiei a unor obiective generale pentru mbuntirea rezultatelor. Organizarea cercetrii: Cercetarea a avut loc n cadrul slii de educaie fizic i sport a Clubului Sportiv colar Galai. Aici mi-am desfurat activitatea alturi de cei 15 juctori mpreun cu antrenorul lor. La testarea iniial s-au aplicat dou teste: testul cu bnci, testul mingii, ambele viznd capacitatea lor de concentrare dar i un chestionar cu privire la emotivitatea lor nainte de o competiie. n urma rezultatelor s-au nregistrat urmtoarele rezultate:

Trac 17% Ameteala 8% Dureri musculare 17%

Stres 33%

Dureri de cap 25%

Stres Dureri de cap Dureri musculare Ameteala Trac

Programul s-a desfurat de dou ori pe sptmn, eu participnd la antrenamentele lor i acionnd pe punctele alese. Aceste puncte au fost alese n urma depistrii problemelor cu care s-au confruntat juctorii naintea competiiilor. 15

 Tehnica folosit avea 2 timpi importani: 1. localizarea punctelor pentru micromasaj digital; 2. masarea propriu-zis a punctului cu vrful degetului sau cu unghia (pentru tonifiere). Un lucru foarte important de specificat este faptul c n aceast perioad de cercetare sportivii nu au luat susintoare de efort i nici medicamente pentru refacere. Se observ la testarea final o evoluie a juctorilor reuind chiar maximul de goluri, ceea ce prima oar nu s-a putut.

Concluzii: S-a constatat c stpnirea emoiilor din concurs reprezint pregtirea temeinic a sportivilor de performan. Capacitatea de a face fa stresului este principala preocupare a antrenorilor i sportivilor de performan din ziua de astzi. Spre deosebire de antrenament, competiia are o foarte mare ncrctur emoional care duce sistemul psihocomportamental n situaie de limit. Reglarea capacitii de concentrare devine o chestiune de mare importan, dac dorim s obinem rezultate corespunztoare aspiraiei. BIBLIOGRAFIE SELECTIV: Dragnea A., (1984) Msurarea i evaluarea n educaie fizic i sport, Ed. Sport - Turism, Bucuresti Epuran M., (1966) Pregtirea psiohologic pentru concurs, Ed. Uniunii de Cultur Fizic i Sport, Bucureti. Floru R., (1974) Stresul psihic, Ed. Enciclopedic Romn, Bucureti. Hartmann Charles (2001) Masaj-Automasaj-Presopunctur-Reflexoterapie, Ed. ALEXALEX, Bucureti. Marza D., (2002) Masajul terapeutic, Ed. Plumb, Bacu.

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RESEARCH STUDY REGARDING THE INFLUENCE OF ACUPRESSURE ON THE CONCENTRATION ABILITY OF SPORTSMEN FROM A TEAM HANDBALL Mrd. igleanu Andreea-Carmen FEFS Galati Key words: acupressure, ability to concentrate, anxiety, stress.

Summary: Sport today is a tough competition, a contest with himself and with others, assuming succes and glory, concentration and control, motivation and pleasure, confidence and perseverance, especially performance therefore limits their opportumitiesc to achive mental and sometimes physical even overcome them. Nobody can deny that today the difference between a winner and a defeatead is often a mental. Among the many aspects of sport psychology are integrated in the category of factors that determinate the effectiveness of sports include the ability to focus and confidence. The main reason why this theme was chosen novelty material is needed to complete such work. We believe that a topical theme, facing athletes and coaches today. Research hypothesis: Hypothesis assumes that using acupressure (means associated of kinesiology) can impair concentration and athletes by acting on these points we get some results. Purpose: Concentration ability of athletes is, if not the most important, at least one of the highlights sports training. Therefore, we proposed the involvement and research in the field, to determinate the root causes that could lead to poor concentration, so poor performance, and setting means associated kinesiology general targets for improvingout comes. RESEARCH ORGANIZATION The research took place in the hall for physical education and sports School Sports Club Galati. Here i worked with the 15 players with their coach. The initial testing were applied two tests: test benches, test balls, both regarding their ability to concentrate and a questionnaire on their emotions before competition. Following results were recorded following results:

Stage fright 17% Dizziness 8%

Muscle pain

Stress 33%

17%

Headaches 25%

Stress Headaches Muscle pain Dizziness Stage fright

The program was held twice a week, i participated in their training and acting on the points chosen. These points were chosen following the detection of problems faced players before competitions. The technique had two impotant times: 1. Location points for digital micromassage; 17

2. The actual massage point with your fingertip or fingernail (for toning). A very important note is that in this period of research supporting the athletes have not taken drugs or recovery effort. Observe the final testin of players even managing evolving maximum goals, which could not be the first time.

Conclusions: It was found that emotions rule of competition is thorough preparation of athletes. Ability to cope with stress is the primary concern of coaches and athletes today. Unlike training, competition has a very emotional situation leading the old psychobehavioral system. Setting of concentration becomes a matter of great importance if we are to achive appropriate results aspiration.

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ASPECTE FUNDAMENTALE PRIVIND CAPACITATEA DE PERFORMANTA IN JUDO Autor: Lect.univ.dr. Laurentiu Bocioaca UNEFS Bucuresti Cuvinte cheie : antrenamentul in judo, capacitate de efort, capacitate de performan Rezumat Studiile privind antrenamentul in judo si importanta factorilor fundamnetali, in dezvoltarea capacitatii de performanta, sunt tot mai numeroase. Centrele de cercetarii si colectivele interdisciplinare, specializate in analiza factorilor determinanti ai performantei, au intensificat implementarea rezultatelor cercetarii in tehnologia si metodica moderna a pregatirii, la nivelul loturilor reprezentative, iar rezultatele obtinute de sportivii judoka la C.M, C.E si J.O, au intarit importanta acestor factori, in strategiile de pregatire individualizata a sportivilor. In literatura domeniului, majoritatea specialitilor, folosesc termenul de performan, ca fiind un rezultat al unei activiti, sau ca realizare a unei sarcini - ori reuita unei aciuni. Dar termenii de aciune, spectacol, manifestare, prezentare, etc., sunt de asemenea asociai cu performana, iar acestora li se adaug termenul de eficiena pentru a sublinia aspectul calitativ al execuiei unui sportiv judoka. Performana sportiv in judo, reprezint rezultatul obinut de judoka, ntr-o activitate sportiv, de regul ntr-un concurs, desemnat printr-o cifr sau un calificativ pe scala valorilor specifice, conform regulamentului competiional. Pornind de la aceste aspecte, in realizarea lucrrii, am considerat fundamentala ipoteza conforma creia, determinarea structurii factorilor specifici ai capacitaii de performanta in judo, stabilirea relaiilor dintre aceti factori, precum si importanta acordata de specialitii domeniului (antrenori, profesori, metoditi) acestor factori, contribuie semnificativ la stabilirea strategiei optime de antrenament, a planificrii si programrii unei pregtirii eficiente a sportivilor judoka. Introducere Judo, disciplina olimpica, practicata pe ntreg mapamondul, la toate vrstele, prin practicarea sa, contribuie fundamental la dezvoltarea psio-motrica a practicanilor, fiind considerat un sistem de educaie foarte important. Tot mai multe studii demonstreaz ca sportivii judoka prezint o capacitate de efort foarte ridicata, fora excepionala, viteza ridicata de reacie si execuie si un nivel foarte ridicat de coordonare intersegmentara si intrasegmentara, orientare spatio-temporala si echilibru ( Thomas, Cox, Smith, 1989 ). Pregatirea specifica, complexa, este determinata de prezenta categoriilor de greutate numeroase si a structurii biomecanice variate, a procedeelor practicate in cadrul disciplinei, aspecte care complica pregatirea si cresc permanent spectacolul competitional. Studii recente demonstreaza importanta decisiva a adaptarilor specifice unei capacitati anaerobe lactacide a sportivilor judoka in obtinerea victorie, rezultate ridicate in testele de fortaviteza, coordonare, viteza de reactie si executie (Allen, Smith, & Miller, 2007). Metode Pe parcursul realizarii studiului, pentru obtinerea datelor prezentate, a fost folosita metoda anchetei, bazata pe completarea chestionarelor, pe o perioada de 6 luni(iunie 2012, noiembrie 2012), de catre 57 de antrenori din judo, din zone geografice diferite ale Romaniei(Alba, Bucuresti, Brasov, Buzau, Cluj, Dolj, Galati, Giurgiu, Constanta, Oradea, Targoviste) distributia antrenorilor fiind relativ omogena ca experienta, nivel de calificare, conditii de lucru. Au fost folosite metode de analaiza statisca si prelucrare a datelor, pentru determinarea evolutiei datelor recoltate pe parcursul cercetarii. Datele au fost recoltate in doua etape, repsectiv la inceputul si dupa sase luni de activitate (in perioada celor 6 luni, antrenorii au parcurs doua etape de perfectionare, in cadrul stagiilor organizate de FRJ).

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Analiza statistica Prelucrarea datelor a fost realizata prin calcularea indicatorilor descriptivi statistici: parametrii centrali si ai dispersiei (media aritmetica, abaterea standard, coeficientul variabilitate, testul Student T). Rezultate cercetarii Datele statistice pentru principalii indicatori ai grupului experimental si ai capacitaii de performanta analizai si cuprini in respondenta, se prezint astfel:
Tabel 1. Datele privind respondenta subiecilor la nceputul cercetarii Parametrii N M SD CV T-test Varsta (ani) 57 45 8.43 0 0.25 Experienta (ani) 57 21 6.97 0 0.13 Factori conditionali(%) 57 46 2.3 6.25 0.15 F-V(%) 57 54 2.3 1.2 0.03 Coordonare(%) 57 65 3.02 3.1 0.03 Rezistenta(%) 57 48 2.31 2 0.05 Aptitudini intelectuale 57 64 1.07 1.1 0.05 Aptitudini morale 57 67 0.42 2.2 0.01 Aptitudini psihice 57 73 1.33 2.6 0.01 Abilitati tehnico - tactice 57 70 2.2 1.8 0.01 Factori igienici 57 34 2.16 3.5 0.11 Capacitate A 57 68 5.62 1.9 0.10 Capacitate AL 57 43 0.19 2.7 0.06 Capacitate AA 57 38 1.2 1.8 0.02

Tabel 2. Datele privind respondenta subiecilor la finalul cercetarii Parametrii Varsta (ani) Experienta (ani) Factori conditionali(%) F-V(%) Coordonare(%) Rezistenta(%) Aptitudini intelectuale Aptitudini morale Aptitudini psihice Abilitati tehnico - tactice Factori igienici Capacitate A Capacitate AL Capacitate AA N 57 57 57 57 57 57 57 57 57 57 57 57 57 57 M 45 21 46 54 65 48 64 67 73 70 34 68 43 38 SD 8.43 6.97 2.3 2.3 3.02 2.31 1.07 0.42 1.33 2.2 2.16 5.62 0.19 1.2 CV 0 0 6.25 1.2 3.1 2 1.1 2.2 2.6 1.8 3.5 1.9 2.7 1.8 T-test 0.25 0.13 0.15 0.03 0.03 0.05 0.05 0.01 0.01 0.01 0.11 0.10 0.06 0.02

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

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Capacitate AL Factori igienici Aptitudini psihice Aptitudini intelectuale Coordonare(%) Factori

Grafic. 2. Importanta factorilor condiionali ai capacitaii de performanta la finalul cercetarii
Capacitate AA Capacitate AL Capacitate A Factori igienici Abilitati tehnico - tactice Aptitudini psihice Aptitudini morale Aptitudini intelectuale Rezistenta(%) Coordonare(%) F-V(%) Factori conditionali(%) Experienta (ani) Varsta (ani)

Series1

20

40

60

80

100

Interpretarea datelor Datele prezentate in tabelele si graficele 1-4, ne arata o cretere semnificativa a indicatorilor statistici, pentru toi factori condiionali ai capacitaii de performanta la finalul cercetarii. In aceasta perioada, opinia respondenilor se modifica semnificativ in privina importantei factorilor determinani ai performantei in competiiile de judo. Schimbrile cele mai importante sunt constatate in privina procentului de respondeni (%) care considera capacitatea de efort anaeroba lactacida si alactacida, factori prioritari ai capacitaii de performanta (creteri de peste 20%), aptitudinile condiionale de fora-viteza, coordonare (creteri de 19%). Aptitudinile morale si psihice, precum si abilitatule tehnico-tactice sunt considerate factori determinani ai performantei, in opinia antrenorilor, pe tot parcursul cercetarii, stagiile de perfecionare si experiena profesionala, ntrind opinia respondenilor, in aceasta direcie (procente situate intre 70 si 80%). Din datele recoltate la finalul cercetarii, putem constata, gruparea respondenilor din punct de vedere al scderii importantei date factorilor reprezentai de rezistenta si capacitate de efort aeroba, opinia antrenorilor, fiind schimbata semnificativ, ca efect al modificrilor de strategie in 21

antrenamentul specific si a evoluiei regulamentelor competiionale, pentru diferite vrste de practicani judoka. Concluzii Nivelul nalt al performanelor sportive din judo, impune perfecionarea continu a tuturor laturilor pregtirii sportivilor, iar creterea n continuare a capacitii de performan depinde de o serie de factori i de direcia de perfecionare a antrenamentului sportiv. Datele prezentate de noi, demonstreaz importanta capacitaii de performanta pentru obinerea victoriei in competiiile de judo, majoritatea antrenorilor considernd adaptrile la solicitrile specifice fundamentale. In opinia majoritarii respondenilor, capacitatea de efort anaeroba lactacida si anaeroba alactacida este considerata prioritara in structura pregtirii. Factorii condiionali fizici, calitile motrice fora-viteza, coordonare si viteza de reacie si execuie, dein opinia majoritara a antrenorilor in importanta strategica a pregtirii din judo. Aceasta opinie majoritara, a respondenilor demonstreaz schimbrii profunde in concepia de pregtire a practicanilor de judo si specialitilor, pentru a evita consumul inutil de energie si timp printr-o pregtire eficienta, adaptata solicitrilor competiionale. Bibliografie 1. Belous V. Bazele performanei, ingineria performanei umane. Editura Performantica, Iai, 1995. 2. Boulat R. Lutte-Judo-Sambo. Progression sportive de lecole au club. Education Physique et Sport, nr. 11, Paris, 1973. 3. Bocioac L. Puterea n judo. Editura Bren, Bucureti, 2003. 4. Epuran M. Modelarea conduitei sportive. Editura Sport-Turism, Bucureti, 1989. 5. Hantu I. , Bocioac L. Antrenamentul n judo.Pregtirea fizic i tehnic. Editura Universitii din Piteti, 1998. 6. Thomas, S. G., Cox, M. H., LeGal, Y. M., Verde, T. J., & Smith, H. K. (1989). Physiological profiles of the Canadian National Judo Team. 7. Weineck J. Biologia sportului. Edit. CCPS, Bucureti, 1993

KEY ISSUES ON THE ABILITY OF PERFORMANCE IN JUDO Author: Lect.univ.dr. Laurentiu Bocioaca UNEFS Bucuresti Keywords: training in judo, exercise capacity, capability allows Abstract: Studies and training in judo fundamnetali important factors in the development of performance capacity are increasing. Research centers and interdisciplinary teams specialized in analyzing determinants of performance, intensified implementation of research results in technology and modern methods of training, the representative teams and judo athletes results in CM, EC and OJ, have reinforced the importance of these factors, individualized training strategies athletes. Domain literature, most specialists use the term performance as a result of an activity or accomplishment of a task - or success of an action. But the terms of action, show, event, presentation, and so on, are also associated with performance and added to them the term efficiency to emphasize the qualitative aspect of execution of a judo athlete. Athletic performance in judo, judo is the result obtained in a sporting activity, usually in a contest designated by a number or a rating scale specific values, according to competition rules.

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Based on these aspects, in carrying out the work, we considered fundamental hypothesis that specific factors determining the structure of the capacity performance in judo, relationships between these factors, and the importance given by domain experts (coaches, teachers, methodologists) these factors contribute significantly to determining optimal training strategy, planning and programming of efficient training judo athletes. Introduction Judo Olympic discipline, practiced throughout the world, in all ages, by practicing his fundamental contribution to development practitioners psio-driving is considered a very important education. More and more studies show that athletes judoka has a very high exercise capacity, exceptional strength, responsiveness and high speed performance and a high level of coordination and intrasegmentara and intersegmentara, position and echilibru ( Thomas, Cox, Smith, 1989 ). Preparing specify complex is determined by this weight categories and many different biomechanical structure, processes practiced in the discipline, issues that complicate training and permanent increase competitive performance. Recent studies demonstrate the crucial importance of specific adaptations of anaerobic capacity lactacid judo athletes in achieving victory results in testing high-speed strength, coordination, reaction speed and execution (Allen, Smith, & Miller, 2007). Method During the study, to obtain the data presented, the survey method was used, based on questionnaires, for a period of six months (June 2012, November 2012), by 57 coaches in judo, from different geographical areas of Romania (Alba, Bucharest, Brasov, Bucuresti, Cluj County, Galati Giurgiu, Constanta, Oradea, Targoviste) coaches are relatively homogeneous distribution of the experience, skill level, conditions working. The analysis methods were used STATISTICS and data processing to determine the evolution of data collected during the research. Data were collected in two phases, repsectiv at the beginning and after six months of work (during the 6 months, coaches have gone through two stages of training in internships organized by FRJ). Statistical scan Data processing was performed by calculating descriptive statistics indicators: parameters of central and dispersion (arithmetic mean, standard deviation, coefficient of variance, Student test - T). Research results Statistics for key indicators experimental group performance and capacity analysis and included in the respondent, is as follows.
Table 1. Respondent data subjects at the beginning of research Parameters Worst (ani Experienta (ani) Factori conditionali(%) F-V(%) Coordination (%) Resistance (% Aptitude intellectuals Aptitude moral Aptitude psychics Habilitations technical tactical Factors toilet Capacity A Capacity AL Capacity AA N 57 57 57 57 57 57 57 57 57 57 57 57 57 57 70 34 68 43 38 2.2 2.16 5.62 0.19 1.2 1.8 3.5 1.9 2.7 1.8 0.01 0.11 0.10 0.06 0.02 M 45 21 46 54 65 48 64 67 73 SD 8.43 6.97 2.3 2.3 3.02 2.31 1.07 0.42 1.33 CV 0 0 6.25 1.2 3.1 2 1.1 2.2 2.6 T-test 0.25 0.13 0.15 0.03 0.03 0.05 0.05 0.01 0.01

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Table 2. Respondent data subjects at the end of the research Parameters N M SD CV Worst (ani 57 45 8.43 0 Experienta (ani) 57 21 6.97 0 Factori conditionali(%) 57 46 2.3 6.25 F-V(%) 57 54 2.3 1.2 Coordination (%) 57 65 3.02 3.1 Resistance (% 57 48 2.31 2 Aptitude intellectuals 57 64 1.07 1.1 Aptitude moral 57 67 0.42 2.2 Aptitude psychics 57 73 1.33 2.6 Habilitations technical tactical 57 70 2.2 1.8 Factors toilet 57 34 2.16 3.5 Capacity A 57 68 5.62 1.9 Capacity AL 57 43 0.19 2.7 Capacity AA 57 38 1.2 1.8

T-test 0.25 0.13 0.15 0.03 0.03 0.05 0.05 0.01 0.01 0.01 0.11 0.10 0.06 0.02

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

Worst (ani

80 70 60 50 40 30 20 10
Aptitude moral Experienta (ani) Factori conditionali(%) F-V(%) Coordination (%) Resistance (% Aptitude intellectuals

0 N M SD CV T-test
Aptitude psychics Habilitations technical -

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

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80 70 60 50 40 30 20 10 0 N M SD CV T-test

Worst (ani Experienta (ani) Factori conditionali(%) F-V(%) Coordination (%) Resistance (% Aptitude intellectuals Aptitude moral Aptitude psychics Habilitations technical tactical Factors toilet Capacity A Capacity AL Capacity AA

Interpretation of data Data presented in tables and graphs 1-4, shows a significant increase statistical indicators for all conditional factors of performance capacity at the end of the research. During this period, significant changes in the respondents' opinion on the importance of the determinants of performance in judo competitions. Most important changes are observed in the percentage of respondents (%),priority factors of performance capacity (increase of over 20%), force-velocity conditional skills, coordination (increase of 19%). Moral and mental skills and technical and tactical abilitatule are considered determinants of performance, according coaches throughout the research, their training and professional experience, strengthening the respondents' opinion in this direction (percentages ranging between 70 and 80%). The data collected at the end of the research, we find, grouping respondents in terms of decreasing importance given factors represent resistance and aerobic exercise capacity, according coaches, is significantly changed as a result of changes in specific training strategy and competitive development regulations for different ages judo practitioners. Conclusions The high level judo sport performance requires continuous improvement of all aspects of sports training and further increasing performance capacity depends on a number of factors and the improvement of sports training. New data presented demonstrates significant performance capacity for victory in judo competitions, most coaches considering fundamental adjustments to specific requests. According to the majority of respondents, anaerobic exercise capacity and anaerobic lactacid alactacida is considered a priority in training structure. Factors physical conditioning, strength-speed motor skills, coordination and reaction speed and executive coaches have the majority opinion in the strategic importance of training in judo. The majority opinion, the respondents demonstrated profound change in the conception of training judo practitioners and specialists to avoid unnecessary energy consumption and time through effective training, adapted to competition.

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EVALUAREA UNOR ASPECTE ALE ANTRENAMENTULUI DE JUDO PRIN MONITORIZAREA FRECVENEI CARDIACE Autori: Masterand Irina Biel, UNEFS Prof. Univ. Dr. Dan Deliu UNEFS Cuvinte cheie: efort n judo, intensitate, frecven cardiac Rezumat Prin monitorizarea frecvenei cardiace a unor sportive practicante de judo de la Clubul Rapid - CSS 5 - A.S. Voinicelul Bucureti, am ncercat s facem o corelaie ntre pregtirea specific n judo i caracteristicile fiziologice ale efortului de antrenament. Am folosit puls testere model S 625X iar pentru prelucrarea i interpretarea datelor culese am folosit softul Polar ProTrainer 5TM. Scopul experimentului a fost, pe de o parte, de a realiza o cuantificare obiectiv, pornind de la date msurate direct a intensitii solicitrilor din antrenamentul de judo i, pe de alt parte, de a verifica ipoteza conform creia solicitrile lui uke i ale lui tori sunt comparabile n antrenamentele de consolidare i perfecionare, cnd nu se pune problema de lucru n condiii uurate. De asemenea, trebuie s menionm c nu am ntlnit nc, n literatura de specialitate romneasc date concrete privind evaluarea efortului de teren n judo. Aspecte generale ale efortului n judo Performanele sportivilor depind n mare msur de modul n care le sunt administrate sarcinile motrice, de tipul de efort prestat, de reacia organismului la efort, de adaptarea la efort, de capacitatea de refacere i mai ales de supracompensarea ce urmeaz efortului prestat. Efortul sportiv n judo, reprezint conduita conativ performant prin care sportivii i mobilizeaz resursele fizice i psihice n antrenament i competiie. Efortul fizic de antrenament implic toate sistemele organismului avnd ca efect adaptarea complex, dezvoltarea calitilor fizice i psihice, funcionale i biochimice pentru a face fa solicitrilor din competiii. Parametrii externi ai efortului au un ecou diferit asupra sportivilor, cu deteriorri tranzitorii ale homeostaziei generale. Efortul este caracterizat de efectuarea unor tehnici specifice precum prize, dezechilibrri, intrri, proiectri, eschive, imobilizri, strangulri, luxri, diferite forme de deplasare sau cderi. Nivelul de stres poate fi maximal uneori, adugndu-se la modificarea homeostaziei generat de efortul fizic. Adaptarea intervine prin corelarea structurii morfologice i a funciilor fiziologice n raport cu mediul. Adaptarea este o consecin a efortului prestat i, n funcie de rapiditatea cu care se realizeaz, aceasta poate fi: Acomodare cu efecte imediate ce constau n variaiile funcionale i biochimice ce se stabilesc n timpul efortului i imediat dup ncetarea lui, atunci cnd intervine compensarea deficitului de oxigen. Reaciile imediate de adaptare se desfoar n trei etape: Stimularea organelor i sistemelor care asigur i susin desfurarea activitii respective, caracterizat prin creterea brusc a frecvenei cardiace, a ventilaiei pulmonare, a consumului de oxigen, a scderii pH- ului sanguin etc; Desfurarea activitii funcionale la un nivel constant, denumit i stare stabil; Tulburarea echilibrului strii stabile ca urmare a discordanei dintre necesarul organismului i capacitatea subsistemelor sale de a face fa nevoilor crescute din timpul solicitrii. Adeseori efectuarea unor eforturi peste limitele fiziologice determin tulburri ale ritmului de adaptare de lung durat i schimbri neprevzute n starea diferitelor organe (disfuncii sistemice, uneori chiar patologice care trebuie evitate). Efectele permanente ale efortului sunt modificri persistente, stabile care servesc drept suport proceselor ulterioare de readaptare. Acestea au la baz modificri plastice (de structur) stimulate 26

de ncrctur (de nivelul ei) precum i creterea activitii endocrine-hormonale n perioada de timp n care sarcina acioneaz sistematic asupra organismului. Efectele cumulative ale sarcinii includ ansamblul variaiilor biochimice i morfofuncionale care intervin dup o perioad lung de antrenament sistematic desfurat tiinific. Clasificarea efortului n judo Baza adaptrii superioare n judo este reprezentat de efortul sportiv de mare intensitate. Dup caracterul predominant al contraciilor musculare voluntare, eforturile sunt izometrice sau izotonice, iar dup micarea produs n timpul contraciei, efortul muscular este static sau dinamic. n efortul static, musculatura ncearc s nving fore mai mari dect posibilitile maxime i apare n adoptarea poziiilor de lupt, n forri ale articulaiilor, imobilizri, n aciunile de blocare. Majoritatea aciunilor tehnico-tactice din judo se realizeaz preponderent prin eforturi dinamice sau combinate. Dup criteriul ciclicitate, efortul n judo este aciclic, procedeele tehnice i combinaiile lor realizndu-se n condiii mereu schimbtoare. n ceea ce privete continuitatea, caracteristice pentru judo sunt eforturile discontinue, n care pot aprea variaii de intensitate, ntreruperi i chiar pauze. n competiii, efortul este repetat prin mai multe meciuri ntr-o competiie. n antrenament, efortul poate fi specific sau nespecific. Raportat la sistemele biologice predominant solicitate, efortul este de tip neuromuscular, sistemul nervos i analizatorii (n special cel vizual i cel kinestezic) fiind intens solicitai, concentrarea factorilor psihici fiind cel puin la fel de important ca i activitatea muscular. Mecanismele energetice sunt solicitate de cele mai multe ori maximal, mai ales cele implicate n obinerea rapid de energie, necesar n proiectri, fixri etc. Astfel, efortul este preponderent anaerob i mixt. Prezentm n tabelul de mai jos corespondena dintre frecvena cardiac i durata solicitrii, raportate la sursele energetice care stau la baza acestora (Deliu, D., 2008).
Tabel 1: Relaia ntre frecvena cardiac, durata solicitrii i sursa energetic Sursa energetic Aerob Aerob - anaerob Anaerob - lactacid Anaerob - alactacid Frecvena cardiac 120-150 p/min (140/min) 160-190 p/min (175/min) 180-190 p/min (180/min) 170-190 p/min (185/min) Durata solicitrii Peste 301 sec. 121-300 sec. 21-120 sec. 1-20 sec.

Dup intensitatea efortului, cuantificat prin frecvena cardiac, se poate face o clasificare n eforturi exhaustive (cu o frecven cardiac mai mare de 200 b/min), maximale (cu FC = 180 200 b/min), mari (FC = 160 180 b/min), moderate (FC = 140 160 b/min) i uoare (FC = 100 120 b/min). Supracompensarea n cazul n care rezervele energetice au fost serios afectate sau epuizate n timpul travaliului muscular, n timpul refacerii nu se produce doar reconstituirea lor, ci i o depire a nivelului iniial. Altfel spus, conform principiului suprancrcrii, celulele solicitate maximal tind s-i reconstituie resursele utilizate la un nivel superior (principiul specificitii). Conform teoriei lui Folbort, dac stimulul de efort este bine dozat, are o intensitate ritmic cresctoare i este administrat n momentul n care organismul este complet refcut, refacerea se va produce cu supracompensare. Partea experimental i interpretarea datelor Experimentul efectuat de noi a constat n monitorizarea frecvenei cardiace a unor sportivi pe parcursul unui antrenament de judo din perioada competiional. Subiecii au fost dou sportive, L.C., U15, 1,57 m, 52 kg i D.D., senioar, 1,68m, 63 kg. 27

Dup o nclzire care a durat 25 minute (cu tot cu pauza de rehidratare), a nceput partea fundamental a antrenamentului. Exerciiile enumerate mai jos sunt evideniate pe diagrama frecvenei cardiace a fiecrei sportive, putndu-se observa ecoul produs asupra lor. 1. Uchi komi cu nage komi la final, din deplasare dus ntors pe 10 m (4 intrri, a 5 a cu proiectare) x 5 procedee, = 5 minute, pauz 3 minute la final = 8 minute; 2. Lupt pentru prize 6 x 30 s, cu schimbarea partenerilor (randori kumi kata) 3 minute pauz , n total 3+3=6 minute; 3. Unul atac, altul se apr (kakari geiko), 3 minute n total, se schimb rolul la 1,5 minute, 3 min pauz, timp total 6 minute; 4. Lupt la sol (randori ne waza) cu schimbarea partenerilor dup fiecare minut cu 3 minute pauz, n total 6 minute; 5. Tokui waza (studiu din deplasare la procedeul preferat), 3 minute atac direct, 3 minute atac combinat, 3 minute pe contraatac, pauze de 1 minut, total 12 minute; 6. Randori 3 x 3 minute cu pauz 3 minute, total 18 minute (pe diagrama 6.1, 6.2, 6.3)

nclzire

6. 1

6.

6
3

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

n final s-a efectuat un antrenament autogen de tip Schultz, inducndu-se prin sugestie o relaxare general a organismului prin contientizarea de ctre sportive a senzaiei de greutate i cldur n membre, concentrare asupra btilor inimii n vederea ncetinirii ritmului cardiac, controlul respiraiei (Mitrache, G., 2010). Mai jos prezentm ponderea frecvenelor cardiace pe intervale de frecven, cu meniunea c au fost luate n considerare att partea de nclzire, ct i cea de relaxare.

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

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Din datele culese i prelucrate cu ajutorul softului Polar ProTrainer 5TM s-au mai obinut urmtoarele informaii: Numrul de bti ale inimii 13013 Refacere 9 bti Pulsul minim 96 b/min (nregistrarea a nceput ulterior nceperii nclzirii) Puls mediu 156 b/min Puls maxim 209 b/min Deviaia standard 28,7 b/min. Pentru subiectul numrul 2 s-au obinut urmtoarele nregistrri:namentului pentru subiectul

nclzire

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

i n acest caz s-au obinut urmtoarele informaii: Numrul de bti ale inimii 12393 Refacere 27 bti Puls minim 71b/min (nregistrarea a nceput chiar naintea nclzirii, imediat dup salut) Puls mediu 143 b/min Puls maxim 192 b/min 6.1 6.2 6.3 Deviaia standard 28,2 b/min De asemenea, ponderea intervalelor de frecven cardiac a fost calculat pe toat durata antrenamentului, nu doar n partea fundamental.

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

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Concluzii 1. Sunt evidente intensitile mari i maximale n execuia tuturor exerciiilor din partea fundamental a antrenamentului; 2. Nu se poate face o distincie, raportndu-ne numai la frecvena cardiac, a perioadelor n care subiecii au fost pe rol de tori (cel care atac) sau de uke (cel care suport atacul sau cel ce se apr), ceea ce confirm ipoteza c att tori ct i uke depun eforturi de intensiti apropiate; 3. Comparnd curbele efortului se constat pentru sportiva senioar (subiectul 2) o frecven cardiac maxim mai mic dect n cazul subiectului 1 i, n general, valori maxime mai mici ale frecvenei cardiace, valori ce pot fi puse pe seama unei experiene superioare; 4. n partea de relaxare autogen, care a durat 5 minute, la ambele sportive s-a constatat o scdere a frecvenei cardiace cu aproximativ 85 b/min Bibliografie: DELIU, D., - Antrenamentul sportiv n disciplinele de combat, Bucureti, Editura Bren, 2008; ALGU, S., MRZA, D.,- Asisten biologic i kinetoterapie n sport, Iai, Editura PIM, 2007; EPURAN, M., HOLDEVICI, I., TONIA., F., - Psihologia sportului de performan: Teorie i practic, Bucureti, Editura FEST, 2008.

THE APPRECIATION OF SOME ASPECTS OF THE JUDO TRAINING BY THE MONTORISING OF CARDIAC FREQUENCY Authors: Mrd. Irina Biel, UNEFS Prof. Univ. Dr. Dan Deliu UNEFS Key words: judo effort, intensity, cardiac frequency Summary By monitorising the cardiac frequency of some sportswomen who practice judo at the Rapid Club - CSS 5 - A.S. Voinicelul Bucureti, we tried to make a correlation between the specific training in judo and the physiological features of the training effort. We used the model S 625X pulse tester and for processing and interpretating the collected data we used the Polar ProTrainer 5TM software. The purpose of the experiment was, on one hand to achieve an objective quantification, starting from the data obtained directly from the intensity of the demands of judo training, and on the other hand to verify the assumption that the physical solicitation of the uke and of the tori are comparable in the strengthening and improving training, when the working conditions are not relievable. Also, we must mention the fact that we havent found yet in the Romanian specialized literature any concrete data refering to the evaluatin of the field effort in judo. General aspects of the effort in judo The sportsmen performances depends in a high rate on the way in which the motric charges are given, on the effort type, on the body response to the effort, on the effort accomodation, on the recovery capacity and most of all on the overcompensation that follows the effort performed. The effort in judo represents the performant voluntary behaviour in which the sportsmen mobilize the physical and psychical resources in training and competition. The training physical effort involves all the body systems and the effect is the complex accomodation, the development of the physical and psyhical capacities, functional and biochemical to deal the competitional demands. The extern parameters of the effort has a different echoes on the sportsmen, with transitory degradation of the general homeostasy. The effort consists in the execution of some specific 30

techniques like holdings, entries, off-balancings, throws, fallings, dodges, immobilizations, neckings, wrenches, various kinds of movements or breakings. The level of stress can be maximal sometimes, appending to the homeostasy alteration generated by the physical effort. The accomodation invert through the correlation of the morfological structure and of the fisiological functions in relation with the environment. The accomodation is a consquence of the performed effort and, regarding of his velocity it can be: Accomodation with immediate effects that consists in the functional variations that assess during the effort and right after it stops and intervene the compensation of the oxygen deficit. The immediate reaction of accomodation evolves in three stages: The organs and systems stimulation that ensure and sustain the evolving of the reffered activity, that is charaterised by the sudden increase of the cardiac frequency, of the pulmonary ventilation, of the oxygen consupmtion, of the blood pH decrease; The development of the functional activity at a constant level named stady state; The disturbance of the stady state in consequence of the disorder between the body necessary and the capacity of his subsystems to deal the high needs in time of the demnad. Often, performing such efforts above physiological limits induce accomodate rate disorder on long lasting accomodation and contingent changes in the state of different organs (systemic disfunctions, sometimes even patological, that must be avoided). The permanent effects of the efforts are persistent changes, stable, that serve as support of the later reaccomodation processes. These are based on plastic (structural) modifications that are stimulated by the load (his level) and by the increase of the endocrine activity n the period of time in which the load acts sistematic on the body. The cumulative effects of the load include the biochemical and morfofuctional variations ansamble that intervene in after a long period of sistematic and scientific training. The effort classification in judo The superior accomodation base in judo is represented by the high intensity effort. After his main character of voluntary muscular twitch, the effort can be isometric or isotonic and after the movement produced during the twitch, the muscular effort is static or dynamic. In the static effort, the muscle try to defeat greater forces than his maximal posibilities and appears in the fight postures, in inforcements of the joins, in immobilizations and blocking actions. Most of the technico-tactical actions in judo are dynamic or combinated efforts. After the cyclicity criteria, the effort in judo is acyclic, the technical procedings and their combinations beeing realized in always changing conditions. Regarding the continuity, distinctive for judo are the discontinue efforts with intensity variations, interruptions and even pauses. In the competitions, the effort is repeated. In the training, the effort can be specific and nespecific. Related with the highly solicitated biological sistems, the effort is neuromuscular, nervos system and the visual and kinestesic analysors being highly required, the psychical factors concentration being almost equally important like the muscular activity. The energetic mechanisms are requested mostly maximal, like those involved in the quick obtained energy used for the throws, immobilisations. So, the effort in judo is most anaerobic and mixt. In the table below is presented the correlation between the cardiac frequency and the strain lasting related to the energetical sources (Deliu, D., 2008).
Tabel 1: Correlation between the cardiac frequency, strain lasting and energetical source. Energetical source Aerobic Aerobic - anaerobic Anaerobic - lactacid Anaerobic - alactacid Cardiac frequency 120-150 b/min (140/min) 160-190 b/min (175/min) 180-190 b/min (180/min) 170-190 b/min (185/min) Strain lasting Peste 301 s 121-300 s. 21-120 s 1-20 s.

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

The overcompensation When the energetical resources were seriously affected or exhausted during the muscular effort, in the recovery, beside their rebuilding, the initial level is exceed. In other words, according with the overloading principle, the maximal loaded cells tend to recover their resources on a higher level (the specificity principle). According Folbort`s theory, if the effort stimulation is adequate balanced, with an rhythmically increasing intensity and is applied when the organism is completely recovered, the overcompensation will appear. The experimental part and explanation The experiment consisted in cardiac frequency monitorizing of two sportswomen during a judo training class in the competitional period of the year. The subjects were L.C., U15, 1,57m, 52 kg, 2kyu and D.D., U23, 1,68m, 63 kg, 1dan. After the warming up, the cardiac rate was arround 140 b/min. In the fundamental part of the training were performed the exercises that are described below, highlighted on the cardiac frequency diagram of each subject, for an easier detection of the produced echo on each one: 1. Uchi komi/nage komi in the end, in movement, (2 x 10 m) 4 entries, the fifth with throwing) x 5 techniques, = 5 minutes, rest 3 minutes in the end = 8 minutes; 2. Fight for holdings 6 x 30 s, changing the partners (randori kumi kata) 3 minutes rest, totally 3 + 3 = 6 minutes; 3. Kakari geiko (one attacks, the other defends), 3 minutes, changing the role in 1,5 minutes, 3 minutes rest, totally time 6 minutes; 4. Randori ne waza changing the partner after each minute, 3 minutes rest; 5. Tokui waza (the preffered technique), 3 minutes direct attack, 3 minutes combined attack, 3 minutes counterattack, rest 1 minute after each reprise, totally 12 minutes; 6. Randori 3 x 3 minutes, rest 3 minutes, totally 18 minutes (6.1, 6.2, 6.3 on diagram).

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

In the end of the lesson training the subjects performed an Schultz type training, inducing, by suggestion, a generally relaxation of the entire body, acquiring senzations of heavyness, warm in the limbs, concentration on the heart beating regarding the decrease of the heart rate, the breathing control. Below we present the balance of the cardiac frequency on frequency intervals, and we mention that the warming up and the relaxation were take in the account.

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

Using the Polar ProTrainer 5TM software, we obtained the following informations: Number of heart beats 13013 Recovery 9 beats Minimum heart rate 96 b/min Average heart rate 156 b/min Maximum heart rate 209 b/min Standard deviation 28.7 b/min. For the subject 2 we obtained the following entries and informations: Number of heart beats 12393 Recovery 27 beats Minimum heart rate 71 b/min Average heart rate 143b/min Maximum heart rate 192 b/min Standard deviation 28,1 b/min

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

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

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

Conclusions 1. There are obvious high and maximal intensities in the execution of all the exercises in the fundamental part of the lesson; 2. We can not differentiate, regarding only the cardiac frequency, the periods when the subjects were tori (who attack) or uke (who support the attack or who defends), fact that confirm the assumption that both tori and uke provide same level efforts; 3. Confronting the effort curves we can see for the subject 2 a maximum heart rate lower than for the subject 1 and, generally, lower maximal values for the heart rate, values that can be referable to a superior experience in the field. 4. In the Schultz relaxation part, that last five minutes both subjects described a decrease of the heart rate of 85b/min.

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FUNDAMENTAREA MANAGEMENTULUI OPERAIONAL PRIN MANAGEMENT STRATEGIC I TACTIC N ORGANIZAIILE SPORTIVE

Lazr Tipa, prof. doctor Educaie Fizic i Sport Colegiul Economic Dimitrie Cantemir Suceava Cuvinte cheie: Managementul operaional,tactic,strategic,club sportiv, activiti sportive. Sumar: Managementul operaional, ca domeniu distinc al organizaiilor poate fi abordat drept un sistem structurat pe subsisteme i cu variabilele specifice acestuia. Managementul operaional reprezint procesul de stabilire contient i de atingere a obiectivelor derivate cu ajutorul funciilor manageriale n domeniul activitilor sportive, pregtirii performanei, metrologiei i calitii, utiliznd n mod eficient resursele umane, materiale, financiare i informaionale.( Ansoff H.I, 1974). Managementul operaional este parte component a managementului organizaiilor, ntre ele existnd o strns legatur, un schimb reciproc de informaii. Astfel, managementul de ansamblu al organizaiilor sportive opereaz cu perioade de timp mai mult sau mai puin lungi(an, semestru, trimestru) i are scopul de a realiza relaiile organizaiei (a cluburilor sportive colare) cu exteriorul, fcnd abstracie de aspectele de amnunt ale procesului de pregtire a performanelor. Obiectivele fixate de managementul de ansamblu se refer la toate domeniile i laturile activitii ecconomicosociale ale organizaiei: educaie, aprovizionare, desfacere, dezvoltare, personal. Organigrama prezentat de noi, specific unui club sportiv, cuprinde o serie de departamente specializate pe direcii bine definite i care asigur n totalitate funcionarea eficient a ntregului program managerial, dup cum urmeaz (fig.1): Consiliul de Administraie al clubului; preedintele; consiliul reprezentativ al prinilor sportivilor; directorul, responsabil de coordonarea activitii manageriale a clubului; directorul adjunct; compartimentul administrativ; diverse secii sau comisii de lucru (ce coordoneaz activitatea sportivilor, a practicanilor sportului pentru toi, a postului de performan, a antrenorilor, metoditilor, a personalului medical sau al celui de cercetare).

35

Fig.1 Organigrama unui club sportiv

AUTORITATEA NAIONAL PENTRU TINERET I SPORT

COMITETUL NAIONAL OLIMPIC

FEDERAIA DE SPECIALITATE

CLUBUL SPORTIV

CONSILIUL DE ADMINISTRAIE

PREEDINTE

CONSILIUL REPREZENTATIV AL PRINILOR SPORTIVILOR

DIRECTOR COORDONATORUL ACTIVITII MANAGERIALE

DIRECTOR ADJUNCT

COMPARTIMENT ADMINISTRATIV

COMISII DE LUCRU

Practicanii educaiei fizice profesionale

Personal de cercetare specializat pe

Profesorii de educaie fizic i sport

Practicanii sportului pentru toi

Practicaniile sportului de

consolidare inovaional

Personalul medical

ANTRENORII

Spre deosebire de managementul de ansamblu, managementul operaional se refer numai la verigile organizatorice interne (departamente, servicii),opereaz cu perioade scurte de timp (lun,decad,sptmn,zi,schimb de lucru i uneori chiar or) i se ocup n mod special de aspectele de amnunt ale procesului managerial. 36

METODITII

performan

Ca urmare a operativitii muncii de management, prin instituirea conducerii la nivelul funciilor i activitilor desfurate n cluburile sportive, se pot identifica: managementul operaional al cercetrii-dezvoltrii; managementul operaional al serviciilor prestate;

managementul operaional al activitilor sportive; managementul operaional al activitii financiar-contabile; managementul operaional al activitii de personal. Fundamentarea managementului operaional se realizeaz prin managementul strategic i cel tactic, care asigur ndeplinirea obiectivelor unitii n condiii de eficien economic. (fig.2)

MANAGEMENT STRATEGIC

MANAGEMENT TACTIC

MANAGEMENT OPERAIONAL

al cercetriidezvoltrii

al serviciilor

al activitilor sportive

al activitii financiar contabile

al activitii de personal

Fig. 2 Fundamentarea managementului operaional prin managementul strategic i cel tactic

37

MANAGEMENT STRATEGIC

MANAGEMENT TACTIC IMPLEMENTARE PLANURI I PROGRAME

OPERARE

MSURI M.O. CORECTIVE ESTIMARE CONTROL

ABATERI

Fig.3 Managementul operaional- etape i interferene cu managementul strategic i managementul tactic

Managementul operaional se realizeaz n etape care se interfereaz i se condiioneaz reciproc. (fig.3) n contextul aciunilor omogene, complementare sau convergente, orientate n direcia realizrii obiectivelor propuse, managementul operaional ndeplinete urmtoarele funcii: funcia de informare, funcia de fundamentare a normativelor necesare repartizrii n timp i spaiu a obiectivelor sportive stabilite, funcia de elaborare a programelor operative de antrenament, funcia de control i modificare operativ a procesului instructiv-educativ. Funcia de informare se refer la fluxul de informaii ascendent i descendent ce se stabilete ntre compartimentul de programare, pregtire i control al serviciilor, precum i a celorlalte compartimente din organizaia sportiv. Funcia de fundamentare a normativelor necesare repartizrii n timp i spaiu a obiectivelor sportive stabilite. Prin aceste normative se pun bazele repartizrii n timp i pe executanii sarcinilor instructiv-educative.

38

Funcia de elaborare a programelor operative de antrenament cuprinde probleme referitoare la desfurarea obiectivelor din programul anual din antrenament al organizaiilor sportive pe perioade scurte de timp.(mezocicluri, microcicluri) i pe verigi ale acestuia. Funcia de control i modificare a procesului instructiv-educativ are un caracter preventiv i const n aceea c pe baza unui control sistematic descoper la timp cauzele care genereaz abateri de la desfurarea normal a procesului managerial i educaional. Prin activitatea de reglare, programele operative sunt reactualizate sub aspectul volumelor, termenelor i ordinii de execuie. Totodat se stabilesc msuri pentru recuperarea ntrzierilor n eficientizarea etapelor operaionale. Concluzionnd, putem afirma c managementul operaional, ca domeniu distinct al organizaiilor sportive, poate fi abordat drept un sistem (intitulat sistemul managementului operaional) structurat pe subsisteme i cu variabilele specifice acestuia. Referindu-ne la structura sistemului, se pot evidenia n cadrul acestuia trei subsisteme: subsistemul de elaborare a programelor manageriale i educaionale; subsistemul de lansare a serviciilor din domeniul culturii fizice i sportului; subsistemul de control al organizaiei sportive.(Lazr Tipa 2012)

Bibliografie

1.

Ansoff, H.I. Stratgie du developpement de lentreprise (Corporate Strategy). Homes et Techniques 3 ed.,1974, reed. Les Editions dOrganisation, 1998.

2. 3.

Dignam, L. Strategic Management: Concepts, Decisions, Cases, Irwin; NY, 1990. Budevici, A.,Tipa L., Manolachi.V. Management strategic antreprenorial i sportiv. Chiinu,ValinexSA, 2008.

39

SUBSTATION OF OPERATIONAL MANAGEMENT THROUGH TACTIC AND STRATEGIC MANAGEMENT WITHIN SPORTS ORGANISATION Lazr Tipa, doctor Educaie Fizic i Sport Colegiul Economic Dimitrie Cantemir Suceava

Keywords: operational management, sports club, sport activities. Summary: Operational management like distinguish field of organizations can be approached as a structured subsystems and its specific variables.

Operational management is the process of establishing conscious, and to achieve the objectives derived using managerial functions in sports, performance preparation, metrology and quality, effectively using human resources, material, financial and information. . (HI Ansoff, 1974 ) Operational management is part of the management organizations, there is a close connection between them, a mutual exchange of information.Thus, the overall management of sports organizations, operating with periods more or less long ( year, semester, quarter) an aims to make relations of organization ( school clubs ) to the outside, apart from aspects of detail performance of the preparation process. Overall objectives of management relates to all areas and sides of economico-social activities of the organization: education, purchasing, sales,

development, personal. Organization presented by us, specific to a certain sports club, includes a number of specialized departments defined on good directions and fully guarantee the efficient functioning of the entire management program, as follows (Figure 1): Board of Directors of the club, President, Council representative of parents of athletes, director, responsible for coordinating the activities of the clubmanagement, deputy director, administrative department, different sections or working committees (which coordinates the athletes, sports practitioners of all, the job performance, coaches, methodists, the medical staff or the research).

40

Fig.1 Organization of A sport club

NATIONAL AUTHORITY FOR YOUTH AND SPORTS

NATIONAL OLYMPIC COMITTEE

THE PROFESSIONAL FEDERATION

THE SPORTS CLUB

ADMINISTRATION COUNCIL

PRESIDENT

COUNCIL REPRESENTATIVE OF PARENTS

DIRECTOR BUSINESS MANAGEMENT COORDINATOR

DEPUTY DIRECTOR

ADMINISTRATION COMPARTIMENT

WORKING COMMITTEES

Professional practitioners of physical

The research personal specialized in

Practitioners of performence sport

building innovational

The sports teachers

Practitioners sport

The medical staff

The methodista

The coaches

education

for all

41

Unlike general management, operational management refers only to internal organizational links (departments, services), operates with short periods of time (month, decade, week, day, and sometimes work shift hours) and deals detail special aspects of the management process. Due to the timeliness of management work by establishing leadership in the functions and activities in sports clubs can be identified: operational management of research and development, operational management services, operational management of sports, financial and operational management activities accounting, personnel management operational activities. Substantiation of operational management is achieved through strategic management and tactical objectives to ensure unity in economic efficiency.(Fig.2)

STRATEGIC MANAGEMENT

TACTIC MANAGEMENT

OPERATIONAL MANAGEMENT

Of Developingresearch

Of services

Of sports activities

Of financial activities

Of personal activities

Fig. 2

42

STRATEGIC MANAGEMENT

TACTIC MANAGEMENT

IMPLEMENTATION OF PLANS AND PROGRAMMES

OPERATION

MEASURE M.O. CORRECTIVE ESTIMATE CONTROL

DEVIATIONS

Fig.3 Operational management and interference-stage strategic and tactical management

Operational management is carried out in stages that can interface and condition each other. (Fig. 3) In the context of actions consistent, complementary or converging, oriented towards achieving goals, operational management of the following functions: information function, the function underlying the regulations needed time and space distribution of sporting objectives set,

43

the function of preparation of the operational training , change control and operational function of the educational process. Information function refers to the flow of information upward and downward between compartment that is established programming, training and control services and other departments of sport organization.

Function underlying the regulations needed time and space distribution of sporting targets set. These acts are the foundations and contractors while sharing the educational tasks. Function operative training program development include issues relating to the performance objectives of the annual program of sports training organizations for short periods of time and its links. Control function and modifying the educational process has a preventive character and is that based on a systematic time discover the causes that generate deviations from normal development of program and educational process. The activity control, operational programs are updated in terms of volume, timing and execution order. Also be made for the recovery delays in improving operational phases. In conclusion, we can say that the operational management, as distinct field of sports organizations can be approached as a system (called system operational management) structured its subsystems and specific variables. Referring to the structure of the system, can be distinguished in its three subsystems: subsystem management and educational program development; subsystem to launch services in physical culture and sport, sports organization control subsystem. (Lazar Tipa 2012)

44

OBEZITATEA I COMPORTAMENTUL ALIMENTAR NORMAL I PATOLOGIC Autori: Dr. Magdalena Moroanu, Dr. Andreea Morosanu Universitatea Dunrea de Jos Galai 1. Introducere Greutatea corporal este expresia interaciunii factorilor biologici cu mediul. Legtura dintre cele dou domenii este realizat prin comportamentul alimentar i senzaiile subiective asociate, a cror expresie este apetitul. Comportamentul alimentar transmite impactul evenimentelor biologice n mediu i mediaz de asemenea efectele nutrienilor din mediu asupra biologicului. Prin urmare, factorii care influeneaz procesele reglatoare pentru exprimarea apetitului vor avea un impact semnificativ asupra reglrii greutii corporale. Prin managementul obezitii pot fi influenate n mod direct ambele componente ale stilului de via i anume, creterea activitii fizice, precum i prevenirea consumului alimentar excesiv. n plus interveniile asupra factorilor biologici i de mediu pot influena indirect greutatea corporal prin modificarea ingestiei alimentare, care adesea acioneaz asupra semnalelor implicate n procesele de reglare ale apetitului. (1). 2. Apetitul, ingestia alimentar i obezitatea Apetitul are un rol important n echilibrul energetic, deoarece particip la modularea ingestiei energetice, prin implicarea n multiple aspecte ale patternurilor alimentare, precum sunt: - frecvena i mrimea episoadelor alimentare ( ingestie excesiv de alimente vs ciuguleli sau ronieli), - alegerea alimentelor hipercalorice sau hipocalorice, - consumul alimentelor cu densitate energetic crescut, - varietatea alimentelor consumate, - palatabilitatea alimentelor, - variabilitatea zilnic a ingestiei. Toate aceste caracteristici pot avea un rol n ncurajarea ingestiei energetice care s depeasc cheltuiala energetic, astfel determinnd o balan energetic pozitiv, a crei persisten va induce creterea n greutate. Mai multe studii au dovedit c palatabilitatea alimentelor are un efect pozitiv asupra ingestiei alimentare i efectul pare a fi mediat prin modularea foamei. Acest proces pare s constituie modalitatea prin care potenialul hedonic al alimentelor ar putea s induc creterea n greutate (2). Din studiile de comportament alimentar i control al apetitului reiese c intensitatea saietii, dorina de mnca i gradul de susceptibilitate la stimularea factorilor de mediu au la baz o variabilitate individual considerabil, fapt care explic de ce unele persoane cresc n greutate, iar altele nu-i modific greutatea (3). 3. Obezitatea i supraalimentaia Tendina de cretere n greutate este influenat de factori metabolici i fiziologici. Dup cum unii dintre acetia pot induce o balan energetic pozitiv se pot presupune anumite procese mediate comportamental, care constituie factori de risc pentru hiperfagie i supraconsum alimentar. Factorii pot include: preferina pentru alimente bogate n grsimi, semnale de saietate slabe (slab semnalizare postingestiv), preferine orosenzoriale puternice (de ex. pentru dulciuri combinate cu grsimi), un nalt rspuns de plcere indus de alimente. Aceti factori de risc comportamentali pot fi privii ca procese biologice care creaz vulnerabilitatea pentru creterea n greutate (4) 45

Supraalimentaia pe termen scurt este obinuit n viaa zilnic, fiind asociat cu diverse celebrri, ntlniri sau alte diverse ocazii. n schimb, pe termen lung, supraalimentaia devine una dintre cele mai frecvente cauze de cretere n greutate. Supraalimentaia activ este indus de ctre diveri factori interni sau externi, care acioneaz asupra apetitului (stimulare) sau saietii (inhibiie), determinnd creterea n greutate (5). Supraalimentaia devine adesea adictiv, ndeosebi n condiii de stress, cnd poate declana tulburri de comportament alimentar (6). Supraalimentaia pasiv este un fenomen n care consumul unei cantiti de alimente care este adecvat unui anume fond de activitate fizic, devine excesiv n condiiile stilului de via sedentar (5). Inactivitatea fizic este unul dintre cei mai importani factori determinani ai supraalimentaiei, iar n acest context, devine un important factor de risc de sntate. 4. Obezitatea i preferinele alimentare Un aspect important al comportamentului alimentar l constituie alegerea alimentelor. Este un proces complex cu determinism multifactorial n care factorii neurobiologici se ntreptrund cu stimulii psihologici, iar rezultatul interaciunii acestora este decizia de a mnca i de a consuma anumite alimente, fenomene variabile n funcie de individ i de situaie. Preferina pentru anumite alimente i plcerea de a le consuma sunt dou aspecte diferite ale seleciei alimentelor, iar contribuia lor la supraalimentaie i implicit la creterea ponderal a constituit obiectul a numeroase studii. Persoanele supraponderale i obeze arat o tendin ctre plcerea i alegerea alimentelor cu densitate energetic crescut, care pot contribui la meninerea acestor condiii (7). Asocierea obezitii cu o mai mare plcere obinut din alimente sau cu selecia alimentelor mai plcute nu este susinut de dovezi clare, mai semnificativ fiind relaia dintre obezitate i densitatea energetic crescut a alimentelor (8). Analiza preferinei pentru anumite senzaii gustative (dulce, srat) sau pentru alimente cu coninut crescut de grsimi a fost motivat de o presupus legtur ntre predispoziia ctre supraalimentaie i percepia sau reacia hedonic la anumite caliti ale alimentelor. S-a dovedit o slab corelaie ntre obezitate i percepia dulcelui (9). Persoanele foarte preocupate de ingestia alimentar i controlul greutii pot fi n mod special susceptibili la gnduri, emoii i stimuli situaionali care pot s stimuleze supraalimentarea i s inhibe ncercrile de a limita ingestia alimentar. Factorii care exacerbeaz acest fenomen sunt dietele frecvente, fluctuaiile zilnice mari n ingestie, ncercrile de a controla mai riguros aportul alimentar, intrnd astfel ntr-un cerc vicios n controlul greutii. Aceste influene constituie obstacole n eforturile de control ale greutii (7). 5. Obezitatea, tulburrile emoional-alimentare i tulburrile de comportament alimentar Tulburri de comportament alimentar precum anorexia nervoas, bulimia nervoas i bingeeating, dei aparent diferite, au ca trstur comun, preocuparea fa de mncare. Toate tulburrile alimentare sunt exacerbri de origine psihologic sau emoional asemntoare, dar prezente pe un fond de comportamente diferite, care se ntind de la anorexia sever la obezitatea morbid. Dei nu toate cazurile de obezitate pot fi atribuite alimentaiei disfuncionale, studii psihoneuroendocrine n domeniul obezitii au elucidat profilele hormonale care sunt foarte

46

asemntoare cu acelea gsite n anorexia nervoas i bulimia nervoas. Pe lng similaritile fiziologice, sunt, de asemene,a similare i manifestrile emoionale. (10). Unii cercettori au inclus obezitatea i supraalimentaia compulsiv n cadrul tulburrilor de comportament alimentar din urmtoarele motive: - 20 30% dintre persoanele obeze au probleme semnificative de alimentaie compulsiv (binge eating); - alimentaia compulsiv are o prevalen mult mai mare n populaia obez dect la cei cu greutate normal; - persoanele cu binge eating (bulimic sau nonbulimic) recunosc tipic comportamentul anormal compulsiv i emoiile negative dup alimentaia compulsiv, care adesea precipit alte episoade asemntoare; - persoanele cu binge eating sunt n mod tipic nemulumite de imaginea corporal, dar nu au o imagine deformat a mrimii corpului sau dorina unei forme nerealiste a corpului (aceast ultim caracteristic difereniaz clar bulimia nervoas de binge eating) (11). Numeroase studii att n populaia general, ct i n cadrul obezitii au dovedit c excesul ponderal se asociaz cu diverse forme de comportament alimentar anormal: - sindromul de alimentaie compulsiv (binge eating) - sindromul de alimentaie nocturn (night eating syndrome i nocturnal eating syndrome) - dorina imperioas de dulciuri (carbohydrates craving) - restricia contient, dezinhiia, senzaia persistent de foame, ingestia de stress (12, 13, 14, 15, 16, 17, 18) Importana cunoaterii acestor tulburri de comportament alimentar decurge din faptul c identificarea n diverse categorii de populaie poate avea un rol important n mbuntirea preveniei i interveniei precoce n dezvoltarea tulburrilor alimentare i obezitii. Referine 1. Blundell JE, Finlayson G, Halford J. Biology of obesity: eating behaviour. In Kopelman PG, Caterson ID, Dietz WH. editors: Clinical Obesity in Adults and Children, second edition, Blackwell Publishing, 2005: 137-148 2. Yeomans MR, Lee MD, Gray RW, French SJ. Effects of test-meal palatability on compensatory eating following disguised fat and carbohydrate preloads. Int J of Obesity, 2001; 25: 1215-1224 3. Blundell JE, Stubbs RJ, Hughes DA, Whybrow S, King NA. Cross talk between Physical activity and appetite control: does physical activity stimulate appetite? Proceeding of the Nutrition Society, 2003; 62: 651-661 4. Blundell JE, Cooling J. Routes to obesity: phenotypes, food choices and activity. British Journal of Nutrition, 2000; 83: S33-S38 5. Prentice AM. Overeating: The Health Risks. Obesity Research, 2001; 9(4): 234S-238S 6. Stunkard A, Berkowitz R, Wadden T, Tanrikut C, Reiss E, Young L. Binge eating disorder and the night-eating syndrome. Int J Obes Relat Metab Disord, 1996; 20: 1-6 7. Mela DJ. Determinants of Food Choice: Relationships with Obesity and Weight Control. Obesity Research, 2001; 9 (4): 249S-255S 8. Cox DN, Van Galen M, Hedderley D, Perry L, Moore P, Mela DJ. Sensory and hedonic judgments of common foods by lean and obese consumers and consumers with obesity. Obes Res, 1998; 6: 438-447 9. Mela DJ, Rogers PJ. Food, Eating and Obesity: The Psycho-biological Basis of Appetite and Weight Control. London, UK: Chapman & Hall, 1998 10. Woolsey MM. Eating Disorder-Introdution. n Woolsey MM editor: Eating Disorders. A Clinical Guide to Counseling and Treatment. American Dietetic Association, 2002: 18) 47

11. Williamson DA.Assessment of Eating Disorders: Obesity, Anorexia, and Bulimia Nervosa. New York: Pergamon Press: 1990 12. Spitzer RL, Walsh BT, Wadden TA, Stunkard AJ, Wing RR. Binge eating disorder: its further validation in a multiple study. International Journal of Eating Disorders, 1993; 13: 137-153 13. Stunkard A, Berkowitz R, Wadden T, Tanrikut C, Reiss E, Young L. Binge eating disorder and the night-eating syndrom. Int J Obes Relat Metab Disord, 1996; 20: 1-6 14. Cer-Bjrk C, Andersson I, Rssner S. Night eating and nocturnal eating two different similar syndromes among obese patients? International Journal Of Obesity, 2001; 25: 365-372 15. Weingarten HP, Elston D. Food cravings in a college population. Appetite, 1991; 17: 167-175 16. Tuschl RJ. From dietary restraint to binge eating: some theoretical considerations. Appetite, 1990; 14: 105-109 17. dAmore A, Massignan C, Montera P, Moles A, De Lorenzo A, Scucchi S. Relationship between dietary restraint, binge eating, and leptin in obese women. International Journal of Obesity, 2001; 25: 373-377 18. Hill AJ, Rogers PJ. Food Intake and Eating Behaviour in Humans. In Kopelman PG Stock MJ editors: Clinical Obesity, Blackwell Science, 1998: 86-111

OBESITY AND NORMAL AND PATHOLOGICAL EATING BEHAVIOR Dr. Magdalena Moroanu, Dr. Andreea Morosanu Univ. Dunrea de Jos Galai 1. Introduction Body weight is the expression of biological factors that interact with the environment. Link between the two domains is achieved by feeding behavior and the subjective sensations associated, whose expression is appetite. Eating behavior propagates the impact of biological events into the environment and also mediates the effects of environmental nutrients on the biologic field. Therefore, factors that influence the expression of appetite regulatory processes will significantly impact body weight regulation. The management of obesity can directly influence both components of lifestyle, namely, increasing physical activity and preventing excessive consumption. In addition, interventions on biological and environmental factors may indirectly influence body weight by altering food intake, which often acts on signals involved in appetite regulation processes.(1). 2. Appetite, food intake and obesity Appetite plays an important role in energy balance because it participates in modulation of energy intake through involvement in various aspects of food patterns, such as: - The frequency and size of food episodes (excessive food ingestion vs. "pecks" or "crunches") - High or low calories food choices - Consumption of foods with high energy density - Variety of food consumed - Food palatability - Variability in daily food intake. All these features may play a role in encouraging energy intake to exceed energy expenditure, thus resulting in a positive energy balance, whose persistence will induce weight gain.

48

Several studies have shown that food palatability has a positive effect on food intake and the effect appears to be mediated by modulating hunger. This process appears the mechanism by which the hedonic potential of food could induce weight gain (2). Studies of eating behavior and appetite control show that the intensity of satiety, desire to eat and degree of susceptibility to the stimulation of environmental factors are based on considerable individual variability, which explains why some people gain weight while others do not have weight change (3). 3. Obesity and overeating Tendency to gain weight is influenced by metabolic and physiological factors. As some of which can induce a positive energy balance, this can imply certain behavioral mediated processes, which are risk factors for hyperphagia and food overconsumption. The factors may include: a preference for high fat foods, weak satiety signals (weak postingestion signals), strong oral sensory preferences (eg. sweets mixed with fat), increased food-induced pleasure response. These behavioral risk factors can be considered as biological processes that create vulnerability to weight gain (4). Short-term overeating is common in everyday life, and is associated with various celebrations, meetings or other occasions. In contrast, long-term overeating becomes one of the most common causes of weight gain. Active overeating is induced by various internal and external factors acting on appetite (stimulation) or satiety (inhibition), leading to weight gain (5). Overeating often becomes addictive, especially under stress conditions, when it can trigger eating disorders (6). Passive overeating is a phenomenon in which consumption of a quantity of food that is appropriate to a particular physical effort becomes excessive in case of sedentary lifestyle conditions (5). Physical inactivity is one of the most important determinants of overeating, and in this context it becomes an important health risk factor. 1. Obesity and food preferences

An important aspect of eating behavior is food choice. This is a complex process with multifactorial determinism in which neurobiological factors intersect with psychological stimuli resulting in the decision to eat and drink certain foods, phenomena that may vary according to the individual and the situation. Preference for certain food and the pleasure of eating it are two different aspects of food selection, and their contribution to overeating and thus weight increase was the subject of numerous studies. Overweight and obese people show a tendency towards pleasure for and choice of foods with high energy density, which may contribute to maintaining these conditions (7). The association of obesity with greater pleasure derived from food or enjoyable food selection is not supported by evidence, most significant is the relationship between obesity and increased energy density of foods (8). Analyses of preference for certain taste sensations (sweet, salty) or high fat foods were motivated by an alleged link between susceptibility to overeating and hedonic perception or reaction to certain qualities of the food. It was proved a weak correlation between obesity and sweet perception (9). The persons who are very preoccupied with food intake and weight control may be particularly susceptible to thoughts, emotions and situational stimuli that can stimulate overeating and inhibit attempts to limit food intake. Factors that exacerbate this phenomenon are common 49

diets, large daily fluctuations in food intake, more rigorous attempts to control food intake, thus entering a vicious circle of weight status. These influences are barriers to the efforts for weight control (7). 5. Obesity and food emotional disorders and eating disorders Behavioral eating disorders such as anorexia nervosa, bulimia nervosa and binge-eating, although seemingly different, have a common feature as the preoccupation with food. All eating disorders are psychological or emotional exacerbation of similar origin, but set on a background of different behaviors that range from severe anorexia to morbid obesity. Although not all cases of obesity can be attributed to dysfunctional food intake in obesity, psycho-neurologic-endocrine studies have elucidated hormonal profiles that are very similar to those found in anorexia nervosa and bulimia nervosa. In addition to physiological similarities, the emotional manifestations are also resemblant. (10) Some researchers have included obesity and compulsive overeating in eating disorders for the following reasons: - 20 to 30% of obese people have significant problems of compulsive eating (binge eating); - Compulsive eating has a greater prevalence in obese people than in those with normal weight; - People with binge eating (bulimic or non-bulimic) typically recognize abnormal behavior and negative emotions after eating compulsive, which often precipitates other similar episodes; - People with binge eating are typically dissatisfied with body image, but do not have a distorted image of the body size or desire for unrealistic body shapes (this last feature clearly differentiates bulimia nervosa from binge eating) (11). Numerous studies in both the general population and in obesity have shown that excess weight was associated with various forms of abnormal eating behavior: - Binge eating - Night eating syndrome and nocturnal eating syndrome - Carbohydrates craving - Conscious restriction, desinhibition, persistent sensation of hunger, stress-related ingestion (12, 13, 14, 15, 16, 17, 18) The importance of these eating disorders stems from the fact that identifying the various population groups can play an important role in improving prevention and early intervention in the development of eating disorders and obesity.

PATTERNUL ALIMENTAR COMPONENT AL STILULUI DE VIA Dr. Magdalena Moroanu, Dr. Andreea Morosanu Univ. Dunrea de Jos Galai INTRODUCERE Starea ponderal reflect statusul balanei energetice. Excesul ponderal are un determinism plurifactorial, n cadrul cruia stilul de via ocup locul central, prin cele dou componente: aportul alimentar i activitatea fizic, elemente care determin statusul energetic i care, de fapt, definete starea ponderal a unui organism. n termenii echilibrului energetic, aportul energetic se refer la consumul de alimente, iar activitatea fizic reprezint cheltuiala energetic. Aportul alimentar include dou aspecte: ingestia alimentar i comportamentul alimentar (1).

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Ingestia alimentar reflect ceea ce se consum i are ca element definitoriu alimentul, reprezentnd satisfacerea nevoilor nutriionale ale organismului, iar comportamentul alimentar reprezint actul alimentar, definit prin atitudinea persoanei fa de consumul alimentelor ntr-un context psihoafectiv, n care alimentul devine un simbol cu tonus afectiv; de aceea comportamentul alimentar reprezint aspectul reactiv al aportului alimentar (1,2, 3) Patternul alimentar este o noiune mai cuprinztoare care include: obiceiurile alimentare, preferinele alimentare i consumul de alimente. Obiceiurile alimentare: - reprezint un grup de obinuine alimentare influenate de mediu (factori etnici, culturali, economici, sociali, religioi) care au specificitate pentru o populaie sau un grup populaional (4). - reflect aspectul nvat al alimentaiei (deprinderi alimentare = ntrirea unei experine anterioare i influena acesteia asupra alegerii viitoare) (5) - se caracterizeaz printr-o variabilitate n funcie de etapele istorice i transformrile socioeconomice ale ariei geografice pentru care sunt specifice. Preferinele alimentare influeneaz n mod direct selecia alimentelor i reprezint un fenomen complex de integrare a stimulilor interni i externi pe fondul deprinderilor anterioare, fiind sub influena a trei grupe de factori: - biologici: percepia calitilor nutriionale ale alimentelor - psihologici: - apetitul i aversiunea - hedonismul alimentaiei - palatabilitatea alimentelor - socio-economici: disponibilitatea alimentelor (6,7,8) Consumul de alimente se refer la: - design-ul meselor: - distribuia meselor - durata meselor - mrimea poriilor - timpul de ingestie - modaliti de preparare ale alimentelor (9) - consumul predominant al unor alimente, de exemplu patternul predominant vegetarian (prudent pattern) sau patternul occidental (western pattern), n care predomin crnurile, grsimile i dulciurile (10,11,12,14,15). - aspecte legate de dispoziia / dorina de a mnca, incluznd fenomene ca: foamea, saietatea, apetitul, aversiunea, palatabilitatea i hedonismul alimentelor (3,16,17) SCOPUL STUDIULUI: analiza patternurilor alimentare sub aspect epidemiologic i n relaie cu factorii sociodemografici MATERIAL I METODA Lotul de studiu (311 persoane) a fost selecionat din populaia general adult a judeului Galai, a crui reprezentativitate a fost calculat n funcie de sex, vrst i mediu. Pentru evaluarea patternurilor alimentare a fost utilizat Fia de screening a obezitii utilizat de ctre Asociaia Romn pentru Studiul Obezitii pentru evaluarea obezitii la scar naional. Metoda de completare a fiei a fost cea autorelatare a datelor de ctre persoanele incluse n studiu. Fia conine date i cadrul sociodemografic al persoanei, date despre obiceiurile alimentare, preferinele alimentare i consumul de alimente. Analiza patternurilor alimentare s-a realizat pentru cele trei componente ale acestora (obiceiuri, preferine, consum de alimente), precum i relaia acestora cu factorii sociodemografici: gen, vrst, mediu, stare civil, activitate profesional, venit i anotimp. Prelucrarea statistic a datelor s-a realizat n programul SPSS 13.0 REZULTATE 1. Evaluarea patternului alimentar n funcie de distribuia meselor. S-a analizat relaia dintre distribuia meselor i factorii sociodemografici, 51

utiliznd testul chi ptrat (tabel 1). - numrul de mese zilnic difer semnificativ numai n funcie de sex (p=0.001), n sensul c brbaii iau n proporie mai mare 3-4 mese pe zi, iar femeile iau n proporie mai mare 1-2 mese pe zi - numrul zilnic de gustri difer semnificativ n funcie de: - gen (p=0.033): femeile iau mai constant gustrile dect brbaii - vrst (p=0.002): odat cu naintarea n vrst scade numrul de gustri zilnice - anotimp (p=0.007): vara se iau gustri n proporie mai mic dect iarna - micul dejun difer semnificativ n funcie de: - gen (p=0.004): brbaii iau micul dejun n proporie mai mare dec femeile - vrst (p=0.002): dup vrsta de 50 ani o proporie semnificativ mai mare de persoane iau micul dejun - anotimp (p=0.019): iarna micul dejun este luat n proporie mai mare dect vara Testul Chi ptrat Numr mese pe zi - gen Numr gustri pe zi - gen Numr gustri pe zi vrst Numr gustri pe zi - anotimp Mic dejun gen Mic dejun vrst Mic dejun anotimp X2(4) = 19.510 X2(7) = 15.241 X2(35) = 64.740 X2(7) = 19.347 X2(2) = 10.810 X2(10) = 28.214 X2(2) = 7.882 p = 0.001 p = 0.033 p = 0.002 p = 0.007 p = 0.004 p = 0.002 p = 0.019

Tabelul 1 Evaluarea patternului alimentar

2.

Analiza preferinelor alimentare S-a analizat relaia dintre preferinele alimentare i factorii sociodemografici prin utilizarea testului chi ptrat (tabel 2). Rezult semnificative statistic n funcie de: gen: brbaii prefer n proporie mai mare pinea (p=0.004), carnea (p=0.016), mezelurile (p=0.020), iar femeile prefer n proporie mai mare fructele(p=0.033) vrst: preferina pentru carne (p=0.013), prjituri i sucuri (p=0.003) scade semnificativ cu vrsta, iar preferina pentru legume crete semnificativ cu vrsta (p=0.013) mediu: persoanele din mediul urban prefer semnificativ brnza (p=0.002) fa de cele din mediul rural
Testul Chi ptrat Pine gen Carne gen Fructe gen Mezeluri gen Carne vrst Legume vrst Prjituri vrst Sucuri vrst X2(1) = 4.226 X2(1) = 5.769 X2(1) = 4.548 X2(1) = 5.443 p=0.040 p=0.016 p=0.033 p=0.020 Pine venit Carne venit Brnz venit Pine anotimp Testul Chi ptrat X2(3) = 14.848 p=0.002 X2(3) = 8.408 p=0.038

X2(3) = 10.851 p=0.013 X2(1) = 5.887 p=0.015

X2(5) = 14.528 p=0.013 X2(5) = 14.527 p=0.013 X2(5) = 18.257 p=0.003 X2(5) = 17.980 p=0.003 p=0.002

Legume anotimp X2(1) = 14.048 p=0.000 Brnz anotimp X2(1) = 8.429 Sucuri anotimp X2(1) = 8.429 p=0.004 p=0.004

Mezeluri - anotimp X2(1) = 12.616 p=0.000

Brnz domiciliu X2(1) = 9.330

Tabelul 2 Analiza preferinelor alimentare

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3. Analiza consumului de grsimi (prin testul chi ptrat) relev urmtoarele: - consumul de untur i slnin difer semnificativ n funcie de gen :p=0.004 pentru untur i p=0.002 pentru slnin (brbaii consum n proporie semnificativ mai mare aceste alimente) - consumul de fric difer semnificativ n funcie de vrst (p=0.004) (consum crescut n grupele de vrst 30-39 ani i peste 60 ani) - consumul de unt (p=0.007) i smntn (p=0.004) sunt semnificativ mai crescute la persoanele din mediul urban fa de persoanele din mediul rural - consumul de untur variaz semnificativ n funcie de anotimp (se consum mai mult vara (p=0.042), iar consumul de unt (p=0.001), fric (p=0.028) i slnin (p=0.028) este mai mare iarna dect vara (tabel 3).
Testul Chi ptrat Untur gen Slnin gen Fric vrst Unt domiciliu Smntn domiciliu Unt venit Untur venit Slnin - venit X2(1) = 8.482 X2(1) = 9.849 X2(5) = 11.673 X2(1) = 7.300 X2(1) = 8.522 X2(3) = 11.596 X2(3) = 15.732 X2(3) = 10.783 p=0.004 p=0.002 p=0.040 p=0.007 p=0.004 p=0.009 p=0.001 p=0.013 Unt anotimp Untur anotimp Fric anotimp Slnin - anotimp Testul Chi ptrat X2(1) 11.790 X2(1) 4.857 X2(1) 4.804 X2(1) 4.141 = p=0.001 = p=0.028 = p=0.028 = p=0.042

Tabelul 3 Analiza consumului de grsimi

CONCLUZII 1. Patternurile alimentare pot influena starea ponderal prin elementele specifice unei anumite arii geografice. 2. Identificarea factorilor care influeneaz obiceiurile alimentare, preferinele alimentare i consumul unor anumite alimente, cu efecte negative asupra strii ponderale, are o contribuie important la adaptarea tematicii de educaie pentru o alimentaie sntoas, n aria n care acioneaz aceti factori. De asemenea, poate fi utilizat ca obiectiv n programele de prevenie i management ale excesului ponderal. 3. Majoritatea acestor factori pot fi influenai prin educaie i terapie comportamental, metode care au ca obiective principale motivarea persoanei i creterea aderenei la managementul greutii. Referine 1. Blundell JE. Food intake and body weight regulation. In Bouchard C. and Bray GA editors: Regulation of Body Weight: Biological and Behavioural Mechanisms, Chichester Wiley, 1996: 111-133 2. Simu D.. Alimentaia sntoas. n Hncu N, Vereiu IA editori Diabetul zaharat, Nutriia i Bolile metabolice. Ed. Naional, 1999: 56-71. 3. Hill AJ and Rogers PJ. Food Intake and Eating Behaviour in Humans. In Kopelman PG and Stock MJ editors: Clinical Obesity. Blackwell Science, 1998: 86-111. 4. Prentice AM. Overeating: The Health Risks. Obesity research, 2001; 9: 234S-238S 5 Woolsey MM. Gastrointestinal Influences on Feeding. In Woolsey MM. editor: Eating Disorders A Clinical Guide to Counselling and Treatment. American Dietetic Association, 2001: 76-92 53

6. Blundell JE, Macdiarmid JI. Passive Overconsumption Fat Intake and Short-term Energy Balance. Annu NY Acad Sci, 1997; 827: 392-407 7. Blundell JE, Gillett A. Control of Food Intake in the Obese. Obesity Research, 2001; 9: 263270 8. Birch LL. Development of Food Preferences. Annu Rev Nutr, 1999; 19: 41-62 9. Franklin J, Summerbell C. Dietary management of obesity: eating plans. 329-349. In Kopelman PG, Caterson ID, Dietz WH. editors: Clinical Obesity in Adults and Children, second edition, Blackwell Publishing, 2005: 137-148) 10. Drewnowski A, Kurth C, Holden-Wiltse J, Saari J. Food Preferences in Human Obesity: Carbohydrates versus Fats. Appetite, 1992; 18: 207-221 Matters RD. Fat Preference and Adherence to a Reduced Fat Diet. Am J Clin Nutr, 1993; 53: 373-381 11. Basdevant A. Analyse clinique du comportment alimentaire. La Revue du Practicien, 2000 ; 50: 484-488 12. Tremblay A, Lavallee N, Almeras N, Allard L, Respress JP, Bouchard C. Nutritional Determinants of the Icrease in Energy Intake Associated with a High Fat Diet. Am J Clin Nutr, 1992; 53: 134-137 + 13. Westerterp-Plantega MS, Ijederma MJW, Wijckmans-Anijsens NEG. The Role of Macronutrient Selection in Determining Patterns of Food Intake in Obese and Non-obese Women. Eur J Clin Nutr, 1996; 50: 580-590 14. Mac Diarmid JI, Cade JE, Blundell JE. The Sugar-Fat Relationship Revisited: Differences in Consumption Between Men and Women of Varying BMI. Int J Obes Relat Metab Disord, 1998; 22: 1053-1061) 15. Westerterp-Plantega MS, Ijederma MJW, Wijckmans-Anijsens NEG. The Role Macronutrient Selection in Determining Patterns of Food Intake in Obese and Non- obese Women. Eur J Clin Nutr, 1996; 50: 580-590 16. Rogers PJ, Blundell JE. Psychobiological Bases of Food Choice. British Nutrition Foundation Nutrition Bulletin, 15 (suppl. 1): 31-40 In Kopelman PG, Stock MJ editors: Clinical Obesity. Blackwell Science, 1998: 86-111 17. Blundell JE, Finlayson G, Halford J. Biology of obesity: eating behaviour. In Kopelman PG, Caterson ID, Dietz WH. editors: Clinical Obesity in Adults and Children, second edition, Blackwell Publishing, 2005: 137-148)

FOOD PATTERN - COMPONENT OF LIFESTYLE Dr. Magdalena Moroanu, Dr. Andreea Morosanu Univ. Dunrea de Jos Galai INTRODUCTION Weight status reflects the status of energy balance. Obesity has multiple factor determinism, in which lifestyle takes center through two components: food intake and physical activity factors which determine energy status and, in fact, defines a body weight status. In terms of energy balance, energy intake refers to eating while physical activity means energy expense. Food intake includes two aspects: food intake and eating behavior (1). Food intake reflects what is consumed and its defining element - the food, representing nutritional needs. Eating behavior represents the food act and is defined by the person's attitude towards food consumption in a psycho-affective context in which food becomes a symbol with "affective tone". That is why eating behavior is the reactive aspect of food intake (1, 2, 3) Dietary pattern is a broader concept that includes dietary habits, food preferences and food intake. 54

Eating habits: - Is a group of food habits influenced by environmental factors (ethnic, cultural, economic, social, religious) that have specificity for a population or a population group (4). - Reflect the "learned" aspect the food intake (food habits = strengthening skill of previous experience and its influence on future choices) (5) - Is characterized by variability based on historical stages and socio-economic transformations which are specific to a geographical area. Food preferences directly affect food selection and represent a complex phenomenon of integration of internal and external stimuli based on to previous habits, being under the influence of three groups of factors: - Biological: perception of nutritional qualities of food - Psychological: - appetite and aversion - alimentary hedonism - food palatability - Socio-economic: food availability (6,7,8) Eating refer to: - Meal Design: - Meal distribution - Meal time - Portion sizes - The time of ingestion - Ways of food preparation (9) - Predominant consumption of foods such as vegetarian predominant pattern ("prudent pattern") or Western pattern ("Western pattern") having predominantly meats, fats and sweets (10,11,12,13,14,15). - Issues related to disposition / desire to eat, including phenomena such as: hunger, satiety, appetite, aversion, food palatability and hedonism (3,16,17) AIM OF THE STUDY: analysis of food patterns and epidemiological aspect in relation to sociodemographic factors. MATERIALS AND METHODS The study group (311 people) was selected from the general population adult Galati, and was representative for gender, age and residence. In order to assess food patterns, we used "Obesity Screening Record" of the Romanian Association for the Study of Obesity for assessing obesity nationwide. Subjects gave self-declared responses to the form. The form included socio-demographic data, information about eating habits, food preferences and food intake. Food patterns analysis was performed for the three components (habits, preferences, food consumption) and their relationship with socio-demographic factors: gender, age, residence, marital status, occupation, income and season. Statistical analysis was performed in SPSS 13.0 program. RESULTS 1. Assessment of dietary pattern based on the distribution of meals. We analyzed the relationship between the distribution of meals and socio-demographic factors, using the chi-square test (Table 1). - Number of daily meals - only differ significantly by gender (p = 0.001), meaning that men have 3-4 meals per day in a higher proportion, while women have 1-2 meals a day in a higher extent

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- Number of daily snacks - differs significantly depending on: - Gender (p = 0.033): women consistently take more snacks than men - Age (p = 0.002) with increasing age decreases the number of daily snacks - Season (p = 0.007) snacks are taken at a lower rate during summer than during winter - Breakfast varies significantly depending on: - Gender (p = 0.004): males have breakfast in a higher proportion than women - Age (p = 0.002): after age 50 years a significantly higher proportion of people eat breakfast - Season (p = 0.019): breakfast is taken more frequently in winter than in summer.
Number of meals per day - gender Chi square Test X2(4) = 19.510 p = 0.001 p = 0.033 p = 0.002 p = 0.007 p = 0.004 p = 0.002 p = 0.019

Number snacks per day - gender X2(7) = 15.241 Number snacks per day age X2(35) = 64.740 Number snacks per day - season X2(7) = 19.347 Breakfast gender X2(2) = 10.810 Breakfast age X2(10) = 28.214 Breakfast season X2(2) = 7.882 Table 1 - Assessment of dietary pattern

2. Analysis of food preferences We analyzed the relationship between food preferences and socio-demographic factors by using chi-square test (Table 2). Statistically significant results by: - Gender: men prefer larger proportion bread (p = 0.004), meat (p = 0.016), sausages (p = 0.020), and higher proportion of women prefer fruits (p = 0.033) - Age: preference for meat (p = 0.013), cakes and juices (p = 0.003) decreased significantly with age, and preferences for vegetables increased significantly with age (p = 0.013) - Environment: urban people prefer cheese significant (p = 0.002) than those in rural areas.
Chi square Test Bread gender Meat gender Fruits gender X2(1) = 4.226 X2(1) = 5.769 X2(1) = 4.548 p=0.040 p=0.016 p=0.033 p=0.020 Bread income Meat income Cheese income Bread season Chi square Test X2(3) = 14.848 p=0.002 X2(3) = 8.408 p=0.038

X2(3) = 10.851 p=0.013 X2(1) = 5.887 p=0.015

Sausage gender X2(1) = 5.443 Meat age Vegetables age Cakes age Juices age

X2(5) = 14.528 p=0.013 X2(5) = 14.527 p=0.013 X2(5) = 18.257 p=0.003 X2(5) = 17.980 p=0.003 p=0.002

Vegetables X2(1) = 14.048 p=0.000 season Cheese season X2(1) = 8.429 p=0.004 Juices season Sausage - season X2(1) = 8.429 p=0.004

X2(1) = 12.616 p=0.000

Cheese residence X2(1) = 9.330

Table 2 - Analysis of food preferences

3. Fat consumption analysis (chi square) reveals the following: - Lard and bacon consumption significantly differ by gender: p = 0004 - to lard and p = 0.002 - to bacon (men consume significantly higher proportion of these foods) - Consumption of sweet cream vary significantly by age (p = 0.004) (consumption increased in age groups 30-39 years and over 60 years) - Oil consumption (p = 0.007) and cream (p = 0.004) are significantly elevated in people living in urban area compared to people living in rural area 56

- Fat consumption varies significantly depending on the season (higher consume in summer (p = 0.042), and butter consumption (p = 0.001), sweet cream (p = 0.028) and bacon (p = 0.028) are higher in winter than in summer (Table 3).
Chi square Test Lard gender Bacon gender Sweet cream age Butter residence Cream residence Butter income Lard income Bacon - income X2(1) = 8.482 p=0.004 Butter season X2(1) = 9.849 p=0.002 Lard season Chi square Test X2(1) = 11.790 p=0.001 X2(1) = 4.857 p=0.028

X2(5) = 11.673 p=0.040 Sweet cream X2(1) = 4.804 p=0.028 season 2(1) = 7.300 p=0.007 Bacon - season X X2(1) = 4.141 p=0.042 X2(1) = 8.522 p=0.004 X2(3) = 11.596 p=0.009 X2(3) = 15.732 p=0.001 X2(3) = 10.783 p=0.013 Table 3 - Analysis of fat consumption

CONCLUSIONS 1. Food patterns may influence weight status through specific elements of a particular geographic area. 2. Identifying the factors that influence eating habits, food preferences and consumption of certain foods, with negative effects on weight status, is an important contribution to adaptation of education themes for healthy eating in the area of action of these factors. It also can be used as target for the prevention and management programs of overweight. 3. Most of these factors can be influenced through education and behavioral therapy that have as main objectives motivating the person and increase adherence to weight management.

STUDIU PRIVIND CORELAIA DINTRE INDICII DEZVOLTRII FIZICE CU CEI AI CAPACITII MOTRICE LA ELEVII CU PROBLEME DE NUTRIIE DIN CICLUL LICEAL Autor:Prof. gr.II Ciocan Valentin Alin Liceul Tehnologic Grigore Moisil Brila Cuvinte cheie: dezvoltare fizic, capacitate motric, nutriie, elevi liceu Rezumat Obiectivul general al disciplinei educaie fizic const n dezvoltarea aptitudinilor bio-psiho-motrice i la formarea capacitii elevilor de a aciona asupra acestora, n vederea meninerii permanente a strii de sntate, asigurrii unei dezvoltri fizice armonioase i manifestrii unei capaciti motrice favorabile inseriei profesionale i sociale. Introducere Aciunea de evaluare a creterii i dezvoltrii fizice, precum i a capacitii motrice constituie activiti importante deoarece se poate constata dac un individ se ncadreaz n limite normalului. ns, printre elevii notri sunt cazuri, i nu puine, de elevi cu probleme de sntate, la care 57

raporturile dintre aceti factori nu sunt n concordan. Muli dintre acetia se ncadreaz n sfera celor cu afeciuni de nutriie. Obezii sau cei cu deficit ponderal sunt din ce n ce mai numeroi. Ipoteza de cercetare Ipoteza prezentului studiu a pornit de la ntrebarea dac o investigaie antropometric, funcional i motric, n rndul elevilor de liceu, poate constata o corelaie ntre indicii dezvoltrii fizice i cei ai capacitii motrice la unii dintre subiecii cu probleme de nutriie; Descrierea activitii de cercetare n ceea ce privete coninutul, organizarea i desfurarea studiului, acesta a avut loc la Grupul colar Grigore Moisil, din municipiul Brila. Unitatea de nvmnt n care s-a desfurat activitatea de cercetare, este o coal de nivel mediu, ca populaie colar, care include elevi din clasele I-XII i ruta progresiv a XII-a i a XIII-a. Pentru activitatea de cercetare au intrat n studiu numai elevii claselor de liceu. nc de la nceputul anului colar au fost retrai elevii scutii medical. n vederea verificrii eficienei cercetrii am hotrt s recurg la un ansamblu de teste care a cuprins: A. Msurtori antropometrice: nlimea, greutatea, perimetrul toracic. Ele au fost raportate la limitele nivelului naional pentru fiecare vrst. Din nlime i greutate s-a calculat Indicele Masei Morporale care a fost raportat la limitele minime i maxime pentru ncadrarea elevilor n categorii (normoponderali, supraponderali, obezi, subponderali, etc.). Dup calcului iniial al Indicelul Masei Corporale au fost depistai un numr de 34 de elevi cu probleme de nutriie (Tabelul nr.1.)

Tabelul nr. 1.
Biei Nr Crt 1 2 3 4 5 6 7 8 9 10 11 Total Clasa a IX-a A a IX-a B a IX-a C a X-a A a X-a B a XI-a A a XI-a B a XII-a A a XII-a B a XII-a RP a XIII-a RP Obezi 1 1 1 1 1 5 Supraponderali 1 1 1 1 4 Normoponderali 9 9 16 16 13 22 14 10 7 16 16 146 Deficit ponderal 2 1 3 1 1 2 2 12 Fete Obezi Supraponderali 2 1 1 4 Normoponderali 7 13 1 2 3 4 5 5 7 3 3 63 Deficit ponderal 1 2 1 3 1 9

La testarea final situaia a fost uor schimbat, deoarece doi elevi au fost ncadrai la alt categorie, dup calculul Indicelul Masei Corporale. Astfel, la final situaia s-a prezentat modificat. (Tabelul nr. 2.):

58

Tabelul nr. 2.
Nr. Crt 1 2 3 4 5 6 7 8 9 10 11 Total Biei Clasa a IX-a A a IX-a B a IX-a C a X-a A a X-a B a XI-a A a XI-a B a XII-a A a XII-a B a XII-a RP a XIII-a RP Obezi 1 1 1 1 1 5 Supraponderali 1 1 1 1 4 Normoponderali 9 9 16 16 13 23 14 10 7 16 16 147 Deficit ponderal 2 1 3 1 2 2 11 Fete Obezi Supraponderali 2 1 1 4 Normoponderali 7 13 1 2 4 4 5 5 7 3 3 64 Deficit ponderal 1 2 1 3 1 8

B. Testri funcionale: proba Ruffier, pentru verificarea capacitii de revenire a organismului dup efort. C. Testri motrice: alergare de vitez pe distana de 50 m, cu start de jos, alergare de rezisten pe distana de 800 m (fetele) i 1000 m (bieii), probe pentru testarea forei musculaturii braelor, picioarelor, abdomenului i spatelui. Rezultatele obinute la probele motrice au fost raportate la nivelul notei 5,00 din Sistemul Naional colar de Evaluare la Disciplina Educaie Fizic i Sport. Concluzii a. pe planul antropometriei, prin msurtorile efectuate, s-au putut depista: - nivelul de dezvoltare fizic a elevilor pe fiecare an de studiu i difereniat, pe sexe. S-a constatat c, n general, ei se ncadreaz n limitele normale, cu cteva excepii, acestea fiind tocmai elevii cu probleme de nutriie; - un numr de 34 de elevi cu probleme de nutriie, dup calcularea Indicelui Masei Corporale: 5 obezi, 8 supraponderali 21 cu deficit ponderal. b. pe plan funcional, prin aplicarea testului Ruffier, s-a putut constata: - c exist, la marea majoritate a elevilor, cei normoponderali, valori normale ale capacitii de efort (ntre 5 -10), iar la elevii cu probleme de nutriie valorile sunt compatibile cu o capacitate de efort slab (ntre 10 15), mai ales la obezi i supraponderali, iar la cei cu deficit ponderal cu valori ale capacitii de efort bune, la limita celor slabe (mai aproape de 10). c. pe plan motric,au fost constatate urmtoarele: - rezultatele elevilor au confirmat faptul c nivelul lor de pregtire este bun i n concordan cu particularitile de vrst i sex, precum i n concordan cu actualul Sistem Naional colar de Evaluare la Disciplina Educaie Fizic i Sport; - pentru cei cu probleme de nutriie s-a relevat faptul c nivelul lor de pregtire motric este deficitar, la absolut toate probele utilizate, mai mult la obezi i supraponderali i mai puin la cei cu deficit ponderal. Investigaia efectuat a validat ipoteza cercetrii pentru c aciunea direcionat n planurile antropometric, funcional i motric, n rndul elevilor de liceu, a constatat c exist o corelaie ntre indicii dezvoltrii fizice i cei ai capacitii motrice la unii dintre subiecii cu probleme de nutriie. Ca regul general, dar au existat i excepii, acestea fiind remarcate la unii dintre elevii cu deficit ponderal. Propuneri Este bine, ca acolo unde se constat cazuri de elevi cu probleme de nutriie,ei s fie convini de a nu se scuti la orele de educaie fizic, trebuind s fie ncurajai i stimulai prin ntocmirea de 59

grile de baremuri separate, care s nu in cont de nivelul notei 5,00 din S.N.S.E., ci numai de progresul individual realizat. Bibliografie 1.Badiu, Toma; Chiriac, Paul; Hncu, Nicolae - ndrumar metodic de kinetoterapie a deficienelor fizice, Editura coala glean, Galai, 2003; 2.Baroga, Marta; Baroga, Lazr - Condiia fizic i sportul, Editura Sport - Turism, Bucureti, 1989; 3.Lacat, D.; Creeanu, Gh. - Obezitatea, Editura Junimea, Iai, 1978; 4.Crstea, Gheorghe - Educaia fizic - fundamente teoretice i metodice, A.N.E.F.S., Bucureti, 1997; 5.Duma, Eugen - Controlul medical n activitatea sportiv, Editura Risoprint, Cluj Napoca, 2006; 6.Epuran, Mihai - Metodologia cercetrii activitilor corporale. Exerciii fizice. Sport. Fitness, Ediia a II -a, Editura Fest, Bucureti, 2005;

A STUDY CONCERNING THE RELATION BETWEEN THE INDEXES OF PHYSICAL DEVELOPMENT AND THE ONES OF MOVING ABILITY OF HIGH-SCHOOL STUDENTS WITH NUTRITIONAL PROBLEMS Teacher Ciocan Valentin Alin Grigore Moisil Technological High School Key words: phisical development, moving ability, nutritional, high-school students Abstract The main objective of physical education stands in the development of biological-psychological moving abilities and in the students training to act on them with the view to keep a permanent state of heath, to ensure a harmonious physical development and to maintain a favourable moving ability for a social and professional insertion. Introduction The evaluation act of physical rise and development as well as of motion ability are important activities as they can help to find if a person may integrate in the limits of normality. However, among our students there are some cases of pupils presenting healh problems, with whom the report between these factors are not in accordance. Most of them can be included in the category of pupils having nutritional problems. Obese people and those having ponderous deficit are more and more numerous. Research hypothesis The hypothesis of the present study started from the question whether an anthropometrical, functional and movement investigation among high-school students may find a relation between indexes of physical development and those of moving ability with some subjects having nutritional problems. Description of research activity As regards the content, organization and the development of the study, it took place at Grigore Moisil Technoligical High School, in the town of Braila. The establishment in which the research activity developed is a medium level school with students attending classes from 1st 12th form and also the progressive classes of 12th and 13th forms. For the research activity there have been taken into consideration only the high-school students. The students on medical leave were not taken into account. 60

In order to check the research efficiency I decided to resort to a series of tests which included: A. Antropometrical measurements: height, weight, chest peremeter. They were reported to the limits of national level for ech age. By using the height and weight it was calculated the Body Mass Index which was reported to the minimum and maximum limits to groups the students on categories (normal weight, overweight, obese, underweight, etc.).

After the initial calculation of the Body Mass Index there have been found a number of 34 students with nutritional problems (Table no 3.2.) Table no 3.2.
Cr t No . 1 2 3 4 5 6 7 8 9 10 11 Total Boys Form a IX-a A a IX-a B a IX-a C a X-a A a X-a B a XI-a A a XI-a B a XII-a A a XII-a B a XII-a RP a XIII-a RP Obese 1 1 1 1 1 5 Overweight 1 1 1 1 4 Normalweight 9 9 16 16 13 22 14 10 7 16 16 146 Underweight 2 1 3 1 1 2 2 12 Obese Overweight 2 1 1 4 Girls Normalweight 7 13 1 2 3 4 5 5 7 3 3 63 Underweight 1 2 1 3 1 9

When finally tested, the situation was a little modified, because two students were included in another category, after the calculation of Body Mass Index has been made. Therefore, in the end the situation was changed (Table no 3.3.) Table no 3.3.
Cr t No . 1 2 3 4 5 6 7 8 9 10 11 Total Boys Form a IX-a A a IX-a B a IX-a C a X-a A a X-a B a XI-a A a XI-a B a XII-a A a XII-a B a XII-a RP a XIII-a RP Obese 1 1 1 1 1 5 Overweight 1 1 1 1 4 Normalweight 9 9 16 16 13 23 14 10 7 16 16 147 Underweight 2 1 3 1 2 2 11 Obese Overweight 2 1 1 4 Girls Normalweight 7 13 1 2 4 4 5 5 7 3 3 64 Underweight 1 2 1 3 1 8

B. Funnctional Test: The Ruffier test, in order to check the body ability to recover after an effort. C. Motion Test: speed running on a distance of 50 m, with start from down position, long distance running 800 m (girls), 1000 m (boys), tests for checkingthe arms , legs, abdomen and beck muscle force. The results got for motion results events were reported to the level of 5,00 mark belonging to National School Evaluation System for Physical Education and Sport discipline. 61

Conclusions a. at antropometrical level, by the measurements made, there have been found: - the level of physical development of students for each level of study and differentiated on sex. It has been found that generally they integrate in normal limits, with some exceptions, these being thestudents with nutritional problems; - a number of 34 students with nutritional problems, after calculation of Body Mass Index: 5 obese, 8 overweight, 21 underweight. b. on functional level, by using the Ruffier test, it was concluded that: - with most of the students being normal weight trere are normal values of effort ability (between 5-10), whereas with the students having nutritional problems the values are compatible with a weak effort ability (between 10-15) especially with the obese and overweight, and with the underweight students with good values of effort ability, at the limits of weak ones (about 10). c. on motion level, there have been found the following: - the students results proved the fact that their training level is good, according to their age and sex particularities, as well as accordance with the National School Evaluation System at Physical Education and Sport discipline; - for those having nutritional problems it has been revealed the fact that their movement training was showing a deficit for all the tests used, mostly with obese and overweight students and less with the underweight. The investigation made has validated the research hypothesis, as the action directed to the antropometrical, functional and motionlevels with high-school students has found that there is a relation between the indexes of physical development and the ones of motion ability with some subjects having nutritional problems. As a general rule, there were some exceptions, there being found with some students being underweight. Proposals It is recommended that in case of students with nutritional problems they should be conviced not to be exempted from physical training classes, but to be encouraged and stimulated by separate standards that will not consider the 5,00 mark level of National School Evaluation System, but only the achieved individual progress.

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CURRICULUM VITAE Nume Prenume MAGDALENA MOROANU E-mail magda_m28@yahoo.com Nationalitate Romn Data naterii 28 noiembrie 1950 LOCUL DE MUNC - Spitalul Clinic Judetean de Urgen Galai Secia Diabet, Nutriie i Boli Metabolice - Universitatea Dunrea de Jos Galai, Departamentul Sporturi Individuale i Kinetoterapie FUNCIA - Confereniar universitar - Doctor n Medicin - Medic primar ef secie Diabet, Medic specialist Medicin Intern EXPERIEN PROFESIONAL - 2008 Titlul de Conferentiar Universitatea Dunarea de Jos Galati, Facultatea de Kinetoterapie. - 2006 - Titlul de doctor in Medicina cu distincia Cum laude, Universitatea de Medicin i Farmacie Iuliu Haieganu Cluj- Napoca. - 1997 Medic ef secie Diabet, Nutiie i Boli metabolice Spitalul Clinic de Urgen Judeean Sf Apostol Andrei Galai (confirmat prin ordinul MS nr.596/1997) - 1996 Medic primar n specialitatea Diabet, Nutiie i Boli metabolice (confirmat prin ordinul MS nr.91/1996 - 1991 Medic specialist n specialitatea Diabet, Nutiie i Boli metabolice (confirmat prin ordinul MS nr.105/1991 - 1984 Medic specialist n specialitatea Medicin Intern (confirmat prin ordinul MS nr.459/1984 - 1969 1976: student Universitatea de Medicin i Farmacie Iai Facultatea de Medicin General - Predare de cursuri la Facultatea de Educaie Fizic i Sport, Facultatea de Medicin, Facultatea de Farmacie, Colegiul de Asistente medicale - Numeroase participari la congrese naionale si internaionale cu lucrari prezentate oral sau poster - Publicare de carti si articole de specialitate - Conferinte si simpozioane sustinute n domeniul de specialitate - Activiti de popularizare a principiilor de sntate prin emisiuni TV i articole n pres STUDII POSTUNIVERSITARE - 2009 Atestat de studii complementare in Managementul Serviciilor de Sanatate - 1995 Actualiti n diabetul zaharat tip 2 Baden, Viena - 1996 Curs postuniversitar internaional Basic and Applied Endocrinology and Diabetes, Cluj-Napoca - 1997 The Steno Course Practical Diabetology Copenhaga - 2000 Type 2 Diabetes and its Complications, EASD Postgraduated Course, Cluj-Napoca - 2001 Certificate in Study Site GCP, Brookword International Academy of Healthcare Research, Bucureti - 2002 Clinical Diabetology Postgraduate Course of the EASD, Budapesta, Ungaria - 2003 The second International Symposium on PPARs: From Basic Science to Clinical Applications, Florena, Italia - 2003 Obesity Management Pilot Course for General Practitioner IOTF SCOPE, Helsinki - 2003 Clinical Diabetes and its Complications, EASD Postgraduate Course, Kaunas, Lithuania - 2005 Global Faculty Workshop, Barcelona, 24-26 June 2005 - 2007 The Diabetes-Obesity Continuum: The Growing Body Of Evidence For A Multihormonal Approach To Treatment. Purdue University, Chicago

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- 2007 The Role Of Incretin Based Therapies: Reconstructing Treatment Approaches In Type 2 Diabetes Purdue University, Chicago - 2008 - The First Diabetes and Cadiovascular Disease Postgraduate Course, Sibiu, Romania - 2009 - EASD Diabetes and Cardiovascular Disease Study Group The Second Annual Meeting, Cluj-Napoca, Romania MEMBRU AL ASOCAIILOR PROFESIONALE Asociaia European pentru Studiul Diabetului Federaia Internaional de Diabet Societatea Internaional de Ateroscleroz Federaia Romn de Diabet, Nutriie i Boli metabolice Societatea Romn de Diabet, Nutriie i Boli metabolice Asociaia Romn pentru Studiul Obezitii Societatea de Nutriie din Romnia Asociaia Romn de Aterosceroz i Lipidologie Asociaia de Algeziologie din Romnia

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