Zbornik Radova 2014

Sadraj
MEUNARODNA NAUNA KONFERENCIJA
EFEKTI PRIMENE FIZIKE AKTIVNOSTI

NA ANTROPOLOKI STATUS
DECE, OMLADINE I ODRASLIH
Zbornik radova
INTERNATIONAL SCIENTIFIC CONFERENCE
EFFECTS OF PHYSICAL ACTIVITY APPLICATION TO

ANTHROPOLOGICAL STATUS
WITH CHILDREN, YOUTH AND ADULTS
Conference Proceedings
Beograd, 11-12. decembar 2014.

Zbornik radova
Sadraj
Meunarodna nauna konferencija

Efekti primene fizike aktivnosti na antropoloki status dece, omladine i odraslih / Zbornik saetaka
International Scientific Conference
Effects of Physical Activity Application to Anthropological Status With Children, Youth and Adults / Book
of Abstract
Izdava / Published by
Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja /University of Belgrade, Faculty of Sport and Physical Education
Urednik / Editor
Prof. dr Duan Miti
Nauni odbor / Scientific Board
Predsednik / President
Prof. dr Duan Miti, Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
lanovi / Members
lanovi sa matine institucije / Members from the Institution
Prof. dr Boo Bokan
Van. prof. dr Milivoj Dopsaj
Prof. dr Dragoljub Vinji
Van. prof. dr Marija Macura
Prof. dr Duanka Lazarevi
Van. prof. dr Marina orevi Niki
Prof. dr Stanimir Stojiljkovi
Van. prof. dr Aleksandra Popovi
Van. prof. dr Goran Kasum
Doc. dr Sanja Mandari
lanovi sa ostalih nacionalnih institucija / Members of other National Institutions
Prof. dr Sanja Mazi, Univerzitet u Beogradu, Medicinski fakultet /University of Belgrade, Faculty of Medicine
Prof. dr Fadilj Eminovi, Univerzitet u Beogradu, FASPER/ University of Belgrade, FASPER
Prof. dr Nada Kaavenda-Radi, Univerzitet u Beogradu, Filozofski fakultet /University of Belgrade, Faculty of Philosophy
Prof. dr Bojan Ili, Univer. u Beogradu, Fakultet organizacionih nauka /University of Belgrade, Faculty of Organizational Sciences
Prof. dr irovi Goran, Visoka graevinsko-geodetska kola strukovnih studija /Vocational civil engineering and geodetic school
Prof. dr Vladimir Jakovljevi, Univerzitet u Kragujevcu, Medicinski fakultet / University of Kragujevac, Faculty of Medicine
Prof. dr Blagojevi Duan, Institut Sinia Stankovi / Institute Sinia Stankovi
Prof. dr Dejan ubrilo, Fakultet za sport i turizam, Novi Sad /Faculty of Sport and Tourisma, Novi Sad
lanovi iz inostranstva / Foreign Members
Prof. Slobodan Jari , Ph.D. (University Delaware, USA)
Prof. Erdal Zorba, Ph.D. (School of Physical Education and Sport, Gazi University, Turkey)
Prof. Dana Badau, Ph.D. (University of Medicine and Pharmacy of Tirgu Mures, Romania)
Prof. Mehmet Gunay , Ph.D. (School of Physical Education and Sport, Gazi University, Turkey)
Prof. Peter Hofmann , Ph.D. (FACSM, Institute of Sports Science, University of Graz)
Prof. Ivo Jirasek , Ph.D. (Palacky University, Faculty of Physical Culture, Olomouc, Czech Republic)
Prof. Mirna Andrijaevi , Ph.D. (University of Zagreb, Faculty of Kinesiology)
Prof. Evdokia Samouilidou, Ph.D. (Experimental High School Smyrna & Evangelical School, Athens, Greece)
Prof. Alexandar Nazarkin , Ph.D. (The Institute of Clinical Rehabilitation, Tula, Russia)
Prof. Marc Cloes, Ph.D. (International Association of Physical Education in Higher Education, University of Liege)
Prof. Branislav Antala, Ph.D. (Comenius University, Faculty of Physical Education and Sport, Bratislava, Slovakia)
Organizacioni odbor / Organizational Board
Predsednik / President
Prof. dr Goran Nei, Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
Generalni sekretar konferencije / Secretary general of the Conference
As. Goran Prebeg, Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
lanovi / Members
doc. dr Dejan Suzovi, Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
doc. dr Ana Orli, Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
doc. dr Ana Veskovi , Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
dr Jelena Jovanovi, Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
Nastavnik stranog jezika Gordana Vekari , Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
As. mr Zoran Bratua , Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
As. Milo Mudri , Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
As. Radivoj Mandi , Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
As. Milo Markovi , Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja
mr Jezdimir Marseni, Asocijacija Sport za Sve Srbije
Prevod na srpski i engleski / Transleted by: Gordana Vekari
Kompjuterska obrada i grafiki dizajn/ Technical aditing - layout: Anka Srekovi, dipl. ing.
Fotografija na koricama/ Cover page photo: Dunja Dopsaj
tampa / Printed by: 3D+, Beograd
Tira / Circulation: 150 copies
Sadraj
MEUNARODNA NAUNA KONFERENCIJA
EFEKTI PRIMENE FIZIKE AKTIVNOSTI

NA ANTROPOLOKI STATUS
DECE, OMLADINE I ODRASLIH
Zbornik radova
INTERNATIONAL SCIENTIFIC CONFERENCE
EFFECTS OF PHYSICAL ACTIVITY APPLICATION

TO ANTHROPOLOGICAL STATUS
WITH CHILDREN, YOUTH AND ADULTS
Beograd, 11-12. decembar 2014.

Zbornik radova
Sadraj
Sadraj
SADRAJ / CONTENTS
Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi
ANALIZA STAVA O IGRI I RAZLIKE U ODNOSU NA POL I MJESTO STANOVANJA ........................ 13
ANALYSIS OF ATTITUDE ABOUT THE GAME AND THE DIFFERENCES WITH RESPECT TO
GENDER AND PLACE OF RESIDENCE ................................................................................................................ 24
Nataa Sturza Mili, Tanja Nedimovi
ULOGA METODIKE FIZIKOG VASPITANJA I PSIHOLOKE GRUPE PREDMETA U PODIZANJU
SVESTI STUDENATA BUDUIH VASPITAA O ZNAAJU FIZIKE AKTIVNOSTI ....................... 35
THE ROLE METHODOLOGY OF PHYSICAL EDUCATION AND THE PSYCHOLOGICAL GROUP
OF SUBJECTS IN RAISING THE STUDENTS FUTURE PRESCHOOL TEACHERS - AWARENESS
ON THE IMPORTANCE OF PHYSICAL ACTIVITY ......................................................................................... 46
Radivoje Jankovi, Milivoj Dopsaj, Raa Dimitrijevi, Goran Vukovi, Nenad Koropanovski
RAZLIKE MOTORIKE I METABOLIKO-FUNKCIONALNE EFIKASNOSTI REALIZACIJE
TESTA ZA PROCENU SPECIFINE SPRETNOSTI POLICAJACA U ODNOSU NA
PROFESIONALNU SPECIJALIZACIJU ................................................................................................................. 57
DIFFERENCES BETWEEN MOTOR AND METABOLIC-FUNCTIONAL EFFICIENCY OF POLICE
OFFICERS WHEN ESTIMATING THEIR PERFORMANCE USING THE SPECIAL PROFICIENCY
TEST DEPENDING ON THEIR PROFESSIONAL SPECIALIZATION ......................................................... 66
Boban Milojkovi, Dane Suboi, Dalibor Keki
SAMOVREDNOVANJE STUDENATA KRIMINALISTIKO-POLICIJSKE AKADEMIJE
O UTICAJU TERENSKE OBUKE NA POSTIGNUA IZ POLICIJSKE TOPOGRAFIJE ........................... 75
SELF-EVALUATION OF STUDENTS OF THE ACADEMY OF CRIMINAL AND POLICE
STUDIES RELATED TO THE IMPACT OF FIELD TRANNING ON ACHIEVEMENTS IN POLICE
TOPOGRAPHY ............................................................................................................................................................ 80
Milomir Trivun, Vladan Markovi
EFEKTI PRIMJENE BOLONJSKOG PROCESA NA KVALITET ISPITA U PLIVANJU ............................. 85
EFFECTS OF APPLICATION OF THE BOLOGNA PROCESS ON THE QUALITY OF EXAM
IN SWIMMING ............................................................................................................................................................ 99
Aleksandar Ignjatovi, ivorad Markovi, Mladen Milovanovi
STAVOVI STUDENATA PEDAGOKOG FAKULTETA O KORIENJU NEDOZVOLJENIH
SREDSTAVA I METODA ZARAD POBEDE ....................................................................................................... 113
STUDENT ATTITUDES TOWARD THE USE OF FORBIDDEN SUBSTANCES AND METHODS
FOR WINNING .......................................................................................................................................................... 121
Metin Can Kalayc, Ferhat Guleroglu, Huseyin Eroglu
ODNOS IZMEU ANTROPOMETRIJSKIH PARAMETARA I UINKA BRZINE
KINANTROPOMETRIJSKO ISTRAIVANJE .................................................................................................... 129
RELATIONSHIP BETWEEN ANTHROPOMETRIC PARAMETERS AND SPEED PERFORMANCE
A KINANTHROPOMETRIC RESEARCH ........................................................................................................... 137
Miroslav Polimac, Jelena Obradovi, Mila Vukadinovi, Marijana Simi, Jovan Vukovi
RAZLIKE U MOTORIKIM SPOSOBNOSTIMA DECE U ZAVISNOSTI OD UZRASTA .................... 145
DIFFERENCES IN MOTOR SKILLS OF CHILDREN IN RELATION WITH THEIR AGE ..................... 150
Dragan M. Mirkov, Olivera M. Kneevi, Aleksandar Nedeljkovi
UTICAJ UGLA U ZGLOBU NA BRZINU RAZVOJA SILE MIIA OPRUAA I PREGIBAA
KOLENA PRI NAIZMENINIM MAKSIMALNIM IZOMETRIJSKIM KONTRAKCIJAMA ............... 155
EFFECT OF DIFFERENT JOINT ANGLES ON THE KNEE FLEXOR AND EXTENSOR RATE OF
FORCE DEVELOPMENT DURING MAXIMAL ISOMETRIC CONTRACTION .................................... 164
Sran Markovi, Dragan Banievi, Olivera Kneevi, Aleksandar Nedeljkovi, Dragan Mirkov
LATENTNA STRUKTURA MOTORIKOG PROSTORA PROCENJIVANA PRIMENOM TESTA
NAIZMENINIH UZASTOPNIH MAKSIMALNIH KONTRAKCIJA ........................................................ 172
THE STRUCTURE OF PHYSICAL ABILITIES ASSESSED BY THE TEST OF ALTERNATING
CONSECUTIVE MAXIMUM CONTRACTIONS ............................................................................................ 182
Aldvin Torlakovi, Mirsad Mufti, Roman Kebat
PLIVANJE KAO POTPORA FIZIKALNOJ TERAPIJI ZA KOREKCIJU POSTURE KOD DJECE ......... 192
SWIMMING IN SUPPORT OF PHYSICAL THERAPY IN ORDER TO CORRECT POSTURE IN
CHILDREN .................................................................................................................................................................. 197
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Nezabravka Gencheva, Darina Zaharieva

TERAPEUTSKO JAHANJE KONJA KOD DECE SA LOIM DRANJEM .................................................. 202
THERAPEUTIC HORSEBACK RIDING IN CHILDREN WITH POOR POSTURE
THERAPEUTIC HORSEBACK RIDING IN CHILDREN WITH POOR POSTURE ....................................... 206
Darina Zaharieva, Nezabravka Gencheva
EFEKAT ROT METODE NA DRANJE I DEVIJACIJU KIME KOD RITMIKIH
GIMNASTIARKI ..................................................................................................................................................... 210
EFFECT OF SCHROTH METHOD ON POSTURE AND SPINE DEVIATION IN RHYTHMIC
GYMNASTS ............................................................................................................................................................... 222
Luka Jovanovi, Marko Aleksandrovi, Bojan Jorgi, Mehmet Ozsari, Duran Arslan
EFEKTI KOMBINOVANOG PROGRAMA VEBANJA NA FITNES KOMPONENTE ODRASLIH
OSOBA SA CEREBRALNOM PARALIZOM ...................................................................................................... 234
EFFECTS ON COMBINED EXERCISE PROGRAM ON FITNESS COMPONENTS OF ADULTS
WITH CEREBRAL PALSY ....................................................................................................................................... 239
Miljan Hadovi, Predrag Jelenkovi, Marko Aleksandrovi, Bojan Jorgi, Mehmet Ozsari, Duran Arslan
EFEKTI FIZIKE AKTIVNOSTI NA AEROBNI SPOSOBNOSTI DECE SA CEREBRALNOM
PARALIZOM: SISTEMATSKI PREGLED ............................................................................................................ 244
EFFECTS OF PHYSICAL ACTIVITY ON AEROBIC CAPACITIES OF CHILDREN WITH
CEREBRAL PALSY: A SYSTEMATIC REVIEW ................................................................................................ 249
Goran Kasum, Slobodan Rajevac
POVREDE U RVANJU I DUDOU ........................................................................................................................ 255
INJURIES IN WRESTLING AND JUDO ............................................................................................................. 262
Marija Macura, Ivan irkovi
UTICAJ SPECIFINOG TRENINGA NA TELESNU KOMPOZICIJU I MOTORIKE SPOSOBNOSTI
KOD OSOBA ENSKOG POLA OD 18. 50. GODINE IVOTA ................................................................ 268
EFFECTS OF SPECIFIC TRAINING ON BODY COMPOSITION AND MOTOR SKILLS IN
FEMALES AGED 1850 ........................................................................................................................................... 278
Aleksa Bosni, Milan Markovi, Goran Kasum
UPOTREBA SUPLEMENATA U RVANJU ........................................................................................................... 288
USAGE OF DIETARY SUPPLEMENTS IN WRESTLING ............................................................................... 294
Nedim ii, Damir Sekuli, Marino Krespi
POUZDANOST I VALJANOST UPITNIKA ZA PROCJENU KONZUMIRANJA SUPSTANCI
KOD ADOLESCENATA ........................................................................................................................................... 300
RELIABILITY AND VALIDITY OF THE QUESTIONNAIRE OF SUBSTANCE USE AND MISUSE
IN ADOLESCENTS ................................................................................................................................................... 308
Bojan Mitrovi, Goran Vukovi
ISPOLJAVANJE ANAEROBNIH I AEROBNIH SPOSOBNOSTI KOD STUDENATA
KRIMINALISTIKO POLICIJSKE AKADEMIJE .............................................................................................. 316
DEMONSTRATION OF ANAEROBIC AND AEROBIC ABILITIES AMONG THE STUDENTS OF
POLICE ACADEMY ................................................................................................................................................. 326
Darko Stojanovi
EFEKTI ASA SPORTSKIH AKTIVNOSTI U NASTAVI FIZIKOG VASPITANA ............................... 336
THE EFFECTS OF SPORTS ACTIVITY CLASSES WITHIN THE PHYSICAL EDUCATION
CURRICULUM ........................................................................................................................................................... 344
Dragoljub Vinji, Zoran Sretenovi
EVALUACIJA PREDMETA FIZIKO VASPITANJE-IZABRANI SPORT U OSNOVNOJ KOLI ......... 354
EVALUATION OF SUBJECT PHYSICAL EDUCATION -ELECTED SPORT IN ELEMENTARY
SCHOOLS .................................................................................................................................................................... 359
Vedrana Velimirovi, Katarina Vienti, Robert Ropret
MERE BEZBEDNOSTI U PRAKTINOJ NASTAVI SKIJANJA STUDENATA FSFV-a
U BEOGRADU ............................................................................................................................................................ 364
SAFETY MEASURES FOR PRACTICAL SKIING TEACHING FOR STUDENTS OF FSFV
IN BELGRADE ............................................................................................................................................................ 370
ivorad Markovi, Aleksandar Ignjatovi
UTICAJ ELEMENTARNIH I SPORTSKIH IGARA NA AKTIVNO VREME VEBANJA ....................... 376
THE INFLUENCE OF ELEMENTARY AND SPORT GAMES ON ACTIVE EXERCISE TIME ............. 384
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ore Stefanovi
VRLINE PRAVOSLAVNIH SVETIH RATNIKA U FUNKCIJI VASPITANJA MLADIH
SPORTISTA ................................................................................................................................................................. 392
THE VIRTUES OF ORTHODOX HOLY WARRIORS IN EDUCATION YOANG ATHLETES ............. 397
Lidija Moskovljevi, Ana Orli, Duanka Lazarevi
RELACIJE NEKIH PSIHOLOKIH KARAKTERISTIKA I USPENOSTI U RITMIKOJ
GIMNASTICI KOD OSOBA RAZLIITOG POLA .......................................................................................... 403
RELATION OF SOME PSYCHOLOGICAL CHARACTERISTICS AND SUCCESSFULNESS IN
RHYTHMIC GYMNASTICS WITH PERSONS OF DIFFERENT SEXES .................................................... 411
Saa Milojevi, Bojan Jankovi, Goran Vukovi, Boban Milojkovi
ODREENE KARAKTERISTIKE MALOLETNIKA LANOVA NAVIJAKIH GRUPA
U REPUBLICI SRBIJI ................................................................................................................................................. 419
CERTAIN CHARACTERISTICS OF MINORS MEMBERS OF SUPPORTERS GROUPS IN THE
REPUBLIC OF SERBIA ............................................................................................................................................. 427
Sanja Pani, Duan Miti
PRIMERI DOBRE PRAKSE SPORTA ZA SVE .................................................................................................... 435
THE BEST PRACTICES SPORT FOR ALL .......................................................................................................... 445
Ana Veskovi, Nenad Koropanovski.
TA INI SADRAJ FUNKCIONALNE UKLJUENOSTI RODITELJA U SPORT MLADIH? ............ 456
WHAT IS THE CONTENT OF FUNCTIONAL ENGAGEMENT OF PARENTS IN SPORTS
ACTIVITY OF THE YOUTH? ................................................................................................................................ 467
Nenad Koropanovski, Ana Veskovi, Sreko Jovanovi
CILJNA USMERENOST KARATISTA .................................................................................................................. 478
THE GOAL ORIENTATION OF KARATISTS ................................................................................................... 485
Duan Miti, Vedran irkovi
EFEKTI PRIMENE DVONEDELJNOG PROGRAMA ,,IGOTICA NA GOJAZNOST DECE
UZRASTA 12 DO 18 GODINA .............................................................................................................................. 492
EFFECTS OF APPLYING 2-WEEKS LONG IGOTICA PROGRAM ON OBESITY IN 12-18
YEARS OLD CHILDREN ......................................................................................................................................... 500
Ivaylo Lazarov
KOMPARATIVNA ANALIZA ANTROPOMETRIJSKIH MERENJA KOD ENA I MUKARACA
TRKAA NA SREDNJE DISTANCE NA SREDNJE STAZE ........................................................................ 509
COMPARATIVE ANALYSIS OF ANTHROPOMETRIC MEASUREMENTS WITH MEN AND
WOMEN RUNNERS OF MIDDLE DISTANCES ............................................................................................ 515
Stefan Stoykov, Rumiana Karapetrova, Georgi Stoykov, Ivaylo Lazarov, Julia Solomu
ANTROPOMETRIJA KAO PREDUSLOV ZA ODABIR NADARENE DECE ZA ATLETIKU
(DVANAESTOGODINJACI) ................................................................................................................................. 521
ANTHROPOMETRY AS A PRECONDITION FOR SELECTION OF TALENTED CHILDREN FOR
ATHLETICS (12 YEARS OLD) ............................................................................................................................... 526
Rumiana Karapetrova, Joseph Broglie, Georgi Stoykov, Ivaylo Lazarov, Fehim Djoshan
PULS TOKOM TRENANOG OPTEREENJA I MIROVANJA KAO KRITERIJUM STRESA I
ADAPTACIJE U TRANJU NA SREDNJE STAZE ............................................................................................ 531
HEART RATE DURING TRAINING LOADS AND AT REST AS CRITERIA FOR STRESS AND
ADAPTATION IN MIDDLE-DISTANCE RUNNING ...................................................................................... 536
Grigor Gutev, Plamen Nyagin, Iva Dimova, Ivaylo Lazarov
DINAMIKA REZULTATA ELITNIH TRKAA NA 110 M SA PREPONAMA SA ASPEKTA
STAROSNE DOBI ...................................................................................................................................................... 540
ELITE 110 M HURDLERS RESULTS DYNAMICS WITH REGARD TO AGE ........................................... 547
Predrag Dragosavljevi, Milinko Dabovi, Gorana Teanovi
PROCENA EFEKATA REKREACIJE NA OSNOVU SOCIJALNO-ISKUSTVENIH OBELEJA ............ 554
EVALUATION OF THE EFFECTS OF RECREATION ON THE BASIS OF SOCIAL EXPERIENCE
CHARACTERISTICS ................................................................................................................................................ 560
Saa Jovanovi, Gorana Teanovi, Predrag Dragosavljevi, Goran Grahovac
NEKE PROMENE MOTORIKIH SPOSOBNOSTI KOD JAZZ PLESAICA PRIMENOM
SPECIFINIH VEBI ZA SKAKAE U ATLETICI .......................................................................................... 566
SOME CHANGES OF MOTORICAL ABILITIES IN JAZZ-BALLET DANCERS USING SPECIFIC
EXERCISES FOR JUMPERS IN ATHLETICS ...................................................................................................... 571
Zbornik radova
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Napomena
Svi radovi publikovani u ovom Meunarodnom zborniku su dvostruko recenzirani. Recenzenti
su bili:
Urednik prof. dr Duan Miti (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)

prof. dr Boo Bokan (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)

prof. dr Dragan Mirkov (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
prof. dr Dragoljub Vinji (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
prof. dr Duan Ugarkovi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
prof. dr Duanka Lazarevi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
prof. dr Goran irovi (Visoka graevinsko-geodetska kola strukovnih studija)
prof. dr Goran Vukovi (Kriminalistiko-policijska akademija, Beograd)
prof. dr Saa Jakovljevi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
prof. dr Sreko Jovanovi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
prof. dr Stanimir Stojiljkovi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Aleksandar Nedeljkovi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Aleksandra Popovi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Goran Kasum (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Goran Nei (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Irina Juhas (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Marija Macura (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Marina orevi Niki (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
van. prof. dr Milivoj Dopsaj (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
doc. dr Ana Orli (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
doc. dr Ana Veskovi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
doc. dr Dejan Suzovi (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
doc. dr Robert Ropret (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
doc. dr Sanja Mandari (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)
prof. dr Alexandar Nazarkin (Institut za kliniku rehabilitaciju, Tula, Rusija)
prof. dr Branislav Antala (Univerzitet Comenius, Fakultet fizikog vaspitanja i sporta, Bratislava,
Slovaka)
prof. dr Dana Badau (Univerzitet za medicinu i farmaciju,Tirgu Mures, Rumunija)
prof. dr Erdal Zorba (Gazi Univerzitet, kola za fiziko obrazovanje i sport, Turska)
prof. dr Evdokia Samouilidou (Srednja eksperimentalna kola Smyrna & Evangelica, Atina, Grka)
prof. dr Ivo Jirasek (Univerzitet Palacky, Fakultet za fiziku kulturu, Olomouk, eka)
prof. dr Marc Cloes (Univerzitet Liege, Meunarodna asocijacija fizikog vaspitanja visokog
obrazovanja, Belgija)
prof. dr Mehmet Gunay (Gazi Univerzitet, kola za fiziko obrazovanje i sport, Turska)
prof. dr Mirna Andrijaevi (Univerzitet u Zagrebu, Kinezioloki fakultet, Hrvatska)
prof. dr Peter Hofmann (Univerzitet u Gracu, FACSM Institut sportskih nauka, Austrija)
prof. dr Slobodan Jari (Univerzitet Delaware, SAD)
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Acknowledgments
All articles published in the Proceedings of the International Conference are reviewed by double
blind review methods, and the reviewers were:
Editor Associate Prof. Duan Miti, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)

Prof. Boo Bokan, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. irovi Goran, Ph.D. (Vocational civil engineering and geodetic school)
Prof. Dragan Mirkov, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. Dragoljub Vinji , Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. Duan Ugarkovi, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. Duanka Lazarevi , Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. Goran Vukovi, Ph.D. (Academy of Criminalistic and Police Studies, Belgrade, Serbia)
Prof. Saa Jakovljevi, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. Sreko Jovanovi, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. Stanimir Stojiljkovi, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Assoc.prof. Aleksandar Nedeljkovi, Ph.D. (University of Belgrade, Faculty of Sport and Physical
Education)
Assoc.prof. Aleksandra Popovi, Ph.D. (University of Belgrade, Faculty of Sport and Physical
Education)
Assoc.prof. Goran Kasum, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Assoc.prof. Goran Nei, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Assoc.prof. Irina Juhas, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Assoc.prof. Marija Macura, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Assoc.prof. Marina orevi Niki, Ph.D. (University of Belgrade, Faculty of Sport and Physical
Education)
Assoc.prof. Milivoj Dopsaj, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Asst.prof. Ana Orli, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Asst.prof. Ana Veskovi, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Asst.prof. Dejan Suzovi, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Asst.prof. Robert Ropret, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Asst.prof. Sanja Mandari, Ph.D. (University of Belgrade, Faculty of Sport and Physical Education)
Prof. Alexandar Nazarkin , Ph.D. (The Institute of Clinical Rehabilitation, Tula, Russia)
Prof. Branislav Antala, Ph.D. (Comenius University, Faculty of Physical Education and Sport,
Bratislava, Slovakia)
Prof. Dana Badau, Ph.D. (University of Medicine and Pharmacy of Tirgu Mures, Romania)
Prof. Erdal Zorba, Ph.D. (School of Physical Education and Sport, Gazi University, Turkey)
Prof. Evdokia Samouilidou, Ph.D. (Experimental High School Smyrna & Evangelical School, Athens,
Greece)
Prof. Ivo Jirasek , Ph.D. (Palacky University, Faculty of Physical Culture, Olomouc, Czech Republic)
Prof. Marc Cloes, Ph.D. (International Association of Physical Education in Higher Education,
University of Liege)
Prof. Mehmet Gunay , Ph.D. (School of Physical Education and Sport, Gazi University, Turkey)
Prof. Mirna Andrijaevi , Ph.D. (University of Zagreb, Faculty of Kinesiology)
Prof. Peter Hofmann , Ph.D. (FACSM, Institute of Sports Science, University of Graz)
Prof. Slobodan Jari , Ph.D. (University Delaware, USA)
Zbornik radova
Sadraj
UDK 796/799
PREDGOVOR
Meunarodna nauna konferencija nam je omoguila da predstavimo aktuelne rezultate sopstvenih istraivanja i uspostavimo aktivnu komunikaciju sa tokovima istraivakih trendova u graninim oblastima praenja efekata fizike aktivnosti. Od 2011. godine, na osnovu obaveze iz projekta
III 47015, realizujemo meunarodnu konferenciju pod istim nazivom: EFEKTI PRIMENE FIZIKE
AKTIVNOSTI NA ANTROPOLOKI STATUS DECE, OMLADINE I ODRASLIH.
Formirano je zainteresovano jezgro istraivaa koji redovno uestvuju u radu konferencije i
time daju podrku konceptu interdisciplinarne saradnje. Paralelni projekti (III-47015, III-47008 i
175037) koje realizuju nastavnici i saradnici sa vie fakulteta u nekoliko timova koriste ovu Konferenciju kao mesto ukrtanja rezultata i sueljavanja razliitih istraivakih ideja, na osnovu ega smo
doli do Tematskog zbornika radova sa nae Meunarodne naune konferencije.
Ranije opredeljenje dobija svoj puni smisao jer kroz rad Konferencije postiemo da se ira
nauna javnost upozna sa poslednjim naunim istraivanjima kojima se procenjuju efekti primene
fizike aktivnosti na antropoloki status dece, omladine i odraslih, kao i mogunosti primene dobijenih nalaza u praksi fizikog vaspitanja, sporta, rekreacije i radu specijalizovanih ustanova.
Meunarodna nauna konferencija odrana 2014. godine je donela nekoliko noviteta koje bi
trebalo da zadrimo i za sledee skupove:
naa Meunarodna nauna konferencija bila je u zvaninim programima FIEP-a, matine
evropske organizacije profesora fizikog vaspitanja i organizacije TAFISA koja predstavlja
pokret Sport za sve u Meunarodnom olimpijskom komitetu (MOK).
pored Ministarstva nauke, prosvete i tehnolokog razvoja podralo nas je i Ministarstvo
omladine i sporta a Asocijacija sport za sve Srbije bila je na partner u organizaciji
konferencije.
naa konferencija je akreditovana u programu strunog usavravanja za profesore fizikog
vaspitanja (ZUOV Odluka br. 176-4/2014. od 17. 11. 2014.).
pozivni predavaima su pored uvodnih tema imali po jedno dodatno predavanje za studente
Doktorskih i Master diplomskih studija ime dajemo doprinos negovanju istraivakog
opredeljenja na ovim nivoima studija.
Strukturu konferencije ini 9 odvojenih sesija i poster sesija na kojima su predstavljena 84 rada
koji nam dolaze iz veeg broja zemalja. Ponosni smo jer je na meunarodni nauni odbor i recenzenti okupio strunjake iz 10 zemalja.
Nauni odbor je, prema kriterijumima koji su raspisani u pozivu za meunarodnu naunu
konferenciju, prihvatio radove na srpskom i engleskom jeziku u izvornoj formi koju su autori dostavili. Nekoliko radova nije prihvaeno a kod jedne treine radova bila je potrebna korekcija. Konano
na Tematski zbornik radova sastoji se od 37 radova in extenso koje su autori izloili na Konferenciji
i koji su proli dodatnu recenziju.
Predsednik Naunog odbora

prof. dr Duan Miti
10
Sadraj
UDK 796/799
PREFACE
The International Scientific Conference enabled us to present current results of our research
and establish active exchange about current tendencies in border areas of monitoring of physical activity effects. Since 2011, based on the project no. III 47015, we organize an international conference
with the same topic: EFFECTS OF PHYSICAL ACTIVITY APPLICATION TO ANTHROPOLOGICAL STATUS WITH CHILDREN, YOUTH AND ADULTS.
A core group of interested researches was formed and they regularly attend the conference
and thus support interdisciplinary cooperation, Additional, ongoing projects (III-47015, III-47008
and 175037) realized by the teachers and associates from several faculties in a few teams use the
Conference as the spot of intersection of results and discussions of various research ideas, and thus
contributed to the Thematic conference proceedings of our International Scientific Conference.
The earlier commitment gets its full meaning because, through the Conference work, we
achieve that broader scientific community becomes familiar with the latest scientific research used
to assess the effects of physical activity application to anthropological status of children, youth and
adults, as well as the possibility of implementation of these findings in the practice of physical education, sports, recreation and work of specialized institutions.
The 2014 International Conference introduced several novelties that we should keep even for
the next meetings:
Our International Scientific Conference was introduced in the official programmes of
both FIEP, the core European organisation of physical education teachers, and TAFISA
organization that represents movement Sport for All in the IOC.
Beside the Ministry of Science, Education and Technological Development we were
supported by the Ministry of Youth and Sport and the Association Sport for All was our
partner for conference organisation.
Our Conference was accredited in the Program of Professional Advanced Training for PE
teachers (Law on bases of education system, Decision no. 176-4/2014. of 17 November
2014).
The invited lecturers, besides the plenary lectures, provided an additional lecture each for
our master and doctoral students, which contributed to cherishing research dedication at
this level of studies.
The Conference was composed of 9 main areas and 84 poster sessions, presenting papers from
a large number of countries. We are proud because our international Scientific Board and reviewers
gathered eminent professionals from 10 different countries.
The Scientific Board, according to the criteria from the invitation for the international conference, accepted papers in Serbian and English language in their original form, as received by the authors. Few papers were rejected and one third of papers required corrections. Finally, the Thematic
Conference Proceedings included 37 papers in extenso presented at the Conference and additionally
reviewed.
President of the Scientific Board

prof. Duan Miti Ph.D.
Zbornik radova
11
Sadraj
12
Analiza stava o igri i razlike u odnosu na pol i mjesto stanovanja
UDK 159.942:796
ANALIZA STAVA O IGRI I RAZLIKE U ODNOSU

NA POL I MJESTO STANOVANJA
Vlado Jakovljevi1, Sneana V. Bijeli2, Vladimir Jakovljevi2

Student drugog ciklusa studija (master studija) na Fakultetu fizikog vaspitanja i sporta,
Univerzitet u Banjoj Luci, Bosna i Hercegovina
2
Fakultet fizikog vaspitanja i sporta, Univerzitet u Banjoj Luci, Bosna i Hercegovina
UVOD
Igra je sastavni dio svih dosadanjih civilizacija, sutinska potreba i nain na koji se dijete
razvija u zdravu, aktivnu i kreativnu linost. U ovom radu, kada se govori o igrama, misli se na
elementarne kretne igre koje djeca upranjavaju samostalno igrajui se u dvoritu, ispred zgrade ili na igralitu, ali i na one igre koje nastavnici primjenjuju u nastavnom programu fizikog
vaspitanja, vrtia i kola. Igre su osnovni oblik tjelesne aktivnosti djece predkolskog i kolskog
uzrasta, a u radu predmet istraivanja. U potpunosti zadovoljavaju primarnu potrebu djeteta za
kretanjem, ujedno doprinose pravilnom rastu i razvoju mladog organizma (bra je cirkulacija, odnosno, izmjena materija, disanje je dublje, probava postaje bolja, sveobuhvatno jaa se organizam,
itd), pozitivno utiu na intelektualni razvoj djeteta, kao i na njegovu socijalizaciju. O igri su pisali
mnogi autori. Govorei o igri Mladenovi kae: I danas je igra najiri etnokoreoloki termin, koji
ima praslavenski korenigr-. Njime su obuhvaene razne vrste zabave (st.slov. igra, j.slov. igra, rus.
igra, e. hra, polj. igra, g.lu jhra, d.lu.gra). (premaJoci, 1995, 65).Baviti se igrom znai baviti se
sloenom i velikom nepoznanicom kao to je i sam ivot. Fink (1984) smatra da su igra, ljubav, rad,
vladanje i smrt temeljni fenomeni ljudskog postojanja. Po njemu se igra ne deava kao besciljna
aktivnost, bez smisla, naprotiv, ona je uvijek proeta duhom, smiljena je, ima svoj cilj i ostvaruje
bitnu funkciju. Isti autor za igru kae da ona nije dodatak ivotu, nije rubna pojava, nije samo
radi odmora, oputanja i zabave, nije prigodna i okrepljujua pauza, ve je ona sam ivot, prolazi
kroz cijeli ljudski ivot do dna i odreuje bitno njegov nain bivstva, a takoer i nain ljudskog
razumijevanja bivstva.Polazei od sutine igre, odnosno dejstva koje igra proizvodi, moe se citirati nekoliko autora. S. Pavievi kae: U ivotu je igra slatki opoj kojem se ovjek nikad ne moe
potpuno oteti, niti mu se odupreti (Pavievi, 1988, 18), a Heraklit Efeanin, grki mudrac, jo
oko 500 godina prije Hrista rekao je Vrijeme je svijeta dijete koje se igra kamicima djeja je igra
carstvo (prema Fink, 1970, 31). Prema Pavloviu:
Igra je tako sloena i velika nepoznanica, kao i sam ivoti zato je vrlo teko dati valjane odgovore na pitanja: ta je igra, kakav joj je smisao, ta joj je cilj, zato se dijete, odrastao ovjek, pa,
ak i ivotinja igraju, ta ih podstie na igru, ta im ona prua, ime tako plijeni, opija i oarava,
da se zaboravljaju svakodnevne obaveze, obaveze zbilje. (Pavlovi, 2002, 5).
Igra je po Eljkonjinu, poznatom ruskom djejem psihologu, kola slobodnog ponaanja, po
Leontjevu, igra je kola morala na delu, ali oba se slau da je igra glavna delatnost koja opredeljuje
razvoj intelektualnih, fizikih i moralnih snaga deteta. (prema Abramenkova, 2005, 348-349). Razliiti
pristupi igri i njenom znaaju u razvoju djeteta kreiraju razmiljanje, samu realizaciju i evaluaciju igre
u razliitim razdobljima djetinjstva. Bitno je naglasiti da se veliki broj autora, posveenih problemima
igre, slae sa tim, koji znaaj u sazrijevanju djeteta one imaju. Opte prihvaena je postavka da je igra
Zbornik radova
13
oblik aktivnosti koju djeca spontano, dobrovoljno i sa zadovoljstvom upranjavaju. Leskoek to kae
ovako:
Igra je spontana, slobodno izabrana i prijatna aktivnost koja ima za cilj potvrivanje individualnih i kolektivnih sposobnosti. Ona je najstariji vid vaspitanja uopte, a fizikog vaspitanja
posebno. Genetiki posmatrano ona je ishodite svih fizikih vebi. Povod za nju lei u tenji
oveka za kretanjem u nagonskoj tenji da se oslobodi mirovanja ili optereenja. (Leskoek,
1976, 86).
Kako se igra nalazi u osnovi naeg postojanja, to znai da ne pripada samo razdoblju djetinjstva, ve itavom ivotu, igraju se i odrasli, na drugaiji nain, tajnovitije, privatnije. Odrasli, se ne
igraju potpuno bezazleno, otvoreno, neusiljeno i sa toliko zanosa kao to to ine djeca. Svaki ovjek
poznaje veliki broj igara iz vlastitog ivota i kada toga ne bi bilo ljudski ivot bi bio nepotpun, bez
dovoljno radosti i zadovoljstva. Istina, na prvi pogled se ini da se igra javlja sama po sebi, kao svakodnevna pojava, kao aktivnost radi odmora i zabave, ali naprotiv, ona je sutinska potreba ivota
uopte. Za Huizinga igra
...ukraava ivot, dopunjuje ga i po tome je neophodna pojedincu kao bioloka funkcija i neophodna drutvu, zbog smisla koji sadri, zbog njenog znaenja, zbog izraajne snage i zbog
duhovnih i socijalnih veza koje stvara: ukratko, neophodna je kao funkcija kulture (Huizing,
1970,19).
Vaso Pelagi vrlo jasno istie:
Deco, aci, radite nune poslove, ali svakom prilikom igrajte se, trite, skaite, pevajte,
zvidukajte, plivajte i gimnastiite se: jer je to jaki tvorac vaeg telesnog zdravlja, energije i
umne bistroe. (Pelagi, 1974, 110)
U svom radu Bijeli i Pavlovi (2010) smatraju da postavi li se u kontekst dananjice igra, realno je ustvrditi da se djeca vie ne igraju onih igara koje su igrale generacije djece prije njih, ne borave
vremenski toliki period u prirodi (naselju, ispred zgrade, parkovima itd.), ne rijetko se igraju samo sa
istim polom (djevojice sa djevojicama, a djeaci sa djeacima), odnosi meu njima su vrlo grubi,
kao i same igre, ee se igraju sami, u svojoj sobi, za raunarom, u potpuno imaginarnom svijetu koji
su za njih pripremili drugi, u fizioloki nepravilnom poloaju (sjedeem ili poluleeem).
Mnogo je pozitivnih karakteristika koje se pripisuju igri: djeca su u igrama okupljena u manje ili vee skupine, sadejstvuju, ovisna su jedni o drugima, podvrgavaju se odreenim pravilima i
zakonitostima zajednice; igra ih ui ustrajnosti, razvija samopouzdanje, drugarstvo, istinoljubivost,
smjelost, hrabrost, pravinost; u igri se navikavaju kako na pobjede, tako i na poraze; raspoloenje
stvoreno kroz igru povoljno djeluje na emocionalni razvoj djeteta; igrom se utie na razvijanje motorikih i funkcionalnih sposobnosti; potie se stvaralaka mo, kreativnost u stvaranju novih igara
ili modifikaciji postojeih. Igre imaju saznajno stvaralaku, estetsku, socijalnu, altruistiku, radnu
i druge funkcije (postizanje radosti zbog samog uea u igri, jaanje duhovnih sposobnosti, uvanje
kulturnog i nacionalnog nasljea) koje dolaze do izraaja zavisno od vrste igre. Igrom se ostvaruju: komunikacija, potreba za afirmacijom, postignuem, samopotvrivanjem, za ljubavlju i pripadanjem, elja za izazovom, iekivanjem, zanosom, nadmudrivanjem, takmienjem, ustanovljavanjem
i potovanjem pravila, tenji ka sigurnou, slobodi. Naravno, pozitivni efekti igre ne zavravaju
nabrojanim, ima ih zaista mnogo.
Osim igre predmet rada su i stavovi uenika. Stavovi predstavljaju dinamiku crtu linosti,
znaajne faktore ponaanja, pa prema tome i znaajne osobine linosti. Mogu biti lini i zajedniki,
steeni su iskustvom i formirani u toku ivota pod raznim uticajima. Od stava esto zavise procjene,
miljenja, ali i akcije pojedinaca i gotovo uvijek su praeni vie ili manje intenzivnim emocijama.
Posebno je znaajan uticaj stavova na ponaanje ljudi. Oni su vrlo esto pokretaka snaga, motivi
koji izazivaju odreene postupke, a predstavljaju interakciju kognitivne, konativne i afektivne (emocionalne) funkcije linosti. Kognitivnu komponentu stava ine shvatanja i znanja o objektima prema
kojima postoji stav. Da postoji emocionalna, odnosno, afektivna komponenta govori to to se uvijek
14
ukljuuju osjeanja u vezi sa objektom prema kojem postoji stav. Konativna komponenta sadrana
je u tendenciji da se uini neto u odnosu na objekat prema kome se ima stav; da se stupi u akciju,
da se, ako je stav pozitivan, pomogne u realizaciji ili da se usljed negativnog stava zaustavi ili suzbije
aktivnost. Smatra se da postoje tri glavna razloga otpornosti stavova na promjene. Prvi je selektivni karakter percipiranja i sjeanja, postojei stavovi utiu na to kako e se zapaati nove situacije.
Drugi razlog je izbjegavanje situacija koje bi mogle uticati na mijenjanje stavova, i trei, socijalni
pritisak da se usvojeni stavovi zadre nepromijenjeni, zbog potrebe pripadanja grupi koja ima ve
formirane stavove u odnosu na neke pojave. Stavovi imaju obiljeja i to: smjer, stepen, intenzitet i
prominentnost (izdojenost). Smjer oznaava za i protiv, stepen - opseg korelacije stava, intenzitet jainu osjeanja kojom se pojedinac pridrava nekog stava i prominentnost izraava znaaj koji neki
stav ima unutar miljenja pojedinca. Pratei dinamiku razvoja u sportu, nastavi, rekreaciji, stavovi
otkrivaju opredjeljenje ispitanika, unutranje inioce i faktore koji na to utiu. Upravo iz tih razloga
problem ovog rada predstavlja analiza stava o igri i razlike u odnosu na neka obiljeja (pol i mjesto
stanovanja). Ciljem koji je postavljen eli se utvrditi da li je stav uenika prema igri pozitivan ili
negativan, te da li se on razlikuje u odnosu na polnu pripadnost i mjesto stanovanja. U skladu s tim
postavljena je i hipoteza H1 da je stav uenika prema igri pozitivan, H2 da u odnosu na pol ne postoje
znaajne razlike u stavu i H3 da u odnosu na mjesto stanovanja postoje znaajne razlike u odnosu na
stav ispitanika.
METOD
Za prikupljanje i obradu podataka, koritene su neeksperimentalna survey metoda transverzalnog tipa, metoda teorijske analize, istorijska metoda, kao i deskriptivna i kauzalna metoda. Zbog
prirode istraivanog problema primjenjena je tehnika skaliranja, a kao instrument za prikupljanje
podataka je upotrebljen upitnik sa petostepenom Likertovom skalom. Upitnik je podijeljen na dva
dijela. Prvi dio je obuhvatio nekoliko socijalnih obiljeja (pol, mjesto stanovanja...), a drugi dio skalu
za procjenu stava sa 23 pitanja. Za ovu skalu su utvrene metrijske karakteristike preliminarnim
istraivanjem. Valjanost skale je utvrena na osnovu oigledne valjanosti, uvaavanja stepena slaganja eksperata i testiranjem znaajnosti razlika izmeu grupa. Diskriminativnost skale je dokazana na
osnovu analize stavki, a pouzdanost je izraunata pomou Cronbach alpha koeficijenta koji iznosi
0.6966.
Uzorak ispitanika je uzet iz populacije uenika devetih razreda osnovnih kola sa podruja
banjaluke regije. To je reprezentativan, namjeran uzorak u odnosu na starost. Svi su ispitanici polaznici devetog razreda, ali je sluajan po pitanju izbora razreda u okviru kola u kojima je provedeno
istraivanje. kole se nalaze u veem gradu, manjim gradovima i selima navedene regije. Ukupno je
u istraivanju sudjelovalo 406 uenika, od kojih je 202 mukog pola i 204 enskog pola. Po mjestu
stanovanja 51 ispitanik je sa sela, 252 su iz manjih gradova, a 103 iz veeg grada.
Uzorak varijabli ine dvije prediktorske varijable: pol i mjesto stanovanja, odnosno, pohaanja
kole, i krijerijumska varijabla predstavlja stav ispitanika o igri.
Podaci prikljupljeni tokom istraivanja obraeni su postupcima deskriptivne i komparativne
statistike. Za analizu osnovnih statistikih podataka i distribucije rezultata primijenjene su deskriptivni parametri, aritmetika sredina, varijaciona irina, standardna devijacija, varijansa, mjere asimetrinosti i zakrivljenosti (Skewness i Kurtosis) i Kolmogorov-Smirnovljev test, koji je posluio za
testiranje normaliteta raspodjele svih rezultata, zatim faktorska analiza za odreivanja subfaktora.
Iz prostora komparativne statistike koritena je diskriminativna procedura testiranje razlika aritmetikih sredina velikih nezavisnih uzoraka Mann -Vitney U test i Kruskall - Wallisov test. Koriten je
statistiki paket SPSS verzija 11.0.
Zbornik radova
15
REZULTATI
Tabela 1. Deskriptivna statistika
SUMA
Min
Max
S.D.
406
2.04
4.78
3.75
0.56
60
50
40
30
20
10
Std. Dev = .56

Mean = 3.75
N = 406.00
75
50
4.
4.
25
00
4.
4.
75
50
3.
3.
25
00
3.
3.
75
50
2.
2.
25
00
2.
2.
SUMAX
Grafikon 1. Raspored rezultata stava o igri

Tabela 2. Stepen izrazitosti stava ispitanika
Stepen izrazitosti stava
Uopte se ne slaem
Uglavnom se ne slaem
Neodluansam
Uglavnom se slaem
Potpuno se slaem
Ukupno
Frekvencija
1.0
114
28.0
288
71.0
406
100
Iz Tabele 2. se vidi da je pozitivan stav o igri imalo 71% ili 288 ispitanika, neutralan 28% ili 114
ispitanika i negativan 1% ili 4 ispitanika. Na osnovu ovakvih rezultata moe se tvrditi da ispitanici
imaju znaajno pozitivan stav o igri. Izrazito velik broj ispitanika je iskazao da igru doivljava kao
neto prijatno. Ipak injenica je da relativno veliki broj ispitanika (neto oko ) nema definisan stav
o igri, to opet govori o tome da igra u njihovom odrastanju nije nala adekvatno mjesto, odnosno,
nije ostavila dovoljno tragova koji bi formirali stav. Ovakvo stanje je reklo bi se zabrinjavajue, jer
znajui sve koristi igre, postavlja se pitanje koji drugi sadraji su toj djeci zamjenili igru, na koji nain, kojim sredstvima, pomagalima, metodama i oblicima rada. Dananji nain ivota u odreenoj
mjeri deplasira igru i svjesnost o igri, jer je tehnoloki napredak uticao na promjenu naina igranja i
16
komunikacije meu djecom koja je bitna znaajka igre. Negativan stav o igri ima 4 ispitanika, to je
u odnosu na ukupan broj ispitanih zaista malo, iako svaki negativan stav o igri zahtjeva detaljniju
analizu i elaboraciju.
Tabela 3. Faktorske strukture odgovora
Factor 1
Factor2
Factor3
Factor4
esto sam posljednji

izabran u ekipi za igru
Volim da se igram sam
Volim sam da smiljam

nove igre
Kroz igru bolje

upoznajem prijatelje
Kad sam bio mali niko

me od odraslih nije uio
da se igram
Ne volim da se igram
ako znam da neu da
pobjedim
Igra mi prua veliki

osjeaj zadovoljstva i
sree
Igra nema smisla ako

nije zabavna
Volim igru, ali niko nee

samnom da se igra
esto sam nesretan kad

se igram
Kada se igram imam

osjeaj da nisam u
stvarnom ivotu
Najvie sam se igrao dok

nisam iao u kolu
Ne volim da se istiem
u igri
Igram se samo kada to

moji drugari ele
Igra je zanoskoji me
ispunjava
esto se u igri
posvaam
ovjek treba da se igra

samo u djetinjstvu
Najvie volim da
se igram sa svojim
roditeljima
Roditelji mi brane da se
igram vani sa drugarima
Ne volim da se drugi
igraju mojim stvarima
(lopta, reket,..)
esto gubim
samopouzdanje dok se
igram
Uopte ne volim da se
igram igara u kojima
sam fiziki aktivan
Volim da se igram samo
sa osobama svoga pola
Nakon izvrene faktorske analize, dobijeni rezultati provedenog istraivanja su se grupisali,

odnosno, faktorizacijom su izdvojena etiri faktora. Na osnovu ovoga svaka grupa pitanja je posmatrana kao odreeni subfaktor. Prvi subfaktor nazvan Percepcija linog uea (PLU) obuhvata
poimanje sopstvenog uea u igri i determinie ga devet pitanja (2, 5, 6, 7, 9, 11, 13, 15 i 16). Drugi
subfaktor je konativni faktor (KON), ukljuuje sedam pitanja (12, 20, 21, 23, 24, 25 i 27), a odnosi se
na odreene akcije i privrenost igri. Trei subfaktor pod nazivom Emocionalni (EMO), a obuhvata
etiri pitanja (1, 17, 18 i 19) u kojima preovladava osjeaj koji igra prua ispitaniku. etvrti subfaktor
je motivacioni (MOT), ine ga tri pitanja (3, 22 i 26) i odnosi se na motiv koji usmjerava ispitanika
da uestvuje u igri. Za svaki subfaktor (PLU, KON, EMO i MOT) su izraunate aritmetike sredine,
imale vrijednost od 1-5. Rasporeene su u skalu koja je analizirala stepen izrazitosti (prominentnosti) stava u rasponu 1-2.5 negativan stav (izrazito i umjereno), 2.51-3.5 neodluan stav (ravnoduan),
3.51-5.0 pozitivan stav (izrazito i umjereno).
Zbornik radova
17
Tabela 4. Rezultati stepena izrazitosti stava po subfaktorima

Subfaktor-PLU
Potpuno se slaem
Ukupno
Subtest-MOT
k.fr
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
34
8.4
8.4
35
8.6
8.6
47
11.6
11.6
28
6.9
6.9
115
28.3
36.7
83
20.4
29.0
125
30.8
42.4
87
21.4
28.3
257
60.3
100
288
71.0
100
234
57.6
100
291
71.7
100
406
100
100
406
100
100
406
100
100
406
100
100
Uglavnom se slaem
Subtest-EMO
Fre.
Uopte se ne slaem
Neodluan sam
Subtest-KON
Na prvom subfaktoru (PLU) koji se konkretno odnosi na analizu stava o linom ueu u igri,
analizom odgovora dobijeni su podaci da 60.3% ispitanika ima potpuno i umjereno pozitivan stav,
neodlunih je 28.3%, dok potpuno i umjereno negativan stav ima samo 8.4%. Rezultati na drugom
subfaktoru (KON), koji se odnosi na privrenost prema igri, pokazuju da 71% ispitanika ima potpuno i umjereno pozitivan stav, neodlunih je 20.4%, a potpuno i umjereno negativnih ima samo
8.6%. U treem subfaktoru (EMO), koji se odnose na emocije u igri, rezultati su pokazali da potpuno
i umjereno pozitivan stav ima 57.6%, neodluanih je 30.8%, a potpuno i umjereno negativan 11.6%.
Rezultati na etvrtom subfaktoru (MOT), koji se odnose na motivaciju u igri, su pokazali da potpuno
i umjereno pozitivan stav ima 71.7% ispitanika, neodlunih je 21.4%, a potpuno i umjereno negativan samo 6.9%. Po stepenu prominentnosti stava ispitanika svim subfaktorima utvreno je da se
istiu subfaktori MOT i KON sa oko 12% razlike u odnosu na druga dva subfaktora.
Tabela 5. Stepen izrazitosti stava prema polu ispitanika
Mukarci
Fre.
Fre.
1.5
0.5
68
33.7
46
22.5
131
64.8
157
77.0
202
100
204
100
Uopte se ne slaem
Neodluan sam
Uglavnom se slaem
Potpuno se slaem
Ukupno
ene
Tabela 6. Odnos stava o igri i polne pripadnosti ispitanika

SUMA
18
Mann-Whitney U
16775.50
Wilcoxon W
37278.50
-3.24
Sig.
0.00
U odnosu na pol stepen izrazitosti stava je rasporeen na sljedei nain. Od ukupno 202 ispitanika mukog pola pozitivan stav je iskazalo 64,8% ili 131 ispitanik, neodluan stav 33.7% ili 68
ispitanika, dok su negativan stav imali 1.5% ili 3 ispitanika. Od ukupno 204 ispitanika enskog pola
pozitivan stav je imalo 77% ili 157 ispitanica, neodlunih je bilo 22.5% ili 46, dok ne negativan stav
imalo 0.5% ili 1 ispitanica. Komparirajui ispitanike po polnoj pripadnosti moe se zakljuiti da su
ispitanici enskog pola imali procentualno za 12.2% pozitivniji stav od osoba mukog pola. Isto tako
ispitanici mukog pola su bili neodluniji za 11.2% vie od ispitanika enskog pola. Premda je pretpostavka bila da nee biti razlike u odnosu na polnu pripadnost, ona se ipak pojavila, a razlozi to
su ispitanici enskog pola imali znatno pozitivniji stav od ispitanika mukog pola mogu se objasniti
izaenijom zrelou djevojica zbog ranijeg ulaska u pubertet, potpunijom socijalizacijom djevojica
u tom uzrastu, ali i meu starijima, vrstom motivacije za igru i irem spektru izbora igara kod djevojica, kao i broju uesnika u samoj igri. Ranije sazrijevanje podrazumijeva potpuniju asimilaciju u
drutvu, kako unutar kolskog uzrasta, tako i sa starijim dobnih skupinama (adolescenti). U smislu
motivacije za igru kod djeaka preovladava elja za dokazivanje, kao i izraen takmiarski duh, ime
je suen izbor igara. Nasuprot tome, djevoice imaju mnogo veu lepezu igara koje upranjavaju,
jer nisu ograniene na pomenute motive. Takoe, kod djeaka je oblik organizacije igre, najee
vezan za igranje u grupi (ekipe), dok se djevojice igraju i u paru, u manjim ili veim grupama. Iz
tog proizilazi da se djevojice veoma lako organizuju u igri i kad ih je mali broj (lasti, kolica i sl.),
dok je kod djeaka potrebno zadovoljiti broj zbog najeih igara koje igraju (npr. fudbal, koarka i
sl.). Bitna razlika je i to to djeaci nerijetko izbjegavaju igru sa djevojicama, to kod djevojica nije
sluaj, one se rado igraju i sa djeacima i djevojicama.
Razlika u izrazitosti stava o igri prema polu, potvrena je i Mann-Whitney-evim testom koji
pokazuje da izmeu dva posmatrana pola postoji statistiki znaajna razlika na nivou znaajnosti
0.01 u odnosu na stav o igri.
Tabela 7. Stepen izrazitosti stava u odnosu na pol po subfaktorima
Stepen izrazitosti
stava
Uopte se ne slaem
Neodluan sam
Uglavnom se slaem
Potpuno se slaem
Ukupno
Stepen izrazitosti
stava
Uopte se ne slaem
Neodluan sam
Uglavnom se slaem
Potpuno se slaem
Ukupno
Zbornik radova
Subtest-PLU
mukarci
ene
Subtest-EMO
mukarci
ene
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
21
10.4
10.4
13
6.4
6.4
24
11.9
11.9
23
11.3
11.3
63
31.2
41.6
52
25.5
31.9
68
33.7
45.6
57
27.9
39.2
118
58.4
100
139
68.1
100
110
54.4
100
124
60.8
100
202
100
100
204
100
100
202
100
100
204
100
100
Subtest-KON
mukarci
Subtest-MOT
ene
mukarci
ene
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
21
10.4
10.4
14
6.8
6.8
22
10.9
10.9
2.9
2.9
48
23.7
34.1
35
17.2
24.0
46
22.8
33.7
41
20.1
23.0
133
65.9
100
155
76.0
100
134
66.3
100
157
77.0
100
202
100
100
204
100
100
202
100
100
204
100
100
19
Tabela 8. Rezultati Mann-Witney testa- subfaktori i pol

PLU
KON
EMO
MOT
Mann-Witneyx U
17939.00
17953.50
19709.00
15547.00
Wilcoxon W
38442.00
38456.50
40212.00
36050.00
-2.26
-2.25
-0.76
-4.32
Sig.
0.02
0.02
0.45
0.00
Rezultati Mann-Witney U testa u odnosu na pol pokazuju da se u odnosu na ovaj kriterijum

ispitanici statistiki znaajno razlikuju u dva subfaktora (PLU i KON) na nivou znaajnosti 0.05, dok
je razlika na subfaktoru MOT na nivou znaajnosti 0.01. Iz Tabele 7. se moe uoiti da su ispitanici
enskog pola imali prosjeno za oko 10% pozitivnije stavove od ispitanika mukog pola u odnosu na
sve subfaktore. Pojedinano po subfaktorima najvea razlika se uoava kod motivacionog subfaktora gdje je 77% ispitanika enskog pola iskazalo pozitivan stav u odnosu na 66.3% ispitanika mukog
pola. Sljedea najvea razlika je kod drugog subfaktora i iznosi 10.1% u korist ispitanika enskog
pola. U prvom subfaktoru razlika iznosi 9.7%, a u treem emocionalnom ona je najmanja i iznosi
6.4%. S obzirom da je i Mann-Whitney U test pokazao da se upravo u prva tri navedena (MOT, KON
i PLU) subfaktora pojavila statistiki znaajna razlika po polu, moe se zakljuiti da se ispitanici
mukog i enskog pola razlikuju po pitanju stava o igri.
Tabela 9. Rezultati Kruskall-Wallisovog testa Odnos stava o igri i mjesta stanovanja
SUMA
20
Chi-Square
0.91
df
Sig.
0.64
Tabela 10. Stepen izrazitosti stava u odnosu na mjesto stanovanja po subfaktorima

Subtest-MOT

uopte se ne slaem
uglavnom se ne slaem
neodluansam
uglavnom se slaem
potpuno se slaem
Ukupno
selo
Manji grad
Vei grad
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
9.8
9.8
16
6.4
6.4
6.8
6.8
14
27.5
37.3
49
19.4
25.8
24
23.3
30.1
32
62.7
100
187
74.2
100
72
69.9
100
51
100
100
252
100
100
103
100
100
Subtest-EMO
uopte se ne slaem
neodluansam
uglavnom se slaem
potpuno se slaem
Ukupno
selo
Manji grad
Vei grad
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
5.9
5.9
28
11.1
11.1
16
15.5
15.5
14
27.5
33.4
79
31.4
42.5
32
31.2
46.7
34
66.6
100
145
57.5
100
55
53.3
100
51
100
100
252
100
100
103
100
100
Subtest-KON
uopte se ne slaem
neodluansam
uglavnom se slaem
potpuno se slaem
Ukupno
selo
Manji grad
Vei grad
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
5.9
5.9
26
10.3
10.3
5.8
5.8
17.6
23.5
53
21.0
31.3
21
20.3
26.1
39
76.5
100
173
68.7
100
76
73.7
100
51
100
100
252
100
100
103
100
100
Subtest-PLU
uopte se ne slaem
neodluansam
uglavnom se slaem
potpuno se slaem
Ukupno
Zbornik radova
selo
Manji grad
Vei grad
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
3.9
3.9
22
8.7
8.7
10
9.7
9.7
18
35.3
39.2
76
30.2
38.9
21
20.4
30.1
31
60.8
100
154
61.1
100
72
69.9
100
51
100
100
252
100
100
103
100
100
21
Tabela 11. Rezultati Kruskall-Wallisovog testa subfaktori i mjesto stanovanja

PLU
KON
EMO
MOT
Chi-Square
3.03
2.96
3.73
5.21
Df.
Sig.
0.14
0.23
0.16
0.07
Kao to je vidljivo iz prethodnih tabela razlika meu ispitanicima prema kriterijumu mjesto
stanovanja u odnosu na stav o igri nisu pokazali da postoji statistiki znaajna razlika meu njima.
Rezultati varijable mjesto stanovanja nisu pokazali statistiki znaajnu razliku ni u odnosu na sva
etiri subfaktora. Nepostojanje razlike u stavu o igri zavisno od mjesta stanovanja autori vide u tome
to su se drutveni uslovi na selu, u manjem ili veem gradu promijenili, u smislu pribliavanja. To
govori da djeca, danas, na selu provode slobodno vrijeme u domenu igre, slino kao i djeca u gradovima, tj igraju se istih ili slinih igara. Da bi do kraja bili otvoreni, moe se iz toga iitati da se i na
selu, i u manjem ili veem gradu, djeca sve manje igraju poznatih kretnih igara, a sve vie vremena
provode uz raunare, video igrice, u sportskim kladionicama i sl.
ZAKLJUAK
Istraivanje provedeno na uzorku uenika devetih razreda osnovnih kola banjaluke regije
koje je kao problem rada postavilo analizu stava o igri i razlike u odnosu na polnu pripadnost i mjesto
stanovanja, odnosno, mjesto gdje ispitanici pohaaju kolu (selo, manji grad i vei grad), pokazalo
je da je stav o igri znaajno pozitivan. Time je hipoteza H1 potvrena. Takoe, rezultati govore da u
odnosu na polnu pripadnost postoji statistiki znaajna razlika u stavu o igri izmeu djeaka i djevojica (hipoteza H2 nije potvrena), ali da ne postoji statistiki znaajna razlika u odnosu na mjesto
stanovanja ispitanika (hipoteza H3 nije potvrena). Autori razloge statistiki znaajno pozitivnijeg
stava ispitanika enskog pola, u odnosu na muki pol, obrazlau izraenijom zrelou djevojica
prvenstveno zbog ranijeg ulaska u pubertet, to se ujedno odraava i na potpuniju socijalizaciju djevojica. Djevojice imaju druge vrste motivacija u igri od djeaka, iji je osnovni motiv takmienje,
odnosno, dokazivanje kroz takmiarsku igru. One se u igri stavljaju u razliite ivotne uloge kao to
su npr. uloga majke, uiteljice, doktorice, prodavaice, balerine, pjevaice i sl. S tim u vezi je i mnogo
iri izbor igara koje djevojice upranjavaju. Oblik organizacije igre i broj igraa je jo jedna evidentna razlika meu njima. Djeaci se najee igraju u grupi tj. ekipama, za ta im je potreban relativno
velik broj igraa, dok djevojice nisu optereene ovim. One se igraju i u paru, i u manjoj, ali i veoj
grupi, ovisno o tome koliko ih ima. To govori u prilog ranije izreenom, da se one lake organizuju. Uz sve to, djevojice vrlo rado u svoje igre ukljuuju i djeake, to obratno, najee, nije sluaj.
Razloge koji su doveli do toga da ne postoji statistiki znaajna razlika izmeu ispitanika po mjestu
stanovanja, autori rada vide u promjeni drutvenih uslova na selu, manjem ili veem gradu, u smislu
da su veoma slini. Djeca na selu, manjem ili veem gradu, provode slobodno vrijeme igrajui se istih
ili slinih igara. Djeca se sve manje igraju poznatih kretnih igara, ne stvaraju nove kretne igre, ve
sve vie postaju konzumenti virtuelnih video igrica, vrijeme provode uz raunar, u sportskim kladionicama, kafiima, uz TV prijemnike i sl. Iz svega navedenog zakljuuje se da se zbog pozitivnog
aspekta igre na psihiko i fiziko zdravlje djece mnogo vie panje treba posvetiti kretnim igrama
u predkolskom i kolskom obrazovanju u okviru nastave fizikog vaspitanja, ali i u osmiljavanju
slobodog vremena djece, kako bi vrijednosti igre ostavile to znaajnije tragove u njihovom ivotu.
22
LITERATURA
1. Bijeli S.,, Pavlovi, P. (2011); Igranjem do igre, Zbornik radova sa 2.Internacionalnog kongresa
Antropoloki aspekti sporta, fizikog vaspitanja i rekreacije Banjaluka, U. Simovi, S.
2. Fink, E. (1970); Oaza sree, Osijek
3. Fink, E. (1984); Osnovni fenomeni ljudskog postojanja, Nolit Beograd
4. Huizing, J. (1970); Homo ludens, Matica Hrvatska Zagreb
5. Leskoek, J. (1976); Teorija fizike kulture, Partizan Beograd
6. Pavievi, S. (1988); ivot kao igra, Ideje 2, Beograd
7. Pavlovi, P. (2002); Prilog egzegezi igre, Viteka organizacija srpski soko, Srpsko Sarajevo
8. Pelagi, V. (1974); Narodni uitelj, Sloboda Beograd
Zbornik radova
23
UDK 159.942:796
ANALYSIS OF ATTITUDE ABOUT THE GAME AND THE DIFFERENCES

WITH RESPECT TO GENDER AND PLACE OF RESIDENCE
Vlado Jakovljevi1, Sneana V. Bijeli2, Vladimir Jakovljevi2

1
Student second cycle studies (Masters studies) at the Faculty of Physical Education and Sport,
University of Banja Luka, Bosnia and Herzegovina
2
Faculty of Physical Education and Sport, University of Banja Luka, Bosnia and Herzegovina
INTRODUCTION
Play is an integral part of all civilisations, essential need and the way that child develops into a
healthy, active and creative person. In this material, we write about elementary motion games practiced by children on the playground, at school, but also games practiced on physical education lessons.
Elementary motion games are basic form of physical activity of pre-school and school children. Play
fulfills motion as primary need of children, contribute normal growth and development, and has
positive influence on children intellectual development, and socialization too. Many authors wrote
about play. Speaking about the play Mladenovic says: Nowadays play is the broadest ethnochoreological term, which has Proto-Slavic root igr. It covers various types of entertainment (Proto-slavic
igra; South-Slovenian igra; Russian igra; Czech hra; Polish igra etc.) (according to
Joci, 1995, 65). Deal with the play means to deal with complex and large unknown as life itself. Fink
(1984) believes that the play, love, work, behavior and death are fundamental phenomena of human
existence. According to him, play is not going as aimless activity, without meaning. On the contrary,
it is always imbued with the spirit, it is designed, it has a goal and achieves important function. The
same author for play says that is not life supplement, not marginal phenomenon, not only for rest,
relaxation and fun, is not appropriate and refreshing break, but it is life itself, it passes through the
whole human life to the bottom and essentially determines its way of being, and also a way of understanding the human being. Starting from the essence of the play, or the fact that the play produces
we can quote several authors. S. Pavicevic says: In life, play is sweet potion to which man can never
fully escape from, nor resist (Pavievi, 1988, 18), Heraclitus of Ephesus, Greek philosopher, about
500 years before Christ, said The time of the World is a child who plays pebbles,- children play is
an empire (Fink, 1970, 31). According to Pavlovi:
Play is so complex and big unknown, as life itself, and therefore it is difficult to give valid answers to the questions:what is play, what is the meaning of play, what its goal, why the child,
adult, and even animals play, what encourages them to play, what does play provide to them,
why is it so captivate, making people forget their daily commitments , commitments of reality? (Pavlovic, 2002, 5).
According to Eljkonjin, the famous Russian child psychologist, the play is school of free behavior, according to Leontiev, play is school of ethic , buth both of them agree that play is the main
activity that defines development of intellectual, physical and moral strength of the child (Abramenkova 2005,348/349). Different approaches to the play and its importance in the development of
child create reflection, the realization and evaluation of the play in different periods of childhood.
It is important to emphasize that a large number of authors, dedicated to the problems of the play,
agrees that games have signifcant importance of the maturation of the child. Generally accepted pre-
24
Analysis of Attitude About the Game and the Differences with Respect to Gender And Place Of Residence
mise is that the play is form of activity that children spontaneously, voluntarily and gladly practice.
Leskovsek says:
The game is spontaneous, freely chosen and enjoyable activity that aims to confirm individual
and collective capabilities.It is the oldest form of education in general, and physical education
in particular.Genetically speaking it is the origin of all physical exercises.The reason for it lies
in the tendency of man to move in the instinctive tendency to get rid of inaction or stress.
(Leskoek, 1976, 86).
Play takes part in basis of our existance, which means it does not belong just to the period of
childhood, but entire life, adults play too, in a different way, secretive, private. Adults do not play
completely innocent, open, easy and with so much enthusiasm as children do. Every man knows a
great number of games from his own life, and if it would be opposite a human life would be incomplete, without enough joy and satisfaction. True, at first glance it seems that the play appears itself
as an everyday occurrence, as an activity to rest and have fun, but on the contrary, it is the essential
need of life in general. For Huizinga play
...decorates life, supplements it, therefore is necessary for each person as biological function
and necessary for a society, because sense that it contains, because of its meaning, due to the
expressive power and because of the spiritual and social connections that the play creates: in
short, it is necessary as a function of culture. (Huizinga, 1970, 19).
Vaso Pelagi very clearly states:
Children, students, do necessary work, but on each occasion play, run, jump, sing, whistle,
swim and do gymnastic: because it is a powerful creator of your physical health, energy and
purity of mind. (Pelagi, 1974, 110).
In their work Bijeli and Pavlovi (2010) think that if we put play in the context of today, it is
reasonable to conclude that children do not play those games which were played by generations of
children before them, they do not spend so much time in nature (in playgraunds, parks, in front of
their homes etc.), mostly they play with the same gender, (girls with girls and boys with boys), relationships and games between them are very rough, they often play alone, in their rooms, on computer,
in completely imaginary world that was prepared form them by others, in a physiologically incorrect
position (sitting or semi-reclining).
There are many positive characteristics attributed to the play: the children are gathered in
smaller or larger groups during play, they act together, they dependent on each other, they submit
to certain rules and principles of comunity; play teaches them perseverance, develops self-confidence, friendship, truthfulness, boldness, courage, fairness; play is getting used to the victories and
the defeats;mood created through the play has beneficial effect on the emotional development of
the child;play has influence to the development of motor and functional abilities;encourages the
creative power, creativity in creating new games or modification of existing ones.The play have cognitive - creative, aesthetic, social, altruistic, work and other functions (achieving joy because of
the participation in the play, strengthening spiritual abilities, preservation of cultural and national
heritage) that makes expression depending on the type of play. The things achieved by the play:
communication, the need for affirmation, achievement, self-affirmation, love and belonging, desire
for challenge, anticipation, enthusiasm and outsmarting, competition, establishing and respecting
rules, the pursuit of security and freedom. Of course, the positive effects of the play do not end up
listed, there are indeed many. Beside the play, subject of this work is attitude about the play too.
Attitudes represent dynamic personality trait, significant behavioral factors, and therefore significant personality attributes. Attitudes can be personal and mutual, they are acquired by experience
and formed during the life under various influences. Estimates, opinions, but actions of individuals too, often depend of an attitude, and almost always are accompanied by more or less intense
emotions. The influence of attitudes is especially important for behavior. Attitudes are the driving
force often, the motives that cause certain actions, and represent the interaction of cognitive, conative and affective (emotional) personality functions. Cognitive component of an attitude is made of
Zbornik radova
25
understanding and knowledge of the objects to which attitude is related.To prove that there is an
emotional or affective component, says the fact that feelings are included always about the object
to which attitude is related. Conative component is contained in the tendency of doing something
in relation to the object to which it has an attitude;to take action, if the attitude is positive, help in
the realization or due to the negative attitude stop or suppress the activity. It is believed that there
are three main reasons for resistance of an attitude change. The first is the selective character of
perception and memory, existing attitudes affect how the new situations will be perceived. Another
reason is to avoid situations that might affect the changing attitudes, and third, the social pressure
to retain the attitudes adopted unchanged, due to the need of belonging to a group that has already
formed attitudes in relation to someapearances. Attitudes have features such as: direction, degree,
intensity and prominence (detachment).Direction means for and against, the degree attitude range
correlations, intensity - the intensity of feeling which the individual adheres to an attitude expresses
the importance, and prominence expresses importance which some attitude has inside of particular
person. Following the dynamics of development in sport, education, recreation, attitudes reveal the
commitment of respondents, internal factors and the factors that influence this. For these reasons,
the problem of this paper is represented by analysis of an attitude on playand differences compared
to some of the characteristics (gender and place of residence).The objective which is set seeks to
determine whether students attitudes toward the play is positive or negative, and whether it differs
in regard to gender and place of residence.Therefore, hypothesis H1 says that students attitude to
play is positive, hypothesis H2 says that there is no significant differences in relation to gender, and
H3 says that there are significant differences in relation to place of residence.
METHOD
For data acquisition and processing were used nonexperimental survey method of transversal type, method of theoretical analysis, historical method, as well as descriptive and causal method.Due to the nature of the problem studied technique was applied scaling, and as an instrument
for data collection a questionnaire with a five-item Likert scale was used. The questionnaire was
divided into two parts.The first part consists several social characteristics (gender, place of residence...), and the second part of the scale for assessing attitude with 23 questions. Metric characteristics
are established for this scale by preliminary research. The validity of the scale was determined on the
basis of face validity, respect the degree of agreement of experts and testing the significance of differences between groups.Discrimination of the scale has been proven based on the analysis of items,
and reliability was calculated using the Cronbach alpha coefficient of 0.6966.
The sample of respondents was taken from a population of ninth grade students of elementary
schools from the area of Banja
Luka region.It is representative, deliberate pattern in relation to age.

All respondents were participating ninth grade, but is random in terms of choice of class within
the school where the study was conducted. Schools were located in a large city, small towns and
countryside of the respective region.In total, 406 students participated, of whom 202 males and 204
females.By place of residence, 51 subjects from villages, 252 were from small towns, and 103 from
a larger city.
Two predictor variables consists the sample of variables: gender and place of residence, in other words, school attendance, and criterion variable represents respondents play attitude.
Data collected during research were analyzed using descriptive and comparative statistics. For
the analysis of basic statistical data and results distributionwere applied descriptive parameters, the
arithmetic mean, variation width, standard deviation, variance, measures of asymmetry and curvature (Skewness and Kurtosis) and the Kolmogorov-Smirnov test, which is used to test the normality
of the distribution of all scores, then factor analysis for determining subfactors. From the area of
comparative statistic we used discriminative procedures testing arithmetic mean difference of large
independent samples Mann -Vitney U test and Kruskall - Wallis test.We used the statistical package
SPSS version 11.0.
26
RESULTS
Table 1. and descriptive statistics
SUM
Min
Max
S.D.
406
2.04
4.78
3.75
0.56
60
50
40
30
20
10
Std. Dev = .56

Mean = 3.75
N = 406.00
75
50
4.
25
4.
00
4.
75
4.
50
3.
25
3.
00
3.
75
3.
50
2.
25
2.
00
2.
2.
SUMAX
Graph 1. Play attitude grade

Table 2. The degree of severity of respondents attitude
Degree of severity
I disagree
Mostly I disagree
I am indecisive
Mostly I agree
I agree
Total
Frequency
1.0
114
28.0
288
71.0
406
100
Table 2. shows that a positive attitude about the play had a 71% or 288 respondents, 28% neutral, or 114 respondents and a negative 1% or 4 respondents.Based on these results, it can be stated
that the respondents have a significantly positive attitude about the play.Extremely large number
of respondents expressed that the play is seen as something pleasant. Yet the fact is that a relatively
large number of respondents (something about ) has no clear attitude on the play, which indicates
that play has not found an appropriate place in their upbringing, respectively, had not left enough
clues to form an attitude. This situation is said to be worrisome, because knowing all the benefits of
the play, the question is which other facilities were replaced children play, how, by what means, tools,
Zbornik radova
27
methods and forms of work. Todays way of life to some extent displaces the play and awareness of
the play, because technological advances contributed to changing modes of play and communication
among children which is an essential feature of the play. A negative attitude about the play has four
respondents, as compared to the total number of respondents really small, although every negative
attitude about the play demands a more detailed analysis and elaboration.
Table 3. Factor structure of the response
Factor 1
Factor2
Factor3
Factor4
I am the last chosen in

team to play very often
I like to play alone
I like to invent new

games
I initiate frends better

through the play
Nobody taught me to
play when I was very
young
I do not like to play if I

know I will not win
The play gives me a great

feeling of satisfaction
and joy
The play does not make

sense if it is not fun
I like to play, but nobody

wants to play with me
I am often unhappy
when I play
When I play I feel Im

not in real life
Most I played until I

went to school
I do not like to excel

myself in the game
I play only when my

friends want
The play is joy that fills

me
I argue in the play often
The man should be

played only in childhood
I like to play with my

parents most
My parents dont let me

play outside with friends
I do not like others to

play with my toys (ball,
racket, ..)
I often lose confidence
when I play
I dont like to play games
require physical activity
I like to play only with
my gender
After completion of the factor analysis, the results of the study were grouped, ie, factorization
revealed four factors.Based on this, each group of questions is seen as a particular subfactor.The
first subfactor is called Perception of personal participation (PLU) involves understanding ones own
participation in the game and it is determined by nine questions (2, 5, 6, 7, 9, 11, 13, 15 and 16). The
Second subfactor is conative factor (KON), includes seven questions (12, 20, 21, 23, 24, 25 and 27),
and refers to specific actions and commitment to the game.The third subfactor called Emotional
(EMO), and includes four questions (1, 17, 18 and 19) in which the prevailing feeling that the game
offers to respondent.Fourth subfactor is motivational (MOT), consisting of three questions (3, 22
and 26) and refers to a motif that directs the respondent to participate in the play. Arithmetic mean
were calculated for each subfactor, which had value from 1 to 5. Values are arranged in scale to
analyze the degree of severity of attitude in the range 1-2.5 negative attitude (highly and moderately),
2.51-3.5 hesitant attitude (indifferent), 3.51-5.0 positive (highly and moderately).
28
Table 4. The results of the degree of severity of attitudes by subfactors

The degree of severity
I disagree
Mostly I disagree
Hesitant
Mostly I agree
I agree
Total
Subfactor-PLU
Subfactor-KON
Subfactor-EMO
Subfactor-MOT
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
34
8.4
8.4
35
8.6
8.6
47
11.6
11.6
28
6.9
6.9
115
28.3
36.7
83
20.4
29.0
125
30.8
42.4
87
21.4
28.3
257
60.3
100
288
71.0
100
234
57.6
100
291
71.7
100
406
100
100
406
100
100
406
100
100
406
100
100
On the first subfactor (PLU) which specifically refers to the analysis of the attitude about
personal participation in the play, analysis of the responses obtained data that 60.3% of respondents
have a full and moderately positive attitude, undecided is 28.3%, while the full and moderately negative attitude has only 8.4%.Results on the second subfactor (KON), which refers to the commitment
of the game, show that 71% of respondents have a full and moderately positive attitude, undecided
is 20.4%, a full and moderately negative is only 8.6%. In the third subfactor (EMO), which refers to
the emotions during play, the results showed that full and moderately positive attitude has 57.6%,
30.8% are hesitantsm, and complete and moderately negative 11.6%. Results on the fourth subfactor
(MOT), which refers to motivation in the play, showed that full and moderately positive attitude
has 71.7% of respondents, undecided is 21.4%, a full and moderately negative 6.9%.Acording to the
degree of severityof respondents attitude of all respondents was determined that subfactors MOT
and CON excell with about 12% of the difference compared to the other two subfactors.
Table 5. The results of the degree of severity of attitudes by gender
Males
Fre.
Fre.
1.5
0.5
68
33.7
46
22.5
131
64.8
157
77.0
202
100
204
100
I disagree
Mostly I disagree
Hesitant
Mostly I agree
I agree
Total
Females
Table 6. Relation of play attitude and gender

SUM
Zbornik radova
Mann-Whitney U
16775.50
Wilcoxon W
37278.50
-3.24
Sig.
0.00
29
In relation to gender the degree of severity is distributed in the following way.From a total
of 202 male respondents 64.8% expressed a positive attitude (131 respondents), a hesitant attitude
33.7% or 68 respondents, while a negative attitude had 1.5% or 3 respondents.From a total of 204
female 77% respondents had a positive attitude (157 respondents), undecided was 22.5%, or 46, until a negative attitude had 0.5% or 1 respondent. Comparison of respondents by gender concludes
that the female respondents had a percentage of 12.2% more positive attitude of males.Also male
respondents were indecisive 11.2% more than female respondents. Although the assumption was
that there would be differences in regard to the gender, it still appeared, and the reasons that female
respondents had significantly more positive attitudes than male respondents can be explained with
more pronounced maturity (entering puberty earlier), more complete socialization of girls this age,
but also among the elderly, kind of motivation for the game and a wider range of choice of games for
girls, as well as the number of participants in the games. Earlier maturation implies a more complete
assimilation into society, both within the school age and the older age groups (adolescents).In terms
of motivation to play boys prevailed desire to prove, and expressed the spirit of competition, which
reduces the variety of games.In contrast, girls have a much higher range of games that practice, because they are not limited to the abovementioned motifs.Also boyss form of organization of play,
usually means playing in the group (team), while the girls play in pairs, in small or large groups. It
means that the girls organize games pretty much easy even when a small number of them play (rubber band, hopscotch etc.), while the boys needed greater number of participants for the most
common games played (footbal, basketball, etc.). An important difference is that boys often avoid
playing girls, which is not the case for the girls, they are happy to play with the boys and girls. The
difference in the severity attitude on play related to gender, was confirmed by the Mann-Whitney
test. It shows there is statistically significant difference at the 0.01 significance level in relation to
play attitude between genders.
Table 7. The degree of severity of play attitude related to gender according to subfactors
Subfactor-PLU
I disagree
Mostly I disagree
Hesistant
Mostly I agree
I agree
UTotal
males
Subfactor-EMO
females
males
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
21
10.4
10.4
13
6.4
6.4
24
11.9
11.9
23
11.3
11.3
63
31.2
41.6
52
25.5
31.9
68
33.7
45.6
57
27.9
39.2
118
58.4
100
139
68.1
100
110
54.4
100
124
60.8
100
202
100
100
204
100
100
202
100
100
204
100
100
Subfactor-KON
I disagree
Mostly I disagree
Hesitant
Mostly I agree
I agree
Total
30
females
males
Subfactor-MOT
females
males
females
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
21
10.4
10.4
14
6.8
6.8
22
10.9
10.9
2.9
2.9
48
23.7
34.1
35
17.2
24.0
46
22.8
33.7
41
20.1
23.0
133
65.9
100
155
76.0
100
134
66.3
100
157
77.0
100
202
100
100
204
100
100
202
100
100
204
100
100
Table 8. Results of Kruskall Wallis test ; subfactors, gender

PLU
KON
EMO
MOT
Mann-Witneyx U
17939.00
17953.50
19709.00
15547.00
Wilcoxon W
38442.00
38456.50
40212.00
36050.00
-2.26
-2.25
-0.76
-4.32
Sig.
0.02
0.02
0.45
0.00
The results of the Mann-Vitney U test in relation to gender showed that in relation to this
criterion respondents has statistically significant differences on three subfactors PLU and KON has
level of significance of 0.05, while the subfactor MOT has 0.01 significance level.From Table 7. it can
be seen that the female respondents had an average of about 10% more positive attitudes than male
respondents in relation to all subfactors. Individually by subfactors biggest difference was observed
in motivational subfactor where 77% of female respondents expressed a positive attitude in relation
to 66.3% of male respondents.The next largest difference is in the second subfactor and it was 10.1%
in favor of female respondents.In the first subfactor difference is 9.7%, while the third one is lowest
rate of 6.4%. Given that and the Mann-Whitney U test showed that statistically significant differences by gender appeared in the first three (MOT, KON and PLU) subfactors, it can be concluded that
the respondents of both gender differ in terms of attitude about the game.
Tabele 9. Results Kruskall-Wallisovog test - Relationship attitude about the game and place of
residence
SUM
Zbornik radova
Chi-Square
0.91
df
Sig.
0.64
31
Table 10. The degree of severity of play attitude related to place of residence according to
subfactors
Subfactor-MOT
Willage

I disagree
Mostly I disagree
Hesitant
Mostly I agree
I agree
Total
Smaller town
City
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
9.8
9.8
16
6.4
6.4
6.8
6.8
14
27.5
37.3
49
19.4
25.8
24
23.3
30.1
32
62.7
100
187
74.2
100
72
69.9
100
51
100
100
252
100
100
103
100
100
Subfactor-EMO
I disagree
Mostly I disagree
Hesitant
Mostly I agree
I agree
Total
Countryside
Smaller town
City
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
5.9
5.9
28
11.1
11.1
16
15.5
15.5
14
27.5
33.4
79
31.4
42.5
32
31.2
46.7
34
66.6
100
145
57.5
100
55
53.3
100
51
100
100
252
100
100
103
100
100
Subfactor - KON
I disagree
Mostly I disagree
Hesitant
Mostly I agree
I agree
Total
Countryside
Smaller town
City
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
5.9
5.9
26
10.3
10.3
5.8
5.8
17.6
23.5
53
21.0
31.3
21
20.3
26.1
39
76.5
100
173
68.7
100
76
73.7
100
51
100
100
252
100
100
103
100
100
Subfactor-PLU
Countryside

I disagree
Mostly I disagree
Hesitant
Mostly I agree
I agree
Total
32
Smaller town
City
Fre.
k.fr
Fre.
k.fr
Fre.
k.fr
3.9
3.9
22
8.7
8.7
10
9.7
9.7
18
35.3
39.2
76
30.2
38.9
21
20.4
30.1
31
60.8
100
154
61.1
100
72
69.9
100
51
100
100
252
100
100
103
100
100
Table 11. Results of Kruskall Wallis test; subfactors, place residence

PLU
KON
EMO
MOT
Chi-Square
3.03
2.96
3.73
5.21
Df.
Sig.
0.14
0.23
0.16
0.07
As can be seen from the tables differences between respondents according to the criterion of
place of residence in relation to the play attitude did not show a statistically significant difference
between them. Results of variable place of residence showed no statistically significant difference
in relation to all four subfactors.The absence of differences in attitude about the play depending on
the place of residence authors explain in the fact that the social conditions in the countryside, in a
smaller or larger city changed, in terms of convergence. It says that children in the countryside spend
their free time in the field of play, similar to children in the cities, ie, play the same or similar games.
In the countryside, smaller or larger city, children play motion games less than before, and spend
more time with computers, video games, in bet shops, etc.
CONCLUSION
Research conducted on a sample of ninth grade students of Banja Luka region primary schools
which proposed analysis of play attitude and differences related to gender and place of residence,
where participants attend school (rural, small town and large city), showed that the attitude on play
is significantly positive (hypothesis H1 is confirmed).Also the results show that in relation to the
gender there was no statistically significant difference in attitude about on play between boys and
girls (hypothesis H2 is not confirmed). Statistically significant difference in relation to the place of
residence of the respondents does not exist, too (hypothesis H3 is not confirmed). The reasons for
statistically significant more positive attitude of female respondents, compared to males, authors
explain with stronger maturity of girls, primarily due to early entry into puberty, which is also reflected in the complete socialization of girls. Girls have other types of motivation in the play compared
to boys whose motives are based on competition.When playing girls put themselves into various
roles, such as role of mother, teacher, doctor, dancers, singers etc. According to that it is much wider
selection of games that girls practice.The form of organization and the number of players is another
obvious difference between girls and boys.Boys usually play in a group or teams, which requires a
relatively large number of players, while girls are not burdened with this. They play in pairs, in smaler
or larger group, depending on how many girls there are to play. This speaks in favor of the previously
imposed, they organize themselves easier for play.In addition, the girls gladly include boys in their
games, while we can not say the oposite for boys. From the above it can be concluded that due to the
positive aspect of the game on the mental and physical health of children more attention should be
given to motion games in pre-school and school education especially nnder physical education, but
also in the creation of primary school childrens free time through school sports societies.
Zbornik radova
33
REFERENCES
1. Bijeli S.,, Pavlovi, P. (2011); Igranjem do igre, Zbornik radova sa 2.Internacionalnog kongresa
Antropoloki aspekti sporta, fizikog vaspitanja i rekreacije Banjaluka, U. Simovi, S.
2. Fink, E. (1970); Oaza sree, Osijek
3. Fink, E. (1984); Osnovni fenomeni ljudskog postojanja, Nolit Beograd
4. Huizing, J. (1970); Homo ludens, Matica Hrvatska Zagreb
5. Leskoek, J. (1976); Teorija fizike kulture, Partizan Beograd
6. Pavievi, S. (1988); ivot kao igra, Ideje 2, Beograd
7. Pavlovi, P. (2002); Prilog egzegezi igre, Viteka organizacija srpski soko, Srpsko Sarajevo
8. Pelagi, V. (1974); Narodni uitelj, Sloboda Beograd
34
Uloga metodike fizikog vaspitanja i psiholoke grupe predmeta u podizanju svesti studenata buduih vaspitaa...
UDK 159.942-057.875:796.015.1
ULOGA METODIKE FIZIKOG VASPITANJA I PSIHOLOKE GRUPE

PREDMETA U PODIZANJU SVESTI STUDENATA
BUDUIH VASPITAA O ZNAAJU FIZIKE AKTIVNOSTI
Nataa Sturza Mili1, Tanja Nedimovi2

1
2
Visoka kola strukovnih studija za vaspitae Mihailo Palov Vrac, Srbija

Visoka kola strukovnih studija za vaspitae Mihailo Palov Vrac, Srbija
UVOD
Promene koje se odvijaju u ljudskom razvoju, zahtevaju korekcije i ozbiljno promiljanje. U dananjem vremenu, telesno kretanje i vebanje predstavljaju napor koji se, kod veine osoba, izbegava. Pad motorikih i funkcionalnih kompetencija samo je jedan od razloga za akciju u cilju odrivosti
ljudskog razvoja. Kretanje je jedno od onih neophodnih ljudskih sposobnosti koje znaajno doprinosi kvalitetu ivota i razvoja. Odrasli (naroito, oni koji se bave vaspitno-obrazovnim radom) treba da
prenose kretni kapital na decu (Piot, S., 2012, Retar i sar., 2014, Sturza Mili, 2013). Postavlje se
pitanje, da li mogu biti odgovorni za ovako vaan zadatak ukoliko nisu razvili svoj lini kretni kapital? Fiziki aktivan ivotni stil moe voditi do poboljanja fiziolokog i psiholokog zdravlja mladih
ljudi (Jeffrey, 2010). Fizika aktivnost predstavlja kljuni faktor u poboljanju i odravanju sposobnosti ljudskog organizma, kao i u umanjenju posledica funkcionalnih i degenerativnih oboljenja, koja
se esto nazivaju bolesti naina ivota, dok sama promena naina ivota, ukljuujui i poveanje fizike aktivnosti, moe da dovede do smanjenja broja bolesti ili prerane smrti (Brati, 2014). Redovna
fizika aktivnost i zdrava ishrana predstavljaju vane faktore koji doprinose otpornosti organizma
na razliite bolesti (Archer i Blair, 2011, Videmek i sar., 2003). Zdravlje ljudi, budui da spreava
depresiju i anksioznost, neutralie efekte stresa, uz istovremeno podizanje i razvijanje samopotovanja i pozitivne slike o sebi (Jrime & Jrime, 2001, Matejak i Planinec, 2014). Naalost, kao
iskonska vrednost, fizika aktivnost sve vie nazaduje. Njen nedostatak ne dovodi samo do problema
u biolokom smislu, ve i do (samo)otuenja oveka i neprijateljskog odnosa prema drugim ljudima
(kof, 2010). Iako su korisni efekti vebanja i fizike aktivnosti za zdravlje dece i adolescenata dobro
poznati i dokazani, ipak je u mnogim razvijenim zemljama zabeleen pad u fizikoj aktivnosti, uz
rapidno poveanje telesne teine i gojaznosti (The Health and Social Care Information Centre, 2012,
Biddle i sar., 2004, 2010, Deforche i sar., 2006, Piot, R., 2012, 2014). Izvetaji Svetske zdravstvene
organizacije upozoravaju na to da je u zemljama EU (naroito, u istonom regionu) 2/3 populacije
starije od 15 godina nedovoljno fiziki aktivno (WHO, 2002). U tom kontekstu, preporuke Svetske
zdravstvene organizacije (WHO, 2010) kada je u pitanju populacija odraslih od 18 do 64 godina su
da na nedeljnom nivou umerenu fiziku aktivnost treba upranjavati najmanje 150 minuta, ili barem
75 minuta fiziku aktivnost energinog intenziteta (mogua je i ekvivalentna kombinacija fizike
aktivnosti srednjeg i snanog intenziteta). Istraivanja ukazuju na to da fizika aktivnost opada sa
uzrastom (nidarec ukovi i Ohnjec, 2014), pri emu se adolescencija prepoznaje kao period u
kome je ovaj pad najizraeniji. Istraivanja koja se bave fizikom aktivnou studentske populacije
pronala su da je od 35% do 75% studenata nedovoljno fiziki aktivno (Gomez-Lopez i sar., 2010).
Rezultati novijih istraivanja ukazuju na veliki pad fizike aktivnosti kod ljudi izmeu 18 i 24 godina.
Kritina taka u smanjenju fizike aktivnosti, ini se da se deava na prelazu iz srednje kole na faZbornik radova
35
kultet (Andrijaevi i sar., 2010, Rowland, 1999). Samo mali procenat srednjokolaca i studenata vodi
veoma aktivan ivotni stil. Rezultati navedenih studija ukazuju na to da su aktivnosti usmerene ka
promociji zdravih ivotnih stilova za uenike srednjih kola i studente nedovoljne, dok su iskuenja
bezbrojna i primamljiva. Razlozi za ovakav pad fizike aktivnosti mogu biti zbog pritiska na studente
da se akademski dokau (naroito na prvim godinama studija), kao i zbog pada uea u sportskim
aktivnostima. Jo jedan od moguih razloga je ograniena ponuda oblika fizike aktivnosti prilagoenih studentima (Han i sar., 2008). Potrebno je stvoriti uslove za redovno upranjavanje fizike
aktivnosti, u bilo kom obliku, sa napomenom da postoje populacione grupe koje zahtevaju posebnu
panju. Ovde se prevashodno misli na decu i mlade, kao i na starije osobe. Naravno, ne treba zapostaviti ni studente, koji e veoma brzo postati radno aktivna populacija (Abazovi i sar., 2014, Andrijaevi i sar., 2014; Cerar i Kondri, 2014; Pedii, 2014, Sturza-Mili, 2013). Naalost, poraavajui
podaci koji se odnose na nedovoljno fiziki aktivne mlade ljude, posebno se aktuelizuju kada su u
pitanju studenti - budui vaspitai. U fazi razvoja razliitih sposobnosti predkolske dece, odrasli
imaju veliku odgovornost da stvore podsticajnu okolinu za uenje i razvoj, koja e u prvom redu potpomoi razvoj motivacije. Od specifinih, obrazovnih postupaka koji mogu doprinositi celovitom
razvoju deteta, ini se da je jedan od najefikasnijih, zajednika fizika aktivnost odraslih (vaspitaa,
roditelja) i dece, pozitivan stav prema fizikoj aktivnosti i zdravom nainu ivota, zajednike etnje,
izleti, vonje biciklom, posete sportskim dogaajima i sl, naravno, uz stavljanje teita na inicijativu
i aktivnost deteta. Zato odreeni broj autora smatra da na motoriki razvoj i motoriku uspenost
dece utiu i socioloki faktori, koji se na mlaim uzrastima direktno dovode u vezu sa stavom i
primerom odraslih (ori, 2006, Piot, S., 2014, Sturza-Mili, 2008, 2014b, Videmek i sar., 2006,
Zajec i sar., 2010, Zajec i Cemi, 2010). Bavljenje fizikom aktivnou u periodu ranog detinjstva
uz podrku relevantnih odraslih, omoguava stvaranje pozitivnog odnosa prema fizikoj aktivnosti, stvaranju odgovarajuih navika i sistema vrednosti (ori, 2006). Naalost, razliiti nepotpuni,
neodgovarajui i pogreni pojmovi (misconceptions), podrazumeva se, i neadekvatan odnos prema
fizikoj aktivnosti, koje dete usvoji u ranom detinjstvu, otporni su i zadravaju se i za vreme formalnog kolovanja, ali i u odraslom dobu. Rani doivljaji vrlo snano utiu na delovanje pojedinca, vrlo
su slikoviti i teko se menjaju u odrasloj dobi, odnosno, u seanju pojedinca se uvaju kao doivljeni,
slikoviti prikazi (Valeni-Zuljan, 2008).
Zadatak vaspitanja je da olaka detetov samostalni razvoj stimulacijom njegovih iskustava, da
prui pomo vaspitaniku pri razumevanju i prihvatanju vrednosti. Veoma je vano naglasiti da e
fiziki aktivno dete, odnosno, dete koje je formiralo pozitivne navike i odnos prema fizikoj aktivnosti, verovatno postati fiziki aktivna odrasla osoba, koja e kao potencijalni roditelj, vaspita, uitelj,
dalje uticati na formiranje fiziki aktivne dece. Nepregledna je zdravstvena, socijalna, radna, sportska i svakolika druga korist od ovako formiranog povezanog kruga. Zajec i Cemi (2010) istiu ulogu
potencijalnih vaspitaa kao veoma vanog faktora kada je u pitanju kvalitet organizacije i uestalosti
fizike aktivnosti dece. Meutim, isti autori dolaze do rezultata da ispitani studenti (budui vaspitai) nisu dovoljno fiziki aktivni (samo 2h ukupno u toku nedelje, a trebalo bi minimum 5h), to nije
dovoljno za odravanje zdravlja. Zakljuuje se da svakodnevnica vaspitaa ima uticaja na subjektivne
teorije, koje, pak, imaju uticaja na kvalitet vaspitno-obrazovnog rada i na to u kom smeru vaspitai
usmeravaju svoju aktivnost. Uspeh profesije vaspitaa, takoe zavisi od dobrog zdravstvenog stanja
vaspitaa, koje je, opet, direktno povezano sa upranjavanjem svakodnevne fizike aktivnosti. Rostohar i Muhi (2010) su utvrdili da su vaspitai koji su u slobodnom vremenu bili fiziki aktivniji, u
vrtiu organizovali skoro 1h vie fizikih aktivnosti nedeljno, u odnosu na vaspitae koji su bili manje
fiziki aktivni u slobodnom vremenu. Rezultate objanjavaju pretpostavkom da se vaspitai u praksi
vie posveuju aktivnostima u oblastima u kojoj su jai, kompetentniji i koje vole u privatnom ivotu.
Osnovna pretpostavka kognitivno-konstruktivistike paradigme je da je delovanje pojedinca voeno
i utemeljeno na njegovim uverenjima, sastavu vrednosti, principima i iskustvu. Pojedini autori smatraju da je ivotni stil vaspitaa najvaniji faktor u vaspitanju i obrazovanju, i da skriveni kurikulum
nije samo ideoloki sadraj, ve da, itekako, prua oslonac obrazovnom procesu (Bahovec i Kodelja,
1996, poljar, 1993). Sa pravom se moe postaviti pitanje: Da li je pedagoko delovanje uopte mogue, ukoliko temelji nisu dobro postavljeni, odnosno, da li je mogue razvijati poeljne kompetencije
36
vaspitaa u oblasti fizikog vaspitanja ne obazirui se na njihovo dotadanje iskustvo u toj oblasti?
U vaspitno-obrazovnom radu, kada je u pitanju primena odreenih sadraja i aktivnosti, vaspitai
se esto rukovode prema sopstvenim afinitetima. Pretpostavlja se, da e rad biti kvalitetniji ukoliko
se primenjuju sadraji koji su vaspitaima blii, interesantniji (Jelovan i Zurc, 2014, Sturza-Mili,
2012, Zajec i Cemi, 2010).
U kontekstu savremenog ivota, postoji potreba da se obrazovanje buduih vaspitaa prilagoava novim uslovima i zahtevima. Pitanje obrazovanja i usavravanja vaspitaa u promenjenim
civilizacijskim okolnostima, jedno je od najvanijih za povoljan ishod rada sa decom predkolskog
uzrasta u okviru fizikog vaspitanja (Rajtmajer, 2008, Sturza-Mili, 2008, 2014a). Potrebno je, izmeu ostalog, tragati za raznovrsnijim i efikasnijim metodikim postupcima. U kontekstu rasprava
o krajnjoj neophodnosti podizanja fizike aktivnosti studenata - buduih vaspitaa, neophodno je
razmotriti koji nastavni predmeti svojim sadrajima mogu doprineti reavanju navedenog problema,
koje nastavne predmete je mogue inovirati u tom pravcu (naravno, uz svest o tome da se inovacije
(promene) nee desiti samo da bi se neto menjalo, nego e, prethodno, biti usklaene sa kontekstom:
mogunostima vaspitno-obrazovne institucije, interesovanjima, sposobnostima predavaa, zadatim
planovima i programima, oekivanjima razliitih stejkholdera i sl. Pitanja psihomotornog razvoja
dece predkolskog uzrasta predstavljaju dominantne teme u okviru psiholoke grupe predmeta u
obrazovanju buduih vaspitaa. Motorni razvoj predstavlja preduslov za razvoj svih ostalih aspekata razvoja kognitivnog, emocionalnog i socijalnog (Biro i Nedimovi, 2014). Za razvoj motorike
dece preduslov predstavlja tempo razvoja nervnog i miino-kotanog sistema. Veoma je znaajno
naglasiti da je rani razvoj motorike pod dominantnijim uticajem neurolokog sazrevanja, pa tako
prerano uenje deteta npr. da hoda ili da se penje i silazi niz stepenice (pre postignutog potrebnog nivoa neuroloke zrelosti i zrelosti miino-kotanog sistema) nee dati znaajne rezultate. Meutim,
nesumnjivo je da ne smemo izgubiti iz vida i znaaj stimulativne socijalne sredine za motorni razvoj
pod kojom se podrazumeva dovoljno prilika za dodire sa fizikom sredinom, za slobodnim kretanjem i fizikom aktivnou deteta u okviru njegovih razvojnih potencijala. U skladu sa tim, a imajui
u vidu holistiki pristup razvoju dece predkolskog uzrasta, od izuzetnog je znaaja edukovati budue vaspitae o ulozi i znaaju fizike aktivnosti za celovit psihofiziki razvoj dece. Osim pedagokih
(didaktiko-metodikih) predmeta, veliki znaaj u edukciji buduih vaspitaa o znaaju fizike aktivnosti za kompletan psihofiziki razvoj dece treba da ima i psiholoka grupa predmeta na visokim
kolama koje se bave njihovim obrazovanjem (Nedimovi, 2014). Roditelji i drutvo sve vie oekuju
od vaspitno-obrazovnih institucija (poev od predkolskih) da zadovoljavaju razvojno-obrazovne
potrebe dece, da izlaze u susret njihovim trenutnim mogunostima i razvijaju potencijale koji nose,
da stvaraju ambijent u kome sva deca mogu da ue i napreduju u skladu sa svojim sposobnostima,
emocionalnim i motivacionim osobinama, interesovanjima, iskustvima i znanjima. S druge strane,
izvesno je da postoji potreba da se fiziko vaspitanje prilagoava novim uslovima i zahtevima. U tom
kontekstu, neophodno je saznanja iz oblasti fizike kulture, konkretnije, metodike fizikog vaspitanja, zatim, pedagogije, psihologije, povezivati i prilagoavati jeziku savremenih tokova. Potrebno
je, izmeu ostalog, tragati za raznovrsnijim metodikim postupcima koji e u savremenim uslovima
biti efikasniji. Poto sposobnost odgovora na promene i menjanje line pedagoke prakse (donekle i
ivotnog stila), predstavlja jednu od osnovnih kompetencija vaspitaa (Gojkov i sar., 2008, Retar i
sar., 2014, Zajec i Cemi, 2010), u okviru kolovanja buduih vaspitaa trebalo bi preduzimati strategije traenja naina da se podigne nivo i kvalitet fizike aktivnosti studenata, buduih vaspitaa
(u trajanju od minimalno 60 minuta). Smatramo da je interdisciplinarni pristup neophodan i da se
moramo udruiti na ovako vanom zadatku. Verujemo da bi bilo svrsishodno da se studenti u toku
studija iz razliitih predmeta bolje upoznaju sa faktorima rizika usled neupranjavanja fizike aktivnosti, kao i u vezi sa mogunostima zdravog ispunjavanja slobodnog vremena kroz fiziku aktivnost.
Takoe, trebalo bi teiti ka tome da kod budueg vaspitakog kadra kroz razliite ponude programa
fizika aktivnost postane svakodnevna, budui da je uoeno da u konstruktu poimanja studenata
o znaaju fizike aktivnosti, upravo taj deo iskustva nedostaje (Sturza Mili, 2013). Zbog prethodno navedenih i nedovoljno ispitanih problema, cilj ovog rada bio je da ispita da li postoji razlika u
Zbornik radova
37
stavovima studenata (buduih vaspitaa) o znaaju i karakteristikama fizike aktivnosti, pre i posle
kurseva iz psiholoke grupe predmeta i metodika fizikog vaspitanja.
METOD
Istraivanje se baziralo na deskriptivnom i kauzalnom neeksperimentalnom metodu. Da bi
se sagledali stavovi studenata o navedenom problemu, konstruisan je upitnik Likertovog tipa koji
sadrao 14 stavki i direktno uvodno obraanje. Instrument je namenjen proceni stavova studenata o
znaaju FA buducih vaspitaa. Stepeni kontinuuma vrednosne skale organizovani su od 1 do 5. Pouzdanost instrumenta je potvrena Cronbach-ovim koeficijentom alfa koji iznosi 0,89. Subjektivan
uticaj istraivaa je izbegnut procesom indirektnog prikupljanja podataka, tako da je na taj nain
obezbeena objektivnost. Svaka stavka je bila namenjena proveravanju jednog stava, i nije bila dvosmislena i sugestivna.
Uzorak u ovom istraivanju bili su studenti Visoke kole strukovnih studija za vaspitae Mihailo Palov iz Vrca, i to, 114 studenata prve godine koji jo nisu pohaali kurseve iz psiholoke
grupe predmeta i metodika fizikog vaspitanja, i 84 studenata tree godine koji su redovno pohaali
kurseve navedenih predmeta u toku druge i tree godine studija. Istraivanje je obavljeno na poetku prvog semestra kolske 2013/2014. godine za studente prve godine i na kraju estog semestra
kolske 2013/2014 za studente tree godine. Za statistiku obradu podataka korieni su parametri
deskriptivne statistike.
REZULTATI
U Tabeli 1 prikazane su ispitivane stavke i rezultati dobijeni na uzorku studenata prve i tree
godine. Rezultati pokazuju da u 6 od 14 ispitivanih stavki postoji razlika (izraena u procentima)
izmeu stavova studenata prve i tree godine. Stavovi studenata tree godine u odnosu na stavove
studenata prve godine (na osnovu dobijenih rezultata prikazanih u Tabeli 1) razlikuju se kada su u
pitanju specifinosti i naini organizovanja fizike aktivnosti (u daljem tekstu FA), i to: stavka br. 3 potreba za svakodnevnim organizovanjem FA u slubi zdravlja i pravilnog razvoja predkolske dece,
stavka br. 11 - vrednosti preporuene dnevne vrednosti FA za decu i odrasle, stavke 7 i 8 sezonska
i rodna uslovljenost FA dece predkolskog uzrasta, stavka 12 poznavanje oblike FA i stavka 13 u
kojoj studenti tree godine u veem procentu izraavaju uverenje da kvalitet organizacije FA u radu
sa decom zavisi od odnosa vaspitaa prema fizikoj aktivnosti uopte, dok kod preostalih stavki razlike nisu uoene.
38
Tabela 1. Procena stavova znaaja i karakteristika fizike aktivnosti (FA) studenata prve (N=114) i
tree (N=84) godine
PRVA
GOD.
procenti
FA je znaajna za razvoj i zdravlje

predkolske dece
1
2
3
4
5
3
17
29
65
2.6 %
14.9 %
25.4 %
57 %
9
25
50
10.7 %
29.8 %
59.5 %
FA je znaajna za zdravlje i kvalitet

ivota odraslih
1
2
3
4
5
1
4
22
26
61
0.9 %
3.5 %
19.3 %
22.8 %
53.5 %
1
14
28
41
1.2 %
16.7 %
33.3 %
48.8 %
Deca treba da upranjavaju FA

svakodnevno
1
2
3
4
5
12
20
36
21
25
10.5 %
17.5 %
31.6 %
18.4 %
21.9 %
3
8
14
23
36
3.6 %
9.5 %
16.7 %
27.4 %
42.9 %
Odrasli treba da upranjavaju FA

svakodnevno
1
2
3
4
5
12
21
26
17
38
10.3 %
18.1 %
22.4 %
14.7 %
32.8 %
9
13
17
16
29
10.7 %
15.5 %
20.2 %
19 %
34.5 %
Predkolska deca su nedovoljno

fiziki aktivna
1
2
3
4
5
7
16
43
20
28
6.1 %
14 %
37.7 %
17.5 %
24.6 %
6
11
26
23
18
7.1 %
13.1 %
31.1 %
27.4 %
21.3 %
Studentska populacija je
nedovoljno fiziki aktivna
1
2
3
4
5
12
17
22
33
30
10.5 %
14.9 %
19.3 %
28.9 %
26.3 %
7
11
14
22
30
8.3 %
13.1 %
16.7 %
26.2 %
35.7 %
FA je sezonski uslovljena
1
2
3
4
5
7
19
41
30
17
6.1 %
16.7 %
36 %
26.3 %
14.9 %
2
6
19
20
37
2.4 %
7.1 %
22.6 %
23.8 %
44 %
STAVKA
1.
2.
3.
4.
5.
6.
7.
TREA
GOD.
frekvencija
PRVA
GOD.
frekvencija
Zbornik radova
TREA
GOD.
procenti
39
8.
9.
10.
11.
12.
13.
14.
FA je rodno uslovljena
1
2
3
4
5
20
17
53
11
13
17.5 %
14.9 %
46.5 %
9.6 %
11.4 %
5
5
20
29
25
6%
6%
23.8 %
34.5 %
29.8 %
FA opada sa uzrastom
1
2
3
4
5
13
19
33
26
23
11.4 %
16.7 %
28.9 %
22.8 %
20.2 %
8
11
24
21
20
9.5 %
13.1 %
28.6 %
25 %
23.8 %
Upranjavanje FA zavisi od
materijalnog faktora
1
2
3
4
5
13
11
36
19
35
11.4 %
9.6 %
31.6 %
16.7 %
30.7 %
5
11
20
19
29
6%
13.1 %
23.8 %
22.6 %
34.5 %
Minimalna dnevna preporuena

vrednost umerene FA za decu i
odrasle treba da bude 60 min.
1
2
3
4
5
10
19
47
19
19
8.8 %
16.7 %
41.2 %
16.7 %
16.7 %
2
5
12
22
43
2.4 %
6%
14.3 %
26,2 %
51.2 %
Poznajem oblike FA
1
2
3
4
5
27
19
46
15
7
23.7 %
16.7 %
40.4 %
13.2 %
6.1 %
3
7
14
21
39
3.6 %
8.3 %
16.7 %
25 %
46.4 %
Kvalitet organizacije FA u radu sa

decom zavisi od odnosa vaspitaa
prema fizikoj aktivnosti uopte
1
2
3
4
5
11
21
39
26
17
9.6 %
18.4 %
34.2 %
22.8 %
14.9 %
3
4
16
18
43
3.6 %
4.8 %
19 %
21.4 %
51.2 %
Smatram da sam dovoljno fiziki

aktivan
1
2
3
4
5
36
28
28
11
11
31.6 %
24.6 %
24.6 %
9.6 %
9.6 %
29
15
20
12
8
34.5 %
17.9 %
23.8 %
14.3 %
9.5 %
1 = Uopte se ne slaem; 2 = Uglavnom se ne slaem; 3 = Ne mogu da se odluim; 4 = Uglavnom se slaem;

5 = U potpunosti se slaem
40
DISKUSIJA
U radu sa decom mlaih uzrasta deluje se celokupnom linou. Vaspita svojim nainom
ivota moe biti uzor i predmet potovanja, pa se sa pravom istie da je kompetentan praktiar - profesionalac koji je sposoban da preko refleksije vlastite aktivnosti generie nova saznanja (Nedimovi
i sar., 2014). Sveobuhvatnijom i kvalitetnijom analizom kretnih kompetencija vaspitaa i njihove
spremnosti da se ukljue u mogue promene, u jednom segmentu moglo bi se doprineti popravljanju globalne loe pozicije fizikog vaspitanja, ne retko isticane od strane razliitih autora kada su u
pitanju deca mlaeg uzrasta (ori, 2002, Radovanovi, 2014, Piot, R., 2012, Sturza-Mili, 2013,
2014a, Zejec i Cemi, 2010). Budui da vie znanja pretpostavlja manje prostora za neodlunost i nestruan rad, pretpostavlja se da su uoene razlike u stavovima studenata prve i tree godine rezultat
uticaja sadraja koji su se obraivali u okviru psiholoke grupe predmeta i metodika fizikog vaspitanja. Ovakav zakljuak donosimo na osnovu analize odgovora studenata prve i tree godine, odnosno,
veeg slaganja odgovora studenata tree godine sa aktuelnim prihvaenim naunim tendencijama
u vezi sa znaajem i karakteristikama fizike aktivnosti (potrebi svakodnevnog upranjavanja FA,
minimalnoj preporuenoj vrednosti FA za decu i odrasle, sezonskoj i rodnoj uslovljenosti FA i dr.).
S druge strane, dobijene distribucije odgovora studenata prve i tree godine studenata buduih
vaspitaa upuuju na to da postoji neslaganje izmeu preskriptivnog i deskriptivnog, odnosno, onoga kako bi prema miljenju ispitanika trebalo da bude i onoga kako u stvarnosti jeste. Analizom
stavke br. 14 usmerene ka samoproceni FA, uoava se da je znaajan procenat studenata prve i tree
godine nedovoljno fiziki aktivan (naime, 31,6 % studenata prve godine se uopte ne slae i uglavnom se ne slae (24.6 %) da su dovoljno fiziki aktivni. Studenti tree godine slino razmiljaju, odnosno, 34.5 % se uopte ne slae i 17.9 % uglavnom se ne slae da su dovoljno fiziki aktivni). Veoma
je mali procenat studenata prve (9,6%) i tree godine (9,5%) koji izraavaju svoje slaganje sa tvrdnjom
da su dovoljno fiziki aktivni. Rezultati su korespodentni sa istraivanjima: Andrijaevi i sar. (2014),
Sturza Mili (2013), Zajec i Cemi (2010), nidarec ukovi i Ohnjec, 2014.
ZAKLJUAK
Dobijeni podaci upuuju na opravdanost primene interdisciplinarnog pristupa razliitih predmeta u programu kolovanja buduih vaspitaa, u funkciji poveanja svesti o znaaju i znanja o
mogunostima upranjavanja fizike aktivnosti. Poveanje znanja sa jedne strane, a sa druge strane,
razumevanje potreba studenata u vezi sa upranjavanjem fizike aktivnosti (preporuenih vrednosti
i optimalnih oblika FA, karakteristika FA, interesovanja studenata i sl.), mogu predstavljati osnovu
u menjanju uoenih negativnih ponaanja i poboljanju zdravlja i kvaliteta ivota uopte. Istraivanjem smo utvrdili da, uprkos tome to studenti smatraju da je fizika aktivnost veoma vana za pravilan razvoj i zdravlje dece i odraslih i da ima kljunu ulogu u njihovim interesima, te da predstavlja
bitan preduslov u buduem pedagokom radu sa decom, ona ipak nije dovoljno prisutna u njihovom
svakodnevnom ivotu. Zato ovo istraivanje otvara novo pitanje: da li se kod ispitivanih studenata
(naroito, studenata tree godine) uopte razvio kretni kapital, odnosno, da li su studenti u dovoljnoj meri kompetentni da preko refleksije vlastite aktivnosti (neaktivnosti, u ovom sluaju) generiu
nova saznanja i prenose ih na decu? Sline dileme i nalazi uoavaju se i u drugim istraivanjima, sa
kojima rezultati ovog istraivanja korespondiraju (Piot, S., 2012, Rostohar i Muhi, 2010, Sturza
Mili, 2014b).
Svakako, u kontekstu savremenog ivota, postoji potreba da se fiziko vaspitanje prilagoava
novim uslovima i zahtevima. Pitanje obrazovanja i usavravanja vaspitaa u promenjenim civilizacijskim okolnostima i podizanje kvaliteta ivota studenata primenom razliitih strategija usmerenih
ka poveanju svesti, ali i obima fizike aktivnosti, jedno je od najvanijih za povoljan ishod rada sa
decom predkolskog uzrasta u okviru fizikog vaspitanja (Rajtmajer, 2008, Sturza-Mili, 2008).
Zbornik radova
41
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Natasa Sturza Milic, Tanja Nedimovic
UDK 159.942-057.875:796.015.1
THE ROLE METHODOLOGY OF PHYSICAL EDUCATION

AND THE PSYCHOLOGICAL GROUP OF SUBJECTS
IN RAISING THE STUDENTS FUTURE PRESCHOOL TEACHERS AWARENESS ON THE IMPORTANCE OF PHYSICAL ACTIVITY
Natasa Sturza Milic1, Tanja Nedimovic2

Preschool Teacher Training College Mihailo Palov Vrsac, Serbia
Preschool Teacher Training College Mihailo Palov Vrsac, Serbia
1
2
INTRODUCTION
The changes that are slowly but surely taking place in human development require adjustments and serious consideration. Decline in motor and functional competence is just one of the
reasons for the action aimed at sustainability of human development. Physical activity is one of those essential human capabilities that significantly contributes to the quality of life and development.
Adults (especially those who work in education) can transfer physical capital to children (Pisot, S.,
2012, Retar et al., 2014, Sturza Milic, 2013). The question is posed, persons who have not developed
their personal physical capital can be responsible for such an important task. The benefits of a
physically active lifestyle are well documented and can lead to improvements of physiological and
psychological health (Jeffrey, 2010). Physical activity is a key factor for improving and maintaining
the capabilities of the human organism, as well as for deceasing the consequences of functional and
degenerative illnesses, which are often called lifestyle illnesses, while a change in lifestyle, which
includes an increase in physical activity, can lead to the decrease in in the number of illnesses or
premature death (Bratic, 2014). Regular physical activity and a healthy diet are two important factors
which contribute to the bodys resistance to different diseases (Archer & Blair, 2011, Videmek et al.,
2003). Physical activity has a positive effect on the mental state of individuals, it prevents depression
and anxiety, neutralizes the effects of stress while simultaneously developing self-respect and a positive view of oneself (Jrime & Jrime, 2001, Matejak & Planinsec, 2014). Exercise and physical
activity have been losing out as primeval values. A lack of exercise does not merely result in biological problems, but also in (self-)alienation from society and an unfriendly attitude towards others
(Skof, 2010). Although the beneficial effects of exercise and sports activities for the health of children
and adolescents are well known and proven, there has been, especially in developed countries, a
decline in physical activity along with rapid weight gain and obesity (The Health and Social Care
Information Centre, 2012, Biddle et al., 2004, 2010, Deforche et al., 2006, Pisot, 2012, 2014). In the
EU countries 2/3 of the population at age of 15 and older are not sufficiently active and this especially true for the eastern region (WHO, 2002). Adults aged 18-64 years should do at least 150 minutes
of moderate-intensity aerobic physical activity in a week, or do at least 75 minutes of vigorous aerobic physical activity through the week, or an equivalent combination of moderate and vigorous
intensity activity (WHO, 2010). Studies regarding the physical activity behavior of university students found approximately 35% to 75% of students fail to obtain the recommended amount of physical activity. PA participation statistics indicate a significant decline of PA rates appears to be happening when young people transition from high school (adolescence) to university (Andrijaevic et al.,
46
The Role Methodology of Physical Education and the Psychological Group of Subjects in Raising the Students...
2010, Gomez-Lopez et al., 2010, Rowland, 1999, Znidarec Cuckovic i Ohnjec, 2014). The study results illustrate that education on practicing sportive recreational activities in the free time along with
promotion of an active and healthy lifestyle are insufficient for students in high school and at university whereas temptations are, unfortunately, countless and alluring. Reasons for this decline in physical activity may be due to the pressure on university students to perform well academically and a
decline participation in sports activity. Another plausible reason for the decline in due to the limited
number of physical activity intervention tailored to meet the needs of young adults (Han et al., 2008).
We need to create conditions for regular physical activity, in any form, with a note that certain population groups need special attention. Here we primarily refer to children and the young as well as
the elderly. Of course, we shouldnt neglect students, who will soon become a part of the working
active population (Abazovic et al., 2014, Andrijasevic et al., 2014; Cerar & Kondric, 2014; Pedisic,
2014; Sturza-Milic, 2013). Unfortunately the negative data on the insufficient physical acivity of the
young is especially true for students - future preschool teachers. In the developmental phase of different abilities of preschool children, adults have the responsibility to form a supportive environment for learning and development, which will firstly develop motivation in tudents. One of the
most efficient educational activities which contributes to the holistic development of the child are
physical activities in which participate both children and adults (parents, preschool teachers), a positive attitude towards physical activity and a healthy way of life, walks, bike rides, visits to sports
events together (Djordjic, 2006, Pisot, S., 2014, Sturza-Milic, 2008, 2014b, Videmsek et al., 2006,
Zajec et al., 2010, Zajec & Cemi, 2010). Physical activity during early childhood, with the support of
relevant adults (parents, teachers, pediatricians, and others) enables a creation of a positive attitude
towards physical activity, the creation of appropriate habits and system of values (Djordjic
2006).
Unfortunately, different incomplete, inadequate and erroneous concepts (misconceptions), and inadequate attitude towards physical activity which the child adopts in early childhood, are resistant
and retained during formal schooling and in adulthood. Valencic-Zuljan (2008) states that early
experiences highly influence the actions of an individual, that they are very colorful and in adulthood
very difficult to change (in the memory of an individual they are preserved as experienced, vivid
demonstrations). The task of education is to facilitate the independent development of a child by
stimulation of his experiences, to provide assistance in understanding and acceptance of the values.
It is important to emphasize that the physically active child, or the child who has formed habits and
positive attitude towards physical activity, is likely to become a physically active adult, who as a potential parent, an educator, a teacher, will influence the formation of physically active children. The
endless health, social, business, sports and all kinds of other benefits stem from a circle formed in
this way. Zajec and Cemic (2010) stress the role of potential preschool teachers as an important factor in the quality organization and frequency of childrens physical activity. However, the same authors found that the researched students (future preschool teachers) were inadequately physically
active (only 2 hours a week while the minimum is 5 hours), which is not enough to sustain health. It
is concluded that the everyday life of the preschool teacher has an effect on subjective theory, which
has an effect on the quality of the educational work and the direction in which the activities will be
focused. Success in the preschool teaching profession is dependent on the health of the teacher, which is directly connected to everyday physical activity. Rostohar and Muhic (2010) have concluded
that preschool teachers who do physical activity in their free time, organize almost an hour more of
physical activities for the children in comparison to the preschool teachers who are less physically
active in their free time. The results they explain with an assumption that preschool teachers give
more attention to activities in the areas in which they are proficient, more competent and which they
love in their private life. The basic assumption of the cognitive-constructivist paradigm is that individuals actions are directed and based in their beliefs, values, principles and experience. Certain
authors believe that the preschool teachers lifestyle is the most important factor in education, that
hidden curriculum is not only ideological content, but rather that it provides strong support for the
process (Bahovec & Kodelja, 1996, Spoljar, 1993). We can justly pose the question: Is pedagogical
action possible if the foundation is unstable, i.e. is it possible to develop the desired competencies of
preschool teachers in the area of PE while not taking into consideration their previous experience in
this area? In the field of education, when the application of certain activities and content is in questiZbornik radova
47
on, the preschool teacher will often be guided by their own preferences. It is assumed that the work
will be of a higher quality if the applied content is agreeable, interesting to the teacher (Jelovcan &
Zurc, 2014, Sturza-Milic, 2012, Zajec & Cemic, 2010). While working with young children one acts
with their whole personality, teachers can be a role models and figures of respect. Therefore we can
justly conclude that a competent practitioner is a professional who is able to generate new knowledge through reflexive activities. In the context of modern life, there is a need for the adaptation of the
preschools education to the new conditions and demands. The question of preschool teacher education and professional development in the changed civilization circumstances is one of the the most
important factors for favourable results in the physical education of preschool children (Rajtmajer,
2008, Sturza-Milic, 2008, 2014a). Among other things, a search for more diverse and efficient methodological procedures is needed. In the context of the debate on the necessity to increase the physical activity of the students future preschool teachers, we must explore which subjects can contribute to the resolution of the aforementioned problem, which subjects can be innovated in this way
( of course, with the awareness that the innovations will not be made just to change something, but
that they will, beforehand, but that they will be harmonized with the context: the possibilities of the
educational institution, interests and the abilities of the teacher, the applied plans and programs, the
expectation of different stakeholders etc. In the education of future preschool teachers the question
of psychomotor development of preschool children represents a dominant theme in the psychological group of subjects. Motor development is a precondition for all other aspects of development
cognitive, emotional, and sociological (Biro & Nedimovic, 2014). A precondition for the motor development of children is the developmental tempo of the musculoskeletal system. It is important to
note that early development of motor skills is under dominant influence of neurological maturity.
Therefore prematurely teaching a child to walk or go up and down stairs (before the neurological and
musculoskeletal maturity has been reached) will not yield results. However, we must not lose sight
of the importance of stimulative social environment for motor development which implies ample
opportunity for contact with the physical environment, free movement and physical activity in the
childs developmental potential. In accordance to this, having in mind the holistic approach to the
development of preschool children, it is essential to educate future preschool teachers about the role
of physical activity for the comprehensive psychophysical development of the child. Apart from (didactic and methodological) subjects, of great importance in the education on the importance of
physical education on the psycho-physical development of children is the psychological group of
subjects in higher education (Nedimovic, 2014). The parents and society expect more and more
form the educational institutions (starting from the preschool institutions) to meet the educational
needs of children, to understand their current abilities and develop the potentials that they hold, to
form an ambient in which all of the children can learn and develop in accordance to their capabilities, emotional and motivational characteristics, interests, experience and knowledge. On the other
hand, a need for the adaptation of physical education to new conditions and demands is evident. In
this context it is essential to learn more concrete methodologies in physical education, and latter in
pedagogy, psychology, to connect and adapt this knowledge to the language of modern trends. We
need to, among other things, search for diverse methodological procedures which will be more efficient in modern conditions. Since the ability to react to changes and change personal pedagogical
behaviour (to a certain extent life style also), represents one of the basic competencies of a preschool teacher (Gojkov et al., 2008, Retar et al., 2014, Zajec & Cemic, 2010), in the education of future
preschool teachers new ways of increasing the level and quality of physical activity should be searched for (the activity should last for at least 60 minutes). We believe that the interdisciplinary approach is necessary and that we must unite for such an important task. In our opinion students should
be informed about the risk factors of physical inactivity, as well as the possibilities of spending their
time in a healthy way through physical activity. Furthermore, we should aspire to make physical activity an everyday habit for the students through different program offers, since it was concluded that
precisely this component is missing in the students construct of the importance of physical education (Sturza Milic, 2013). Perhaps it should be noted that the higher education is going through numerous changes, but none of the changes lead to the increas of physical education of the students.
48
METHOD
The research was based on the descriptive causal non-experimental method. In order to research the students views a Linkert questionnaire, which contained 14 questions and an introductory
address, was designed. The instrument was used to evaluate the students views on the importance
of PE of future preschool teachers. The continuum degree of the value scale is organized from 1 to
5. The reliability of the results was confirmed by the Cronbach coefficient alpha which is 0.89. The
subjective influence of the researcher was avoided through the process of indirect data gathering,
and therefore objectivity was secured. Each item was designed to check one view, and was neither
ambiguous nor suggestive.
The sample consisted of students from the Mihailo Palov Teacher Training College in Vrsac - 114 students from the first year, who still had not studied the psychology group of subjects
and the methodogy of physical education, and 84 third year students who had regularly studied the
aforementioned subjects during their second and third year of studies. The research was conducted
during the first semester of the school year 2013/14 for the first year students and at the end of the
sixth semester of the same school year for the third year students. For the statistical data processing
descriptive statistic parameters were used.
RESULTS
In table 1 the researched items and the gathered results from the third and first year sample
are represented. Results show that there exists a difference in view (expressed in percentages) in the
items from the 6th to the 14th. The views of the first and third year students (according to the gathered
results represented tin Table 1) differ when it comes to the question of details and ways of organizing
physical activity (in further text PA), more specifically, item no. 3 the need for organizing PA on
a daily basis for health and proper development of preschool children; item no. 11- the value of the
recommended daily value of physical activity for children and adults; items 7 and 8 seasonal and
gender conditioning of the PA of preschool children; item 12 knowledge regarding the forms of
physical activity and issue 13 in which a larger percentage of the third year students recognizes that
PA quality of organization in the work with children depends on the preschool teachers attitude
towards physical activity in general, while in the other items no differences were noted.
Zbornik radova
49
Table 1. Assessment of the value and characteristics of physical activity (PA) of the first (N=144)
and third (N=84) year students
First year
frequency
Firts year
precentages
Third year
frequency
Third year
precentages
PA is important for the

development and health of
preschool children.
1
2
3
4
5
3
17
29
65
2.6 %
14.9 %
25.4 %
57 %
9
25
50
10.7 %
29.8 %
59.5 %
PA is important for adults

thehealth and quality of life.
1
2
3
4
5
1
4
22
26
61
0.9 %
3.5 %
19.3 %
22.8 %
53.5 %
1
14
28
41
1.2 %
16.7 %
33.3 %
48.8 %
Children should have physical

activity every day
1
2
3
4
5
12
20
36
21
25
10.5 %
17.5 %
31.6 %
18.4 %
21.9 %
3
8
14
23
36
3.6 %
9.5 %
16.7 %
27.4 %
42.9 %
Adults should have physical

activity every day
1
2
3
4
5
12
21
26
17
38
10.3 %
18.1 %
22.4 %
14.7 %
32.8 %
9
13
17
16
29
10.7 %
15.5 %
20.2 %
19 %
34.5 %
Preschool childern are

inadequately physically active
1
2
3
4
5
7
16
43
20
28
6.1 %
14 %
37.7 %
17.5 %
24.6 %
6
11
26
23
18
7.1 %
13.1 %
31.1 %
27.4 %
21.3 %
Students are enadequately

physically active
1
2
3
4
5
12
17
22
33
30
10.5 %
14.9 %
19.3 %
28.9 %
26.3 %
7
11
14
22
30
8.3 %
13.1 %
16.7 %
26.2 %
35.7 %
PA is conditioned by the seasons
1
2
3
4
5
7
19
41
30
17
6.1 %
16.7 %
36 %
26.3 %
14.9 %
2
6
19
20
37
2.4 %
7.1 %
22.6 %
23.8 %
44 %
Item
1.
2.
3.
4.
5.
6.
7.
50
8.
9.
10.
11.
PA is conditioned by gender
1
2
3
4
5
20
17
53
11
13
17.5 %
14.9 %
46.5 %
9.6 %
11.4 %
5
5
20
29
25
6%
6%
23.8 %
34.5 %
29.8 %
PA declines with age
1
2
3
4
5
13
19
33
26
23
11.4 %
16.7 %
28.9 %
22.8 %
20.2 %
8
11
24
21
20
9.5 %
13.1 %
28.6 %
25 %
23.8 %
Being physically active depends

on finantial factors
1
2
3
4
5
13
11
36
19
35
11.4 %
9.6 %
31.6 %
16.7 %
30.7 %
5
11
20
19
29
6%
13.1 %
23.8 %
22.6 %
34.5 %
1
2
3
4
5
10
19
47
19
19
8.8 %
16.7 %
41.2 %
16.7 %
16.7 %
2
5
12
22
43
2.4 %
6%
14.3 %
26,2 %
51.2 %
27
19
46
15
7
23.7 %
16.7 %
40.4 %
13.2 %
6.1 %
3
7
14
21
39
3.6 %
8.3 %
16.7 %
25 %
46.4 %
The minimal recomended daily

value for low intensity PA for
children and adults is 60 minutes
12.
I know the types of physical

activity
1
2
3
4
5
13.
The quality of the physical

organization in work with
children depends on the teachers
attitude to PA in general
1
2
3
4
5
11
21
39
26
17
9.6 %
18.4 %
34.2 %
22.8 %
14.9 %
3
4
16
18
43
3.6 %
4.8 %
19 %
21.4 %
51.2 %
I believe that I am adequately

physically active
1
2
3
4
5
36
28
28
11
11
31.6 %
24.6 %
24.6 %
9.6 %
9.6 %
29
15
20
12
8
34.5 %
17.9 %
23.8 %
14.3 %
9.5 %
14.
Legend: 1= Strongly disagree; 2 = Mostly disagree 3= I can not decide; 4 = Mostly agree; 5 = Strongly agree
Zbornik radova
51
DISCUSSION
In the work with young children one gives their whole personality. The preschool teachers
with their lifestyle can become role models and respected figures, hence we can rightfully say that
competent teachers are able to convey knowledge through the reflection of their own activity (Nedimovic et al., 2014). With a comprehensive and high quality analysis of the preschool teachers movement competencies and their readiness to become involved in possible changes, in one segment this
could contribute to the improvement of the generally bad position of physical education, which is
often noted by different authors when young children are concerned (Djordjic, 2002, Radovanovic,
2014, Pisot, R., 2012, Sturza-Milic, 2013, 2014a, Zejec & Cemic, 2010). Since more knowledge presuposes less room for indecisiveness and unprofessional work, it is presumed that the difference in
view between the first and third year students is the result of the influence of the content taught in
the psychological group of subjects and methodology of physical education. We came to this conclusion on the basis of the analysis of the first and third year students answers, ie. a higher congruence
of the answers given by the third year students to the contemporary scientific tendencies connected
to the importance and characteristics of physical activity (the daily need for PA, the minimal prescribed value of PA for children and adults, the gender and seasonal constraints in PA etc.). On the
other hand, the aquired distribution of the first and third year students answers indicate that there
exists a discrepancy between the prescribed and described, ie. between how it should be according
to the interview and how it is. In the analysis of item no. 14 directed towards the self-evaluation of
PA, it was noticed that a significant number of first and third year students is insufficiently physically
active (namely, 34,6% of first year students completely disagree or mostly disagree (24.6 %) that they
are physically active. The third year stdents have a similar thinking, that is 34.5% completely sisagree
and 17.9% mostly disagree with a statement that they are physically active). The number of students
in the first (9.6%) and third (9.5%) year who agree with the statement that they are fhysically active.
The results corespond to the studies of: Andrijasevic i sar. (2014), Sturza Milic (2013), Zajec & Cemic
(2010), Znidarec Cuckovic & Ohnjec, 2014.
CONCLUSION
The reached results justify the application of the interdisciplinary approach to different subjects in the schooling program of future preschool teachers, in the function of increasing the awareness of the possibilities of physical activity. Increase in knowledge on the one hand and on the
other the understanding of the students need for physical activity (the recommended values and
optimal forms of physical activity, characteristics of physical activity, the interests of students etc.),
can represent the basis for changing the noticed negative behaviors and improve health and quality
of life in general. With this study we have concluded that, even though the students consider physical
activity to be important for proper development as well as health of children and adults, that it has
a key role in their interests, hence represents an important precondition for the future preschool
work with children, it is still insufficiently present in their everyday life. This is why this study opens
a new question: have the students even developed the movement capital (especially the third year
students), i.e. whether the students are capable enough to convey knowledge to the children through
the reflection of their own behavior. Similar dilemmas and findings have been noted in other studies
with whose results this study corresponds (Pisot, S., 2012, Rostohar & Muhic, 2010, Sturza Milic,
2014b). The conclusion of this research indicates that new strategies in planning and implementing
preschool teacher education need to be used in order to lower the students hypokinesis and increase
the awareness of PA importance. With the interdisciplinary approach and the merging of content
between subjects, it is possible to increase knowledge, but also students motivation and interest for
different forms of PA, which would in the long run positively influence and increase the preschool
childrens quality of life (Rajtmajer, 2008, Sturza-Milic, 2008).
52
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56
Razlike motorike i metaboliko-funkcionalne efikasnosti realizacije testa za procenu specifine spretnosti policajaca...
UDK 796.012.1:351.74/.76
RAZLIKE MOTORIKE I METABOLIKO-FUNKCIONALNE

EFIKASNOSTI REALIZACIJE TESTA
ZA PROCENU SPECIFINE SPRETNOSTI POLICAJACA
U ODNOSU NA PROFESIONALNU SPECIJALIZACIJU1)
Radivoje Jankovi1, Milivoj Dopsaj2, Raa Dimitrijevi1,

Goran Vukovi1, Nenad Koropanovski1
Kriminalistiko-policijska akademija, Zemun, Srbija
Fakultet sporta i fizikog vaspitanja Univerziteta u Beogradu, Beograd, Srbija
1
UVOD
Specifine kompetencije policajaca u odreenim zakonom definisanim sluajevima omoguavaju upotrebu sredstava prinude. Tom prilikom u uslovima poveanih psiho-fizikih optereenja
moe da bude ugroen njihov lini integritet, integritet drugog pripadnika policije ili lica prema kome se
sredstva prinude upotrebljavaju (Dopsaj et al., 2012; Vukovi et al., 2011). S obzirom na to da uspenost upotrebe sredstava prinude zavisi od razvijenosti bazinih motorikih sposobnosti (BMS) i specifinih motorikih sposobnosti (SMS), od policajaca se zahteva da u odnosu na prosenu populaciju
imaju natproseni nivo razvijenosti BMS i SMS (Dopsaj i sar., 2007a). Specijalno fiziko obrazovanje
(SFO) jeste grana fizikog vaspitanja, koja je specijalizovana za problematiku rada u policiji. Definisanjem
pouzdanih naunih metoda, mernih postupaka i normativnih parametara, SFO obezbeuje uslove za
poveanje radne efikasnosti policajaca (Dopsaj & Jankovi, 2014; Jankovi & Dimitrijevi, 2012; Dopsaj
et al., 2007b). Nivo razvijenosti BMS i SMS treba da bude posledica trenano-edukativnog procesa
koji se realizuje tokom obuke i kolovanja policajaca, ali i konstantnog strunog usavravanja tokom
profesionalne karijere (Jankovi & Dimitrijevi, 2012). Praenje razvijenosti BMS i SMS vri se
periodinim testiranjem policajaca, a dobijeni rezultati koriste se kao informacije koje pokazuju
kvalitet edukativnih procesa (Dopsaj et al., 2012; Strating et al., 2010). Efikasnost u testiranju moe
da se postigne produbljivanjem i poboljavanjem mernih karakteristika instrumenata (Ingebrigtsen & Jeffreys, 2012), a sam test za procenu SMS policajaca treba prilagoditi uslovima u kojima se
upotrebljavaju, odnosno povezati test sa zahtevima koji se mogu desiti na terenu. (Lonsway, 2003;
Anderson, 2001).
Sprovedena istraivanja su pokazala da se u najveem broju sluajeva kretanja prilikom upotrebe sredstava prinude odvijaju u trajanju od 60 do 120 sekundi u zoni submaksimalnog ili maksimalnog napora. Tom prilikom policijski slubenici susreu se sa oblicima kretanja i motorikim
zadacima kao to su: tranje, skakanje, puzanje, odravanje ravnotee, provlaenje, penjanje, podizanje, noenje tereta ili vuenje tereta, odgurivanje, privlaenje i borenje. Takoe, u ranijim istraivanjima pokazano je da do upotrebe tehnika SFO dolazi nakon potere kada osumnjieni najee
pruaju snaan otpor. Okolnosti mogu biti izuzetno opasne budui da osumnjieni takoe mogu
koristiti (ili pretiti da e koristiti) palicu, no ili pitolj. Za procenu kvaliteta savladavanja navedenih
1) Rad je deo projekta Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki,psiho-socijalni i vaspitni status
populacije R Srbije pod brojem III47015, a kao deo potprojekta Efekti primenjene fizike aktivnosti na lokomotorni,
metaboliki, psiho-socijalni i vaspitni status populacije policije R Srbije, koji se finansira od strane Ministarstva prosvete i nauke Republike Srbije Ciklus naunih projekata 2011-2015.
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SMS mogue je koristiti testove poligone, koji svojim karakteristikama (duinom trajanja, intenzitetom i zadacima) simuliraju hipotetike probleme s kojima se policijski slubenici mogu susretati
tokom izvravanja profesionalnih obaveza (Dopsaj & Jankovi, 2014; Vukovi et al, 2011; Strating et
al., 2010; Lonsway, 2003; Anderson, 2001; Bonneau & Brown, 1995).
S ciljem poveanja efikasnosti edukativnih procesa unapreenjem karakteristika mernog instrumenta i njihovom profesionalnom implementacijom na Kriminalistiko-policijskoj akademiji
(KPA) konstruisan je test za procenu specifine spretnosti policajaca (Pol_SSP1). U ranijim istraivanjima utvreno je da realizacijom Pol_SSP1 pojedinac dolazi u stresne situacije narastajueg
fizikog zamora, u kojima mora pravilno da izvede sve zadate tehniko-taktike kretne radnje i da
je kao instrument za procenu specifine spretnosti policajaca validan motoriki zadatak. Na osnovu vremena potrebnog za njegovu realizaciju, ostvarene maksimalne frekvencije srca i izmerene
koncentracije laktata u kapilarnoj krvi utvreno je da je Pol_SSP1 test submaksimalnog intenziteta
u anaerobnom-glikolitikom reimu rada. Utvreno je da test ima podjednak uticaj na metaboliko-funkcionalnu reakciju organizma kod studenata KPA oba pola, ali da mukarci statistiki znaajno test efikasnije izvode u odnosu na ene (Dopsaj & Jankovi, 2014; Jankovi et al., 2014).
Cilj rada jeste utvrivanje razlike u uspenosti realizacije i metaboliko-funkcionalnih reakcija
organizma pri realizaciji Pol_SSP1 kod grupa formiranih po kriterijumu profesionalne specijalizacije.
Znaaj rada sastoji se u tome da kreiranje i implementacija mernog instrumenta za procenu
specifine spretnosti policajca moe da omogui usavravanje tehnolokog procesa kontrole razvijenosti specifinih fizikih sposobnosti kod pripadnika policije.
METOD
U istraivanju je uestvovalo 99 mukaraca prosene starosti od 28.16.1 godina. Ukupan
uzorak ispitanika, po kriterijumu profesionalne specijalizacije, podeljen je u etiri grupe:
1. Prvu grupu inilo je 30 studenata tree godine KPA sa bezbednosnog, kriminalistikog i
policijskog smera (KPA_m) starosti od 221.1 godine. Svi ispitanici su proli edukaciju na
predmetima SFO1, SFO2 i SFO3.
2. Drugu grupu inilo je 28 pripadnika policije opte nadlenosti (MUP_m) starosti 32.44.5.
Proseni radni sta MUP_m iznosio je 8.74.6 godina. Svi ispitanici su ovlaena slubena
lica koja su prola edukativni tretman adekvatan za rad u policiji.
3. Treu grupu predstavljala su 22 ispitanika kontrolne grupe (KON_m) koji se rekreativno
bave borilakim vetinama (aikido, karate i ruski sistem). Prosek godina KON_m iznosio je
26.54.9, a prosean sportski sta 3.41.3 godina rekreativnog treniranja uz nedeljni obim
treninga od 2.90.7 sati. Svi ispitanici su proli neophodnu edukaciju za reavanje SMS
koje se rade u okviru Pol_SSP1 u obimu od 9 nastavnih trenanih kolskih asova.
4. etvrta grupa bila je sastavljena od 19 pripadnika Specijalne antiteroristike jedinice
(SAJ_m) starosti 33.14.6 godina.
Za utvrivanje razlika izmeu grupa posmatrane su sledee varijable:
1. Vreme potrebno za realizaciju Pol_SSP1 (t_SSP1) merilo se pomou kompjuterskog
sistema za testiranje fizikih sposobnosti Physical Ability Test 02 (PAT 02) i izraeno je
u sekundama. PAT 01 se sastoji iz mernoakvizicionog ureaja, seta potrebnih kablova,
aplikativnog softvera i senzora tranja (UNO-LEX, NS, Srbija). Ispitanik prolazom kroz
prvi senzor aktivira hronometar, a prolaskom kroz senzor na kraju poligona iskljuuje
merenje vremena. Rezultat se oitava u sekundama i prikazan je sa dve decimale (Dopsaj &
Jankovi, 2014; Jankovi et al., 2014).
2. Koncentracija laktata, kao mera metabolike acidoze, merena je u petom minutu oporavka (La5)
58
i izraena je u milimolima po litru (mmol/L). Uzorkovanje kapilarne krvi izvreno je pomou

lanceta za jednokratnu upotrebu Unistik 3 Comfort (Owen Mumford, Ltd., U.K.). Koncentracija
laktata odreena je primenom portabl laktat-analizatora najnovije generacije (Lactate Plus
NOVA biomedical, USA), biosenzor metodom s laktat-oksidazom (Lactate Methodology Lactate oxidase biosensor) (Hart et al., 2013).
3. Frekvencija srca, kao mera funkcionalnog optereenja kardiovaskularnog sistema, merena
je neposredno po zavretku testiranja (HRmax), u prvom (HR1) i petom (HR5) minutu
oporavka. Srana frekvencija izraena je brojem otkucaja u toku jednog minuta (Ud/
min) i merena je pomou monitora srane frekvencije SIGMA PC 15 (Sigma Elektro GmbH,
Germany).
4. Brza faza oporavka (FO1), ((HRmax - HR1)/ HR1)*100 i spora faza oporavka (FO5 ), ((HRmax
HR5)/ HR5)*100 . FO1 i FO5 su izraeni u procentima.
Podaci su analizirani primenom deskriptivne statistike za izraunavanje aritmetike sredine
(MEAN) i standardne devijacije (SD). Homogenost skupa odreena je koeficijentom varijacije (cV),
stepenom nagnutosti (Skew.) i zakrivljenosti (Kurt.) u odnosu na Gausovu krivu. Postojanje generalne razlike varijabiliteta izmeu grupa utvreno je primenom MANOVA, dok je za utvrivanje parcijalnih razlika izmeu parova varijabli korien Bonferroni test. Statistika znaajnost definisana je na
nivou 95% verovatnoe, odnosno na nivou p < 0.05. Za sve statistike analize korien je softverski
program SPSS Statistics 17.0. (Hair et al., 1998).
Pol_SSP1 realizovao se na prostoru dimenzija 25x15 metara (Slika 1). Testiranju je prethodila
familijarizacija sa Pol_SSP1 (svaki deo testa je detaljno objanjen). Ispitanici su zatim dva kolska
asa (90 minuta) vebali svaki zadatak poligona i onda su visokim intenzitetom realizovali Pol_SSP1.
Nakon odmora od najmanje 24 sata ispitanici su testirani prvi put (Test 1). Testu 1 je prethodilo zagrevanje od 10 minuta. Oporavak posle Testa 1 sastojao se od tranja niskog intenziteta i hodanja u
trajanju od 15 minuta, kao i 5 minuta istezanja. Nakon 48 sati, odnosno vremenskog perioda koji je
omoguio potpun fizioloki oporavak organizma, ispitanici su ponovili testiranje u kojem su merene
sledee varijable: t_SSP1, La5, HRmax, HR1, HR5 (Dopsaj & Jankovi, 2014; Jankovi et al., 2014)
Pol_SSP1 se sastoji iz sledeih zadataka (Slika 1):
A. Start na zvuni signal,
B. Pravolinijsko tranje maksimalnom brzinom (20 m),
C. Zaustavljanje i zauzimanje bezbedne pozicije iza zaklona gde se ispod linije zaklona vri vaenje
slubenog oruja iz futrole,
D. Sa orujem u ruci, nakon provere bezbednosne situacije, obilazi se zaklon s leve strane i nastavlja
kretanje obilaenjem unaka sa spoljne strane i provlaenjem ispod kanapa postavljenog na visini
od 55 cm na za to obeleenim mestima. Razdaljina izmeu unaka je 250 cm,
E. Zaustavljanje i sakrivanje iza zaklona gde se ispod linije zaklona vri promena okvira i
vraanje slubenog oruja u futrolu,
F. Zadatak se sastoji iz tri dela: 1. deo je prelazak preko prepreke visine 110 cm; 2. provlaenje
ispod prepreke visine 55 cm (F); 3. prelazak preko prepreke visine 110 cm. Razdaljina
izmeu prepreka iznosi 250 cm,
G. Prilazak fokuseru (koji dri pomonik) i realizacija etiri naizmenina udarca rukom i dva
kruna udarca nogom maksimalnom brzinom i snagom,
H. Penjanje na gredu preko platforme visine 70 cm i prelazak preko grede visine 120 cm i
duine 500 cm,
I. Saskok na strunjau i izvoenje pada napred,
J. Prilazak daku, vaenje i upotreba slubene palice, realizacija etiri udarca maksimalnom
efikasnou i vraanje slubene palice na opasa,
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K. Dolazak na strunjae, odbrana od unapred zadatog napada, savladavanje napadaa

upotrebom tehnika iz prostora SFO, ostvarivanje kontrole i dovoenje napadaa u poziciju
za vezivanje sa upotrebom sredstava za vezivanje,
L. Tranje maksimalnom brzinom s promenom pravca u duini od oko 15 m do mesta na
kojem je postavljena lutka (dak) za noenje,
M. Dolazak do lutke (daka) i podizanje (mukarci) ili priprema za vuenje (devojke),
N. Noenje lutke, odnosno daka (mukarci) ili vuenje (devojke) na daljini od 10 m od
poetka izvrenja ovog zadatka do obeleenog mesta,
O. Bezbedno sputanje lutke (daka),
P. Prolazak kroz cilj.
Slika 1. Prikaz Pol_SSP1
REZULTATI
U Tabeli 1 prikazani su rezultati prosenih vrednosti i standardne devijacije merenih varijabli.
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Tabela 1. Prosene vrednosti i standardne devijacije vremena postignutog na Pol_SSP1 i

posmatranih metaboliko-funkcionalnih parametara
Pol_SSP1
KPA_m
MUP_m
KON_m
SAJ_m
MEAN
SD
MEAN
SD
MEAN
SD
MEAN
SD
t_SSP1 (sek)
87.92
6.98
94.39
11.06
90.89
8.84
76.87
7.43
La5 (mmol/L)
12.60
2.25
12.52
2.29
11.20
2.24
11.51
1.77
HRmax (Ud/min)
187.88
5.63
183.31
6.70
182.28
8.35
174.72
8.91
HR1 (Ud/min)
159.79
10.44
153.73
12.23
149.36
12.53
139.28
13.11
HR5 (Ud/min)
119.86
11.44
113.73
13.39
109.58
13.78
94.78
11.67
FO1 (%)
17.98
7.08
19.73
7.29
22.57
7.63
26.19
9.65
FO5 (%)
58.01
14.45
62.83
15.46
68.36
17.57
86.70
22.36
Istraivanje je sprovedeno na homogenom skupu to pokazuju rezultati prikazani u Tabeli 2.

Tabela 2. Rezultati koeficijenta varijacije, nagnutosti i zakrivljenosti u odnosu na Gausovu krivu
Pol_SSP1
KPA_m
cV
MUP_m
Skew. Kurt.
cV
KON_m
Skew. Kurt.
cV
SAJ_m
Skew. Kurt.
cV
Skew. Kurt.
t_SSP1 (sek)
0.08
-0.59
0.86
0.12
0.51
-0.17
0.10
-0.17
-0.17
0.10
0.07
0.23
La5 (mmol/L)
0.18
-0.14
-0.26
0.18
0.68
0.23
0.20
0.29
0.05
0.15
-0.73
0.50
HRmax (Ud/min)
0.03
-0.23
-0.56
0.04
0.67
-0.24
0.05
0.52
0.74
0.05
0.11
-1.20
HR1 (Ud/min)
0.07
-0.20
-0.27
0.08
0.28
0.41
0.08
-0.37
-0.38
0.09
-0.82
-0.47
HR5 (Ud/min)
0.10
0.18
-0.68
0.12
0.63
-0.03
0.13
-0.07
-0.20
0.12
-0.18
-0.16
FO1 (%)
0.39
0.39
-0.01
0.37
0.95
2.64
0.34
0.49
1.05
0.37
1.13
1.05
FO5 (%)
0.25
0.12
-0.94
0.25
0.11
-0.63
0.26
0.10
0.31
0.26
0.92
0.82
Rezultati istraivanja su pokazali da na generalnom nivou postoje statistiki znaajna razlika izmeu posmatranih grupa na nivou vrednosti Wilks Lambde od 0.358 (F = 7.847, p < 0.05). Postojanje
statistiki znaajne razlike utvreno je kod varijabli: t_SSP1 (F = 15.835, p < 0.05), HRmax (F = 12.776,
p < 0.05), FO1 (4.837, p = 0.004) i FO5 (F = 11.676, p < 0.05). Kod La5 nije utvrena statistiki znaajna
razlika (F = 2.595, p = 0.057). U Tabeli 3 prikazani su rezultati Bonferroni testa kojim se utvrdilo postojanje parcijalne razlike varijabli posmatranih grupa, definisani na nivou 95% verovatnoe (p <0.05).
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Tabela 3. Rezultati Bonferroni testa posmatranih parametara u okviru Pol_SSP1

Varijabla
KPA_m
MUP_m
KPA_m
KON_m
KPA_m
SAJ_m
MUP_m
KON_m
MUP_m
SAJ_m
KON_m
SAJ_m
t_SSP1 (sek.)
0.037
n.s.
0.000
n.s.
0.000
0.000
La5 (mmol/l)
n.s.
n.s.
n.s.
n.s.
n.s.
n.s.
HRmax (Ud/min)
n.s.
0.044
0.000
n.s.
0.001
0.008
FO1 (%)
n.s.
n.s.
0.005
n.s.
0.036
n.s.
FO5 (%)
n.s.
n.s.
0.000
n.s.
0.000
0.006
(n.s.) bez statistike znaajnosti
DISKUSIJA
Rezultati istraivanja su pokazali da se grupe na generalnom nivou razlikuju (F = 7.847, p <
0.05). Na osnovu dobijenih rezultata moe da se tvrdi da je SAJ_m u poreenju sa testiranim grupama pokazao najbolju efikasnost pri savladavanju Pol_SSP1. Prosena vrednost t_SSP1 iznosila je
76.87 sek. to je statistiki znaajno bolji rezultat u odnosu na KPA_m za 11.05 sek. (14.37%), MUP_m
17.52 sek. (22.79%) i u odnosu na KON_m 14.02 sek. (18.24%). Takoe, KPA_m su Pol_SSP1 u preseku
realizovali za 87.92 sek. i ostvarili veu efikasnost u odnosu na MUP_m za 6.47 sek. (6.85%). Izmeu
grupa KPA_m i KON_m, kao i izmeu KON_m i MUP_m nije utvreno postojanje statistiki znaajne
razlike kod varijable t_SSP1 (Tabela 4). Metod poligoni jedan od naina za razvoj i procenu SMS u
okviru kojih se oekuje da pojedinac izvede zadate kretanje tano, brzo i racionalno (Strating et al.,
2010; Arvey et al., 1992). Specifini zadaci koji se nalaze u okviru Pol_SSP1 odnose se na prelaenje
prepreka i manipulaciju kratkim vatrenim orujem, upotrebu tehnika samoodbrane, slubene palice
i sredstava za vezivanje izvode se u uslovima narastajueg fizikog zamora. U takvim uslovima, koje
hipotetski simuliraju situacije i zadatke za koje policajci prostorno-vremenski moraju da budu praktino osposobljeni, potrebno je brzo i tano reiti sve zadate tehniko-taktike kretne radnje (Dopsaj
& Jankovi, 2014). U ranijim istraivanjima utvreno je da efikasnost SMS zavisi od kvaliteta obuke,
ali da je neophodno nakon zavretka obuke nastaviti sa vebanjem kako bi se postupci automatizovali
i tako podigli na visok profesionalni nivo (Vukovi i sar., 2014; Vukovi 2005; Vukovi & Dopsaj,
2003). Takoe, Pol_SSP1 jeste test submaksimalnog intenziteta u zoni anaerobno-glikolitikog reima
rada (Jankovi et al., 2014), pa moe da se pretpostavi da su razlike u realizaciji nastale kao posledica
razliitog nivoa razvijenosti BMS i SMS testiranih grupa.
Tabela 4. Razlike parametara posmatranih u okviru Pol_SSP1
Varijabla
KPA_m
MUP_m
KPA_m
KON_m
Aps.
Aps.
t_SSP1 (s)
-6.47
-6.85
-2.97
La5 (mmol/L)
0.08
0.64
HRmax (Ud/min)
4.57
FO1 (%)
FO5 (%)
KPA_m
SAJ_m
Aps.
MUP_m
KON_m
MUP_m
SAJ_m
Aps.
KON_m
SAJ_m
Aps.
Aps.
-3.27 11.05 14.37
3.50
3.85
17.52 22.79 14.02 18.24
1.40
12.50
1.09
9.47
1.32
11.79
1.01
8.77
-0.31
-2.69
2.49
5.60
3.07
13.16
7.53
1.03
0.57
8.59
4.92
7.56
4.33
-1.75
-8.87
-4.59 -20.34 -8.21 -31.35 -4.20 -17.77 -6.46 -24.67 -3.62 -13.82
-4.82
-7.67 -10.35 -15.14 -28.69 -33.09 -5.53
-8.09 -23.87 -27.53 -18.34 -21.15
(Aps.) Razlike u apsolutnim vrednostima; (%) razlike u relativnim vrednostima; p < 0.05
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Prosene vrednosti laktata izraene u mmol/L za KPA_m, MUP_m, KON_m i SAJ_m iznosile
su: 12.60, 12.52, 11.20 i 11.51, respektivno. Iako su utvrene razlike kod efikasnosti realizacije Pol_
SSP1, izmerena koncentracija laktata (koja upuuje na visok stepen acidoze krvi) nije se statistiki
znaajno razlikovala kod grupa. Drugim reima istraivanje je pokazalo da je kod svih grupa fiziki
napor, vreme potrebno za realizaciju i struktura specifinih motorikih zadataka Pol_SSP1 dominantno provocirala stvaranje energije za rad iz procesa anaerobne glikolize (McArdle et al., 2007).
Koncentracija laktata posle borbe vrhunskih dudista iznosila je 12.3 mmol/L (Degoutte et al., 2003),
kod rvaa vrednost je bila 13.03 mmol/L, a kod kikboksera 10.02 mmol/L (Karnini i sar., 2010).
Utvrene koncentracije laktata navedenih borilakih sportova imaju sline vrednosti koje izaziva
savladavanje Pol_SSP1, pa se moe zakljuiti da realizacija poligona zahteva slian anaerobno glikolitiki intenzitet fizikog naprezanja. Na slikama 2 i 3 prikazane su vrednosti efikasnosti realizacije
Pol_SSP1 i izmerene koncentracije laktata svih testiranih grupa.
Slika 2. Vreme realizacije Pol_SSP1
Slika 3. Koncentracija laktata u 5. min.

oporavka
Karakteristika fizikog naprezanja po tipu anaerobno-laktatnog rada, koji se ostvaruje tokom

realizacije Pol_SSP1, dovodi organizam u stanje visokog fiziolokog stresa, pa je frekvencija srca
posledino izuzetno visoka (Dopsaj & Jankovi, 2014). Prosene vrednosti HRmax prikazane su u
Tabeli 1, a rezultati istraivanja su pokazali da je SAJ_m imao statistiki znaajnu manju frekvenciju
srca u poreenju sa drugim grupama i to za 13.16 Ud/min (7.53 %) u odnosu na KPA_m, 8.59 Ud/
min (4.92 %) u odnosu na MUP_m i 7.56 Ud/min (4.33 %) u odnosu na KON_m. Takoe, utvreno je
da KON_m u odnosu na KPA_m ima niu sranu frekvenciju za 5.6 Ud/min, odnosno 3.07 % (Tabela
4). Na maksimalnu frekvenciju srca, izmeu ostalog, utiu: intenzitet rada, trajanje rada, treniranost
i tempo vrenja rada (McArdle et al., 2007). S obzirom na to da je Pol_SSP1 konstruisan tako da se
zadaci sukcesivno reavaju, a da intenzitet i brzina zavise od nivoa razvijenosti BMS i SMS, moemo
pretpostaviti da je vea efikasnost i manja maksimalna frekvencija srca kod SAJ_m u odnosu na ostale
grupe posledica bolje fizike i tehniko-taktike pripremljenosti. Takoe, drugi faktor koji utie na
maksimalnu frekvenciju srca jesu godine starosti. U skladu sa formulom: HRmax = 206.8 0.67* godine
starosti, koja se primenjuje na fiziki aktivne mukarce (Wilson & Tanaka, 2000), izraunato je da su
ispitanici u odnosu na hipotetiki fizioloki maksimum ostvarili izuzetno visok intenzitet od 97.87%
(KPA_m), 98.91% (MUP_m), 96.15% (KON_m) i 94.25% (SAJ_m). Budui da se t_SSP1 i La5 statistiki
ne razlikuje kod grupa KPA_m i KON_m moemo pretpostaviti da je utvrena razlika HRmax posledica
razlike u njihovoj starosti od 4.5 godina.
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63
Slika 4. Maksimalna frekvencija srca i

frekvencija srca u oporavku u prvih 5 minuta
Slika 5. Procenat oporavka srane frekvencije

u prvom i petom minutu posle testiranja
Kada se fiziki rad zavri zapoinje faza oporavka i frekvencija srca se smanjuje (Slika 4). Brzina oporavka moe da zavisi od intenziteta rada, tempa rada i utreniranosti ispitanika (McArdle et
al., 2007). Na osnovu rezultata prikazanih u Tabeli 4 moe da se tvrdi da su SAJ_m nakon jednog minuta imali statistiki znaajno vei procenat oporavka u odnosu na KPA_m i MUP_m, dok je posle 5
minuta oporavak bio statistiki znaajno bolji u odnosu na sve grupe (Slika 5). Izmeu drugih grupa
kod FO1 i FO5 nisu pronaene statistiki znaajne razlike. SAJ_m su ostvarili znaajno bolje vreme
realizacije Pol_SSP1, uz znaajno manju HRmax i bri oporavak, na osnovu ega moe da se pretpostavi da je kod njih nivo razvijenosti BMS i SMS posledica adekvatnog trenanog procesa.
ZAKLJUAK
Rezultati istraivanja su pokazali da kod testa za procenu specifine spretnosti policajaca profesionalna specijalizacija utie na motoriku i metaboliko-funkcionalnu efikasnost. Pol_SSP1 je
strukturisan kao test za procenu specifine spretnosti policajaca. Zadaci poligona simuliraju situacije i zadatke za koje policajci prostorno-vremenski moraju da budu praktino osposobljeni. Utvreno
je da se realizacijom Pol_SSP1 dolazi u stresne situacije narastajueg fizikog zamora u kojima pojedinac mora pravilno da izvede sve zadate tehniko-taktike kretne radnje. SAJ_m su uspenije reili
navedene zadatke uz manje funkcionalno optereenje kardiovaskularnog sistema i bri oporavak.
KPA_m su pokazali veu efikasnost realizacije od MUP_m, uz podjednak nivo metaboliko-funkcionalne efikasnosti. Utvreno je da kod svih grupa fiziki napor, vreme potrebno za realizaciju i
struktura SMS dominantno provocira stvaranje energije za rad iz procesa anaerobne glikolize. Visoka vrednost izmerene koncentracije laktata nije se statistiki znaajno razlikovala kod grupa. U
narednim istraivanjima potrebno je utvrditi da li postoje razlike u efikasnosti realizacije Pol_SSP1
i metaboliko-funkcionalnih pokazatelja izmeu mukaraca i ena. Takoe, potrebno je definisati
normative za Pol_SSP1 u odnosu na pol, starost i profesionalnu specijalizaciju policajaca.
LITERATURA
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14. Strating, M., Bakker R., Dijkstra G., Lemmink, K., Groothoff, J. W. (2010). A job-related fitness
test for the Dutch police. Occupational Medicine, 60, 255-260.
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16. Vukovi, G., Dopsaj, M. (2003). Pouzdanost testova za procenu osnovne osposobljenosti za
upotrebu sredstava za vezivanje kod policajaca. Zbornik radova, Policijska akademija, Beograd,
325-343.
17. Vukovi, G., Jankovi, R., Blagojevi, M. (2013). Uticaj osnovne obuke u gaanju linim
naoruanjem policije na osnovnu manipulaciju slubenim pitoljem. Struktura i funkcionisanje
policijske organizacije - tematski zbornik radova, 2, 223-232.
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Zbornik radova
65
Radivoje Jankovic, Milivoj Dopsaj, Rasa Dimitrijevic, Goran Vuckovic, Nenad Koropanovski
UDK 796.012.1:351.74/.76
DIFFERENCES BETWEEN MOTOR AND METABOLIC-FUNCTIONAL

EFFICIENCY OF POLICE OFFICERS WHEN ESTIMATING THEIR
PERFORMANCE USING THE SPECIAL PROFICIENCY TEST DEPENDING
ON THEIR PROFESSIONAL SPECIALIZATION1)
Radivoje Jankovic1, Milivoj Dopsaj2, Rasa Dimitrijevic1,

Goran Vuckovic1, Nenad Koropanovski1
Academy of Criminalistic and Police Studies, Zemun, Serbia
Faculty of sports and physical education, Belgrade University, Belgrade, Serbia
1
INTRODUCTION
Specific compentencies of police officers in certain law-defined cases permit the use of means of constraint. In these occasions, in the condition of increased psycho-phisical exertion, their
personal integrity, the integrity of other police force members and the person on whom the means
of constraint are applied can be jeopardized (Dopsaj et al., 2012; Vukovi et al., 2011). Taking into
account that the efficiency of using the means of constraint depends on the development of basic physical abilities (BPA) and specific physical abilities (SPA), the police officers are required to acquire an
outstanding level of both BPA and SPA compared to average population (Dopsaj i sar., 2007a). Special
Physical Education (SPE) is a branch of physical education specialized in issues of police force work.
By defining reliable scientific methods, measuring procedures and normative parameters, SPE provides conditions for police officers work efficiency enhancement (Dopsaj & Jankovi, 2014; Jankovi
& Dimitrijevi, 2012; Dopsaj et al., 2007b). The BPA and SPA development level ought to be a consequence of training and educational process realized during the officers training and schooling, as well as of
continuous professional improvement during ones career (Jankovi & Dimitrijevi, 2012). The BPA
and SPA development monitoring is performed by periodic testing of police officers, and the results
are viewed as informaton which demonstrate the quality of educational processes (Dopsaj et al., 2012;
Strating et al., 2010). The efficient testing can be achieved by deepening and improving the instruments measuring characteristics (Ingebrigtsen & Jeffreys, 2012), and the test for assessing the officers SPA level itself ought to be adjusted to the conditions they are applied in, namely to associate
the test to the requirements likely to occure on the field (Lonsway, 2003; Anderson, 2001).
The conducted research have proven that in the largest number of cases the activities during the execution of measures of constraint are carried out during 60 to 120 seconds period in
the zone of submaximal and maximal exertion. In this case, the police officers encounter forms
of locomotion and motoric tasks such as: running, jumping, crawling, balancing, maneuvering,
climbing, lifting, weight carrying or dragging, pushing, pulling and fighting. Moreover, in previous
researches it has been demonstrated that the application of SPE tehniques follow a pursuit when the
suspects are most likely to fiercely resist. The circumstances can be extremely dangerous given the
The paper is a part of the project Effects of applied physical activity on the locomotive, metabolic, psycho-
1)
social and educational status of the population in the Republic of Serbia, number III47015, as a part of the
sub-project entitled Effects of physical activity applied on the locomotive, metabolic, psychosocial and educational status of the police population in the Republic of Serbia funded by the Ministry of Education and
Science of the Republic of Serbia - Research Projects Cycle 2011-2015.
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Differences Between Motor and Metabolic-Functional Efficiency of Police Officers when Estimating their Performance...
fact that the suspects may also use (or threaten to use) a bat, a knife or a gun. For assesment of quality
of the named SPA there are available tests obstacle courses the characteristics of which (timing, intensity and tasks) simulate hypothetical issues police officers may encounter while preforming their
professional duties (Dopsaj & Jankovi, 2014; Vukovi et al, 2011; Strating et al., 2010; Lonsway, 2003;
Anderson, 2001; Bonneau & Brown, 1995).
For the purpose of increasing the efficiency of educational processes by improving measuring
instrument characteristics and by their professional implementation at the Academy of Criminalistic and Police Studies (ACPS), an Obstacle course for assessment of specific abilities of police officers (OC_SAPO1) has been developed. In earlier researches it has been concluded that by completing
OC_SAPO1 an individual finds his/herself in stressful situations with increasing physical fatigue where
he must correctly complete all given tehnical and tactic actions, and that the course, as an assessment
instrument of specific police skills, is a valid motoric task. Based on the needed realization time, achieved
maximal heart rate and measured concetration of lactates in capillary blood, it has been assessed that the
OC_SAPO1 is a test of submaximal intensity in anaerobic-glycolytic work mode. It is estimated that the
test has an equal influence on metabolic-functional reaction in bodies of ACPS students of both sexes, but
that males complete the test more efficiently compared to females in a level that is statistically significant
(Dopsaj & Jankovi, 2014; Jankovi et al., 2014).
The aim of the paper is to determine the differences in realization success and metabolic-functional
reaction of body during the OC_SAPO1 realization in groups formed according to professional specializaton criteria.
The papers significance rests in the notion that creation and implementation of a measuring instrument for assessment of specific police skills may enable refinement in tehnological process of specific
physical skills development control in police force members.
METHOD
99 men at the average age of 28.16.1 took part in the reserch. The overall sample of the subjects was divided into four groups using a professional specialization criterion:
1. The first group consisted of 30 ACPS third year students of Security, Criminalistic and
Police Department (KPA_m) aged 221.1. All subjects had received education on subjects
SPE1, SPE2 and SPE3.
2. The second group consisted of 28 general duties police officer (MUP_m) aged 32.44.5.
An average working experience in MUP_m was 8.74.6 years. All subjects were authorised
persons that had received educational treatment adequate for police work.
3. The third group was comprised of 22 subjects of the control group (KON_m) who
recreationally practiced martial arts (aikido, karate and the Russian system). The average
age of KON_m was 26.54.9, and the average time of the sport practice was 3.41.3 years
of recreational training with the weekly rate of 2.90.7 training hours. All subjects had
had necessary education for solving SPA tasks done within OC_SAPO1 including 9 school
classes of training.
4. The fourth group was made of 19 members of Special Anti-Terrorist Unit (SAJ_m) aged
33.14.6
For determining the differences between the groups, the following variables were taken into
consideration:
1. OC_SAPO1 completion time (t) was measured using Physical Ability Test 02 computer
system (PAT 02) and expressed in seconds (s). PAT 02 is composed of measurement and data
acquisition instruments, cables set, applicative software and running sensor (UNO-LEX,
NS, Serbia). Subject activates the chronometer by passing through the first sensor and turns
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67
it off by passing through the sensor at the end of the obstacle course. The result is shown in
seconds, in two-decimal format (Dopsaj & Jankovi, 2014; Jankovi,Dopsaj, & Dimitrijevi,
2014).
2. The lactate concentration, as metabolic acidosis measure, was evaluated in the fifth minute
of recovery (La5) and expressed in milli-moles per litre (La in mmol/L). For collecting the
blood samples, disposable blood lancet Unistik 3 Comfort (Owen Mumford Ltd. UK) was used.
Lactate concentration was analysed using portable new generation lactate analyser (Lactate Plus
NOVA biomedical, USA), employing a lactate biosensor based on lactate oxidisation (Lactate
Methodology - Lactate oxidise biosensor) (Hart et al., 2013).
3. Maximal heart rate (HRmax) expressed in beats per minute (bmp), as functional exertion of
the cardiovascular system measurement, was measured at the end of the test in the first
(HR1) and the fifth (HR5) minute of recovery using SIGMA PC 15 heart rate monitor (Sigma
Electro GmbH, Germany).
4. Fast recovery phase (FO1), ((HRmax - HR1)/ HR1)*100 and the slow recovery phase (FO5 ),
((HRmax HR5)/ HR5)*100 . FO1 and FO5 are expressed in per cents.
The OC_SAPO1 was realized on a space with the surface of 25x15 meters (Figure 1). Prior to the
test, the OC_SAPO1 was introdused (each part of the test was explained in detail). Then the subjects practiced every course task in the period of two school classes (90 minutes), and completed the OC_SAPO1
with high intensity soon after. After a break lasting at least 24 hours, the subjects were tested for the first
time (Test 1) preceded by a 10 minute warm up. The Test 1 recovery consisted of 15 minute low intensity run and walk, as well as of 5 minute stretching. After 48 hours, namely the time period which
enabled a full physical recovery, the subjects repeated the testing where the following variables were
measured: t_SSP1, La5, HRmax, HR1, HR5 (Dopsaj & Jankovi, 2014; Jankovi et al., 2014)
OC_SAPO1 included the following tasks (Figure 1):
A.
B.
C.
D.
Starting on sound signal,

20m sprint in a straight line,
Stopping, taking cover and reaching for the firearm,
After threat assessment, while holding the gun in firing position, subject leaves the cover
from the left side, passes the cones from the outer side and crawls underneath the rope set
at 55 cm height in marked spots. Distance between the cones is 250 cm,
E. Stopping and taking cover, changing the magazine and putting the firearm back on the
duty belt,
F. Three part task: 1. Crossing over 110 cm high obstacle; 2. crawling beneath 55cm obstacle
(F); 3. Crossing over 110 cm high obstacle. The distance between the obstacles being 250
cm,
G. Approaching the focus pad (held by an assistant), throwing 4 punches and 2 kicks with
maximal speed and intensity,
H. Climbing the 70 cm high platform and crossing the 120 cm high and 500 cm long balance
beam.
I. Leaping on the math with a forward roll,
J. Approaching the punching bag, taking baton, hitting the bag 4 times with maximal
efficiency and putting the baton back on the duty belt,
K. Reaching the mats and defending against predetermined attack, overcoming the attacker
using SPA techniques, controlling and handcuffing him,
L. 15 m maximal speed running, with changing of direction to the dummy (sack),
M. Reaching the dummy (sack) and lifting it (men) or preparing for dragging the dummy
(women),
68
N. Carrying the dummy or sack (men) or dragging it (women) for 10 m from the starting
position to the marked point,
O. Safely placing the dummy (sack) on the ground,
P. Running through the finish line.
Fig 1. OC_SAPO1 design

The data were analysed by using descriptive statistics for calculating arithmetic mean (MEAN)
and standard deviation (SD). The homogeneity of the sample was determined by coefficient of variation (cV), skewness (Skew.) and kurtosis (Kurt.) in respect to Gaussian Curve. The presence of
the general difference in the groups variabilities was determined by using MANOVA, whereas the
Bonferroni test was used for determining the partial differences between the pairs of variables. The
statistical significance was defined on 95% probability level, respectfully on the p < 0.05 level. For all
statistic analyses SPSS Statistics 17.0. software program was used (Hair et al., 1998).
RESULTS
Table 1 represents all results of the average values and standard deviation of the measured
variables.
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69
Table 1. Average values and standard deviation of time achieved on the OC_SAPO1and the
observed metabolic-functional parametres
OC_SAPO1
KPA_m
MUP_m
KON_m
SAJ_m
MEAN
SD
MEAN
SD
MEAN
SD
MEAN
SD
t_SAPO1 (sec)
87.92
6.98
94.39
11.06
90.89
8.84
76.87
7.43
La5 (mmol/L)
12.60
2.25
12.52
2.29
11.20
2.24
11.51
1.77
HRmax (bpm)
187.88
5.63
183.31
6.70
182.28
8.35
174.72
8.91
HR1 (bpm)
159.79
10.44
153.73
12.23
149.36
12.53
139.28
13.11
HR5 (bpm)
119.86
11.44
113.73
13.39
109.58
13.78
94.78
11.67
FO1 (%)
17.98
7.08
19.73
7.29
22.57
7.63
26.19
9.65
FO5 (%)
58.01
14.45
62.83
15.46
68.36
17.57
86.70
22.36
The research was conducted on a homogeneous group as shown by the results in Table 2.
Table 2. The results of coefficient of variation, skewness and kurtosis in respect to Gaussian Curve
OC_SAPO1
KPA_m
cV
MUP_m
Skew. Kurt.
cV
KON_m
Skew. Kurt.
cV
SAJ_m
Skew. Kurt.
cV
Skew. Kurt.
t_SAPO1 (sec)
0.08
-0.59
0.86
0.12
0.51
-0.17
0.10
-0.17
-0.17
0.10
0.07
0.23
La5 (mmol/L)
0.18
-0.14
-0.26
0.18
0.68
0.23
0.20
0.29
0.05
0.15
-0.73
0.50
HRmax (bpm)
0.03
-0.23
-0.56
0.04
0.67
-0.24
0.05
0.52
0.74
0.05
0.11
-1.20
HR1 (bpm)
0.07
-0.20
-0.27
0.08
0.28
0.41
0.08
-0.37
-0.38
0.09
-0.82
-0.47
HR5 (bpm)
0.10
0.18
-0.68
0.12
0.63
-0.03
0.13
-0.07
-0.20
0.12
-0.18
-0.16
FO1 (%)
0.39
0.39
-0.01
0.37
0.95
2.64
0.34
0.49
1.05
0.37
1.13
1.05
FO5 (%)
0.25
0.12
-0.94
0.25
0.11
-0.63
0.26
0.10
0.31
0.26
0.92
0.82
The research results demonstrated the general existence of statisically significant difference
between the observed groups, the Wilks Lambde level of value being 0.358 (F = 7.847, p < 0.05). The
existence of statistically significant difference was determined with the following varibles: t_SAPO1
(F = 15.835, p < 0.05), HRmax (F = 12.776, p < 0.05), FO1 (4.837, p = 0.004) and FO5 (F = 11.676, p <
0.05). A statistically significant difference was not determined with La5 (F = 2.595, p = 0.057). Table
3 demonstrates the results of the Bonferroni test used for detection of existence of partial variables
difference of the observed groups defined on the level of 95% probability (p <0.05).
70
Table 3. Results of the Bonferroni test of the observed parametres within the OC_SAPO1
Variable
KPA_m
MUP_m
CSP _m
KON_m
CSP _m
SAJ_m
MUP_m
KON_m
MUP_m
SAJ_m
KON_m
SAJ_m
t_SAPO1 (sec)
0.037
n.s.
0.000
n.s.
0.000
0.000
La5 (mmol/l)
n.s.
n.s.
n.s.
n.s.
n.s.
n.s.
HRmax (bpm)
n.s.
0.044
0.000
n.s.
0.001
0.008
FO1 (%)
n.s.
n.s.
0.005
n.s.
0.036
n.s.
FO5 (%)
n.s.
n.s.
0.000
n.s.
0.000
0.006
(n.s.) no statistical value
DISCUSSION
The research results demonstrated that the groups are generally different (F = 7.847, p < 0.05).
According to the obtained results, it can be argued that SAJ_m demonstrated the highest efficiency
while completing the OC_SAPO1 compared to the other groups. The average value of t_SAPO1 was
76.87 sec which was 11.05 sec (14.37%) better result compared to KPA_m, 17.52 sec (22.79%) compared to MUP_m and 14.02 sec (18.24%) compared to KON_m, which is statistically significant. Moreover, KPA_m completed the OC_SAPO1 in 87.92 sec on average, thus obtaining a 6.47 sec (6.85%)
higher efficiency compared to MUP_m. Between the KPA_m and KON_m groups, as well as between
the groups KON_m and MUP_m, there was not a statistically significant difference with t_SAPO1
variable demonstrated (Table 4). The method obstacle course is one of the ways for development and
assessment of SPA within which the individual is expected to perform the tasks accurately, swiftly and
rationally (Strating et al., 2010; Arvey et al., 1992). The specific tasks within the OC_SAPO1 which
refer to overcoming the obstacles with manipulation of short firearm, using self-defence techniques,
baton and binding device are completed in the conditions of increasing physical fatigue. In such
conditions, which ought to simulate situations and tasks officers have to be practically qualified for
in given time and space, it is required to complete all given technical and tactical activities (Dopsaj &
Jankovi, 2014). In earlier research, it was determined that the SPA efficiency depends on the training quality, although, after the training has ceased, it is necessary to continue practicing in order to
make the movements automatic and to make them reach a high professional level (Vukovi i sar.,
2014; Vukovi 2005; Vukovi & Dopsaj, 2003). Moreover, the OC_SAPO1 is a submaximal intensity
test in anaerobic-glycolytic work mode (Jankovi et al., 2014), thus it can be assumed that the differences
in its realization emerged as a result of different BPA and SPA development levels of the tested groups.
Table 4. Differenes in parametres observed within the OC_SAPO1
Variable
KPA_m
MUP_m
KPA_m
KON_m
Aps.
Aps.
t_SAPO1 (s)
-6.47
-6.85
-2.97
La5 (mmol/L)
0.08
0.64
HRmax (bpm)
4.57
FO1 (%)
FO5 (%)
KPA_m
SAJ_m
Aps.
MUP_m
KON_m
MUP_m
SAJ_m
Aps.
KON_m
SAJ_m
Aps.
Aps.
-3.27 11.05 14.37
3.50
3.85
17.52 22.79 14.02 18.24
1.40
12.50
1.09
9.47
1.32
11.79
1.01
8.77
-0.31
-2.69
2.49
5.60
3.07
13.16
7.53
1.03
0.57
8.59
4.92
7.56
4.33
-1.75
-8.87
-4.59 -20.34 -8.21 -31.35 -4.20 -17.77 -6.46 -24.67 -3.62 -13.82
-4.82
-7.67 -10.35 -15.14 -28.69 -33.09 -5.53
-8.09 -23.87 -27.53 -18.34 -21.15
(Aps.) Absolute value differences; (%) relative value differences; p < 0.05
Zbornik radova
71
Average values of lactates expressed in mmol/L for KPA_m, MUP_m, KON_m and SAJ_m are:
12.60, 12.52, 11.20 and 11.51, respectively. Although the differences in the OC_SAPO1 realization
efficiency were determined, the measured lactate concentration (referring to a high level of blood
acidosis) did not show statistically significant differences between the groups. In other words, the
research demonstrated that among all the groups physical strain, completion time and the structure
of specific OC_SAPO1 motoric tasks distinctively provoked the generation of energy needed for
the activities through anaerobic glycolysis processes (McArdle et al., 2007). The after-fight lactates
concentration in top judokas was 12.3 mmol/L (Degoutte et al., 2003), 13.03 mmol/L in wrestlers,
and 10.02 mmol/L in kickboxers (Karnini i sar., 2010). The determined lactates concentration in
above mentioned martial arts have similar values caused by OC_SAPO1 completion, thus it can be
concluded that the obstacle course completing demands a similar anaerobic glycolytic intensity of
the physical strain. Figures 2 and 3 demonstrate the values of OC_SAPO1 realization efficiency and
the measured lactate concentration in all tested groups.
Figure 2. OC_SAPO1realization time
Figure 3. Lactate concentration in the fifth

minute of recovery
The characteristics of the physical strain in anaerobic lactate work mode produced in the
course of OC_SAPO1 realization brings body into a high physiological stress state, consequently,
the heart rate is exceedingly high (Dopsaj & Jankovi, 2014). The average HRmax values are shown in
Table 1, and the research results demonstrated that SAJ_m had a statistically significant lower heart
rate when compared to other groups, this difference being 13.16 bpm (7.53 %) compared to KPA_m,
8.59 bpm (4.92 %) compared to MUP_m and 7.56 bpm (4.33 %) compared to KON_m. Moreover, it is
estimated that KON_m has a 5.6 bpm lower heart rate compared to KPA_m, namely 3.07 % (Table 4).
The maximal heart rate is, among other things, influenced by: the work intensity, the work duration,
quality of training and the completion tempo (McArdle et al., 2007). Taken the fact that the OC_
SAPO1 had been constructed in a way to make the tasks completed successively, and that the intensity
and the speed depend on the BPA and SPA development level, it is possible to argue that the higher efficiency and the lower heart rate in SAJ_m compared to other groups is a consequence of better physical, technical and tactical preparation. Also, the other factor that influences the maximal heart rate is
the age. In compliance with the formula: HRmax = 206.8 0.67* years of age, applicable to physically
active men (Wilson & Tanaka, 2000), it is calculated that, in respect to the hypothetical physiological
maximum, the subjects altogether accomplished exceptionally high intensity of 97.87% (KPA_m), 98.91%
(MUP_m), 96.15% (KON_m) i 94.25% (SAJ_m). Given the fact that t_SAPO1 and La5 statistically do not
differ in KPA_m and KON_m groups, it is possible to assume that the determined difference of HRmax is
a consequence 4.5 years age difference between them.
72
Figure 4. Maximal heart rate and the heart

rate in the first five minutes of recovery
Figure 5. The heart rate recovery percentage

in the first and the fifth minute after the testing
When the physical work has been completed, the phase of recovery commences and the heart
rate decreases (Figure 4). The speed of the recovery may depend on the work intensity and tempo
and the subjects physical fitness (McArdle et al., 2007). Based on the results given in Table 4, it can
be said that SAJ_m had statistically significant higher percentage of recovery after one minute compared to KPA_m and MUP_m, whereas their recovery after 5 minutes was statistically significantly
better compared to all groups (Figure 5). There were not statistically significant differences found
between other groups at FO1 and FO5. SAJ_m accomplished significantly better OC_SAPO1 completion time, with significantly lower HRmax and faster recovery, on the basis of which it can be assumed that their BPA and SPA development levels are consequences of an adequate training process.
CONCLUSION
The research results demonstrated that the professional specialisation influences motoric and
metabolic-functional efficiency in the tests of specific abilities assessment in police officers. The
OC_SAPO1 was structured as a specific ability assessment test of police officers. The course tasks
simulate situations and tasks officers have to be practically qualified for in given time and space. It
was estimated that by completing OC_SAPO1 an individual finds his/herself in stressful situations with
increasing physical fatigue where he or she must correctly complete all given technical and tactic actions.
SAJ_m completed the given tasks more successfully and with less functional exertion of cardiovascular
system and faster recovery. KPA_m demonstrated higher efficiency of realization than MUP_m, but with
equal level of metabolic-functional efficiency. It was determined with all groups that physical strain, completion time and the structure of SPA distinctively provokes the generation of energy needed for the
activities through anaerobic glycolysis processes. High values of measured lactate concentration did
not demonstrate statistically significant differences between the groups. The succeeding researches
need to determine whether there are differences between OC_SAPO1 realization efficiency and
metabolic-functional determiners between males and females. Moreover, it is necessary to define
OC_SAPO1 normatives relating to the sex, age and professional specialisation of police officers.
LITERATURE
1. Anderson, G. (2001). Police officer physical ability testing. An International Journal of Police
Strategies & Management, 24(1), 8-31.
2. Arvey, R., Landon, T., Nutting, S., Maxwell, S. (1992). Development of physical ability tests for police officers: a construct validation approach, Journal of Applied Psychology, 6(77), 996-1009.
Zbornik radova
73
Medicine, 2, 157-164.
4. Dopsaj, M., Blagojevi, M., Vukovi, G. (2007a). Normativno-selekcioni kriterijum za procenu
bazino motorikog statusa kandidata za prijem na studije Kriminalistiko-policijske akademije
u Beogradu. Bezbednost, Beograd, 49(4), 166-183.
5. Dopsaj, M., Jankovi, R. (2014). Validnost poligona specifine spretnosti kod studenata
KPA: Metaboliki i funkcionalni pokazatelji fizikog optereenja, Nauka-bezbednost-policija, 19(1), 185-199.
6. Dopsaj, M., Koropanovski, N., Vukovi, G., Blagojevi, M., Marinkovi, B., Milju, D. (2007b). Maximal isometric
hand grip force in well-trained university students in Serbia: Descriptive, functional and sexual dimorphic model,
Serbian Journal of Sports Sciences, 1(4), 138-147.
7. Dopsaj, M., Vukovi, M., Milojkovi, B., Suboi, D., Eminovi, F. (2012). Hand grip scaling in
defining risk factors when using authorized physical force. Facta universitatis - series: Physical
Education and Sport, 10(3), 169-181.
8. Hart, S., Drevets, K., Alford, M., Salacinski, A., Hunt, E.B. (2013). A method comparison study regarding the validity and reliability of the Lactate Plus analyzer. BMJ Open 3:e001899. doi:10.1136/
bmjopen-2012-001899.
9. Ingebrigtsen, J., Jeffreys, I. (2012). The relationship between speed, strength and jumping abilities
in elite junior handball players. Serbian Journal of Sports Sciences, 6(1-4), 83-88.
10. Jankovi, R., Dimitrijevi, R. (2012). Stanje i mogunosti unapreenja naina procene motorikih
sposobnosti u sistemu Ministarstva unutranjih poslova Republike Srbije. Kultura polisa, 9(1),
419-435.
11. Jankovi, R., Dopsaj, M., Dimitrijevi, R. (2014). Differences of metabolical and physical reactions to specific physical stress within the body of the Academy of Criminalistic and Police Studies students. International scientific conference Archibald Reiss days, Belgrade, 129-136.
12. Lonsway, K. (2003). Tearing down the wall: Problems with consistency, validity, and adverse inpact of
physical agility testing in police selection. Police Quarterly 6(3): 237277.
13. McArdle, W. D., Katch, I. F., Katch, V. L. (2007). Exercise physiology: nutrition, energy, and human performance (6th ed.). Philadelphia: Lippincott Williams & Wilkins.
14. Strating, M., Bakker R., Dijkstra G., Lemmink, K., Groothoff, J. W. (2010). A job-related fitness
test for the Dutch police. Occupational Medicine, 60, 255-260.
15. Vukovi, G. (2005). Osnovna obuka za korienje i upotrebu slubene palice. Bezbednost, Beograd, 47(5), 842-850.
16. Vukovi, G., Dopsaj, M. (2003). Pouzdanost testova za procenu osnovne osposobljenosti za
upotrebu sredstava za vezivanje kod policajaca. Zbornik radova, Policijska akademija, Beograd,
325-343.
17. Vukovi, G., Jankovi, R., Blagojevi, M. (2013). Uticaj osnovne obuke u gaanju linim
naoruanjem policije na osnovnu manipulaciju slubenim pitoljem. Struktura i funkcionisanje
policijske organizacije - tematski zbornik radova, 2, 223-232.
18. Vukovi, G., Suboi, D., Keki, D. (2011). Physical abilities of police officers as prerequisite
for suppresing violence at sporting events in the Republic of Serbia. Facta universitatis - series:
Physical Education and Sport, 9(4), 385-397.
19. Wilson, T.M., Tanaka, H. (2000). Meta-analysis of the age-associated decline in maximal aerobic
capacity in men: relation to training status. American Journal of Physiology. 278, H829-H834.
74
Samovrednovanje studenata kriminalistiko-policijske akademije o uticaju terenske obuke na postignua...
UDK 378.6:351.74-057.875:377
SAMOVREDNOVANJE STUDENATA
KRIMINALISTIKO-POLICIJSKE AKADEMIJE
O UTICAJU TERENSKE OBUKE NA POSTIGNUA
IZ POLICIJSKE TOPOGRAFIJE

Kriminalistiko-policijska akademija, Beograd, Srbija
UVOD
Posebni oblici nastave u terenskim uslovima realizuju se na raznim visokokolskim ustanovama. To je na primer logorovanje studenata FSFV, terenska praksa studenata Geografskog, Rudarsko-geolokog, umarskog fakulteta, Poljoprivrednog i Biolokog fakulteta i drugih fakulteta.
Na Kriminalistiko-policijskoj akademiji realizuju se studijski programi za potrebe policijskog
obrazovanja. Pri tome, posebna panja se posveuje sadrajima kojima studenti usvajaju praktina znanja i vetine neophodne za obavljanje policijskih poslova. Takvi sadraji studijskog programa na Kriminalistiko-policijskoj akademiji nazivaju se posebni oblici nastave (Miloevi, Suboi,
2010:156).
Jedan od posebnih oblika nastave je struna terenska obuka u letnjim uslovima. Ta obuka se
izvodi van sedita obrazovne institucije, u nastavnim centrima MUP-a R Srbije. Realizuje se po vrlo
intenzivnom i dinaminom celodnevnom programu koji traje vie dana, jedinstveno za sve studijske programe. Osnovni cilj terenske obuke je neposredno povezivanje teorijskih znanja steenih sa
praktinim postupanjem pripadnika policije opte nadlenosti (prvenstveno u domenu operativnih
policijskih vetina, tj. vatrene obuke i taktikog postupanja policijskih slubenika), kao i da omogui
studentima Kriminalistiko-policijske akademije potpunije i sveobuhvatnije savladavanje i utvrivanje odreenih nastavnih sadraja iz okvira ue strunih predmeta, kako bi ih to kvalitetnije pripremili za rad u MUP-a R Srbije (Miloevi, Suboi 2010; Milojevi, 2010).
Policijska topografija je ue struni predmet koji se izuava na osnovnim i strukovnim akademskim studijama i to u kabinetskim i terenskim uslovima. Cilj terenske obuke iz policijske topografije je da studenti u to veoj meri steknu policijske vetine koje su predviene studijskim programom osnovnih studija, prvenstveno u domenu geotopografskog obezbeenja upotrebe jedinica
policije u izvravanju bezbednosnih zadataka u razliitim vremenskim i geoprostornim uslovima,
kao i u domenu ispunjenja predispitnih obaveza.
Dosadanja istraivanja praktine nastave u terenskim uslovima odnosila su se na ispitivanju stavova studenata o kvalitetu i nainu organizacije nastave (Dabovi et. al 2009; Milojevi et. al
2013), stepena usvojenosti i primenljivosti steenih vetina (Suboi, Milojevi 2003; Milojevi et. al
2011), uticaja metoda obuke i trenanih procesa na postignua obuke (Milojkovi, 2003; Vukovi,
Dopsaj 2007; Milojkovi, 2011; Vukovi et. al 2013) itd. Generalno, veina rezultata tih istraivanja
ukazuje na znaaj stalnog podizanja didaktiko-metodikog standarda te vrste nastave, a time i valjanijih reenja za proces osposobljavanja studenata za primenu praktinih znanja i vetina neophodnih
za obavljanje profesionalnih radnih zadataka.
Zbornik radova
75
Praenje i proveravanje nivoa usvojenosti praktinih znanja i vetina neophodnih za obavljanje policijskih poslova stalna je aktivnost uesnika vaspitno-obrazovanog procesa na Kriminalistiko-policijskoj akademiji. Naime, ta aktivnost traje permanentno 20 godina, i to kao sastavni deo
procesa samovrednovanja visokokoslke policijske nastave (Miloevi, Suboi, 2010:156; Milojevi
et. al 2011:48; Milojevi et. al 2013:194). S tim u vezi, cilj ovog rada je da se doe do pokazatelja samoevaluacije, odnosno utvrdi uticaj terenske obuke na usvajanje znanja iz policijske topografije u
odnosu na nivo pre njenog poetka. Na taj nain, mogue je utvrditi stepen ukljuenosti studenata
u praenje sopstvenog napretka (Juhas et. al 2011:51; Milojevi et. al 2011:64), odrediti smernice za
unapreenje didaktiko-metodikog standarda predmeta policijska topografija (Milojkovi 2001:83;
Milojkovi 2011:345), a samim tim i optimizacije posebnih oblika nastave kao dela studijskog programa osnovnih studija na Kriminalistiko-policijskoj akademiji (Milojevi, 2010:54).
METOD
Istraivanje je obavljeno sa 109 studenata (policijski smer 28, bezbednosni smer 45 policijsko-bezbednosni smer 36), upitnikom za samovrednovanje, pre i posle realizacije obuke u nastavnom centru Mitrovo Polje, 2014 godine. Prikupljeni podaci obraeni su jednofaktorskom ANOVA-om razliitih grupa i t-testom uparenih uzoraka.
REZULTATI SA DISKUSIJOM
Jednofaktorskom analizom varijanse istraen je uticaj smera koji studenti pohaaju na rezultate
ispitivanja znanja studenata iz predmeta Policijska topografija pre i posle terenske obuke (tabela 1).
Posle terenske obuke
Pre terenske obuke
Tabela 1. Rezultati jednofaktorske analize varijanse

Smer
SD
Bezbednosni
1,63
0,76
Policijski
4,37
0,84
Policijskobezbednosni
2,97
0,85
Bezbednosni
2,42
1,05
Policijski
3,15
0,77
Policijskobezbednosni
3,75
0,97
Sig
ETA
Razlika
M
Smer
Policijski
96,93
19,07
0,00
0,00
0,65
0,27
Sig
-2.74
0,00
Policijsko-bezbednos.
-1.34
0,00
Bezbednosni
2.74
0,00
1.40
0,00
Bezbednosni
1.34
0,00
Policijski
-1.40
0,00
Policijski
-0,73
0,01
-1,33
0,00
Bezbednosni
0,73
0,01
-0,60
0,04
Bezbednosni
1,33
0,00
Policijski
0,60
0,04
Smerovi koje studenti pohaaju su policijski, bezbednosni i policijsko-bezbednosni. Pre terenske obuke utvrena je statistiki znaajna razlika na nivou p<0,005 u rezultatima ispitivanja znanja
studenata tri smera koje studenti pohaaju pre realizacije terenske obuke: F(2,103)=96,93, p=0,00.
Stvarna razlika izmeu grupa je vrlo velika. Veliina te razlike, izraena pomou pokazatelja eta kvadrat, iznosi 0,65. Naknadna poreenja pomou Tukeyevog HSD testa kazuju da se srednje vrednosti
rezultata ispitivanja znanja studenata sva tri smera pre terenske obuke znaajno razlikuju policijski
76
smer: M=4,37 SD=0,84; bezbednosni smer: M=1,63 SD=0,76 i policijsko-bezbednosni smer: M=2,97
SD=0,85. Posle terenske obuke takoe je utvrena statistiki znaajna razlika na nivou p<0,005 u
rezultatima ispitivanja znanja studenata tri smera koje studenti pohaaju: F(2,103)=19,07, p=0,00.
Stvarna razlika izmeu grupa je velika. Veliina te razlike, izraena pomou pokazatelja eta kvadrat,
iznosi 0,27. Naknadna poreenja pomou Tukeyevog HSD testa kazuju da se srednje vrednosti rezultata ispitivanja znanja studenata sva tri smera posle terenske obuke znaajno razlikuju policijski
smer: M=3,15 SD=0,77; bezbednosni smer: M=2,42 SD=1,05 i policijsko-bezbednosni smer: M=3,75
SD=0,97.
T-testom uparenih uzoraka procenjen je uticaj terenske obuke na rezultate ispitivanja znanja
studenata iz predmeta Policijska topografija (tabela 2).
Tabela 2. Rezultati t-testa uparenih uzoraka
M
SD
Pre terenske obuke
2,78
1,36
Posle terenske obuke
3,06
1,11
df
Sig
Srednja
razlika
105
-2,18
0,03
-0,27
95% interval
poverenja
Donja
Gornja
granica
granica
-0,52
-0,3
ETA2
0,04
Utvreno je statistiki znaajno poveanje vrednosti rezultata ispitivanja znanja studenata od

poetka obuke (M=2,78, SD=1,36) do njenog kraja (M=3,06, SD=1,11), t(105)=-2,18, p<0,03 (obostrano). Proseno poveanje vrednosti rezultata ispitivanja znanja studenata bilo je -0,27, dok se
interval 95-procentnog poverenja protee od -0,52 do -0,03. Vrednost eta kvadrat (0,04) pokazuje da
je uticaj obuke mali.
Poveanje nivoa znanja kod studenata bezbednosnog smera moe se objasniti injenicom da
ti studenti nemaju nastavu pre terenske obuke, to je oekivano i saglasno ranijim istraivanjima
(Vukovi, Dopsaj, 2007:40; Milojkovi, 2011:162; Milojevi et. al 2011: 64; Vukovi et. al 2013:
231). Neto manje poveanje nivoa znanja kod studenata policijsko-bezbednosnog smera moe se
objasniti injenicom da je kod tih studenata teorijska nastava izvedena u smanjenom obimu zbog organizacionih problema. Smanjenje znanja kod studenata policijskog smera moe objasniti uticajem
uvebavanja praktinih radnji i njihovim dovoenjem u funkcionalne veze sa taktikom postupanja
policije, odnosno shvataju znaaj povezivanja teorije i prakse, kao i injenicom da na kraju obuke ti
studenti postaju svesni da znaju manje nego to su mislili da znaju.
ZAKLJUAK
Posebni oblici nastave nesumnjivo predstavljaju vrlo znaajan segment edukacije studenata
Kriminalistiko-policijske akademije. Iz tog razloga na Akademiji su proteklih godina uinjeni znaajni napori da se taj deo osposobljavanja studenata znaajno unapredi. Analiza sprovedena u ovom
radu predstavlja skroman doprinos unapreenju terenske obuke kao znaajnom segmentu posebnih
oblika nastave. Time se doprinosi sveukupnim naporima koje Akademija ini u cilju poveanja nivoa
osposobljenosti diplomiranih kriminalista za efikasno ukljuivanje u redovne poslove MUP-a R Srbije po njihovom stupanju na prve funkcionalne dunosti.
Zbornik radova
77
Razmatranja u radu navode na nekoliko svrsishodnih zakljuaka:

Sprovedeno istraivanje nastaviti i narednih godina, ali je potrebno istraiti samovrednovanje
kod drugih predmeta iji se pojedini delovi realizuju na terenskoj obuci, kao i njihovu interakciju.
Takoe, potrebno je realizovati istraivanja radi sagledavanja uslova organizacije i realizacije terenske obuke, kao i efekata primenjenih metoda obuke;
Potrebno je uraditi pilot istraivanje sa studentima bezbednosnog smera kojima bi trebalo
uvesti topografiju kao obavezan predmet. Pored znanja za uspenu realizaciju terenske obuke u delu
taktike obuke, znanja iz topografije studentima tog smera potrebna su prilikom angaovanja policijskih slubenika u zatiti i spasavanju ljudi, materijalnih i kulturnih dobara od elementarnih nepogoda i tehnikih nesrea, to primera radi, pokazuju iskustva iz katastrofalnih poplava u maju 2014.
godine;
Potrebno je uvoenje predmeta policijska topografija za studente kriminalistikog smera koji
nemaju terensku obuku kao poseban oblik nastave, tim pre to nema usmerenog kretanja u slubi
(ima primera da studenti diplomiraju na jednom smeru, a rade na poslovima koji zahtevaju diplomu
sa drugog smera). Takoe, ti studenti ne izuavaju policijsku taktiku, imaju manji broj gaanja iz
slubenog naoruanja i nemaju strojevu izgraenost, a deava se da prihvataju poslove uniformisanog policijskog slubenika;
Potrebno je poveati fond asova iz policijske topografije sa 60 na 75 asova, dok bi za policijsko-bezbednosni smer trebalo premodelovati nastavu u funkciji pripreme za terensku obuku kao to
je bilo u ranijim studijskim programima kada se topografija izuavala kao obavezan predmet za sve
smerove. Za tu namenu potrebno je osmisliti poligone za topografiju u neposrednoj blizini sedita
Akademije koji bi mogao da se koristi i za fiziku pripremu studenata pre odlaska na terensku obuku;
Poto policijsko-bezbednosni smer pripada strukovnim studijama koje se razlikuju od akademskih (drugaija je struktura, nain i vremenska dinamika realizacije predmeta, manji je kapaciteta studenata jer se pri upisu prvo popunjavaju akademske studije), trebalo bi iznai mogunost da
se terenska obuka izvodi pojedinano za svaki smer, odnosno studijski program, a ne kao do sada,
zajedniki, jer to uslovljavaju nedovoljna materijalno finansijska sredstva. Takoe, trebalo bi izvriti
redizajn sadraja studijskog programa osnovnih strukovnih studija kako bi se sa izuavanjem ue
strunih predmeta poelo pre realizacije terenske obuke.
Napomena
Istraivanje je realizovano u okviru projekta Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki, psiho-socijalni i vaspitni status populacije R Srbije pod brojem III47015, koji je finansiran od strane Ministarstva za nauku i
tehnoloki razvoj R Srbije Ciklus naunih projekata 2011-2014.
LITERATURA
1. Dabovi, M., Dobrijevi, S., Mileti, K., Vinji, D., Mileti, V., (2009). Ocena znaaja i organizacije praktine nastave logorovanja od strane studenata Fakulteta sporta i fizikog vaspitanja
u Beogradu. Fizika kultura, 63(1), 102-115.
2. Juhas, I., Orli, A., Lazarevi, D., Jankovi, N., Mati, M., (2011). Stavovi studenata Fakulteta
sporta i fizikog vaspitanja prema krosu. Fizika kultura, 65(1), 46-51.
3. Milojevi, S., Suboi, D., (2004). Analiza profesionalne osposobljenosti diplomiranih oficira
policije. Nauka, bezbednost, policija, 9(2), 137-150.
4. Milojevi, S., (2010). Optimizacija modela posebnih oblika nastave na Kriminalistiko-plicijskoj
akademiji. Bezbednost, 52(3), 24-55.
5. Milojevi, S., Vukovi, G., Jankovi, B. (2011). Analiza stavova studenata kriminalistikopolicijske akademije o efektivnosti terenske obuke u letnjim uslovima. Bezbednost, 53(2), str.
46-65.
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6. Milojevi, S., Jankovi, B., Petrovi, D., (2013). Uticaj osnovnih parametara populacije studenata Kriminalistiko-policijske akademije na evaluaciju terenske obuke u letnjim uslovima. U:
Tematski zbornik radova 2, Struktura i funkcionisanje policijske organizacije tradicija, stanje
i perspektive, Kriminalistiko-policijska akademija, Beograd, 193-221.
7. Milojkovi, B. (2001). Didactical and methodical standard of teching topografy at Police academy in Belgrade. Science-security-police, 7(2), 83-101.
8. Milojkovi, B., (2003). Razlika uspeha studenata policijske akademije iz topografije osposobljavanih uz primenu orijentiringa i uspeha studenata osposobljavanih na klasian nain. U Zbornik
saetaka Prvi srpski kongres sportskih nauka i medicine sporta, sippl. 1, str. 56-57., Beograd:
Sportska medicina, asopis udruenja za medicinu sporta Srbije.
9. Milojkovi, B., Dopsaj, M., Baanac, LJ. (2004). Povezanost izmeu uspenosti reavanja
specifinih zadataka iz policijske topografije i motorikih sposobnosti studenata Policijske akademije. Nauka-Bezbednost-Policija, 10(1), 39-55.
10. Milojkovi, B., Dopsaj, M. (2006). Situacioni testovi iz orijentiringa u funkciji predikcije uspeha
pripadnika policije u terenskoj obuci iz topografije. SPORT MONT, asopis za sport, fiziku
kulturu i zdravlje, 10-11/IV, 248 255.
11. Milojkovi, B., (2011). Testovi iz orijentiringa u proceni uspeha pripadnika policije u terenskoj
obuci. NBP urnal za kriminalsitiku i pravo, 16(2), 149-163.
12. Miloevi, G., Suboi, D., (2010). Praktina obuka studenata u sistemu visokokolskog policijskog obrazovanja. Bezbednost, 52(1), 154-171.
13. Vukovi, G., Dopsaj, M. (2007). Predicting efficiency of situational pistol shooting on the basis
of motor abilities of the students of academy of criminalistic and police studies. Serbian Journal
of Sports Sciences, 1(1-4), 29-41.
14. Vukovi, G., Jankovi, R., Blagojevi, M., (2013). Uticaj osnovne obuke u gaanju slubenim
naoruanjem policije na osnovnu manipulaciju slubenim pitoljem. U: Tematski zbornik radova 2, Struktura i funkcionisanje policijske organizacije tradicija, stanje i perspektive,
Kriminalistiko-policijska akademija, Beograd, 223-232.
Zbornik radova
79
Boban Milojkovic, Dane Subosic, Dalibor Kekic
UDK 378.6:351.74-057.875:377
SELF-EVALUATION OF STUDENTS OF THE ACADEMY

OF CRIMINAL AND POLICE STUDIES RELATED
TO THE IMPACT OF FIELD TRANNING ON ACHIEVEMENTS
IN POLICE TOPOGRAPHY

Academy of Criminalistic and Police Studies, Belgrade, Serbia
INTRODUCTION
Special forms of training in field conditions are realized in various institutions of higher education. These are, for example, camping of students of Faculty of sport and physical education, field
practice of students of Faculty of Geography, of Mining and Geology, of Forestry, Agricultural and
Biological Faculty and other faculties.
The Academy of criminal and police studies implements study programs for the purposes of
police training. In addition, special attention is paid to facilities where students acquire practical
knowledge and skills necessary to perform police duties. Such facilities of study program at the
Academy of criminal and police studies are called special forms of teaching (Miloevi, Suboi,
2010:156).
One of the special forms of teaching is the professional field training in summer conditions.
This training is conducted outside the headquarters of educational institution, in educational centers of theMinistry of Interiorof the Republic ofSerbia. It is realized by a very intense and dynamic
full-day program that lasts several days, uniformly for all study programs. The main goal of field
training is directly linking theoretical knowledge gained with practical actions of general police officers (primarily in the area of operational policing skills, ie, fire and tactical actions of police officers),
as well as to provide students of the Academy of criminal and police studies with fuller and more
comprehensive mastering of specific contents within immediate vocational subjects, to make them
good prepared for work in theMinistry of Interiorof the Republic ofSerbia (Miloevi, Suboi
2010; Milojevi, 2010).
Police topography is an immediate vocational subject taught in basic and vocational academic
studies in cabinet and field conditions. The goal of field training in police topography is to students as
much as possible acquire police skills that are provided by the study program of undergraduate studies, primarily in the area of geotopographic ensuring of use of police units in performing security
tasks in different temporal and geospatial conditions, as well as in the field of fulfilment of pre-exam
requirements.
Previous studies of practical training in the field conditions were related to the examination of
students attitudes about the quality and the organization of teaching (Dabovi et. al 2009; Milojevi
et. al 2013), the level of adoption and applicability of acquired skills (Suboi, Milojevi 2003; Milojevi et. al 2011), the impact of the training methods and training processes on the achievements of
training (Milojkovi, 2003; Vukovi, Dopsaj 2007; Milojkovi, 2011; Vukovi et. al 2013) and so on.
Generally, most of the results of these studies indicate the importance of continuous raising the di-
80
Self-Evaluation of Students of the Academy of Criminal and Police Studies Related to the Impact of Field Tranning...
dactic-methodological standards this type of classes, and thus better solutions for the process of training the students to apply practical knowledge and skills necessary to perform professional duties.
Monitoring and checking the level of adoption of practical knowledge and skills necessary to
perform police duties is the constant activity of the participants in pedagogical-educational process
at the Academy of criminal and police strudies. Specifically, this activity lasts permanently 20 years,
as an integral part of the process of self-evaluation higher police education (Miloevi, Suboi,
2010:156; Milojevi et. al 2011:48; Milojevi et. al 2013:194). In this regard, the aim of this paper is to
get self-evaluation indicators, ie to determine the effect of field training on acquiring the knowledge
in police topography of the police in relation to the level before it begins. In this way, it is possible to
determine the level of student involvement in monitoring their own progress (Juhas et. al 2011:51;
Milojevi et. al 2011:64), to set the guidelines for improving the didactic-methodological standards
of subject called police topography (Milojkovi 2001:83; Milojkovi 2011:345), and thus the optimization of specific forms of teaching as part of a study program of undergraduate studies at the
Academy of criminal and police studies (Milojevi, 2010:54).
METHOD
The survey was conducted with 109 students (police major 28, security major 45, police-security major 35), a questionnaire for self-evaluation, before and after the implementation of training
in the training center Mitrovo Polje, in 2014. The collected data were analyzed using single factor
ANOVA of different groups and t-test of paired samples.
RESULTS AND DISCUSSION

Using single factor analysis of variance we studied the impact of the major that students pursue on the results of the tests of students knowledge in the subject of Police topography, before and
after field training (Table 1).
Major
SD
Before field training
Security
1,63
0,76
Police
4,37
0,84
Policesecurity
2,97
0,85
After field training
Table 1. Results of ANOVA
Security
2,42
1,05
Police
3,15
0,77
Policesecurity
3,75
0,97
Zbornik radova
96,93
19,07
Sig
0,00
0,00
ETA
0,65
0,27
Major
Difference
M
Sig
Police
-2.74
0,00
Police-security
-1.34
0,00
Security
2.74
0,00
Police-security
1.40
0,00
Security
1.34
0,00
Police
-1.40
0,00
Police
-0,73
0,01
Police-security
-1,33
0,00
Security
0,73
0,01
Police-security
-0,60
0,04
Security
1,33
0,00
Police
0,60
0,04
81
Majors attended by students are police, security and police-security. Prior to field training was
a statistically significant difference at p <0.005 in the results of tests of students knowledge at three
majors that students attend before the realization of field training: F (2,103) = 96.93, p = 0.00. The
real difference between the two groups is very large. The magnitude of this difference, expressed by
the use of eta squared is 0.65. Subsequent comparisons using Tukeys HSD test show that the mean
value of the test results of students knowledge of all three majors before field training significantly
differ - police major: M = 4.37; SD = 0.84; security major: M = 1.63; SD = 0.76 and police - security
major: M = 2.97; SD = 0.85. After field training there is also a statistically significant difference at p
<0.005 in the results of tests of students knowledge of three majors that students attend: F (2,103) =
19.07, p = 0.00. The real difference between the groups is significant. The magnitude of this difference expressed by the use of eta squared is 0.27. Subsequent comparisons using Tukeys HSD test show
that the mean value of the test results of students knowledge of all three majors after field training
significantly differ - police major: M = 3.15; SD = 0.77; security major: M = 2.42; SD = 1.05 and police
- security major: M = 3.75; SD = 0.97.
Using T-test of paired samples we estimated the impact of field training on test results of students knowledge in the subject of Police topography (Table 2).
Table 2. Results of t-test of paired samples
M
SD
Before field training
2,78
1,36
After field training
3,06
1,11
df
Sig
Mean
difference
105
-2,18
0,03
-0,27
95% confidence
interval
Lower
Upper
limit
limit
-0,52
-0,3
ETA2
0,04
There is a statistically significant increase in the value of the test results of students knowledge
from the beginning of training (M = 2.78, SD = 1.36) to its end (M = 3.06, SD = 1.11), t (105) = - 2
18, p <0.03 (two-sided). Average increase in the value of the test results of students knowledge was
-0.27, while the interval of 95-percentage confidence ranges from -0.52 to -0.03. The value of eta
squared (0.04) shows that the impact of training is small.
Increased level of knowledge among students of the security major can be explained by the
fact that these students do not have classes before field training, as expected, in accordance with previous studies (Vukovi, Dopsaj, 2007:40; Milojkovi, 2011:162; Milojevi et. al 2011: 64; Vukovi
et. al 2013: 231). Slightly smaller increase in the level of knowledge among students of the security
- police major can be explained by the fact that these students had lectures performed on a reduced
scale due to organizational problems. Reduced knowledge of students of police major can explain
by the influence of practicing practical actions and bringing them into functional connection with
the tactics of the police, that is, they realize the importance of linking theory and practice, as well
as by the fact that at the end of training these students become aware that they know less than they
thought they know.
CONCLUSION
Special forms of education are undoubtedly a very important segment of education for students of the Academy of criminal and police studies. For this reason in recent years significant efforts
were made at the Academy in order to improve significantly that part of the training of students. The
analysis conducted in this paper is a modest contribution to the advancement of field training as an
important segment of special forms of teaching. This contributes to the overall effort that Academy
82
Self-Evaluation of Students of the Academy of Criminal and Police Studies Related to the Impact of Field Tranning...
makes to increase the level of proficiency of criminalists to effectively engage in regular jobs of Ministry of Interior of Republic of Serbia after they take over the first functional duties.
Considerations in the work suggest several useful conclusions:
Conducted survey should be continued in the coming years, but it is necessary to research the
self-evaluation in other subjects which individual parts are realized in field training, as well as their
interaction. Also, it is necessary to implement research in order to assess the conditions of the organization and implementation of field training, as well as the effects of the applied methods of training
It is necessary to do a pilot study with students at security major who should have topography
as a compulsory subject. In addition to knowledge, for successful implementation of field training in
the tactical part of the training, knowledge in topography is needed to students at this major when
hiring police officers in protecting and rescuing people, material and cultural resources against natural disasters and technological accidents, which for example, show experiences in the catastrophic
floods in May 2014;
It is necessary to introduce the subject of topography to students of criminalist major who
do not have field training as a special form of education, especially as there is no directional movement in the service (there are examples that students graduate from one major and work in jobs that
require a degree from another major). Also, these students do not study police tactics, have a smaller
number of shooting from the official weapons and do not have machine background, and it happens
they accept jobs of uniformed police officers;
It is necessary to increase the number of hours of police topography from 60 to 75 hours, while
for the police - security major should remodel the classes in order to prepare for field training as it
was in the earlier study programs where the topography was studied as a compulsory subject in all
majors. For this purpose it is necessary to devise a training ground for topography near the headquarters of the Academy that could be used for the physical preparation of students before going on
field training;
Since the police - security major belongs to vocational studies that differ from academic (a
different structure, method and timetable of the implementation of the subject, there is a smaller
capacity of students because at enrolment academic studies are filled firstly), it should find a way to
perform field training separately for each major, that is study program, not as it is now, together, as
this is conditioned by insufficient material and financial resources. Also, it is needed a redesign of the
study program of basic vocational studies to start the study of immediate vocational subjects before
the implementation of field training.
REFERENCES
1. Dabovi, M., Dobrijevi, S., Mileti, K., Vinji, D., Mileti, V., (2009). Ocena znaaja i organizacije praktine nastave logorovanja od strane studenata Fakulteta sporta i fizikog vaspitanja
u Beogradu. Fizika kultura, 63(1), 102-115.
2. Juhas, I., Orli, A., Lazarevi, D., Jankovi, N., Mati, M., (2011). Stavovi studenata Fakulteta
sporta i fizikog vaspitanja prema krosu. Fizika kultura, 65(1), 46-51.
3. Milojevi, S., Suboi, D., (2004). Analiza profesionalne osposobljenosti diplomiranih oficira
policije. Nauka, bezbednost, policija, 9(2), 137-150.
4. Milojevi, S., (2010). Optimizacija modela posebnih oblika nastave na Kriminalistiko-plicijskoj
akademiji. Bezbednost, 52(3), 24-55.
5. Milojevi, S., Vukovi, G., Jankovi, B. (2011). Analiza stavova studenata kriminalistikopolicijske akademije o efektivnosti terenske obuke u letnjim uslovima. Bezbednost, 53(2), str.
46-65.
Zbornik radova
83
6. Milojevi, S., Jankovi, B., Petrovi, D., (2013). Uticaj osnovnih parametara populacije studenata Kriminalistiko-policijske akademije na evaluaciju terenske obuke u letnjim uslovima. U:
Tematski zbornik radova 2, Struktura i funkcionisanje policijske organizacije tradicija, stanje
i perspektive, Kriminalistiko-policijska akademija, Beograd, 193-221.
7. Milojkovi, B. (2001). Didactical and methodical standard of teching topografy at Police academy in Belgrade. Science-security-police, 7(2), 83-101.
8. Milojkovi, B., (2003). Razlika uspeha studenata policijske akademije iz topografije osposobljavanih uz primenu orijentiringa i uspeha studenata osposobljavanih na klasian nain. U Zbornik
saetaka Prvi srpski kongres sportskih nauka i medicine sporta, sippl. 1, str. 56-57., Beograd:
Sportska medicina, asopis udruenja za medicinu sporta Srbije.
9. Milojkovi, B., Dopsaj, M., Baanac, LJ. (2004). Povezanost izmeu uspenosti reavanja
specifinih zadataka iz policijske topografije i motorikih sposobnosti studenata Policijske akademije. Nauka-Bezbednost-Policija, 10(1), 39-55.
10. Milojkovi, B., Dopsaj, M. (2006). Situacioni testovi iz orijentiringa u funkciji predikcije uspeha
pripadnika policije u terenskoj obuci iz topografije. SPORT MONT, asopis za sport, fiziku
kulturu i zdravlje, 10-11/IV, 248 255.
11. Milojkovi, B., (2011). Testovi iz orijentiringa u proceni uspeha pripadnika policije u terenskoj
obuci. NBP urnal za kriminalsitiku i pravo, 16(2), 149-163.
12. Miloevi, G., Suboi, D., (2010). Praktina obuka studenata u sistemu visokokolskog policijskog obrazovanja. Bezbednost, 52(1), 154-171.
13. Vukovi, G., Dopsaj, M. (2007). Predicting efficiency of situational pistol shooting on the basis
of motor abilities of the students of academy of criminalistic and police studies. Serbian Journal
of Sports Sciences, 1(1-4), 29-41.
14. Vukovi, G., Jankovi, R., Blagojevi, M., (2013). Uticaj osnovne obuke u gaanju slubenim
naoruanjem policije na osnovnu manipulaciju slubenim pitoljem. U: Tematski zbornik radova 2, Struktura i funkcionisanje policijske organizacije tradicija, stanje i perspektive,
Kriminalistiko-policijska akademija, Beograd, 223-232.
Acknowledgements
The paper is a part of the project Effects of the Applied Physical Activity on Locomor, Metabolic, Psycho-social and
Educational Status of the Population of the Republic of Serbia, number III47015, as a part of the sub-project Effects of the
Applied Physical Activity on Locomor, Metabolic, Psycho-Social and Educational Status of the Working Age Population of
the Republic of Serbia, funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia Scientific Projects 2011 2014 Cycle.
84
Efekti primjene bolonjskog procesa na kvalitet ispita u plivanju
UDK 797.21:378.1
EFEKTI PRIMJENE BOLONJSKOG PROCESA

NA KVALITET ISPITA U PLIVANJU
Milomir Trivun1, Vladan Markovi2

1
Fakultet fizikog vaspitanja i sporta Univerziteta u Istonom Sarajevu, BiH

2
Visoka sportska i zdravstvena kola Beograd, Srbija
UVOD
Bolonjskom deklaracijom (19. juni 1999. godine) su se zemlje potpisnice sloile da e konkretno raditi na poveanju kompetentnosti Evrope kroz itav niz mjera koje imaju za cilj stvaranje evropskog visokoobrazovnog prostora. Istaknuto je da se potvrivanjem svoje podrke optim principima
postavljenim u Sorbonskoj deklaraciji, potrebno ukljuiti u koordinaciju zajednike politike kako
bi se za kratko vrijeme, u svakom sluaju tokom prve decenije treeg milenijuma, dostigli sledei
ciljevi, za koje se smatra da su od primarnog znaaja za uspostavljanje evropskog podruja visokokolskog obrazovanja i promociju evropskog sistema visokokolskog obrazovanja prema svijetu:
usvajanje lako razumnih i uporednih sistema stepenovanja kroz primjenu dodatka diplomi,
kako bi se promovisala mogunost zapoljavanja evropskih graana i meunarodna
konkurentnost evropskog sistema visokolskoskog obrazovanja;
usvajanje sistema koji su u sutini zasnovani na dva glavna ciklusa, dodiplomskog i
postdiplomskog. Pristup drugom ciklusu zahtijeva uspjeno zavravanje prvog ciklusa
studija, koji traje najmanje tri godine. Stepen koji se dodjeljuje nakon prvog ciklusa je
relevantan i za evropsko trite rada kao odgovarajui nivo kvalifikacije, dok drugi ciklus
treba da vodi do stepena magistra i / ili doktora;
uvoenjem sistema kredita kao to je ECTS sistem kao pravog naina promovisanja
najrairenije studentske mobilnosti. Krediti bi se mogli stei i izvan konteksa visokokolskog
obrazovanja, ukljuujui uenje tokom cijelog ivota, pod uslovom da ih priznaju dotini
univerziteti prijema;
promocija mobilnosti prevazilaenjem prepreka do djelotvorne primjene slobodnog
kretanja sa posebnom panjom na: - za studente: pristup mogunostima za studij i obuku
srodnim slubama; - za nastavnike, istraivae i administrativno osoblje: priznavanje i
valorizaciju perioda provedenog u evropskom kontekstu vrei nauna istraivanja, u
nastavi i obuci, bez tete po njihova statutarna prava;
promocija evropske saradnje na osiguranju kvaliteta u pogledu razvijanja uporednih
kriterijuma i metodologija;
promociju neophodnih evropskih dimenzija u visokokolskom obrazovanju, naroito u
pogledu razvoja plana i programa, meu institucionalne saradnje, planova mobilnosti i
objedinjavanja programa studija, obuke i naunog istraivanja.
Ove ciljeve je potrebno postii u okviru institucionalnih sposobnosti i uz potpuno uvaavanje raznolikosti kultura, jezika, nacionalnih obrazovnih sistema i autonomije univerziteta da
bi se konsolidovalo evropsko podruje visokokolskog obrazovanja. U tom cilju, slijedie se putevi
Zbornik radova
85
meuvladine saradnje, uz pomo nevladinih evropskih organizacija koje imaju nadlenosti u visokokolskom obrazovanju. Od univerziteta se oekuje da brzo i pozitivno reaguju i aktivno doprinesu
uspjehu ostvarivanja ovih nastojanja.
Polazi se od ideje da se ujedinjenje Evrope mora zasnivati na jaanju njenih intelektualnih,
kulturnih, socijalnih, naunih i tehnolokih dimenzija, u emu univerziteti treba da imaju centralnu
ulogu u svakoj zemlji.
METOD
Dosadanja istraivanja
Jevti (2011) longitudinalnim praenjem 200 plivaa od 11. do 15. godine ivota, utvreno je
da se unapreenje rezultata u razvojnom periodu odvija kroz mehanizme poboljanja tehnike plivanja, a potom i energetske produkcije. Uporednom analizom podataka, etiri tehnike plivanja, uoen
je slian trend, ali samo u uzrastu 11-12 godina to se moe tumaiti postojanjem jedinstvene organske podrke i relativno uniformne strukture mehanike i koordinacione efikasnosti u ovom uzrastu.
U skladu sa mehanizmima koji podravaju i postiu razvoj, viegodinje planiranje se javlja kao prvi
korak u naporima kojima se rjeavaju zadaci sportskog plivanja. Generalizacijom razliitih pristupa
ovih problema, Jevti i Ropert (2011), izdvajaju: - Platonov 1999 (Ukrajina) izdvaja sledee faze: period inicijalne pripreme, - period prethodne baze, - period specijalne baze, - period ostvarivanja
maksimalnih rezultata, - period odravanja maksimalnih rezultata.
Vorontcov, 1998 (Rusija) period razvoja karijere sportiste definie ciljevima i sadrajima sledeih perioda: - period preliminarne sportske pripreme; - period bazinih treninga, - period specijalizacije, - period savrenstva.
Kaljanac, (1981) takmiarska aktivnost studenata na fakultetima bi se morala razvijati i njegovati sa mnogo veom brigom koja otvara put uspjesima i izgledu za bolju budunost sporta. U tim bi
relacijama i plivaki sport morao imati i svoje mjesto. Program i pripreme u plivanju postepeno bi se
pribliili godinjem trenanom radu, a sadraj takmienja bi se poklapao sa uobiajnim olimpijskim
programom.
Kazazovi, (1998) istovremeni metod se primjenjuje u sluaju istovremenog obuavanja veeg
broja tehnika plivanja. Metod je izuavao jedan ruski kolega sa Univerziteta u Lezgaftu, u Petersburgu, primjenio je ovaj metod sa studentima Instituta za fiziku kulturu. Primjena ovog metoda pretpostavlja istovremeni rad na obuci svih tehnika, s tim da se iz njih izvlae zajednike karakteristike
(pokreti) koji su meusobno srodni (na primjer kod tehnike lenog i prsnog kraula i delfina) prvo se
obrauju noge, potom ruke, a zatim se sve povezuje u jednu cjelinu.
Okii i sar. (2007), nastavnim planom i programom je predviena teoretska i praktina nastava iz plivanja. Planiranje nastavnog procesa predstavlja vrlo kompleksnu misaonu aktivnost usmjerenu na prepoznavanje svih relevantnih faktora uticaja na razvoj sposobnosti, od ijih struktura i nivoa
zavisi i rezultat, kao i utvrivanje dinamike tih uticaja. Na taj nain, plan predstavlja strategiju uticaja
na razvoj plivakog rezultata bilo kada se radi o usvajanju tehnike pokreta ili poveanju brzine kao
posledicu uenja tehnike plivanja. Planovi mogu imati razliite vremenske cjeline. Najee se prave
planovi na osnovu predvienog fonda asova praktine i teorijske nastave na predmetu plivanje.
Vukovi (2007) plivanje, a posebno obuka neplivaa, u programima fizikog i zdravstvenog
vaspitanja ima istaknuto mjesto, s obzirom na njegov viestruki znaaj. Pored toga to se plivanja
ubraja u motorike aktivnosti koje na sveobuhvatan nain stimuliu razvoj organizma, jo je znaajnija prednost plivanja to se moe uiti od najranije mladosti. Kada se jednom naui plivati, to
postaje i ostaje trajna svojina.
86
Uzorak ispitanika
Ukupan broj ispitanika odnosio se na studente Fakulteta fizikog vaspitanja i sporta Univerziteta u Istonom Sarajevu, mukog pola, koji su polagali ispit u periodu od 2010 do 2014. godine.
Uzorak varijabli (mjernih instrumenata)
Odnosio se na samo jedan ispitni rok (prvi i drugi termin), na predmetu plivanje 1 i 2. uz poreenje rezultatske uspjenosti u segmentima praktinog dijela ispita na kraju jednog semestra. Ukupan broj bodova dobije se kada se zbrajaju poeni u predispitnim obavezama i ostvareni na samom
ispitu koji daju maksimalnu numeriku vrijednost 100 sa osvojenim svim bodovima. Predispitne
obaveze nose 50 bodova: 5 bodova prisustvo predavanjima, 5 bodova prisustvo vjebanju, 20 bodova
na jednom i 20 bodova na drugom kolokvijumu. Na ispitu je maksimalan broj bodova koji iznosi 50.
REZULTATI
Tabela 1. deskriptivna statistika plivanje 1 u 2011
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
29
15,79
1,00
39,00
11,27
PPTO
29
3,59
1,00
5,00
0,91
PVPR
29
3,41
0,00
5,00
1,57
KOL1
29
9,96
0,00
14,00
3,31
KOL2
29
6,62
0,00
11,00
3,49
100K
29
105,46
76,62
133,56
14,04
100L
29
127,92
91,34
166,59
21,48
ZBIS
29
37,52
30,00
50,00
5,47
UKBO
29
62,17
34,00
77,00
9,52
OCIS
29
6,86
5,00
8,00
0,83
Tabela 2. Regresiona analiza predispitnih obaveza i ukupnog broja bodova plivanje 1 u 2011
Beta
Std.Err.
Intercept
UKBO
0,51
0,16
Std.Err.
t(27)
p-level
0,54
0,99
0,55
0,59
0,049
0,01
3,11
0,00
R= ,51 R2= ,26 Adjusted R2= ,24

F(1,27)=9,65 p<,004 Std.Error of estimate: ,79
Tabela 3. regresiona analiza zbir bodova na ispitu i ukupnog broja bodova plivanje 1 u 2011.
Beta
Std.Err.
Intercept
UKBO
0,47
0,17
Std.Err.
t(27)
p-level
20,66
6,13
3,37
0,00
0,27
0,097
2,780
0,009
R= ,47 R2= ,22 Adjusted R2= ,19

F(1,27)=7,73 p<,009 Std.Error of estimate: 4,91
Zbornik radova
87
Tabela 4. t-test predispitnih obaveza i zbir bodova na ispitu Plivanje 1 u 2011

Mean
Std.Dv.
PPTO
3,59
0,91
ZBIS
37,52
5,47
PVPR
3,41379
1,57
ZBIS
37,51724
5,47
KOL1
9,96552
3,31
ZBIS
37,51724
5,47
KOL2
6,62069
3,49
ZBIS
37,51724
5,47
Diff.
Std.Dv.
df
29
-33,93
5,599
-32,63
28
0,00
29
-34,10
6,04
-30,388
28
0,00
29
-27,55
6,15
-24,12
28
0,00
29
-30,897
7,083
-23,49
28
0,00
Tabela 5. Deskriptivna statistika plivanje 2 u 2011

Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
28
11,11
1,00
30,00
8,18
PPTO
28
3,03
1,00
5,00
0,99
PVPR
28
3,60
1,00
7,00
1,34
KOL1
28
6,18
1,00
10,00
2,18
KOL2
28
7,00
1,00
10,00
2,65
50D
28
77,00
49,51
119,21
19,10
50P
28
86,65
57,34
120,37
20,83
ZBIS
28
40,14
31,00
49,00
4,92
UKBO
28
59,89
51,00
73,00
6,74
OCIS
28
6,64
6,00
9,00
0,78
Tabela 6. Regresiona analiza predispitnih obaveza i ukupno bodova na ispitu plivanje 2 u 2011
Beta
Std.Err.
Intercept
UKBO
0,19
0,19
Std.Err.
t(26)
p-level
1,32
1,72
0,77
0,45
0,03
0,03
1,00
0,32
R= ,193 R2= ,037 Adjusted R2= ,

F(1,26)=1,00 p<,32 Std.Error of estimate: ,99 (pio i ukbo)
88
Tabela 7. Regresiona analiza zbira bodova na ispitu i ukupno bodova plivanje 2 u 2011
Beta
Std.Err.
Intercept
UKBO
0,76
0,13
Std.Err.
t(26)
p-level
6,88
5,58
1,23
0,23
0,55
0,09
5,99
0,00
R= ,76 R2= ,58 Adjusted R2= ,56

F(1,26)=35,91 p<,00 Std.Error of estimate: 3,25 (zbis i ukbo)
Tabela 8. t-test test predispitnih obaveza i zbira bodova na ispplivanja 2 u 2011
Mean
Std.Dv.
PPTO
3,03
0,999
ZBIS
40,14
4,92
PVPR
3,61
1,34
ZBIS
40,14
4,92
KOL1
6,18
2,18
ZBIS
40,146
4,91
KOL2
7,00
2,65
ZBIS
40,14
4,92
Diff.
Std.Dv.
df
28
-37,11
5,10
-38,49
27
0,00
28
-36,53
5,38
-35,90
27
0,00
28
-33,96
5,13
-35,02
27
0,00
28
-33,14
5,35
-32,77
27
0,00
Tabela 9. Deskriptivna statistika plivanja 1 u 2012 Descriptive Statistics (Pl1, 2012 sta)
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
45
14,04
1,00
31,00
9,13
PPTO
45
3,22
2,00
5,00
1,12
PVPR
45
2,98
1,00
5,00
1,10
KOL1
45
7,20
0,00
10,00
2,11
KOL2
45
8,27
2,00
16,00
3,25
100K
45
106,82
79,48
137,35
11,60
100L
45
118,85
92,81
156,78
12,58
ZBIS
45
35,89
28,00
47,00
4,72
UKBO
45
57,58
51,00
74,00
5,75
OCIS
45
6,40
6,00
8,00
0,58
Zbornik radova
89
Tabela 10. Regresiona analiza predispitnih obaveza i ukupnog broja bodova plivanja 1 u 2012
Beta
Std.Err.
Intercept
UKBO
0,47
0,135
Std.Err.
t(43)
p-level
-2,04
1,53
-1,34
0,195
0,09
0,026
3,47
0,00
R= ,47 R2= ,22 Adjusted R2= ,20 F(1,43)=12,01

p<,00 Std.Error of estimate: 1,00
Tabela 11. Regresiona analiza zbira bodova na ispitu i ukupnog broja bodova plivanja 1 u 2012
Beta
Std.Err.
Intercept
UKBO
0,70
0,11
Std.Err.
t(43)
p-level
2,42
5,12
0,47
0,64
0,58
0,09
6,57
0,00
R= ,71 R2= ,50 Adjusted R2= ,49

Tabela 12. t-test predispitnih obaveza i zbira bodova na ispitu plivanje 1 u 2012
Mean
Std. Dv.
PPTO
3,22
1,12
ZBIS
35,89
4,72
PVPR
2,98
1,10
ZBIS
35,89
4,72
KOL1
7,20
2,11
ZBIS
35,89
4,72
KOL2
8,27
3,25
ZBIS
35,89
4,72
Diff.
Std. Dv.
df
45
-32,67
4,61
-47,51
44
0,00
45
-32,91
4,54
-48,61
44
0,00
45
-28,69
5,64
-34,12
44
0,00
45
-27,62
6,27
-29,53
44
0,00
90
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
45
7,67
1,00
21,00
5,17
PPTO
45
3,29
2,00
5,00
0,87
PVPR
45
2,91
0,00
5,00
1,52
KOL1
45
4,67
0,00
10,00
2,80
KOL2
45
8,38
0,00
20,00
4,65
50D
45
78,89
37,02
123,45
20,56
50P
45
85,13
50,72
134,56
18,94
ZBIS
45
38,60
26,00
47,00
5,84
UKBO
45
58,24
51,00
82,00
8,13
OCIS
45
6,58
6,00
9,00
0,78
Beta
Std.Err.
Intercept
UKBO
0,22
0,15
Std.Err.
t(43)
p-level
1,91
0,93
2,04
0,05
0,02
0,01
1,49
0,14
R= ,22 R2= ,049 Adjusted R2= ,027

Beta
Std.Err.
Intercept
UKBO
0,67
0,11
Std.Err.
t(43)
p-level
10,43
4,76
2,19
0,03
0,48
0,08
5,97
0,00
R= ,67 R2= ,45 Adjusted R2= ,44

Tabela 16. t-test predispitnih obaveza i Zbira bodova na ispitu plivanja 2 u 2012
Mean
Std.Dv.
PPTO
3,29
0,87
ZBIS
38,60
5,84
PVPR
2,911
1,52
ZBIS
38,60
5,84
KOL1
4,67
2,80
ZBIS
38,60
5,84
KOL2
8,38
4,65
ZBIS
38,60
5,84
Diff.
Std.Dv.
df
45
-35,31
5,86
-40,41
44
0,00
45
-35,69
5,83
-41,03
44
0,00
45
-33,93
6,93
-32,80
44
0,00
45
-30,22
6,94
-29,19
44
0,00

Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
28
8,39
1,00
23,00
6,47
PPTO
28
4,71
3,00
5,00
0,59
PVPR
28
4,28
2,00
5,00
0,97
KOL1
28
10,07
5,00
20,00
3,46
KOL2
28
9,07
3,00
15,00
2,52
100K
28
110,20
63,31
127,34
15,45
100L
28
120,20
86,32
144,55
16,08
ZBIS
28
31,64
25,00
40,00
4,65
UKBO
28
59,53
51,00
73,00
7,24
OCIS
28
6,75
6,00
8,00
0,70
Zbornik radova
91
Beta
Std.Err.
Intercept
UKBO
0,10
0,19
Std.Err.
t(26)
p-level
4,197
0,97
4,33
0,00
0,01
0,02
0,54
0,59
R= ,10 R2= ,01 Adjusted R2= ----F(1,26)=,29 p<,59 Std.Error of estimate: ,61
Beta
Std.Err.
Intercept
ZBIS
0,64
0,15
Std.Err.
t(26)
p-level
28,11
7,51
3,74
0,00
0,99
0,23
4,23
0,00
R= ,64 R2= ,41 Adjusted R2= ,38

Tabela 20. t-test predispitnih obaveza i zbira bodova na ispitu plivanja 2 u 2013
Mean
Std.Dv.
PPTO
4,71
0,59
ZBIS
31,64
4,65
PVPR
4,28
0,97
ZBIS
31,64
4,65
KOL1
10,07
3,46
ZBIS
31,64
4,65
KOL2
9,07
2,52
ZBIS
31,64
4,65
Diff.
Std.Dv.
df
28
-26,93
4,78
-29,79
27
0,00
28
-27,35
4,85
-29,82
27
0,00
28
-21,57
5,19
-21,97
27
0,00
28
-22,5714
5,56
-21,48
27
0,00
92
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
20
8,10
1,00
20,00
5,63
PPTO
20
4,45
2,00
5,00
0,89
PVPR
20
3,85
2,00
5,00
1,39
KOL1
20
8,45
2,00
20,00
4,37
KOL2
20
6,10
2,00
10,00
2,71
50D
20
67,03
45,75
78,98
9,04
50P
20
80,29
49,05
98,12
13,86
ZBIS
20
34,10
26,00
47,00
5,63
UKBO
20
59,40
51,00
72,00
6,42
OCIS
20
6,75
6,00
8,00
0,64
Beta
Std.Err.
Intercept
UKBO
0,39
0,22
Std.Err.
t(18)
p-level
1,23
1,79
0,69
0,50
0,05
0,03
1,81
0,09
R= ,39 R2= ,154 Adjusted R2= ,11

F(1,18)=3,27 p<,09 Std. Error of estimate: ,84
Tabela 23. Regresiona analiza zbir bodova na ispitu i ukupnog broja bodova plivanja 2 u 2013
Beta
Std.Err.
Intercept
UKBO
0,50
0,20
Std.Err.
t(18)
p-level
8,13
10,70
0,76
0,46
0,44
0,18
2,44
0,02
R= ,499 R2= ,248Adjusted R2= ,207

F(1,18)=5,95 p<,025 Std. Error of estimate: 5,012
Tabela 24. t.test predispitnih obaveza i zbir bodova na ispitu plivanje 2 u 2013
Mean
Std.Dv.
PPTO
4,45
0,89
ZBIS
34,10
5,638
PVPR
3,85
1,39
ZBIS
34,10
5,63
KOL1
8,45
4,37
ZBIS
34,10
5,63
KOL2
6,10000
2,71
ZBIS
34,10000
5,63
Diff.
Std.Dv.
df
20
-29,65
5,52
-24,03
19
0,00
20
-30,25
5,90
-22,92
19
0,00
20
-25,65
8,07
-14,21
19
0,00
20
-28,00
6,68
-18,74
19
0,00

Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
40
13,25
2,00
37,00
10,64
PPTO
40
4,97
4,00
5,00
0,16
PVPR
40
4,40
1,00
5,00
1,10
KOL1
40
9,35
3,00
18,00
3,94
KOL2
40
8,05
0,00
16,00
3,73
100K
40
93,44
71,98
123,76
12,25
100L
40
103,07
78,38
135,26
12,82
ZBIS
40
35,47
26,00
49,00
5,63
UKBO
40
63,52
51,00
78,00
6,50
OCIS
40
7,17
6,00
8,00
0,63
Zbornik radova
93
Beta
Std. Err.
Intercept
UKBO
-0,19
0,16
Std. Err.
t(38)
p-level
5,26
0,25
21,25
0,00
-0,004
0,00
-1,17
0,25
R= ,19 R2= ,035 Adjusted R2= ,009

Tabela 27. Regresiona analiza zbir bodova na ispitu i ukupnog broja bodova plivanja 1 u 2014
Beta
Std.Err.
Intercept
UKBO
0,66
0,12
Std.Err.
t(38)
p-level
-1,07
6,72
-0,16
0,87
0,57
0,10
5,46
0,00
R= ,66 R2= ,44 Adjusted R2= ,42

Tabela 28. t-test predispitnih obaveza i zbira bodova na ispitu plivanje 1 u 2014
Mean
Std.Dv.
PPTO
4,97
0,16
ZBIS
35,47
5,63
PVPR
4,40
1,10
ZBIS
35,47
5,63
KOL1
9,35
3,94
ZBIS
35,47
5,63
KOL2
8,05
3,73
ZBIS
35,47
5,63
Diff.
Std.Dv.
df
40
-30,50
5,69
-33,91
39
0,00
40
-31,07
5,71
-34,40
39
0,00
40
-26,12
7,00
-23,59
39
0,00
40
-27,42
7,23
-23,98
39
0,00
94
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
40
8,30
1,00
26,00
7,31
PPTO
40
4,92
2,00
5,00
0,47
PVPR
40
4,85
0,00
5,00
0,80
KOL1
40
9,90
0,00
20,00
6,51
KOL2
40
6,30
0,00
20,00
8,44
50D
40
64,54
33,43
109,94
18,21
50P
40
74,86
45,15
114,59
13,85
ZBIS
40
34,35
21,00
45,00
5,97
UKBO
40
60,27
51,00
83,00
9,77
OCIS
40
6,85
6,00
9,00
0,95
Tabela 30. Regresiona analiza predispitnih obaveza i ukupnog broja bodova plivanje 2 u 2014
Beta
Std. Err.
Intercept
UKBO
0,14
0,16
Std. Err.
t(38)
p-level
4,52
0,48
9,497
0,00
0,01
0,01
0,85
0,397
R= ,14 R2= ,019 Adjusted R2= ----F(1,38)=,73 p<,397 Std. Error of estimate: ,47
Tabela 31. Regresiona analiza zbira bodova na ispitu i ukupnog broja bodova plivanje 2 u 2014
Beta
Std.Err.
Intercept
UKBO
0,62
0,13
Std.Err.
t(38)
p-level
11,37
4,73
2,40
0,02
0,38
0,08
4,92
0,00
R= ,62 R2= ,39 Adjusted R2= ,37

Tabela 32. t-test predispitnih obaveza i ukupnog broja bodova plivanje 2 u 2014
Mean
Std.Dv.
PPTO
4,92
0,47
ZBIS
34,35
5,97
PVPR
4,85
0,80
ZBIS
34,35
5,97
KOL1
9,90
6,51
ZBIS
34,35
5,97
KOL2
6,30
8,44
ZBIS
34,35
5,97
Diff.
Std.Dv.
df
40
-29,42
5,96
-31,24
39
0,00
40
-29,50
5,92
-31,52
39
0,00
40
-24,45
8,89
-17,39
39
0,00
40
-28,05
10,51
-16,88
39
0,00
DISKUSIJA
Deskriptivnom analizom sledeih tabela: u tabeli 1, plivanje 1, maksimalan zbir bodova na
ispitu je 50, a minimalni 30, dok ukupan broj bodova na ispitu je maksimalan 77, a minimalan 34; u
tabeli 5, plivanje 2, maksimalan zbir bodova na ispitu je 49, a minimalni 31, dok ukupan broj bodova
na ispitu je maksimalan 73, a minimalan 31; u tabeli 9, plivanje 1, maksimalan zbir bodova na ispitu
je 57, a minimalni 28, dok ukupan broj bodova na ispitu je maksimalan 74, a minimalan 51; u tabeli
13, plivanje 2, maksimalan zbir bodova na ispitu je 47, a minimalni 26, dok ukupan broj bodova na
ispitu je maksimalan 87, a minimalan 51; u tabeli 17, plivanje 1, maksimalan zbir bodova na ispitu
je 49, a minimalni 25, dok ukupan broj bodova na ispitu je maksimalan 73, a minimalan 51; u tabeli
21, plivanje 2, maksimalan zbir bodova na ispitu je 47, a minimalni 26, dok ukupan broj bodova na
ispitu je maksimalan 72, a minimalan 51; u tabeli 25, plivanje 1, maksimalan zbir bodova na ispitu je
49, a minimalni 26, dok ukupan broj bodova na ispitu je maksimalan 78, a minimalan 51; u tabeli 29,
plivanje 2, maksimalan zbir bodova na ispitu je 45, a minimalni 21, dok ukupan broj bodova na ispitu
je maksimalan 33, a minimalan 51.
Zbornik radova
95
Regresionom analizom rezultata predispitnih obaveza i ukupnog broja bodova na ispitu sa

ukupnim koeficijentom regresije bile zastupljene: tabela 2, plivanje 1, R= .51 (odnosno 51% ukupnog
varijabiliteta), a R2 = .26 (pojedinanog varijabiliteta zastupljenog sa 26%); tabela 6, plivanje 2, R=. 19
(odnosno 19% ukupnog varijabiliteta), a R2 = .037 (pojedinanog varijabiliteta zastupljenog sa 037%);
tabela 10, plivanje 2, R= .47 (odnosno 47% ukupnog varijabiliteta), a R2 = .22 (pojedinanog varijabiliteta zastupljenog sa 22%); tabela 14, plivanje 2, R=. 22 (odnosno 22% ukupnog varijabiliteta), a
R2 = .049 (pojedinanog varijabiliteta zastupljenog sa 049%); tabela 18, plivanje 1, R= .10 (odnosno
10% ukupnog varijabiliteta), a R2 = .01 (pojedinanog varijabiliteta zastupljenog sa 01%); tabela 22,
plivanje 2, R= .39 (odnosno 39% ukupnog varijabiliteta), a R2 = .15 (pojedinanog varijabiliteta zastupljenog sa 15%); tabela 26, plivanje 1, R= .19 (odnosno 19% ukupnog varijabiliteta), a R2 = .035
(pojedinanog varijabiliteta zastupljenog sa 035%); tabela 30, plivanje 2, R= .14 (odnosno 14% ukupnog varijabiliteta), a R2 =. 019 (pojedinanog varijabiliteta zastupljenog sa 019%).
Regresionom analizom rezultata zbir bodova na ispitu i ukupnog broja bodova na ispitu sa
koeficijentom regresije bile su zastupljene: tabela 3, plivanje 1, R= .47 (odnosno 47% ukupnog varijabiliteta), a R2 = .19 (pojedinanog varijabiliteta zastupljenog sa 19%); tabela 7, plivanje 2, R=. 76
(odnosno 76% ukupnog varijabiliteta), a R2 = .58 (pojedinanog varijabiliteta zastupljenog sa 58%);
tabela 11, plivanje 1, R=. 71 (odnosno 71% ukupnog varijabiliteta), a R2 = .50 (pojedinanog varijabiliteta zastupljenog sa 50%); tabela 15, plivanje 2, R=. 67 (odnosno 67% ukupnog varijabiliteta), a R2 =
.45 (pojedinanog varijabiliteta zastupljenog sa 45%); tabela 19, plivanje 1, R= .64 (odnosno 64% ukupnog varijabiliteta), a R2 = .41 (pojedinanog varijabiliteta zastupljenog sa 41%); tabela 23, plivanje 2,
R= .49 (odnosno 49% ukupnog varijabiliteta), a R2 = .25 (pojedinanog varijabiliteta zastupljenog sa
251%); tabela 27, plivanje 1, R= .66 (odnosno 66% ukupnog varijabiliteta), a R2 = .44 (pojedinanog
varijabiliteta zastupljenog sa 44%); tabela 31, plivanje 2, R= .62 (odnosno 62% ukupnog varijabiliteta), a R2 = .39 (pojedinanog varijabiliteta zastupljenog sa 39%).
Analizom rezultata t-testom izmeu predispitnih obaveza i zbir bodova na ispitu u sledeim;
tabela 4, plivanje 1 izraeni su: kolokvijum 1 (KOL1) i zbir bodova na ispitu sa t-(-24,12) i kolokvijum
2 (KOL2) i zbir bodova na ispitu sa t-(-23,49); tabela 8, plivanje 2 izraeni su: kolokvijum 1 (KOL1) i
zbir bodova na ispitu sa t-(-35,02) i kolokvijum 2 (KOL2) i zbir bodova na ispitu sa t-(-32,77); tabela
12, plivanje 1 izraeni su: kolokvijum 1 (KOL1) i zbir bodova na ispitu sa t-(-34,12) i kolokvijum 2
(KOL2) i zbir bodova na ispitu sa t-(-29,53); tabela 16, plivanje 1 izraeni su: kolokvijum 1 (KOL1) i
zbir bodova na ispitu sa t-(-17,39) i kolokvijum 2 (KOL2) i zbir bodova na ispitu sa t-(-16,88). Konstatuje se da su u 2014. godini u odnosu na prethodne tri kolske godine rezultati izmeu predispitnih
obaveza i zbira bodova na ispitu manje numerike vrijednosti, to ukazuje na kvalitet ispita u predispitnim obavezama i zbira bodova na ispitu.
Trivun (2011) na uzorku od 24 ispitanika kolske 2009/10 i 26 ispitanika upisane u kolsku
2007/08. godine studenata Fakulteta fizikog vaspitanja i sporta Univerziteta u Istonom Sarajevu,
upisane u drugu godinu studija, mukog pola hronoloke dobi 22 6 mjeseci izvrena je komparacija
rezultata u sledeim varijablama: plivanje na 100 m kraul i leno. Predmet istraivanja obuhvatio je
efekte Bolonjske deklaracije na stilizovanih oblika kretanja iskazane rezultatom plivanja tehnikom
kraul i leno na 100 m u odnosu na konzervativan vid nastave plivanja. Dobijeni rezultati plivanja
100 m kraul i leno na uzorku od 26 ispitanika kolske 2007/08. godine favorizuju kontinuirani vid
nastave plivanja u odnosu na kondezovani vid praktine plivanja 24 ispitanika kolske 2009/10. godinu.
96
Trivun i sar. (2013) sproveli istraivanje na uzorku od: 31 studenta Fakulteta fizike kulture
Univerziteta u Istonom Sarajevu upisanih u kolsku 2007/2008. godinu koji su po klasinom (tradicionalnom) nainu upisali studije. Drugi sub uzorak odnosio se na 26 studenata Fakulteta fizikog
vaspitanja i sporta Univerziteta u Istonom Sarajevu koji su studira po Bolonjskom procesu upisanih
u kolskoj 2011/2012. godine. Trea grupa (skupina) ispitanika odnosila se na 16 vanrednih studenata Fakulteta fizikog vaspitanja i sporta Univerziteta u Istonom Sarajevu koji su upisaali vanredni
studij u kolskoj 2012/2013. godine. Sve tri skupine (grupe) ispitanika su mukog pola upisane u drugu godinu pomenutog fakulteta Univerziteta u Istonom Sarajevu. Uzorak varijabi se odnosio na
stilizovane oblike kretanja iskazane rezultatskom uspjenosti plivanja tehnikom kraul na dionici od
100 metara. Cilj istraivanja je da se utvrdi efikasnost nastave plivanja tokom klasinog (tradicionalnog), bolonjskog i vanrednog studija. Rezultati mjera centralne tendencije imale su ove vrijednosti:
ispitanici koji su studirali po klasinom modelu imali su najbolji rezultat u plivanju na 100 metara
kraul tehikom (minimum=76.18), a najloiji (maxmum=128,35). Ispitanici po Bolonjskom procesu
analizom mjera centralne tendencije imali su sledee vrijednosti: najbolji rezultat (minimum=89.21),
a najloiji (maximum=181,56). Trea skupina ispitanika vanrednih studenata analizom mjera centralne tendencije imali su: najbolji rezultat (minimum=110.90), a najloiji (maximum=226,37). Analiza rezultata t-testom ukazuje da je najvea razlika rezultata u plivanju 100 metara tehnikom kraul
izmeu studenata klasinog (tradicionalnog) u odnosu na vanredni studij. Najmanja je razlika rezultata t-testa izmeu studenata klasinog (tradicionalnog) studija i Bolonjskog procesa. Nastavna efikasnost po klasinom modelu imala je najbolje rezultate u odnosu na Boljonjski proces i vanrednih
studij.
ZAKLJUAK
Tokom israivanja u kolskoj 2010/2011. godini plivanje 1 uspjeno je poloilo 29 studenata,
a plivanje 2 je 28.
U kolskoj 2011/2012. godini plivanje 1 uspjeno je poloilo 45 studenata, a plivanje 2 takoe
45. U kolskoj 2012/2013. godini plivanje 1 uspjeno je poloilo 28 studenata, a 20 plivanje 2 od
ukupnog broja od 30 upisanih.
U kolskoj 2013/2014. godini plivanje 1 i 2 uspjeno je poloilo 40 studenata. Poreeni rezultati sa ukupnim upisom (50), osim u kolskoj 2012/2013. godini kada je na smjer fiziko vaspitanje
upisano 30 studenata.
Na osnovu analize prikupljenih podataka, kao i izvora hronolokih ispita u kolsim godinama
(od 2010 do 2014.), mjerama centralne tendencije, kao i artimetikom sredinom dobijen je prosek
prolaznost ne samo u pomenutim godinama nego i samo jednom ispitnom roku (prvi i drugi termin), na predmetu plivanje 1 i 2. Poreenjem rezultatske uspjenosti u segmentima prakatinog
dijela ispita na kraju jednog semestra, sa istom duinom u toku ispita koji nije bio po Bolonjskom
procesu dobija se numerika manja vrijednost, a to je ujedno i bolji rezultat u sportskom plivanju.
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97
LITERATURA
1. Jevti, B. (2011). Plivanje u nastavi. Fakultet sporta i fizikog vaspitanja Univerziteta u Beogradu, 154-155
2. Jevti, B., Ropret, R. (2011). Dugorono planiranje sportske karijere. U: B. Jevti, J. Radojevi,
I. Juhas, R. Ropret (ed). Deiji sport od prakse do akademske oblasti. Fakultet sporta i fizikog
vaspitanja Univerziteta u Beogradu 281-300
3. Kaljanac, I. (1981). Razvojna i pedagoka funkcija plivanja. Univerzitetska knjiga. Ur: Kulji, R.
IRO ,,Veselin Maslea, Sarajevo 144.
4. Kazazovi, B. (1998). Plivanje kao sport i sredstvo zdravstvenog i tjelesnog odgoja, Izdava:
Federacija Bosne i Hercegovine (Ministarstvo obrazovanja, nauke, kulture i sporta) / IP ,,Svjetlost d.d. Zavod za udbenike i nastavna sredstva Sarajevo, 114
5. Markovi, N. (2008). Osiguranje kvaliteta u visokom obrazovanju, Osnovni elementi. Univerzitiet u Istonom Sarajevu, 25-27
6. Okii, T., Ahmetovi, Z., Madi, D., Dopsaj, M., Aleksandrovi, M. (2007). Plivanje praktikum, SIA, Sven Ni 35
7. Platonov, N.V. (1999). La concezionedella ,,periodizzazione e lo sviluppo di unateoriadell allenamento. SDS rivista di culturasportiva. XVIII 45 3-7
8. Trivun, M.(2011). Bolonjska deklaracija i efekti na plivanje. Ur: Bjelica, D. Sport Mont, Crnogorska Sportska Akademija, br. 25-27/VIII, Podgorica, 235 244.
9. Trivun, M., Kazazovi, B., Toi, J., Grahovac, G. (2013). Efekti nastave plivanja klasinog,
bolonjskog i vanrednog studija. Meunarodni simpozij Nove tehnologije u sportu, 6 Fourth International Simpozium of New Technologies In Sports, ta je ideja? Ideja je nova kombinacija
starih elemenata. Fakultet sporta i tjelesnog odgoja Univerziteta u Sarajevu / Olimpijski komitet
Bosne i Hercegovine, Zbornik saetaka, 69-70
10. Vorontsov, W. A. (1998). Development of basic and special endurance in age-group
swimmers, The Australian swimming coaches and teachers association
11. Vukovi, S. (2006). Plivanje. Fakultet fizikog vaspitanja i sporta, Banja Luka, 90
98
Effects of Application of the Bologna Process on the Quality of Exam in Swimming
UDK 797.21:378.1
EFFECTS OF APPLICATION OF THE BOLOGNA PROCESS

ON THE QUALITY OF EXAM IN SWIMMING
Milomir Trivun1, Vladan Markovi2

Faculty of Physical Education and Sport, University of East Sarajevo, BiH
2
Higher School of Sports and Health Belgrade, Serbia
INTRODUCTION
The signatories of Bologna Declaration (June 19 1999), agreed to make efforts to increase the
competence of Europe through a series of measures aimed at creating a European Higher Education Area. It was pointed out that by confirming its support to the general principles placed in the
Sorbonne declaration, should be included in the coordination of common policies in order to reach
the following objectives for a short time, in any case within the first decade of the third millennium.
These objectives are considered to be of primary importance for establishment of a European area of
higher education and to promote European higher education system to the world:
The adoption of easily readable and comparable graduation system through the
implementation of the Diploma Supplement, in order to promote employment
opportunities for European citizens and the international competitiveness of the European
Higher Education System.
The adoption of systems that are essentially based on two main cycles, undergraduate and
graduate. Access to the second cycle shall require successful completion of the first cycle
studies, lasting three years minimum. The degree awarded after the first cycle is relevant to
the European labor market as an appropriate level of qualification, while the second cycle
should lead to a masters degree and / or a doctors degree;
The implementation of a systems of credits - such as ECTS system - as proper way of
promoting the most widespread student mobility. Credits could also be acquired outside the
context of higher education, including lifelong learning, provided that they are recognized
by concerned Universities;
Promotion of mobility by overcoming obstacles to the effective use of free movement with
particular attention to: - for students: access to opportunities for study and training related
services; - for teachers, researchers and administrative staff: recognition and valorization of
periods spent in a European context researching, teaching and training, without prejudicing
their statutory rights;
Promotion of European cooperation in quality assurance in terms of development of
comparable criteria and methodologies;
Promotion of the required European dimensions in higher education, particularly in
terms of developing plan and program, including inter-institutional cooperation, mobility
schemes and integration of study programs, trainings and scientific researches.
These goals are to be achieved - in the context of institutional capacities and with full respect
for the diversity of cultures, languages, national education systems and universities autonomy - to
Zbornik radova
99
consolidate the European area of higher education. To this end, will be followed the paths of intergovernmental cooperation, with the help of European non-governmental organizations with competence in higher education. Since universities are expected to respond promptly and positively and
actively contribute to the success of the exercise of these efforts.
It starts from the idea that the union of Europe must be based on strengthening its intellectual,
cultural, social, scientific and technological dimensions, in which universities should play a central
role in each country.
METOD
Previous researches
Jevtic (2011) through longitudinal follow 200 swimmers from 11 to 15 years old, founded that
the improvement of results in the maturation period takes place through mechanisms of swimming
technique improving, and then the energy production. The comparative analysis of the data, four
swimming techniques, shows a similar trend, but only in the age 11-12 years. That could be interpreted as the existence of a unique organic support and relatively uniform structure mechanical
efficiency and coordination in this age. In accordance with the mechanisms that support and amplify
growth, multi-year planning shows up as a first step in efforts that solve the tasks of sport swimming.
Through generalization of different approaches to these problems, Jevtic and Ropert (2011), stand
out: - Platonov, 1999 (Ukraine) distinguishes the following stages: - initial preparation period, - period of the previous base, - special base period, - period of maximum results, - the period of maintaining maximum results.
Vorontcov, 1998 (Russia) defines the period of athletes career development through objectives
and contents of the following periods: - Period preliminary sports training; - Basic training period, Period of specialization, - Period of perfection.
Kaljanac, (1981) says that competitive activity of students in colleges should be developed and
cultivated with much greater care and that would open way to success and prospects for the future
of sport. In these relations, swimming sport must have its place too. Program and preparation in
swimming gradually should get closer to the annual training process and content of the competition
to coincide with the usual Olympic program.
Kazazovi, (1998) simultaneous method is applied in the case of simultaneous training of a
number of swimming technique. The method has been studied by a Russian colleague from the
University of Lezgaft, in Petersburg, and this method was applied to the students of the Institute of
Physical Education. Application of this method assumes simultaneous operation of all the training
techniques, with the proviso that they extracted out characteristics in common (movements) that
are related to each other (for example in the art of back and chest crawl and dolphin) are first treated
legs, then arms, then all connected in one unit.
Okicic et al. (2007), the syllabus is planned to provide theoretical and practical training in
swimming. The planning of the teaching process is a very complex cognitive activity aimed at identifying all the relevant factors of influence on the development of skills, from whose structure and
level depends on the result, as well as determining the dynamics of these impacts. In this way, the
plan is a strategy to influence developing of the swimming results either when it comes to adopting
the techniques of movement or speed increases as a result of learning swimming techniques. Plans
may have different time units. Most often plans are based on the estimated number of hours of practical and theoretical courses on swimming.
Vukovic (2007) swimming, especially courses for no swimmers, has a prominent place in programs of physical and health education, due to its multiple significance. Aside from being one of the
motor activities which in a comprehensive manner stimulates evolving and developing an organism,
it is even more important swimming advantage that lessons can be learned from earliest ages. Once
you learn how to swim, it becomes and remains a permanent possession.
100
Participants
The total number of examinees are related to the students of the Faculty of Physical Education
and Sports University of East Sarajevo, male, who took the exam in the period from 2010 to 2014.
The sample of variables (measuring instruments)
Referred to the one examination period (first and second term), on th subject swimming 1
and 2, with comparison of the result of success in the segments of practical part of the exam at the
end of a semester. The total number of points are obtained by adding pre-exam activities points to
the points achieved at the final exam, that provide maximum numerical value 100 points if all points
are won. Pre-exam activities bring maximum 50 points: 5 points for presence of lectures, 5 points
for presence of exercise, 20 points for the first and 20 points for the second colloquium. The final
examination brings maximum 50 points.
RESULTS
Table 1. Descriptive Statistics Swimming 1 in 2011
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
29
15,79
1,00
39,00
11,27
PPTO
29
3,59
1,00
5,00
0,91
PVPR
29
3,41
0,00
5,00
1,57
KOL1
29
9,96
0,00
14,00
3,31
KOL2
29
6,62
0,00
11,00
3,49
100K
29
105,46
76,62
133,56
14,04
100L
29
127,92
91,34
166,59
21,48
ZBIS
29
37,52
30,00
50,00
5,47
UKBO
29
62,17
34,00
77,00
9,52
OCIS
29
6,86
5,00
8,00
0,83
Table 2. Regression Summary Swimming 1 in 2011

Beta
Std.Err.
Intercept
UKBO
0,51
0,16
Std.Err.
t(27)
p-level
0,54
0,99
0,55
0,59
0,049
0,01
3,11
0,00
R= ,51 R2= ,26 Adjusted R2= ,24

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101
Table 3. Regression analysis Swimming 1 in 2011.

Beta
Std.Err.
Intercept
UKBO
0,47
0,17
Std.Err.
t(27)
p-level
20,66
6,13
3,37
0,00
0,27
0,097
2,780
0,009
R= ,47 R2= ,22 Adjusted R2= ,19

Table 4. t-test pre-exam obligations and sum of points on the exam Swimming 1 in 2011
Mean
Std.Dv.
PPTO
3,59
0,91
ZBIS
37,52
5,47
PVPR
3,41379
1,57
ZBIS
37,51724
5,47
KOL1
9,96552
3,31
ZBIS
37,51724
5,47
KOL2
6,62069
3,49
ZBIS
37,51724
5,47
Diff.
Std.Dv.
df
29
-33,93
5,599
-32,63
28
0,00
29
-34,10
6,04
-30,388
28
0,00
29
-27,55
6,15
-24,12
28
0,00
29
-30,897
7,083
-23,49
28
0,00
T-test for Dependent Samples (sta, 2011, pl 1)

Marked differences are significant at p < ,050
102
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
28
11,11
1,00
30,00
8,18
PPTO
28
3,03
1,00
5,00
0,99
PVPR
28
3,60
1,00
7,00
1,34
KOL1
28
6,18
1,00
10,00
2,18
KOL2
28
7,00
1,00
10,00
2,65
50D
28
77,00
49,51
119,21
19,10
50P
28
86,65
57,34
120,37
20,83
ZBIS
28
40,14
31,00
49,00
4,92
UKBO
28
59,89
51,00
73,00
6,74
OCIS
28
6,64
6,00
9,00
0,78
Table 6. Regression analysis pre-exam obligations and maximum number of points Swimming 2 in 2011
Beta
Std.Err.
Intercept
UKBO
0,19
0,19
Std.Err.
t(26)
p-level
1,32
1,72
0,77
0,45
0,03
0,03
1,00
0,32
R= ,193 R2= ,037 Adjusted R2= ,

Table 7. Regression analysis sum of points on the exam and maximum number of points
Swimming 2 in 2011
Beta
Std.Err.
Intercept
UKBO
0,76
0,13
Std.Err.
t(26)
p-level
6,88
5,58
1,23
0,23
0,55
0,09
5,99
0,00
R= ,76 R2= ,58 Adjusted R2= ,56

Mean
Std.Dv.
PPTO
3,03
0,999
ZBIS
40,14
4,92
PVPR
3,61
1,34
ZBIS
40,14
4,92
KOL1
6,18
2,18
ZBIS
40,146
4,91
KOL2
7,00
2,65
ZBIS
40,14
4,92
Diff.
Std.Dv.
df
28
-37,11
5,10
-38,49
27
0,00
28
-36,53
5,38
-35,90
27
0,00
28
-33,96
5,13
-35,02
27
0,00
28
-33,14
5,35
-32,77
27
0,00

Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
45
14,04
1,00
31,00
9,13
PPTO
45
3,22
2,00
5,00
1,12
PVPR
45
2,98
1,00
5,00
1,10
KOL1
45
7,20
0,00
10,00
2,11
KOL2
45
8,27
2,00
16,00
3,25
100K
45
106,82
79,48
137,35
11,60
100L
45
118,85
92,81
156,78
12,58
ZBIS
45
35,89
28,00
47,00
4,72
UKBO
45
57,58
51,00
74,00
5,75
OCIS
45
6,40
6,00
8,00
0,58
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Table 10. Regression analysis pre-exam obligations and maximum number of points Swimming 1
in 2012
Beta
Std.Err.
Intercept
UKBO
0,47
0,135
Std.Err.
t(43)
p-level
-2,04
1,53
-1,34
0,195
0,09
0,026
3,47
0,00
R= ,47 R2= ,22 Adjusted R2= ,20

Table 11. Regression analysis of sum of points on the exam and maximum number of points
Swimming 1 in 2012
Beta
Std.Err.
Intercept
UKBO
0,70
0,11
Std.Err.
t(43)
p-level
2,42
5,12
0,47
0,64
0,58
0,09
6,57
0,00
R= ,71 R2= ,50 Adjusted R2= ,49

Mean
Std. Dv.
PPTO
3,22
1,12
ZBIS
35,89
4,72
PVPR
2,98
1,10
ZBIS
35,89
4,72
KOL1
7,20
2,11
ZBIS
35,89
4,72
KOL2
8,27
3,25
ZBIS
35,89
4,72
Diff.
Std. Dv.
df
45
-32,67
4,61
-47,51
44
0,00
45
-32,91
4,54
-48,61
44
0,00
45
-28,69
5,64
-34,12
44
0,00
45
-27,62
6,27
-29,53
44
0,00
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Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
45
7,67
1,00
21,00
5,17
PPTO
45
3,29
2,00
5,00
0,87
PVPR
45
2,91
0,00
5,00
1,52
KOL1
45
4,67
0,00
10,00
2,80
KOL2
45
8,38
0,00
20,00
4,65
50D
45
78,89
37,02
123,45
20,56
50P
45
85,13
50,72
134,56
18,94
ZBIS
45
38,60
26,00
47,00
5,84
UKBO
45
58,24
51,00
82,00
8,13
OCIS
45
6,58
6,00
9,00
0,78
in 2012
Beta
Std.Err.
Intercept
UKBO
0,22
0,15
Std.Err.
t(43)
p-level
1,91
0,93
2,04
0,05
0,02
0,01
1,49
0,14
R= ,22 R2= ,049 Adjusted R2= ,027

Table 15. Regression analysis of sum of points on the exam and maximum number of points
Swimming 2 in 2012
Beta
Std.Err.
Intercept
UKBO
0,67
0,11
Std.Err.
t(43)
p-level
10,43
4,76
2,19
0,03
0,48
0,08
5,97
0,00
R= ,67 R2= ,45 Adjusted R2= ,44

Mean
Std.Dv.
PPTO
3,29
0,87
ZBIS
38,60
5,84
PVPR
2,911
1,52
ZBIS
38,60
5,84
KOL1
4,67
2,80
ZBIS
38,60
5,84
KOL2
8,38
4,65
ZBIS
38,60
5,84
Diff.
Std.Dv.
df
45
-35,31
5,86
-40,41
44
0,00
45
-35,69
5,83
-41,03
44
0,00
45
-33,93
6,93
-32,80
44
0,00
45
-30,22
6,94
-29,19
44
0,00

Valid N
Mean
Minimum
Maximum
Std. Dev.
IDBR
28
8,39
1,00
23,00
6,47
PPTO
28
4,71
3,00
5,00
0,59
PVPR
28
4,28
2,00
5,00
0,97
KOL1
28
10,07
5,00
20,00
3,46
KOL2
28
9,07
3,00
15,00
2,52
100K
28
110,20
63,31
127,34
15,45
100L
28
120,20
86,32
144,55
16,08
ZBIS
28
31,64
25,00
40,00
4,65
UKBO
28
59,53
51,00
73,00
7,24
OCIS
28
6,75
6,00
8,00
0,70
Zbornik radova
105
in 2013
Beta
Std.Err.
Intercept
UKBO
0,10
0,19
Std.Err.
t(26)
p-level
4,197
0,97
4,33
0,00
0,01
0,02
0,54
0,59
Swimming 1 in 2013
Beta
Std.Err.
Intercept
ZBIS
0,64
0,15
Std.Err.
t(26)
p-level
28,11
7,51
3,74
0,00
0,99
0,23
4,23
0,00
R= ,64 R2= ,41 Adjusted R2= ,38

F(1,26)=17,87 p<,00Std.Error of estimate: 5,68
Mean
Std.Dv.
PPTO
4,71
0,59
ZBIS
31,64
4,65
PVPR
4,28
0,97
ZBIS
31,64
4,65
KOL1
10,07
3,46
ZBIS
31,64
4,65
KOL2
9,07
2,52
ZBIS
31,64
4,65
Diff.
Std.Dv.
df
28
-26,93
4,78
-29,79
27
0,00
28
-27,35
4,85
-29,82
27
0,00
28
-21,57
5,19
-21,97
27
0,00
28
-22,5714
5,56
-21,48
27
0,00
106
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
20
8,10
1,00
20,00
5,63
PPTO
20
4,45
2,00
5,00
0,89
PVPR
20
3,85
2,00
5,00
1,39
KOL1
20
8,45
2,00
20,00
4,37
KOL2
20
6,10
2,00
10,00
2,71
50D
20
67,03
45,75
78,98
9,04
50P
20
80,29
49,05
98,12
13,86
ZBIS
20
34,10
26,00
47,00
5,63
UKBO
20
59,40
51,00
72,00
6,42
OCIS
20
6,75
6,00
8,00
0,64
in 2013
Beta
Std.Err.
Intercept
UKBO
0,39
0,22
Std.Err.
t(18)
p-level
1,23
1,79
0,69
0,50
0,05
0,03
1,81
0,09
R= ,39 R2= ,154 Adjusted R2= ,11

Swimming 2 in 2013
Beta
Std.Err.
Intercept
UKBO
0,50
0,20
Std.Err.
t(18)
p-level
8,13
10,70
0,76
0,46
0,44
0,18
2,44
0,02
R= ,499 R2= ,248Adjusted R2= ,207

Mean
Std.Dv.
PPTO
4,45
0,89
ZBIS
34,10
5,638
PVPR
3,85
1,39
ZBIS
34,10
5,63
KOL1
8,45
4,37
ZBIS
34,10
5,63
KOL2
6,10000
2,71
ZBIS
34,10000
5,63
Diff.
Std.Dv.
df
20
-29,65
5,52
-24,03
19
0,00
20
-30,25
5,90
-22,92
19
0,00
20
-25,65
8,07
-14,21
19
0,00
20
-28,00
6,68
-18,74
19
0,00

Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
40
13,25
2,00
37,00
10,64
PPTO
40
4,97
4,00
5,00
0,16
PVPR
40
4,40
1,00
5,00
1,10
KOL1
40
9,35
3,00
18,00
3,94
KOL2
40
8,05
0,00
16,00
3,73
100K
40
93,44
71,98
123,76
12,25
100L
40
103,07
78,38
135,26
12,82
ZBIS
40
35,47
26,00
49,00
5,63
UKBO
40
63,52
51,00
78,00
6,50
OCIS
40
7,17
6,00
8,00
0,63
Zbornik radova
107
in 2014
Beta
Std.Err.
Intercept
UKBO
-0,19
0,16
Std.Err.
t(38)
p-level
5,26
0,25
21,25
0,00
-0,004
0,00
-1,17
0,25
R= ,19 R2= ,035 Adjusted R2= ,009

Swimming 1 in 2014
Beta
Std.Err.
Intercept
UKBO
0,66
0,12
Std.Err.
t(38)
p-level
-1,07
6,72
-0,16
0,87
0,57
0,10
5,46
0,00
R= ,66 R2= ,44 Adjusted R2= ,42

Mean
Std.Dv.
PPTO
4,97
0,16
ZBIS
35,47
5,63
PVPR
4,40
1,10
ZBIS
35,47
5,63
KOL1
9,35
3,94
ZBIS
35,47
5,63
KOL2
8,05
3,73
ZBIS
35,47
5,63
Diff.
Std.Dv.
df
40
-30,50
5,69
-33,91
39
0,00
40
-31,07
5,71
-34,40
39
0,00
40
-26,12
7,00
-23,59
39
0,00
40
-27,42
7,23
-23,98
39
0,00
108
Valid N
Mean
Minimum
Maximum
Std.Dev.
IDBR
40
8,30
1,00
26,00
7,31
PPTO
40
4,92
2,00
5,00
0,47
PVPR
40
4,85
0,00
5,00
0,80
KOL1
40
9,90
0,00
20,00
6,51
KOL2
40
6,30
0,00
20,00
8,44
50D
40
64,54
33,43
109,94
18,21
50P
40
74,86
45,15
114,59
13,85
ZBIS
40
34,35
21,00
45,00
5,97
UKBO
40
60,27
51,00
83,00
9,77
OCIS
40
6,85
6,00
9,00
0,95
in 2014
Beta
Std.Err.
Intercept
UKBO
0,14
0,16
Std.Err.
t(38)
p-level
4,52
0,48
9,497
0,00
0,01
0,01
0,85
0,397
in 2014
Beta
Std.Err.
Intercept
UKBO
0,62
0,13
Std.Err.
t(38)
p-level
11,37
4,73
2,40
0,02
0,38
0,08
4,92
0,00
R= ,62 R2= ,39 Adjusted R2= ,37

Table 32. t-test pre-exam obligations and maximum number of points, Swimming 2 in 2014
Mean
Std.Dv.
PPTO
4,92
0,47
ZBIS
34,35
5,97
PVPR
4,85
0,80
ZBIS
34,35
5,97
KOL1
9,90
6,51
ZBIS
34,35
5,97
KOL2
6,30
8,44
ZBIS
34,35
5,97
Diff.
Std.Dv.
df
40
-29,42
5,96
-31,24
39
0,00
40
-29,50
5,92
-31,52
39
0,00
40
-24,45
8,89
-17,39
39
0,00
40
-28,05
10,51
-16,88
39
0,00
DISCUSION
Descriptive analysis of the following tables: in Table 1, Swimming 1, the maximum number of points
on the exam is 50, and minimum is 30, while the total number of points on the exam is 77 maximum,
and minimum 34; in Table 5, Swimming 2, the maximum number of points on the exam is 49, and
the minimum is 31, while the total number of points on the exam is 73 maximum, and minimum is
31; in Table 9, Swimming 1, the maximum number of points on the exam is 57, and the minimum is
28, while the total number of points on the exam is 74 maximum, and minimum is 51; in Table 13,
Swimming 2, the maximum number of points on the exam is 47, and the minimum is 26, while the
total number of points on the exam is 87 maximum, and minimum is 51; in Table 17, Swimming 1,
the maximum number of points on the exam is 49, and the minimum is 25, while the total number
of points on the exam is 73 maximum, and minimum is 51; in Table 21, Swimming 2, the maximum
number of points on the exam is 47, and the minimum is 26, while the total number of points on
the exam is 72 maximum and minimum is 51; in Table 25, Swimming 1, the maximum number of
points on the exam is 49, and the minimum 26, while the total number of points on the exam is 78
Zbornik radova
109
maximum, and minimum is 51; in Table 29, Swimming 2, the maximum number of points on the
exam is 45, and the minimum is 21, while the total number of points on the exam is 33 maximum,
and minimum is 51.
Regression analysis of the results of the pre-examination obligations and the total number of points
on the exam with an overall regression coefficient were represented: Table 2, Swimming 1, R = .51
(or 51% of the total variability), and R2 = .26 (individual variability represented by 26%); Table 6,
Swimming 2, R =. 19 (or 19% of the total variability), and R2 = .037 (individual variability represented
with 037%); Table 10, Swimming 2, R = .47 (or 47% of the total variability), and R2 = .22 (individual
variability represented 22%); Table 14, Swimming 2, R =. 22 (or 22% of the total variability), and R2
= .049 (individual variability represented with 049%); Table 18, Swimming 1, R = .10 (or 10% of the
total variability), and R2 = .01 (individual variability represented with 01%); Table 22, Swimming 2, R
= .39 (or 39% of the total variability), and R2 = .15 (individual variability represented 15%); Table 26,
Swimming 1, R = .19 (or 19% of the total variability), and R2 = .035 (individual variability represented
with 035%); Table 30, Swimming 2, R = .14 (or 14% of the total variability), and R2 =. 019 (individual
variability represented with 019%).
Regression analysis of the sum of points on the exam and the total score on the exam with a regression coefficient were represented: Table 3, Swimming 1, R = .47 (or 47% of the total variability), and
R2 = .19 (individual variability represented 19%); Table 7, Swimming 2, R =. 76 (or 76% of the total
variability), and R2 = .58 (represented with individual variability of 58%); Table 11, Swimming 1, R
=. 71 (or 71% of the total variability), and R2 = .50 (individual variability represented 50%); Table 15,
Swimming 2, R =. 67 (that is 67% of the total variability), and R2 = .45 (individual variability represented 45%); Table 19, swimming 1, R = .64 (or 64% of the total variability), and R2 = .41 (individual
variability represented 41%); Table 23, Swimming 2, R = .49 (or 49% of the total variability), and R2 =
.25 (individual variability represented with 251%); Table 27, Swimming 1, R = .66 (or 66% of the total
variability), and R2 = .44 (individual variability represented 44%); Table 31, Swimming 2, R = .62 (or
62% of the total variability), and R2 = .39 (individual variability represented by 39%).
Analysing the results by t-test method between the pre-exam requirements and the number of points
on the exam in the following: Table 4, Swimming 1 expressed as: colloquium 1 (KOL1) and the sum
of points on the exam with t-(-24,12) and colloquium 2 (KOL2) and the sum of points on the exam
with t-(-23,49); Table 8, Swimming 2 expressed as: test 1 (KOL1) and the sum of points on the exam
with t-(-35.02) and colloquium 2 (KOL2) and the sum of points on the exam with t-(-32.77); Table 12,
Swimming 1 expressed as: colloquium 1 (KOL1) and the sum of points on the exam with t-(-34.12)
and colloquium 2 (KOL2) and the sum of points on the exam with t-(-29.53); Table 16, Swimming
1 expressed as: colloquium 1 (KOL1) and the sum of points on the exam with t-(-32.08) and colloquium 2 (KOL2) and the sum of points on the exam with t-(-29.19); Table 20, Swimming 1 expressed
as: colloquium 1 (KOL1) and the sum of points on the exam with t-(-21,97) and colloquium 2 (KOL2)
and the sum of points on the exam with t-(-21,48); Table 24, Swimming 2 expressed as: colloquium
1 (KOL1) and the sum of points on the exam with t-(-14.21) and colloquium 2 (KOL2) and the sum
of points on the exam with t-(-18.74); Table 28, Swimming 1 expressed as: colloquium 1 (KOL1) and
the sum of points on the exam with t-(-23.59) and colloquium 2 (KOL2) and the sum of points on
the exam with t-(-23,98); Table 32, Swimming 2 expressed as: colloquium 1 (KOL1) and the sum of
points on the exam with t-(-17.39) and colloquium 2 (KOL2) and the sum of points on the exam with
t-(-16,88). It is noted that in 2014 compared to the previous three academic years the results between
the pre-exam obligations and the sum of points on the exam have less numerical value, which indicates the quality of the examination of the pre-exam and the total score in the exam.
Trivun (2011) on the sample consisted of 24 tested students in 2009/10 academic year and 26 tested
students in 2007/08 academic year. All of them were the second year students at the Faculty of Physical Education and Sport at the University in East Sarajevo and they were 22 years and 6 months
old. There was done the results comparison in the following variables: swimming the crawl at 100m
and swimming the backstroke. The case studies included the effects of the Bologna Declaration
on stylized movements recorded a score of swimming technique crawl and backstroke at 100 m
compared to the conservative method of teaching swimming. The results of swimming 100 meters
crawl and backstroke in a sample of 26 students, 2007/08 academic year, favouring the continuous
110
method of teaching swimming compared to condensed form of practical swimming for 24 students
in 2009/10 academic year.
Trivun and assoc. (2013) conducted research on a sample consisted of 31 students of the Faculty of
Physical Education, University of East Sarajevo enrolled in the 2007/2008 academic year. They studied by classical (traditional) method of study. The second part of the respondents consisted of the 26
students of the Faculty of Physical Education and Sport, University of East Sarajevo enrolled in the
academic year 2011/2012. They studied by the Bologna Process of study. The third sample (group) of
respondents consisted of the16 students of the Faculty of Physical Education and Sport, University
of East Sarajevo, enrolled in the 2012/2013 academic year. They studied by the part-time method of
study. All three groups (categories) of respondents were The Second Year male students of Faculty
of Philosophy in East Sarajevo. The sample of variables was related to the stylised forms of movement reported by the result efficiency in freestyle swimming technique on the 100m section. The
aim of this research was to determine the effectiveness of teaching swimming among the students
of the classical (traditional), Bologna and part-time methods of study. The results of the central
tendency measures showed these values: respondents who studied by the classic method of study
achieved the best (minimum = 76.18) and the worst (maximum = 128.35) results in the 100 meter
freestyle technique swimming. Respondents who studied by the Bologna process of study achieved
these results: the best results were (mini=89.21), and the worst results were (maximum=181.56).
The third group of students who studied by the part-time method of study achieved the best results (minimum=110.90) and the worst results (maximum=226,37). Analysis of the t-test results
showed that the greatest difference in the results of the 100 meters freestyle technique swimming
was between students of classic (traditional) method of study in relation to the part-time method of
study. The smallest difference of the t-test results appeared between students of classic (traditional)
method study and the Bologna process of study. Teaching effectiveness by the classical method of
studies showed the best results in relation to the Bologna Process of studies and part-time method
of studies.
CONCLUSIONS
During the research at 2010/2011 academic year, exam Swimming 1 successfully passed 29
students and exam Swimming 2 passed the 28 students.
In the academic year 2011/2012, exam Swimming 1 successfully passed 45 students and Swimming 2 also 45. In the academic year 2012/2013, of a total 30 students enrolled, exam Swimming 1
successfully passed 28 students and Swimming 2, 20 students.
In the academic year 2013/2014, exams Swimming 1 and 2 successfully passed 40 students.
We compared the results with a total enrollment (50), except in the academic 2012/2013 year when
the direction of physical education enrolled 30 students.
Based on the analysis of the collected data, as well as the source of chronological examination
in academic years (2010 to 2014), measures of central tendency and arithmetic mean obtained an
average pass rate, not only in the aforementioned years, but also on the one examination period (first
and second term), on subjects Swimming 1 and 2. The comparison of the results of success in the
segments of practical part of the exam at the end of the semester, with the same length during the
examination which was not according to the Bologna process gets smaller numerical value, and it is
also better performance in sports swimming.
Zbornik radova
111
REFERENCES
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of Belgrade, 154-155
2. Jevtic, B., Ropret, R. (2011). Long-term planning sports career. In: B. Jevtic, J. Radojevic, I.
Juhas, R. Ropret (ed). Childrens sport from practice to the academic field. Faculty of Sport and
Physical Education, University of Belgrade, 281-300
3. Kaljanac, I. (1981). Developmental and pedagogical function of swimming. University book.
Ur: Kulji, R. IRO Veselin Maslea, Sarajevo 144.
4. Kazazovi, B. (1998). Swimming as a sport and a means of health and physical education,
Publisher: Federation of Bosnia and Herzegovina (Ministry of education, science, culture and
sport) / IP Svjetlost d.d. Department of textbooks and teaching aids Sarajevo, 114
5. Markovic, N. (2008). Quality assurance in higher education, basic elements. University in East
Sarajevo, 25-27
6. Okii, T., Ahmetovi, Z., Madi, D., Dopsaj, M. Aleksandrovi, M. (2007). Swimming - Practicum, SIA, Sven Ni 35
7. Platonov, N.V. (1999). La concezionedella periodizzazione e lo sviluppo di unateoriadell allenamento. SDS rivista di culturasportiva. XVIII 45 3-7
8. Trivun, M. (2011). The Bologna Declaration and its effects on swimming. Ur: Bjelica, D. Sport
Mont, The sports academy of Montenegro, no. 25-27 / VIII, Podgorica, 235 - 244th
9. Trivun, M., Kazazovi, B., Tosic, J., Grahovac, G. (2013). Effects of teaching swimming with
classical, bologna and part-time study. International Symposium on New Technologies in
Sports, 6 Fourth International Symposium of New Technologies in Sports, Whats the idea? The
idea is new combination of old elements. Faculty of Sport and Physical Education, University of
Sarajevo / Olympic Committee of Bosnia and Herzegovina, Book of Abstracts, 69-70
10. Vorontsov, W. A. (1998). Development of basic and special endurance in age-group swimmers, The Australian swimming coaches and teachers association
11. Vukovic, S. (2006). Swimming. Faculty of Physical Education and Sport, Banja Luka, 90
112
Stavovi studenata pedagokog fakulteta o korienju nedozvoljenih sredstava i metoda zarad pobede
UDK 159.942-057.875:796.011.5
STAVOVI STUDENATA PEDAGOKOG FAKULTETA

O KORIENJU NEDOZVOLJENIH SREDSTAVA
I METODA ZARAD POBEDE

Fakultet pedagokih nauka Univerziteta u Kragujevcu, Jagodina, Srbija
UVOD
Promocija sportskog duha i stvaranje okruenja koje odluno podrava sport bez prevara je
jedan od bitnih zadataka pedagoga koji rade neposredno sa decom. Primenom igara u fizikom vaspitanju mogue je efikasno uticati na razvoj karaktera i vrlina, i poeljno je da se sa krene u najranijem uzrastu. Jo je uveni pedagog Komenski posebno isticao znaaj takmienja u vaspitanju (Ili,
2006). On je u svojim delima (Komensky, 1653) je isticao da sa vebanjem moralnih osobina krene od
najranih godina ivota. Na pitanje kako se dete moe naviknuti na ovako vane stvari, odgovor je da
drvce moe mnogo lake saviti nego drvo. Ovo se moe doslovno preneti na sve sportiste i njihovo
formiranje linosti. Neuporedivo je tee krenuti sa formiranjem pravilne moralne vrednosti i vrstog
karaktera kod zrelog sportiste, nego uiniti to kod mladog deaka ili devojice koji se tek upoznaje sa
svetom sporta svim stvarima koje on donosi (Ignjatovi, 2013).
Elementarne i sportske igre zauzimaju sve vie prostora u nastavnim planovima i programima pojedinih kola. One nisu same sebi cilj, to normalno i ne treba da budu, nego se koriste kao
sasatavni deo procesa fizikog vaspitanja u kolama, one mogu u obrazovano-vaspitnom pogledu da
odigraju vrlo znaajnu ulogu. Kroz igru deca i omladina ue da rasuuju i kritiki misle dok iznose
reenje problema. Oni unapreuju duh prijateljstva, solidarnosti i fer igre, ue se timskom radu, samodisciplini, poverenju, potovanju drugih.
Doping se najee definie kao upotreba nedozvoljenih supstanci ili metoda u cilju poboljanja rezultata. tetne posledice korienja dopinga u sportu su ogromne. Osim ugroavanja zdravlja
sportista, jedna od glavnih posledica jeste i naruavanje onoga to jeste, ili bar treba da bude, jedna
od glavnih karakteristika sportskog nadmetanja, postojanje ferpleja i potenja. Oni varaju i sebe i
ostale uesnike sportskih takmienja i gube osobinu koja predstavlja njihovu glavnu drutvenu vrednost.
Lore (Laure, 2009) ne govori o uzimanju dopinga, ve se slui terminom doping ponaanje, on
tvrdi da nije supstanca ta koja definie ponaanje, ve razlozi zbog kojih se ona koristi. On smatra
da dananje drutvo vri pritisak na ljude kroz svoje institucije (kole,porodicu, sportske klubove)
smanjuje im samopotovanje, a ljudi sa ovakvim osobinama imaju vee anse da ponu sa korienjem razliitih supstanci. Pojedini autori korienje doping sredstva smatraju kao nain varanja. Varanje u sportu Rediford (Reddiford) objanjava kroz postojanje tri uslova. Prvi uslov jeste da varanje
podrazumeva sticanje nelegitimne prednosti naruavanjem pravila igre, dok drugi uslovi, odnosno
nuni deo varanja glasi da varanje podrazumeva skrivanje takvog ponaanja. Trei uslov se odnosi
na uspenost nelegitimnog ponaanja, opravdano smatrajui da je varanje uspeno ukoliko prevareni
nakon prevare ostane u uverenju da je sve bilo poteno.
Zbornik radova
113
Dugo se na bavljenje sportom gledalo u skladu sa poslovicom u zdravom telu zdrav duh i
isticane su njegove pedagoke povezanosti sa drutvenim znaajem sporta. Tako zamiljen drutveni
znaaj sporta je predstavljao razvoj pozitivnih drutvenih vrednosti kroz bavljenje sportom. Osobine
poput potovanja pravila, potovanja drugih, iskrenosti, saoseanja i fer-pleja treba da budu ishod
ukljuenosti u sport, a one sve zajedno predstavljaju skup komponenta opteg moralnog razvoja
linosti. (Miti & Radovanovi).
Kada je rimski imperator Teodosije zabranio odravanje antikih Olimpijskih igara 394. godine, jedan od razloga koji je on naveo bio je taj to su igre postale poprite prevara, dopinga i naruavanja ljudskog dostojanstva. Nije retko miljenje da je dananji vrhunski sport takoe mesto gde
caruje prevara. Veoma esto se citira Dord Orvel koji kae Ozbiljan sport nema nita sa potenom
igrom. On je pun mrnje, zavisti, oholosti, nepotivanja svih pravila i sadistikog zadovoljstva u prisustvovanju nasilju. Drugim rijeima, to je rat u kome se ne puca.
Politika Svetske antidoping agencija (World Anti-Doping Agency - WADA) je pre svega usmerena ka povevanju i pootravanju sankcija za sportiste koji buvaju uhvaeni u prekraju antidoping
pravila. Na poslednjem sastanku WADE udvostruena je sankcija, odnosno suspenzija za sportiste
koji su uhvaeni u nekom prekraju. Iako se odreena panja posveuje i prevenciji, i dalje je daleko
vei akcenat na kanjavanju.
Poznato je da deca bre i lake prihvataju i ue u poetnim fazama razvoja. Veoma izraeno je i
uenje po modelu, deca oponaaju starije svoje roditelje i vaspitae, a samim tim se samo namee da
modeli moraju biti valjani u smislu da se pred decom tog uzrasta ne smeju demonstrirati ponaanja
koja imaju dvostruko znaenje ili bilo kakvo negativno ponaanje koje nije u skladu sa datom situacijom. U sluaju da dete usvoji negativne modele moe se oekivati da u daljem razvoju sve uestalije
reprodukuje i ispoljava negativne modele steene u ranom periodu detinjstva. U najranijem uzrastu
ogroman uticaj na decu ostvaruju njihovi prvi vaspitai i uitelji pa smo istraili njihove stavove o
primeni i korienju nedozvoljenih metoda i sredstava u sportu.
METOD
Studenti upisani na tri razliita smera (predkolski vaspita, domski vaspita i profesor razredene nastave) Fakulteta pedagokih nauka (FPN) uestvovali su u popunjavanju upitnika. Svi ispitanici su bili lanovi sportskih ekipa FPN koje su uestvovale na Uiteljijadi odranoj 2014. godine.
Ukupno je uestvovao 51 student od kojih je 40 studenata bilo u nekom periodu svog ivota aktivno
ukljueno u trenani proces due od jedne godine. Anoniman upitnik je podeljen i popunjen dan
pred poetak takmienja koje je odrano u organizaciju Uiteljskog fakulteta u Uicu na Zlatiboru
maja 2014. Upitnik je sadrao 15 pitanja u vezi sa stavovima ispitanika po pitanju dopinga, korienja
nepotenih postupaka zarad pobede i potencijalnim strategijama za prevenciju.
REZULTATI
Svi ispitanici su popunili upitnik. etvrtinu istraivanog uzorka su inili bivi aktivni sportisti
(redovno su trenirali i takmiili se due od godinu dana) koji su primali i finansijsku nadoknadu za
trening i takmienje. Veina studenata su se uglavnom bavili sportom na amaterskom nivou, odnosno takmiili se i trenirali bez novane nagrade. Svi ispitanici su bili u nekom periodu svog ivota
ukljueni u neki oblik redovne fizike aktivnosti.
to se tie direktnog kontakta sa zabranjenim doping sredstvima ili nepotenim postupcima u
sportu, veina ispitanika je odgovorilo negativno. Veina ispitanika (NSD = 68%) nikada nije imala
priliku da se susretne sa bilo kakvim zabranjenim doping supstancama. Desetoro ispitanika (PKD =
25%) nije koristilo ali je primetilo da neko iz njihovog okruenja koristi nedozvoljena sredstva, dva
ispitanika (EP = 5%) su koristila sredstva kao to su energetska pia i dva ispitanika (KD = 5%) je
koristilo doping sredstva koja su zabranjena.
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Grafik 1. Procentualna (%) zastupljenost susreta sa nedozvoljenim supstancama u sportu
Legenda. NKD Nisu koristili doping sredstva; PKD Primetili su korienje doping; EP Koristili su energetska pia;
KD Koristili su doping sredstva.
Nedozvoljeni postupci u sportu sve ei i tek treina ispitanika (35%) nikada nije uestvovalo
niti je primetilo da neko iz njihovoh okruenja koristi nedozvoljene postupke radi sticanja nepotene
prednosti. Najvei broj ispitanika (40%) je bilo u prilici da uestvuje u nadmetanjima za koja veruju
da su njihovi protivnici koristili nedozvoljene postupke. Jedan broj ispitanika (5%) ima odreena
saznanja da njihovi protivnici koriste nedozvoljene postupke. Ispitanici koji su priznali da su koristili
nepotene postupke prilikom sportskih nadmetanja mogu se svrstati u dve kategorije: Oni koji se
kaju zbog toga (7,5%), oni koji ne vide nita loe u tome (5%) i jer smatraju da svi to rade i to se to
ne moe promeniti (5%).
Grafik 2. Procentualna (%) zastupljenost uestvovanja u nedozvoljenim postupcima u sportu
Legenda: NPNP Nikada nije primetilo nepotene postupke; SPP Sumnja da su protivnici nekada primenjivali
nepotene postupke; UPNP Uvereni su da su protivnici koristili nepotene postupke, VK Koristili su nepotene
postupke ali se kaju zbog toga; VNK Koristili su nepotene postupke i ne kaju se zbog toga; SN Smatraju da se nita
ne moe promeniti.
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Na pitanje da li je bi koristili nepotene postupke da bi doli do pobede 87.5 % ispitanika je

odgovorilo negativno. Skoro polovina od broja ispitanika koji su odgovorili negativno je odgovorilo
da bi radije bili poslednji nego to bi varanjem doli do pobede. Varanje je u redu u sluaju da i ostali
pribegavaju slinim postupcima kod 7.5% ispitanika, dok je kod 5% varanje prihvatljivo u sluaju da
ne budu uhvaeni.
Grafik 3. Procentualna (%) zastupljenost stavova studenata prema nedozvoljenim postupcima u
sportu
Legenda: NNV Nikada ne bi varalo; RPNV Radije bi bili poslednji nego to bi varali; VDV Varanje je u redu ako i
drugi varaju; VNU Varali bi pod uslovom da ne budu uhvaeni.
Velika veina ispitanika (97.5%) se slae da su doping sredstva tetna po zdravlje, dok 2.5%
ispitanika ne deli takav stav. to se tie nivoa tetnosti veina ispitanika (72.5%) smatra da je upotreba doping sredstava veoma tetna po zdravlje, dok 25% smatra da je uporteba dopinga u nekoj meri
tetna po zdravlje. Takoe veina ispitanika (87.5%) se slae da upotreba dopinga ugroava regularnost takmienja.
to se tie strategija za iskorenjivanje upotrebe nedozvoljenih supstanci i procedura u sportu
veina studenata (52.5%) smatra da treba pootriti kaznenu politiku za takmiare koji kre pravila,
20% ispitanika da treba pootriti kaznenu politiku prema osobama koje omoguavaju da do krenja
pravila uopte doe (kompanije, proizvoai doping sredstava), 5% smatra da ne treba nita menjati
dok 22,5 % ispitanika smatra da bi vie panje trebalo posvetiti raznim oblicima prevencije.
to se tie pitanja o najboljim strategijama prevencije, na pitanje na koga je najbolje uticati,
veina ispitanika 65% smatra da su to u pitanju sportisti, samo 5% smatra da treba uticati na trenere
ili lekare, 15% smatra da treba uticati na funkcionere u sportskim klubovima i organizacijama dok
10% smatra da bi se najvei uticaj ostvario preko sredstava informisanja i uticaja na javno mnjenje.
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Grafik 4. Procentualna (%) zastupljenost izbora osobe na koje je najbolje delovati
Legenda: S Sportisti; T Treneri; L Lekari; F Funkcioneri; JM Javno mnjenje.
Najpogodniji period sa preventivnim delovanjem upotrebe nedozvoljenih supstanci kod

sportista ispitanici su ogovorili da je to u najranijem uzrastu sa svega 77.5 % odogvora. Odmah sa
poetkom prvih takmienja odogovorilo je 12.5 % ispitanika. Da je to par godina nakon poetka treninga ili za vreme trajanja osnovne kole, odonosno nakon zavretka osnovne kole ogovorilo je 2.5
% ispitanika, dok 5% smatra da je prelazak u seniorsku konkurenciju najbolji za poetak prevencije.
Grafik 5. Procentualna (%) zastupljenost izbora najboljeg perioda za poetak preventivnog
delovanja
Na pitanje da li pedagoke vrednosti, principi i saznanja, odnosno celokupan pedagoki pristup doprinosi spreavanju upotrebe dopinga i da li se problem moe reiti 30 % ispitanika smatra da
znaajno doprinosi, 25 % je odgvorilo da malo doprinosi, 22.5 % se izjasnilo i odgovrilo da umereno
doprinosi, 12.5 % ispitanika misli da veoma malo doprinosi i 10 % ispitanika je odgovorilo da pedagoki pristup uopte ne doprinosi spreavanju upotrebe dopinga.
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DISKUSIJA
Istraivanja koja su prouavala stav studenata prema nultoj toleranciju ka dopingu ukazuju da
stavovi studenata zavise u velikoj meri i od javnog mnjenja u zemlji istraivanja. U istraivanju sprovedenom u Belgiji (Vangrunderbeek & Tolleneer, 2010) u perodu od 1998 do 2005 pokazalo je da
je su se stavovi studenata znaajno menjali tokom ovog perioda. U perodu od 1998 do 2003 najvei
broj studenata, izmeu 69% i 85% se zalagalo za nultu toleranciju prema dopingu. Kasnije dolazi do
postepenog pada procenta studenata koji su podravali nultu toleranciju prema dopingu na ispod
50% u 2006. Zabrinjavajue, dolo je do poveanja procenta studenata koji su svrstani u kategoriju
toleriu upotrebu dopinga sa 2 do 11 procenata u prvih est godina istraivanja na vie od 20% u
poslednjoj godini istraivanja 2006. Najveu promenu u stavu imali su ispitanici koju su svrstani u
kategoriju neodlunih kojih je u poslednjoj godini istraivanja bilo ak 36% dok je u prvim godinama
istraivanja bilo zanemarljivo malo. Ovakve promene se mogu objasniti pre svega brojem radova i
panjom javnosti u Belgiji prema dopingu. U prvim godinama istraivanja bilo je nekoliko sluajeva
poznatih belgijskih sportista koji su kanjeni zbog upotrebe dopinga pa se o toj temi puno govorilo
u javnosti. U istraivanju sprovedenom u vajcarskoj Stamm et al. (2008) na ispitanicima uzrasta 18
do 29 godina u viegodinem periodu istraivanja koje je sprovedeno telefonom procenat ispitanika
koji su podravali stroge kazne je bio izmeu 83% do 89%. Razliite metodologije oteavaju poreenja izmeu istraivanja menjutim procenat onih koji koji propagiraju strogo kanjavanje se najee
kree izmeu 50 i 85%. U naem istraivanju procenat ispitanika koji smatraju da je politika strogih
kazni najbolja je 77,5%. Najvei procenat ispitanika u naem istraivanju smatra da da kaznama treba
delovati prvenstveno na aktivne uesnike (52,5%), kao i na sve ostale (kompanije, distributere, sponzore itd.) koji omoguavaju zloupotrebu pravila(20%).
Politika nulte tolerancije koju je uvela SADA (World Anti-Doping Agency - WADA) je kao
jedan od razloga navela i brigu za zdravlje sportista, jer upotrebom razliitih supstanci sa ciljem poboljanja sportskog rezultata mogu ozbiljno naruiti zdravlje. Ipak, postoje i stavovi koji ukazuju da
ne postoji dovoljno dokaza da je upotreba dopinga tetna Parry (1999). Postoje i autori koji smatraju
da je upotreba doping supstanci pod medicinskim nadzorom moe biti u cilju zatite zdravlja sportiste (Kirkwood, 2009). Velika veina ispitanika (97,5%) u naem istraivanju smatra da je upotreba
doping supstanci tetna po zdravlje. Neto manji procenat ispitanika (72,5%) smatra da su doping
supstance veoma tetne po zdravlje. Ispitanici u naem istraivanju (87,5%), takoe smatraju da upotreba doping sredstava bez obzira na tetnost utiu na regularnost takmienja.
Na pitanje da li bi koristili neko doping sretstvo ili nepoten postupak da bi doli do pobede
87.5 % ispitanika je odgovorilo negativno. Skoro polovina od broja ispitanika koji su odgovorili negativno je odgovorilo da bi radije bili poslednji nego to bi varanjem doli do pobede. Varanje je u
redu u sluaju da i ostali pribegavaju slinim postupcima kod 7.5% ispitanika, dok je kod 5% varanje
prihvatljivo u sluaju da ne budu uhvaeni. Oigledno je da razmiljanje studenata pedagokih nauka dijametralno suprotno sa razmiljanjima vrhunskih sportista. Istraivanje dr Robert Goldman
kasnije objavljeno i u poznatom amerikom asopisu Sport Illustrated gde je objavio anketu koju je
sproveo nad bivim i tadanjim olimpijcima, pitavi ih da li bi koristili neko doping sredstvo ukoliko
bi verovatnoa da budu uhvaeni bila mala, a ta im droga dala znaajne prednosti. 195 ispitanika
odgovorilo je da bi to uradili, a svega troje da ne bi. Trend je potvren u pojedinanim sportovima
to nije teko zakljuiti s obzirom da je zabrinjavajue mali broj sportista odgovorio da ne bi koristili doping sredstva ni kada bi bili sigurni da se ona ne bi mogla otkriti (Ignjatovi, 2014). Postavlja
se pitanje da li oni veruju da prevara u sportu koja nije otkrivena ne predstavlja stvarnu prevaru ili
jednostano smatraju da cilj opravdava sva sredstva. Stavovi studenata su u suprotnosti sa ovakvim
nainom razmiljanja
Pitanje prevencije sve vie dolazi u fokus, nakon perioda pootravanja sankcija. Antidoping
programi uglavnog se fokusiraju na uticaj na trenere kako bi se smanjila upotreba dopinga (Backhouse & McKenna, 2012; Laure, Thouvenin, & Lecerf, 2001). Smatra se da su treneri najbolji mehanizam
za promeni shvatanja i razmiljanja kod sportista (Horn, 2008; Lyle, 1999), oni su u svakodnevnom
kontaktu sa sportistima i poseduju poziciju autorita i osobu ije se miljenje uvaava.
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Velika veina studenata (65%) smatra da je u cilju prevencije najbolje uticati na same aktere
sportskih dogaaja. Samo 5% smatra da bi se najvei efekat postigao dejstvom na trenere. Ovakvo
razmiljanje se moe razumeti jer sse podrazumeva da su treneri odrasle osobe sa ve formiranim
stavovima i da je na njih tee uticati. Ponovo se vraamo na Materinsku kolu Komenskog koji je
slikovito navodio primer mladog dreveta koje se lake savija nego drvo (Komensky, 1653). Uesnici istraivanja su se vodili istim principom i po pitanju idealnog vremena za poetak preventivnog delovanja protiv upotrebe nedozvoljenih supstanci i nepotenih postupaka je najraniji period.
Izgleda da su sevodili istim principom i po pitanju perioda kada je idealno krenuti sa preventivnim
delovanjem. Kod veine ispitanika je to period najmlaeg uzrasta 72,5%, a zatim sledi period prvih
takmienja na kojima uestvuju deca 12,5. Ukupno 90% ispitanika smatra da je potrebno krenuti sa
preventivnim delovanjem jo u detinjstvu.
ZAKLJUAK
Jasan stav ispitanika da je period najranijeg detinstva najbolji za promociju potene igre i stvaranje stava protiv upotrebe svih supstanci i sredstava koje daju nedozvoljenu prednost moe se delom povezati sa znanjima pedagogije i uenjem Komenskog. Iako mali procenat ispitanika ne pridaje
preveliki znacaj potovanju etikih normi prilikom takmienja neophodna je njihova jaa edukacija
jer su upravo oni osobe koje e sutra raditi sa najmladjima.
Zahvalnost
Rad je realizovan u okviru projekta br. III 47015: Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki,
psiho-socijalni i vaspitni status populacije Republike Srbije.
LITERATURA
1. , , , . (2006). , .
2. Komenski, J.A. 1653. Schola infantie (Materinska kola). Academia Pragae
3. Ignjatovi, A. (2014). Antidoping kroz pedagoki pristup. Poglavlje u knjizi Doping i antidoping
ur. D. Radovanovi, & N. Ponorac. Fakultet sporta i fizikog vaspitanja: Ni.
4. Miti, P., & Radovanovi, D. (2014). Etiki standardi u sporu kao preventiva u borbi protiv dopinga. Poglavlje u knjizi Doping i antidoping ur. D. Radovanovi, & N. Ponorac. Fakultet sporta i
fizikog vaspitanja: Ni.
5. Backhouse, S. H., & McKenna, J. (2012). Reviewing coaches knowledge, attitudes and beliefs
6. regarding doping in sport. International Journal ofSports Science and Coaching, 7(1), 167-175.
7. Laure P., Thouvenin f., Lecerf T. (2001) Attitudes of coaches toward doping. J. Sports Med. Phys
Fitness 41:132-136.
8. Horn, T.S. (2008). Coaching effectiveness in the sport domain. In Horn, T.S. (Ed.), Advances in
9. sport psychology (3rd ed.). Champaign, IL: Human Kinetics.
10. Lyle, J. (2002). Sports coaching concepts: A framework for coaches behaviour. London:
11. Routledge
12. Kirkwood K (2009) Considering harm reduction as the future of doping control policy in international sport. Quest 61: 180190.
13. Parry J (1999) Ethics and doping. Paper presented at the conference The Limits of Sport, Institute of Catalonian Studies, Barcelona.
14. Vangrunderbeek, ., & Tolleneer, J. (2010). Student attitudes towards doping in sport: Shifting
from repression to tolerance? International Review for the Sociology of Sport 46(3) 346357
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15. Laure P. (2009). Doping: reinforce life-skills of young athletes. In Spitzer G., Translating Doping
Doping bersetzen. International Tagung Science. Berlin: Institut fr Sportwissenschaf
16. Reddiford, G. (1998). Cheating and Self-Deception in Sport. In M. J. McNamee & S. J. Parry
(Eds.) Ethics and Sport (pp. 225-239). New York: Taylor & Francis.
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Student Attitudes Toward the Use of Forbidden Substances and Methods for Winning
UDK 159.942-057.875:796.011.5
STUDENT ATTITUDES TOWARD THE USE

OF FORBIDDEN SUBSTANCES
AND METHODS FOR WINNING

Fakultet pedagokih nauka Univerziteta u Kragujevcu, Jagodina, Serbia
INTRODUCTION
The promotion of fair-play and creating an environment that strongly supports the sport without scam is one of the important tasks of educators working directly with children. Different kind
of elementary and sport games in PE can be effective tool for development of character and virtues.
Its preferable to start from the earliest age. Even the famous pedagogue Comenius particularly emphasized the importance of competition in education (Ilic, 2006). He emphasized the need for the
character and virtue development in the first years of life (Comenius, 1653). To start with the formation of proper moral values and strong character of mature athlete is incomparably more difficult
compared with young boys or girls who are just getting acquainted with the world of sport all the
things that he brings (Ignjatovic, 2013). The first childrens educators and teachers have huge impact on children, so its important to explore their attitudes toward application and use of prohibited
methods and means in sports.
Elementary and sports games are getting more impact in the curricula of some schools. They
are becoming important part class and play a very important role in the physical education process.
Through play, children and youth learn to think critically as they search for the solution of the problem. Elementary games promote the spirit of friendship, solidarity and fair play, ability to work in
the team, teaching self-discipline, confidence, respect for others etc.
Doping is often defined as the use of prohibited substances or methods in order to improve
results. The harmful effects of doping in sport are enormous. In addition to endangering the health
of athletes, one of the main consequences is the distortion of what is, or at least should be, one of the
major sports characteristic of sport competition: the existence of fair play and honesty. They deceive
themselves and other participants in sporting competitions and lose the feature that represents their
main social value.
Laure (Laure , 2009) instead of the term doping, uses the term doping behavior. He argues that
substance is not the thing which defines the behavior, he put the emphasis on the reasons for which
it is used. He believes that todays society puts pressure on people through their institutions (schools
, families , sports clubs ) reduces their self-esteem , and people with these characteristics are more
likely to start using different substances. Some authors use of the doping substances considered as a
way of cheating. Cheating in sports Rediford (Reddiford ) explains the existence of three conditions.
The first condition is that cheating involves taking advantage of illegitimate distortion of the rules of
the game, while second conditions, is that cheating involves concealment of such behavior. The third
condition relates to the effect of illegitimate behavior, athletes believing that everything was fair, the
action successes if the fraud remain undetected.
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It has long been the practice of sport watched in line with the Latin sentence Mens sana in
corpore sano and emphasized on the pedagogical and social significance of sport. Emphasizing
social significance of sport development thorough positive social values such as: respect for rules,
respect for others, honesty, compassion and fair play should be the outcome of involvement in the
sport. All these values together represent a set of general moral component of personality development (Mitic & Radovanovic, 2014).
When the Roman emperor Theodosius banned the maintenance of the ancient Olympic games 394, one of the reasons he gave was that the games become scene of fraud, doping and distortions of human dignity. It is not uncommon opinion that todays top sport is also a place where reigns
fraud. George Orwell sentence is very often cited today: Serious sport has nothing to do with fair
play. It is bound up with hatred, jealously, boastfulness, disregard of all the rules and sadistic pleasure
in witnessing violence; in other words it is war minus the shooting.
World Anti-Doping Agency ( World Anti - Doping Agency - WADA ) politics is primarily
directed towards enhancing the sanctions for the athletes who were caught up in anti-doping rules.
At the WADA last meeting the sanction or suspension for athletes who are caught were doubled.
Although some attention is paid to prevention, however, far greater emphasis is on punishment at
the moment.
Children learn quicker and easier in the initial stages of development. At that stage learning
by model is very effective. Children imitate their older parents and educators, and therefore models
must be appropriate demonstrating right values. Its essential not to demonstrate behaviors that
have double meanings or any negative behavior that is not according to the situation in front of the
kids. If a child adopts negative models, it can be expected that in the further development this child
increasingly and frequently reproduced and exhibited negative models acquired in the early years of
childhood. The earliest age has a huge impact on children so their first educators and teachers have
important role for building their character and their attitude on the application and use of prohibited
methods and means of the sport.
METHOD
Students enrolled in three different study programs (kindergarden teachers, Elementary school teachers, and Home care educators) at Faculty of Teaching University of Jagodina, Serbia participated in Survey. A total of 51 students selected for the Faculty sport teams from all year and all study
programs were invited to take part in the paper-based questionnaire. Among them 40 students were
at some point in their lives actively involved in the training process more than one year. The anonymous questionnaire was delivered and completed day before the competition against other faculties
started. The questionnaire included questions on students opinion and attitudes toward cheating in
sport, use of doping and the best ways for preventions.
RESULTS
All subjects completed the questionnaire. A quarter of the study sample consisted of former
professional athletes (regularly trained and competed for more than one year) and who received
financial compensation for training and competition. Most of the students were mainly engaged in
sports at the amateur level that competed and coached with no monetary rewards. All subjects were
at some period of his life involved in some form of regular physical activity.
As far as direct contact with forbidden doping agents or unfair methods in sports, most respondents that had some organized training in the past (n=40) answered negatively. Most respondents
(NSD = 68%) had never had the opportunity to meet with any forbidden doping substances. Ten respondents (PKD = 25%) did not use but had noticed that someone from their environment used illicit
funds, two respondents (EP = 5%) have used their resources such as energy drinks and two subjects
(KD = 5%) was used doping methods are prohibited.
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Figure 1. Percentage (%) of respondents who encountered with the prohibited substances in sport
Legend. NKD They did not use doping substances; PKD - noticed the use of doping; EP used energy drinks only;
KD used as doping substances.
Improper conduct in sport are increasingly common and only a third of respondents (35%)
have never participated nor had noticed that someone from their environment using illicit procedures for gaining an unfair advantage. The largest number of respondents (40%) were participating
in competition in which they believe their opponents use illegal methods. A small number of respondents (5%) have certain knowledge that their opponents used illicit actions. Respondents who
admitted to have used unfair methods of competition in sports can be classified into two categories:
Those who regret (7.5%), those who do not see anything wrong with it (5%). Last category is the ones
who believe that everyone cheats sometimes and this cannot be changed (5%).
Figure 2. Percentage (%) of respondents who encountered with the cheating in sport
Legend: NPNP - was never observed cheating; SPP - The suspicion that the opponents are sometimes applied unfair
practices or cheating; UPNP - Convinced that the opponents have used unfair practices or cheating, VK They used
unfair practices or cheat but regreat for that; NCL - They used used unfair practices or cheat and do not regret; SN They think that nothing can be changed in the current situation.
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Concerning the students viewpoints, Figure 3 shows the students opinions whether wheter
they whould use unfair methods to win 87.5% of the respondents answered negatively. Almost half
the number of respondents who answered negatively responded that they would rather be last than
cheating in order to win. Cheating is ok in that case when others resort to similar procedures in 7.5%
of respondents, while in 5% cheating is acceptable in the case of not being caught.
Grafik 3. The students opinion whether wheter they whould use unfair methods or cheat to win.
Legenda: NNV they would never cheat; RPNV Id rather be last than to cheat; VDV Cheating is OK if others cheat;
VNU they would cheat in they belive that they wont be caught.
The vast majority of respondents (97.5%) agree that the doping substances are harmful to health, while 2.5% of respondents did not share this view. Regarding the level of harmfulness majority of
respondents (72.5%) believed that the use of doping substances is very harmful to health, while 25%
believe that the doping usage, to some extent is harmful to health. Also, the majority of respondents
(87.5%) agree that the use of doping endanger the regularity of the competition.
As far as the strategy for prohibition of the use of prohibited substances and procedures in the
sport most students (52.5%) believes that increased penal policy for athletes who break the rules is
the most effective, 20% of respondents to be increased sanctions toward people who allow violations
of rules on some level (companies, manufacturers doping agents), 5% believe that nothing should be
changed while 22.5% of respondents believe that more attention should be paid to various forms of
preventions.
As to the question about the best prevention strategies, the question on choice of the subject
for best effects of prevention, the majority of respondents 65% think believe that athletes are the best
choice for prevention strategies, only 5% believe that the trainers or doctors are best choice, 15%
think that strategies should affect the officials in sports clubs and organizations, while 10% believe
that the greatest impact is achieved through the media and influence of public opinion.
124
Figure 4. Percentage (%) of respondents choise of the subject for best effects of prevention
Legend: S Athletes; T Couches; L Medical doctors; F Officials; JM Public opinion.
The most suitable period of preventive actions against the use of illegal substances respondents believed that earliest age is the best period to start with the prevention programs 77.5%.
Immediately starting with the first competition 12.5% of respondents. During elementary school
cases, or after completing elementary school believe 2.5% of respondents, while 5% believe that the
transition from junior to the senior competition is the best period to start prevention.
Figure 5. Percentage (%) of respondents choise of the best period for starting the prevention programs
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125
Asked whether pedagogical values, principles and knowledge, or holistic pedagogical approach contributes to the prevention of doping and whether the problem can be solved, 30% of respondents feel that this kind of approach could significantly contribute, 25% believe that this approach
could contribute at some point, while 22.5% said that this kind of approach could have moderate
contributions, 12.5% of respondents believe that very little contribution may result from this kind of
approach and 10% of respondents answered that the pedagogical approach does not contribute to
prevention of the doping.
DISCUSSION
Studies that have evaluated students attitude toward zero tolerance in doping suggest that students attitudes depend to a large extent on public opinion in the country of the research. In a study
conducted in Belgium (Vangrunderbeek & Tolleneer, 2010) in the period from 1998 to 2005 showed
that the students attitudes have changed significantly during this period. In the period from 1998
to 2003, the largest number of students, among 69% and 85% was in favor of zero tolerance towards
doping. With time there is a gradual decrease in the percentage of students who supported the zero
tolerance towards doping below 50% in 2006. Worryingly, there was an increase in the percentage
of students who are classified as being tolerated the use of doping from 2 to 11 percent in the first
six years of research to more than 20% in the last year of studies in 2006 the biggest change in the
attitude of the respondents who had been classified as undecided is in the final year of studies, and it
was 36%, while in the first years of research this category was negligible. These changes can be explained primarily with the number of papers and attention of the public in Belgium to doping. in the
early years there were several cases of famous Belgian athletes who are punished because of doping
use so this issue was extensively discussed in public. In a study conducted in Switzerland (Stamm
et al., 2008) in subjects aged 18 to 29 years. The research was conducted by telephone and the percentage of respondents who supported strict penalties and punishments was in range between 83%
to 89%. Different methodologies complicate comparisons between studies, however percentage of
those who advocate strict punishment is usually between 50 and 85%. In our study, the percentage
of respondents who believe that the policy of strict penalties is the best is 77.5%. The largest percentage of respondents in our survey considered that that penalties should act primarily on the active
participants (52.5%), as well as to all other (companies, distributors, sponsors, etc.) that enable abuse
of the rules (20%).
One of the main reasons for the policy of zero tolerance introduced by the World Anti-Doping Agency (World Anti-Doping Agency - WADA) is concern for the health of athletes, because
the use of various substances in order to improve sports result can seriously damage your health.
However, there are attitudes that indicate that there are not sufficient evidence that the use of doping
substances is harmful (Parry, 1999). There are authors who believe that the use of doping substances
under medical supervision may protect the health of athletes (Kirkwood, 2009). The vast majority
of respondents (97.5%) in our study find that the use of doping substances is harmful to health. A
slightly smaller percentage of respondents (72.5%) believe that doping substances are very harmful
to health. Respondents in our study (87.5%) also believe that the use of doping substances regardless
of the harmfulness affect the regularity of the competition.
On the question of whether to use unfair method to achieve victory 87.5% of the respondents
answered negatively. Almost half the number of respondents who answered negatively responded
that they would rather be last than cheat to win. Cheating is wrong in that case and others resort to
similar procedures in 7.5% of patients, while in 5% cheating is acceptable in the case of not being caught. It is obvious that the thinking of students of pedagogical science is diametrically opposed to the
thinking of top athletes. Research by Dr. Robert Goldman later published in the famous American
magazine Sports Illustrated where he published a poll conducted with Olympic athletes, by asking
them whether they would use a doping if the probability of being caught was small, and the drugs
produce significant advantages. 195 respondents replied that they would do so, and just 3 answered
126
that they would not. The trend was confirmed in individual disciplines and it is not difficult to conclude that small number of athletes said that they would not use doping even if they were sure that
she would not be able to detect (Ignjatovic, 2014). The question is whether they believe that fraud
in sports that are not detected not represent actual fraud or simply believe that the end justifies all
means. Students attitudes are opposite to this way of thinking but they are not in vigorous training
process.
The issue of prevention is increasingly coming into focus after a period of intensifying sanctions. Anti-doping programs are focused on the impact of the coaches to reduce the use of doping
(Backhouse & McKenna, 2012; Laure, Thouvenin, & Lecerf, 2001). It is believed that coaches are the
best mechanism for changing perceptions and thinking in athletes (Horn, 2008; Lyle, 1999), they
are in daily contact with athletes and have the authority and position of the person whose opinion
counts.
The vast majority of students (65%) believes that in order to prevent doping, best way is to
influence on the athletes. Only 5% is considered to be the greatest effect by the action of the coaches.
This reasoning can be understood because, trainers are adults persons with pre-formed views and
that they more difficult to influence. Again we return to the maternal school by Comenius which is
a picturesque example: young wood it much easier to bend than old one (Komensky, 1653). Participants in the research were guided by the same principle and in terms of the ideal time to begin
preventive action against the use of illicit substances and unfair practices is the earliest period for the
majority of respondents 72.5%, followed by the period of the first contest in which children participate 12.5. A total of 90% of respondents believe that it is necessary to start with preventive actions
in childhood.
CONCLUSION
The clear position of subjects that the period of early childhood is the best for the fair play promotion may be partially related to the knowledge of pedagogy and learning of Comenius (Comenius,
1653). Although a small percentage of respondents does not attach too much importance to ethical
standards during the competition their stronger and further education is essential because they are
the people who will in the near future work with the youngest.
Acknowledgements
This study was conducted under the project Effects of applied physical activity on locomotor, metabolic,
psycho-social and educational status of the population of the Republic of Serbia III 47015
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1. , , , . (2006). , .
2. Komenski, J.A. 1653. Schola infantie (Materinska kola). Academia Pragae
3. Ignjatovi, A. (2014). Antidoping kroz pedagoki pristup. Poglavlje u knjizi Doping i antidoping
ur. D. Radovanovi, & N. Ponorac. Fakultet sporta i fizikog vaspitanja: Ni.
4. Miti, P., & Radovanovi, D. (2014). Etiki standardi u sporu kao preventiva u borbi protiv dopinga. Poglavlje u knjizi Doping i antidoping ur. D. Radovanovi, & N. Ponorac. Fakultet sporta i
fizikog vaspitanja: Ni.
5. Backhouse, S. H., & McKenna, J. (2012). Reviewing coaches knowledge, attitudes and beliefs
6. regarding doping in sport. International Journal ofSports Science and Coaching, 7(1), 167-175.
7. Laure P., Thouvenin f., Lecerf T. (2001) Attitudes of coaches toward doping. J. Sports Med. Phys
Fitness 41:132-136.
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8. Horn, T.S. (2008). Coaching effectiveness in the sport domain. In Horn, T.S. (Ed.), Advances in
9. sport psychology (3rd ed.). Champaign, IL: Human Kinetics.
10. Lyle, J. (2002). Sports coaching concepts: A framework for coaches behaviour. London:
11. Routledge
12. Kirkwood K (2009) Considering harm reduction as the future of doping control policy in international sport. Quest 61: 180190.
13. Parry J (1999) Ethics and doping. Paper presented at the conference The Limits of Sport, Institute of Catalonian Studies, Barcelona.
14. Vangrunderbeek, ., & Tolleneer, J. (2010). Student attitudes towards doping in sport: Shifting
from repression to tolerance? International Review for the Sociology of Sport 46(3) 346357
15. Laure P. (2009). Doping: reinforce life-skills of young athletes. In Spitzer G., Translating Doping
Doping bersetzen. International Tagung Science. Berlin: Institut fr Sportwissenschaf
16. Reddiford, G. (1998). Cheating and Self-Deception in Sport. In M. J. McNamee & S. J. Parry
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Odnos izmeu antropometrijskih parametara i uinka brzine kinantropometrijsko istraivanje
UDK 572:796.012.13
ODNOS IZMEU ANTROPOMETRIJSKIH PARAMETARA

I UINKA BRZINE KINANTROPOMETRIJSKO ISTRAIVANJE
Metin Can Kalayc1, Ferhat Guleroglu1, Huseyin Eroglu2

Kahramanmaras Sutcu Imam univerzitet, Health Sciences Institute, Karamanmara
Kahramanmaras Sutcu Imam univerzitet, Akademija za fiziko vaspitanje i sport, Karamanmara
1
UVOD
Antropometrija je izraz sastavljen od kombinacije rei od antros i metris (ovek i merenje). U
optem smislu, to je sistematina tehnika koja klasifikuje objektivne karakteristike ljudskog tela izvesnim metodama merenja i principima zasnovanim na njihovim dimenzijama i strukturnim karakteristikama. Danas je antropometrija usvojena kao jednstvena podrka pitanjima tipa i strukturnih
karakteristika tela (Ozer, 2009).
Antropometrijske tehnike mogu da se koriste u razliite svrhe kao to je evaluacija razlika koje
se odnose na fiziku izmeu efekata na fizike karakteristike treninga i sportskih grana (Ozer, 2009).
Kinantropometrija moe da se definie kao nauna oblast (Ozer, 2009.) koja objanjava odnos izmeu ovekove strukture i kvantitativne funkcije, ili disciplina (Ozer, 2009.; Ross and Borms,
1980.) koja prouava odnos izmeu ljudske strukture i ponaanja ili prouavanje efekata merenja
oveka i morfoloke strukture na ponaanje uzimajui u obzir morfoloke razlike (Ozer, 2009.; Malina, 1986.) .
Dugo godina se smatralo da odreen tip tela igra vanu ulogu u sportskom uinku (Malina,
1975.; Sharma i Dixit1985.).
ak i u drevna vremena, vrena su istraivanja za ispitivanje fizike strukture ljudi i prema
njihovim istraivanjima ljudi su bili strukturalno klasifikovani. Danas se ispituje odnos izmeu fizike strukture i funkcija, a neprekidno se vre istraivanja koja se odnose na odreivanje sportskog
uinka (Ross and Marfell-Jones, 1991).
Antropometrijska merenja i somatotip su postali vani za odreivanje vetina od prvih studija
do danas (Hopper, 1997.).
Znaajan razvoj u svim sportskim granama je proizvod procenjivanja osnovnih i specificnih
antropometrijskih i kineziolokih osobina sportista (Heimer, Misigoj i Medved, 1988.).
Istraivanja su otkrila da postoje velike razlike u fizikoj strukturi sportista u razliitim sportskim granama (Behnke and Royce, 1966; Ergen, Sardella, Monte, 1985; Kidd, Winter, 1983; Parizkova, 1968; Ross, Brown, Yu, Faulkner, 1977; Slaughter, Lahmann, Misner, 1980; Sodhi, 1983; Toriola,
Salokun, Mathur,1985).
Merenja antropometrijskih karakteristika i sastava tela i otkrivanje njihovog odnosa sa performansama su jedna od stvari na koje se fokusiralo tokom poslednih godina. U mnogim sportskim
granama smatra se da su antropometrijske karakteristike jedan od najznaajnijih faktora koji pokazuju da li sportista moe da bude takmiar na najviem nivou tog sporta. Izraavanje morfolokih
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129
karakteristika numeriki i njihovo ispitivanje pruaju vane informacije o uticaju strukture tela na
uinak (Bourgois, Claessens, Vrijens, Philippaerts, Renterghem, Thomis, Janssens, Loos, Lefevre,
2000.; Gabbett, 2000).
Na osnovu svih ovih informacija, ova studija je imala za cilj istraivanje antropometrijskih
parametara sa brzinom, to je biomotorna vetina.
METOD
118 studenata sedentarnog naina ivota koji pohaaju Univerzitet Kahramanmaras Sutcu
Imam, Akademiju za fiziko vaspitanje i sport i koji su bili voljni da uestvuju u istraivanju dobrovoljno inili su grupu koja je prouavana u ovom istraivanju.
U istraivanoj grupi su sprovedena merenja visine, teine, antropometrijska merenja (obim i
duina) i sprint test na 30 m.
Visina ispitivane grupe je merena u centrimentrima nefleksibilnom trakom za merenje osetljivosti 0.1 cm dok su stajali bosi i uz zauzimanje anatomskog stava, a njihova teina je merena u
kilogramima dok su bili i orcu i majici elektronskom vagom osetljivosti 100 g.
Antropometrijska merenja: antropometrijska merenja su vrena na osnovu tehnika koje preporuuje Meunarodni bioloki program (International Biological Program) (IBP) (Harvey, 1974) i
Meunarodno drutvo za napredak kinantropometrije (International Society for the Advancement
of Kinanthropometry) (ISAK) (Ross, Marfell-Jonsen, 1991.).
Merenje rasta (rame, grudi, trup, struk, kuk, natkolenica, koleno, potkolenica i lanak) i duine (visina, hvat, nadlaktica, podlaktica, cela ruka, trup, butina, noga i cela noga) vreno je nefleksibilnom trakom osetljivosti 0.1 cm.
Sprint test na 30 metara: svaki volonter u ispitivanoj grupi trao je u sportskoj dvorani po
poploanom podu u duini za koju je odreena duina od 30 m sa visokim izlazom i maksimumom
tanosti. Period tranja je beleen u sekundama digitalnim hronometrom marke Casio. Svaki volonter je ponovio ovaj test tri puta i beleen je najbolji rezultat postignut ponavljanjem.
Statistika analiza je napravljena u SPSS 22.0 programskom paketu za Windows operativni
sistem. Pronaeni su aritmetika sredina, standardna devijacija, najnie i najvie vrednosti podataka
merenja. Odnos izmeu antropometrijskih parametara i uinka brzine je testiran putem Pirsonove
korelacije.
REZULTATI
Fizike karakteristike i vrednosti antropometrijskih merenja ispitivane grupe i drugih nalaza u
predstavljeni su u sledeim tabelama.
Tabela 1. Fizike karakteristike ispitivane grupe
Parametri
Br.
Najnii
Najvii
Prosek
Standardna
devijacija
Uzrast (godine)
118
18,0
30,0
21,2
2,1
Visina (cm)
118
148,0
190,0
168,2
8,1
Telesna teina (kg)
118
41,50
92,90
61,2
10,7
130
Tabela 2. Vrednosti merenih parametara ispitivane grupe

Parametri (cm)
Br.
Minimum
Maksimum
Prosek
Standardna
devijacija
Rame
118
83,0
130,0
100,9
9,3
Grudi
118
75,0
107,0
85,63
6,0
Trup
118
8,0
98,0
70,2
9,5
Obim
118
58,0
99,0
76,2
7,6
Kuk
118
79,0
105,0
91,0
5,4
Natkolenica
118
40,0
96,0
50,4
6,8
Koleno
118
29,0
41,0
34,5
2,2
Potkolenica
118
20,0
43,0
33,9
3,3
lanak
118
17,5
52,0
22,1
3,4
Tabela 3. Vrednosti ispitivanja duine ispitivane grupe

Parametri (cm)
Br.
Minimum
Maksimum
Prosek
Standardna
devijacija
Duina hvata
118
73,0
192,5
168,6
17,3
Duina nadlaktice
118
30,0
66,0
37,6
3,5
Duina podlaktice
118
33,5
52,5
45,1
3,1
Duina cele ruke
118
8,0
95,5
81,3
9,0
Duina trupa
118
38,5
53,0
44,6
3,7
Duina natkolenice
118
36,0
50,0
41,7
2,8
Duina potkolenice
118
31,0
46,5
39,0
3,0
Duina cele noge
118
36,0
91,0
80,0
6,4
Duina hvata
118
73,0
192,5
168,6
17,3
Tabela 4. Vrednosti sprint testa ispitivane grupe

Parametri
Br.
Minimum
Maksimum
Prosek
Standardna
devijacija
Brzina perioda (sek.)
118
4.10
6.31
5.04
0.6
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131
Tabela 5. Odnos merenja prostora i duine sa vrednostima brzine ispitivane grupe

Varijable
Telesna teina
(kg)
Rame
Grudi
Trup
Obim
Hip
Natkolenica
Koleno
Potkolenica
lanak
Vreme sprinta
r
-,451**
,000
Varijable
Vreme sprinta
r
-,618**
,000
118
118
-,672**
-,269**
,000
,003
118
118
-,383**
-,156
,000
,091
118
118
-,347**
-,587**
,000
,000
118
118
-,282**
-,421**
,002
,000
118
118
,049
-,519**
,596
,000
118
118
-,066
-,230*
,477
,012
118
118
-,176
-,290**
,057
,001
118
118
-,193*
-,160
,036
,083
118
118
-,162
,080
118
Visina (cm)
Duina hvata
Duina nadlaktice
Duina podlaktice
Duina cele ruke
Duina trupa
Duina natkolenice
Duina potkolenice
Duina cele noge
*P<0.05, **P<0.01
Tabela 5 jasno pokazuje da postoji znaajan odnos izmeu vrednosti brzine ispitivane grupe
i telesne teine, obima ramena, grudi, trupa i struka, visine, duine hvata, duine podlaktice, duine cele ruke, duine trupa, duine potkolenice (p<0.01) i duine natkolenice, i duine potkolenice
(p<0.05).
132
DISKUSIJA
Brojne studije ispituju odnos izmeu antropometrijske karakteristike i uinak brzine je znatno
nizak. Zbog toga, diskusija je raena direktno samo sa studijama koje ispituju odnos izmeu antropometrijske karakteristike i indirektno uinka brzine.
Fizika struktura je samo jedan od faktora koji utiu na uinak i uspeh. Fizika struktura se
kombinuje sa snagom, silom, fleksibilnou, brzinom, otporom i okretnou, koje su meu motornim karakteristikama potrebnim za oblast sporta, i pozitivno utiu na uspeh sportiste (Song Thomas, Cipriano, 2007.).
Uz takve faktore za uspeh u sportskom uinku ili sportu, antropometrijske karakteristike takoe imaju svoju ulogu. Uopteno govorei, kada se dobro procene one osobine koje su genetski
odreene, one doprinose uinku u izvesnoj grani sporta (Weineck, 1998.).
Poznato je da svaki sport ima jedinstvene karakteristike. Takoe je poznato da su one osobine
sportista sa specijalnom fizikom strukturom koja je pogodna za tu granu delotvorne za uspeh. Poznavanje fizikih karakteristika uspenih sportista u izboru vetine moe da bude model. Zbog tog
razloga je vano od fizikih osobina meriti duinu, obim, itd. (Slater, Rice, Mujika, Hahn, Sharpe,
Jenkins, 2005.; Claessens, 1999.).
Posebno su stvaranje uinka i snage direktno u vezi sa visinom, telesnom teinom, duinom
ruku i nogu, pokretljivou zglobova i nivoom fleksibilnosti (Astrand, Roahl, 1986).
Odreivanje antropometrijskog profila omoguava odreivanje trenanog procesa i vetine
igraa. Kada se korienjem standardnih metoda vre antropometrijska merenja tela kao osnova,
sportisti pokazuju visok nivo uinka (Poliszczuk, Mosakowska, 2010).
Nekoliko studija je ocenjivalo antropomertijske, fizioloke, psiholoke i osobine motornih vetina individualnih sportova (Gabbet, 2000.; Bencke, Damsgaard, Saekmose, Jorgensen, Jorgesen and
Klausen, 2002.; Kukolj, Ugarkovic, Jaric, 2003.; Saenz-Lopez, Ibanez, Gimenez, Sierra, Sanchez,
2005.; Thelwell, Greenlees, Weston, 2006.; Mohamed, Vaeyens, Matthys, Multael, Lefevre, Lenoir,
Philippaerts, 2009.).
Razliite studije su ispitivale psiholoki profil profesionalnih biciklista u vezi sa njihovim morfolokim karakteristikama i ulogom u takmienju (Lucia, Joyos, Chicharro, 2000.; Padilla, Mujika,
Cuesta, Goiriena, 1999.; Sallet, Mathieu , Fenech, Baverel, 2006.).
Uopteno, ove studije sugeriu da je uinak u biciklizmu u vezi sa sa antropometrijskim karakteristikama bicikliste, poto njihov morfoloki profil utie na otpor koga prevazilaze (Astrand, Roahl,
1986.; Poliszczuk, Mosakowska, 2010.; Gabbett, 2000.).
Iz ovog razloga savetuje se pojava specijalista za zavisnost od telesnog morfotipa u profesionalnom biciklizmu koje karakteriu razliite uloge u takmienju (Padilla, Mujika, Cuesta, Goiriena,
1999; Mujika, Padilla, 2001).
Shodno tome, ove razlike u profilima rasa mogu da odraavaju razliite antropometrijske i fizioloke osobine ena biciklista u odnosu na njihovu ulogu u takmienju, specijalizaciji i specifinim
sposobnostima (na primer, nivou sposobnosti za vonju bicikla po ravnom terenu i uzbrdo). Bolje
razumevanje toga da li se antropometrijska optimizacija deava na biciklistikim takmienjima za
ene moglo bi, dakle, da bude korisno za trenere i sportske naunike koji pokuavaju da razjasne
kondicione ciljeve i da bi utvrdili fizioloke osobine koje su preduslovi za uspeh (Martin, McLean,
Trewin, Lee, Victor, Hahn, 2001).
U zakljuku, ovo istraivanje o enama biciklistima proiruje nalaze prethodnih studija o mukarcima biciklistima koje pokazuje da su morfoloke karakteristike bicikliste vane za odreivanje
uinka u biciklizmu (Impellizzeri, Ebert, Sassi, Menaspa, Rampinini, Martin, 2008). Pokazalo se da su
antropometrijske i fizioloke osobine u vezi sa specijalnou u biciklizmu kod mukaraca i ena profesionalnih biciklista (Lucia, Joyos, Chicharro, 2000; Padilla, Mujika, Cuesta, Goiriena, 1999 ; Sallet,
Mathieu , Fenech, Baverel, 2006; Impellizzeri, Ebert, Sassi, Menaspa, Rampinini, Martin, 2008).
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133
ZAKLJUAK
U zakljuku; utvreno je da postoji znaajna povezanost izmeu vrednosti brzine u prouavanoj grupi i telesne teine, vrednosti za ramena, grudi, trup, obim struka (p<0.01) i obim potkolenice
(p<0.05), i da postoji znaajna povezanost izmeu vrednosti brzina u prouavanoj grupi i vrednosti za visinu, duinu hvata, duinu podlaktice, duinu cele ruke, duinu trupa, duinu potkolenice
(p<0.01) i duina natkolenice (p<0.05). Na osnovu ovih rezultata moglo bi se rei da kada se poveaju obim i duina merenih, uinak brzine bi takoe mogao da se povea.
LITERATURA
1. Malina, R.M.(1975): Anthropometric corelates of strength and motor performance. Exercise and
Sports Science Review. 3: 249.
2. Sharma, S.S., Dixit, N.K.(1985).: Somatotype of athletes and their performance. Int. J. Sports
Med. 6 (3): 16.
3. Ross, WD., Marfell-Jones, MJ.(1991). Kinantropometrija. Physiological Testing of the High-Performance Athlete. Ed. MacDougall, JD., Wenger, HA., Gren, HJ. 2. Edith. Illinois, Human Kinetics Books.
4. Hopper, M. N.(1997). Somatotype in high performance female netball players, B.J.SP.Med.,cilt
31, s:197-199, Avustralia.
5. Heimer, S., Misigoj, M., Medved, V.(1988). Some Anthropological of Top Volleyball Players in
SFR Yugoslavia, The Journal of Sports Medicine Fitness, 28: pp.200-208.
6. Behnke, A. R., Royce, J.(1966): Body size, shape and composition of several types of athletes. J.
Sports. Med. 6:75.
7. Ergen, E., Sardella, F., Monte, A.D.(1985): The Relationship of maximal alactacid anaerobic power
to somatotype in trained subjects. Br. J. Sports Med. 19 (4): 221.
8. Kidd, D., Winter, M.(1983): Some antropometrijske karakteristike of the national junior hammer
squad. Br. J. Sports Med. 17: 152.
9. Parizkova, J.(1968): Body composition and physical fitness. Curr. Anthrop. 9:273.
10. Ross, W.O., Brown, S.R., Yu, J. W., Faulkner, R.A.(1977): Somatotype of canadian figure skaters.
J. Sports Med. 17: 195.
11. Slaughter, M.H., Lahmann, T.C., Misner. J. E.(1980): Association of somatotype and body composition to physical performance in 7-12 year-old girls. J. Sports. Med. 20: 189.
12. Sodhi, H.S(1983): Physique of top-Ranking Indian wrestlers. J. Sports Med. 23:59.
13. Toriola, A .. L., Salokun, S.O., Mathur, D.N.(1985): Somatotype characteristics of male sprinters,
basketball, soccer and field hockey players. Int. J. Sports Med. 6 (6): 344.
14. Bourgois J, Claessens AL, Vrijens J,Philippaerts R, Renterghem BV, Thomis M, Janssens M, Loos
R, Lefevre J.(2000). Antropometrijske karakteristike of elite male junior rowers. British Joournal
of Sports Medicine, 34(3):213217.
15. Gabbett TJ(2000). Physiological and antropometrijske karakteristike of amateur rugby league
players. Br J Sports Med, 34(4):303307.
16. Song Thomas, M.K., Cipriano, N.(2007): Effects Of Seasonal Training On Physical And Physiological Anaerobic Performance Of Elite Young Wrestlers. Journal Of Spoorts And Medicine,
6(Css-2): 34-38.
17. Weineck, J. (1998). Functional Anatomy in Sports, Translator Elmaci, A., S., Ankara: Bagirgan
Publishing House.
134
18. Slater, G J, Rice A J, Mujika I, Hahn A G, Sharpe K, Jenkins D G, (2005). Physique traits of
lightteina rowers and their relationship to competitive success, British Journal of Sports Medicine, 39(10):736-4.
19. Claessens AL.(1999) Talent detection and talent development: Kinanthropometric Issues. Acta
Kinesiologiae Universitatis Tartuensis, 4: 47-64
20. Astrand P.O: Roahl K.,(1986) Textbook of Worg Physiology, Third edition. Mc.Graw Hill Company New York, p.18-141.
21. Poliszczuk, T., Mosakowska, M. (2010). Anthropometric Profile of Polish Elite Badminton Players, Medsportpress, 1 (6), V 26, s. 45-46.
22. Bencke, J., Damsgaard, R., Saekmose, A., Jorgensen, P., Jorgesen, K., & Klausen, K. (2002). Anaerobic power and muscle strength characteristics of 11 year old elite and non-elite boys and
girls from gymnastics, team handball, tennis and swimming. Scandinavian Journal of Medicine
and Science in Sports, 12, 171178.
23. Kukolj, M., Ugarkovic, D., & Jaric, S. (2003). Profiling antropometrijske karakteristike and functional performance of 12 to 18-year-old elite junior soccer players. Journal of Human Movement
Studies, 45, 403418.
24. Saenz-Lopez, P., Ibanez, S. J., Gimenez, J., Sierra, A., & Sanchez, M. (2005). Multifactor characteristics in the process of development of the male expert basketball player in Spain. International Journal of Sport Psychology, 36, 151171.
25. Thelwell, R. C., Greenlees, I. A., & Weston, N. J. V. (2006). Using psychological skills training to
develop soccer performance. Journal of Applied Sport Psychology, 18, 254270.
26. Mohamed H. , Vaeyens R. , Matthys S. , Multael M. , Lefevre J. , Lenoir M. & Philippaerts R.
(2009) Anthropometric and performance measures for the development of a talent detection
and identification model in youth handball, Journal of Sports Sciences, 27:3, 257-266.
27. Lucia A, Joyos H, Chicharro JL (2000) Physiological response to professional road cycling: climbers vs. time trialists. Int J Sports Med 21:505512.
28. Padilla S, Mujika I, Cuesta G, Goiriena JJ (1999) Level ground and uphill cycling ability in professional road cycling. Med Sci Sports Exerc 31:878885.
29. Sallet P, Mathieu R, Fenech G, Baverel G (2006) Physiological differences of elite and professional
road cyclists related to competition level and rider specialization. J Sports Med Phys Fitness
46:361365.
30. Mujika I, Padilla S (2001) Physiological and performance characteristics of male professional
road cyclists. Sports Med 31:479487.
31. Martin DT, McLean B, Trewin C, Lee H, Victor J, Hahn AG (2001) Physiological haracteristics
of nationally competitive female road cyclists and demands of competition. Sports Med 31:469
477.
32. Impellizzeri F. M. , Ebert T. , Sassi A. , Menaspa P. , Rampinini E. , Martin D. T. (2008). Level
ground and uphill cycling ability in elite female mountain bikers and road cyclists. Eur J Appl
Physiol 102:335341.
33. Harvey, R.G.(1974). An Anthropometric Survey of Growth and Physique of the Populations of
Kar Kar Island and Lufa Subdistrict, New Guinea, Phil. Trans. R. Soc, B 268, pp. 279-292.
34. Ross, WD., Marfell-Jonsen, MJ.(1991). Kinantropometrija, Physiological Testing of the HighPerformance Athlete, editor: MacDougall, J.D., Wenger, H.A., Green, H.J. Humankinetics Books,
Champain, ll,Nois.
35. Ozer, K. (2009), Kinantropometrija, Morphological Planning in Sports, Nobel Publishing Distribution Trade Ltd. Co., P. 2-6.
Zbornik radova
135
36. Ross, W. D. and Borms, J. (1980) Kinanthropometrie, wetenschappelijke inter face van menselijke en functie, Geneskunde en sport 13,34-6.
37. Malina, R. M. (1986) Maturatural Considerations in Elite Young Athletes. In Perspectives in
Kinantropometrija (edited by J. A. P. Day), pp. 29-43. Champaign, III.: Human Kinetics.
136
Relationship Between Anthropometric Parameters and Speed Performance a Kinanthropometric Research
UDK 572:796.012.13
RELATIONSHIP BETWEEN ANTHROPOMETRIC PARAMETERS

AND SPEED PERFORMANCE A KINANTHROPOMETRIC RESEARCH
Metin Can Kalayc1, Ferhat Guleroglu1, Huseyin Eroglu2

Kahramanmaras Sutcu Imam University, Health Sciences Institute, Kahramanmaras
2
Kahramanmaras Sutcu Imam University, Physical Education and Sports Academy,
Kahramanmaras
INTRODUCTION
Anthropometry is a phrase made of combinations of the words antros and metris (human and
measurement). In a general sense, it is a systematic technique classifying objective characteristics
of human body by certain measurement methods and principles based on their dimensions and
structural characteristics. Today, anthropometry is adopted as a single support of body type and
structural characteristic matters (Ozer, 2009).
Anthropotometric techniques may be used for different purposes such as evaluating differences related to the physics between the effects on physical characteristics of training and sports
branches (Ozer, 2009).
Kinanthropometry can be defined as a scientific field (Ozer, 2009) explaining the relationship
between human structure and function quantitatively or a discipline (Ozer, 2009; Ross and Borms,
1980) researching the relationship between human structure and behavior or examining the effect
of human measurement and morphological structure on behavior by considering morphological
differences (Ozer, 2009; Malina, 1986 ) .
It has been considered for many years that a proper body type plays an important role in sportive performance (Malina, 1975; Sharma and Dixit1985 ).
Even in ancient times, studies were performed for examining physical structure of people and
according to the results of these, people were structurally classified. Today, the relationship between
the physical structure and functions are examined and studies related to the determination of sportive performance are continuously being conducted (Ross and Marfell-Jones, 1991).
Anthropometric measurements and somatotype has become important for determining skills
from the first studies until today (Hopper, 1997).
Significant developments in all sports branches are a product of the evaluation of fundamental
and specific anthropometric and kinesiologic characters of athletes (Heimer, Misigoj and Medved,
1988).
Studies have revealed that there are great differences in physical structures of athletes in different sport branches (Behnke and Royce, 1966; Ergen, Sardella, Monte, 1985; Kidd, Winter, 1983;
Parizkova, 1968; Ross, Brown, Yu, Faulkner, 1977; Slaughter, Lahmann, Misner, 1980; Sodhi, 1983;
Toriola, Salokun, Mathur,1985).
Measurement of anthropometric characteristics and body composition are revealing their
relationship with performance are one of the matters that are focused on during the recent years.
Zbornik radova
137
In many sports branches, it is considered that anthropometric characteristics are one of the most
important factors showing whether an athlete could be a competitor at the highest level in that
sport. Making the morphological characteristics numerical and their examination gives important
information about the effect of body structure on performance(Bourgois, Claessens, Vrijens, Philippaerts, Renterghem, Thomis, Janssens, Loos, Lefevre, 2000; Gabbett, 2000 ).
Based on all of these information; the aim of the present study was to research anthropometric
parameters with speed, which is a biomotor skill.
METHOD
118 sedantary university students attending Kahramanmaras Sutcu Imam University, Physical
Education and Sports Academy and willing to participate in the study voluntarily made up the study
group in the research.
Height, weight and anthropometric measurements (circumference and length) and 30 m
sprint test was performed in the research group.
Height of the research group was measured in cm by a nonflexible measuring tape of 0.1 cm
sensitivity barefoot and by enabling anatomic posture, and their weight was measured in kg wearing
shorts and t-shirt by an electronic scale of 100 gr sensitivity.
Anthropometric Measurements: Anthropometric measurements were made based on techniques suggested by International Biological Program (IBP) (Harvey, 1974) and International Society for the Advancement of Kinanthropometry (ISAK) (Ross, Marfell-Jonsen, 1991).
Stature (shoulder, chest, trunk, waist, hip, thigh, knee, calf and ankle) and length measurements (height, fathoms, upper arm, fore arm, all arms, trunk, thigh, leg and whole leg) was made by
an nonflexible measurement tape of 0.1 cm sensitivity.
30 meter spring test: Each volunteer in the research group ran in a tiled floor sports hall in
an area determined as 30 m with high exit and maximum rigor. Running period was recorded in
seconds by a Casio brand digital chronometer. This test was repeated three times by each volunteer
and the best repeat test result was recorded.
Statistical analysis was made by SPSS 22.0 for Windows package program. Arithmetic average,
standard deviation, the lowest and highest values were determined. The relationship between anthropometric parameters and speed performance was tested by Pearson Correlation.
RESULTS
Physical characteristics and anthropometric measurement values of the research group and
other findings in the study are presented in the following tables.
Table 1. Physical Characteristics of the Research Group
Parameters
Lowest
Highest
Average
Standard
Deviation
Age (year)
118
18.0
30.0
21.2
2.1
Height (cm)
118
148.0
190.0
168.2
8.1
Body Weight (kg)
118
41.50
92.90
61.2
10.7
138
Table 2. Perimeter Measurement Values of the Research Group

Parameters (cm)
Minimum
Maximum
Average
Standard
Deviation
Shoulder
118
83,0
130,0
100,9
9,3
Chest
118
75,0
107,0
85,63
6,0
Trunk
118
8,0
98,0
70,2
9,5
Girth
118
58,0
99,0
76,2
7,6
Hip
118
79,0
105,0
91,0
5,4
Thigh
118
40,0
96,0
50,4
6,8
Knee
118
29,0
41,0
34,5
2,2
Calf
118
20,0
43,0
33,9
3,3
Ankle
118
17,5
52,0
22,1
3,4
Table 3. Length Measurement Values of the Research Group

Parameters (cm)
Minimum
Maximum
Average
Standard
Deviation
Fathom length
118
73,0
192,5
168,6
17,3
Upper Arm Length
118
30,0
66,0
37,6
3,5
Fore Arm Length
118
33,5
52,5
45,1
3,1
Whole Arm Length
118
8,0
95,5
81,3
9,0
Trunk Length
118
38,5
53,0
44,6
3,7
Thigh Length
118
36,0
50,0
41,7
2,8
Calf Length
118
31,0
46,5
39,0
3,0
Whole Leg Length
118
36,0
91,0
80,0
6,4
Fathom Length
118
73,0
192,5
168,6
17,3
Table 4. Sprint Test Values of the Researched Group

Parameters
Minimum
Maximum
Average
Standard
Deviation
Speed Period (sec)
118
4.10
6.31
5.04
0.6
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139
Table 5. Relationship of Perimeter Measurement Values and Lenght Measurement values with
speed values of the Reserached Group
Variables
Body Weight (kg)
Shoulder
Chest
Trunk
Girth
Hip
Thigh
Knee
Calf
Ankle
Speed Period
r
-,451**
,000
Variables
Speed Period
r
-,618**
,000
118
118
-,672**
-,269**
,000
,003
118
118
-,383**
-,156
,000
,091
118
118
-,347**
-,587**
,000
,000
118
118
-,282**
-,421**
,002
,000
118
118
,049
-,519**
,596
,000
118
118
-,066
-,230*
,477
,012
118
118
-,176
-,290**
,057
,001
118
118
-,193*
-,160
,036
,083
118
118
-,162
,080
118
Height (cm)
Fathom Length
Upper Arm Length
Forearm Length
Whole Arm Length
Trunk Length
Thigh Length
Calf Length
Whole Leg Length
*P<0.05, **P<0.01
140
From the Table 5, it is clear that there is a significant relationship between the speed values
of the research group and body weight, shoulder girths, chest girths, trunk girths, waist girths, height, fathom length, fore arm length, whole arm length, trunk length, calf length (p<0.01) and thigh
length, and calf length (p<0.05).
DISCUSSION
Number of studies scrutinizing the relationship between anthropometric characteristics and
speed performance is considerably low. Therefore, the discussion was made directly only along with
the studies investigating the relationship between anthropometric characteristics and speed performance indirectly.
Physical structure is only one of the factors affecting performance and success. Physical structure combined with strength, power, flexibility, speed, resistance and swiftness, which are among
motor characteristics necessary for the sports branch, and influences the success of the athlete positively(Song Thomas, Cipriano, 2007).
In addition to such factors of success in sports performance or sports, anthropometric characteristics also have a role. In general, when these attributes which are determined genetically are
evaluated well, they affect performance in a certain sports branch (Weineck, 1998).
It is known that each sport has unique characteristics. It is also known that these attributes of
athletes with special physical structure appropriate to the branch are effective for success. Knowing
physical characteristics of successful athletes in skill selection could be a model. For this reason, it
is important to take measurements of length, circumference, etc. among physical attributes (Slater,
Rice, Mujika, Hahn, Sharpe, Jenkins, 2005; Claessens, 1999).
Especially performance and strength generation is directly related to height, body weight, arm
and leg lengths, joint mobility, and flexibility levels (Astrand, Roahl, 1986).
Determination of anthropometric profile facilitates determination of training process and skills of the players. When anthropometric body measurements are taken as the basis by using standard
methods, athletes display high degree performance (Poliszczuk, Mosakowska, 2010).
Several studies have assessed the anthropometric, physiological, psychological, and motor skill attributes of individual sports (Gabbet, 2000; Bencke, Damsgaard, Saekmose, Jorgensen, Jorgesen
and Klausen, 2002; Kukolj, Ugarkovic, Jaric, 2003; Saenz-Lopez, Ibanez, Gimenez, Sierra, Sanchez,
2005; Thelwell, Greenlees, Weston, 2006; Mohamed, Vaeyens, Matthys, Multael, Lefevre, Lenoir,
Philippaerts, 2009).
Various studies investigated the physiological profile of professional male cyclists in relation to
their morphological characteristics and role in competition (Lucia, Joyos, Chicharro, 2000; Padilla,
Mujika, Cuesta, Goiriena, 1999; Sallet, Mathieu, Fenech, Baverel, 2006).
Overall, these studies suggest that road cycling performance is related to a cyclists anthropometric characteristics, as their morphological profile influences the resistance they overcome
(Astrand, Roahl, 1986; Poliszczuk, Mosakowska, 2010; Gabbett, 2000).
For this reason suggest the appearance of morphotype-dependent specialists in Professional
cycling who are characterized by different roles in competition (Padilla, Mujika, Cuesta, Goiriena,
1999; Mujika, Padilla, 2001).
Consequently, these discrepancies in race profiles may reflect different anthropometric and
physiological attributes of female cyclists in relation to their role in competition, specialization and
specific abilities (i.e.,level ground and uphill abilities). A better understanding of whether anthropometric optimization occurs within female cycling events could therefore be useful for coaches and
sport scientists attempting to clarify fitness objectives and to ascertain the physiological characteristics that are prerequisites for success (Martin, McLean, Trewin, Lee, Victor, Hahn, 2001).
Zbornik radova
141
In conclusion, the present investigation on female cyclists extends the findings of previous
studies on male road cyclists showing that a cyclists morphological characteristics are important determinants of cycling performance (Impellizzeri, Ebert, Sassi, Menaspa, Rampinini, Martin, 2008).
It has been shown that in male and female professional cyclists, anthropometric and physiological
characteristics are related to the cycling specialties (Lucia, Joyos, Chicharro, 2000; Padilla, Mujika,
Cuesta, Goiriena, 1999; Sallet, Mathieu, Fenech, Baverel, 2006; Impellizzeri, Ebert, Sassi, Menaspa,
Rampinini, Martin, 2008).
CONCLUSION
In conclusion it was found that there was a significant relationship between the speed values
of the study group and body weight, shoulder, chest, trunk, waist circumference (p<0.01) and calf
circumference (p<0.05), and there was a significant relationship between the speed values of the
study group and height, fathom length, forearm length, whole arm length, trunk length, calf length
(p<0.01) and thigh length (p<0.05). Based on these results; it can be stated that when circumference
and length measurements increase, speed performance could increase as well.
REFERENCES
1. Malina, R.M.(1975): Anthropometric corelates of strength and motor performance. Exercise and
Sports Science Review. 3: 249.
2. Sharma, S.S., Dixit, N.K.(1985).: Somatotype of athletes and their performance. Int. J. Sports
Med. 6 (3): 16.
3. Ross, WD., Marfell-Jones, MJ.(1991). Kinanthropometry. Physiological Testing of the HighPerformance Athlete. Ed. MacDougall, JD., Wenger, HA., Gren, HJ. 2. Edith. Illinois, Human
Kinetics Books.
4. Hopper, M. N.(1997). Somatotype in high performance female netball players, B.J.SP.Med.,cilt
31, s:197-199, Avustralia.
5. Heimer, S., Misigoj, M., Medved, V.(1988). Some Anthropological of Top Volleyball Players in
SFR Yugoslavia, The Journal of Sports Medicine Fitness, 28: pp.200-208.
6. Behnke, A. R., Royce, J.(1966): Body size, shape and composition of several types of athletes. J.
Sports. Med. 6:75.
7. Ergen, E., Sardella, F., Monte, A.D.(1985): The Relationship of maximal alactacid anaerobic power to somatotype in trained subjects. Br. J. Sports Med. 19 (4): 221.
8. Kidd, D., Winter, M.(1983): Some anthropometric characteristics of the national junior hammer
squad. Br. J. Sports Med. 17: 152.
9. Parizkova, J.(1968): Body composition and physical fitness. Curr. Anthrop. 9:273.
10. Ross, W.O., Brown, S.R., Yu, J. W., Faulkner, R.A.(1977): Somatotype of canadian figure skaters.
J. Sports Med. 17: 195.
11. Slaughter, M.H., Lahmann, T.C., Misner. J. E.(1980): Association of somatotype and body composition to physical performance in 7-12 year-old girls. J. Sports. Med. 20: 189.
12. Sodhi, H.S(1983): Physique of top-Ranking Indian wrestlers. J. Sports Med. 23:59.
13. Toriola, A .. L., Salokun, S.O., Mathur, D.N.(1985): Somatotype characteristics of male sprinters,
basketball, soccer and field hockey players. Int. J. Sports Med. 6 (6): 344.
14. Bourgois J, Claessens AL, Vrijens J,Philippaerts R, Renterghem BV, Thomis M, Janssens M, Loos
R, Lefevre J.(2000). Anthropometric characteristics of elite male junior rowers. British Joournal
of Sports Medicine, 34(3):213217.
142
15. Gabbett TJ(2000). Physiological and anthropometric characteristics of amateur rugby league
players. Br J Sports Med, 34(4):303307.
16. Song Thomas, M.K., Cipriano, N.(2007): Effects Of Seasonal Training On Physical And Physiological Anaerobic Performance Of Elite Young Wrestlers. Journal Of Spoorts And Medicine,
6(Css-2): 34-38.
17. Weineck, J. (1998). Functional Anatomy in Sports, Translator Elmaci, A., S., Ankara: Bagirgan
Publishing House.
18. Slater, G J, Rice A J, Mujika I, Hahn A G, Sharpe K, Jenkins D G, (2005). Physique traits of lightweight rowers and their relationship to competitive success, British Journal of Sports Medicine,
39(10):736-4.
19. Claessens AL.(1999) Talent detection and talent development: Kinanthropometric Issues. Acta
Kinesiologiae Universitatis Tartuensis, 4: 47-64
20. Astrand P.O: Roahl K.,(1986) Textbook of Worg Physiology, Third edition. Mc.Graw Hill Company New York, p.18-141.
21. Poliszczuk, T., Mosakowska, M. (2010). Anthropometric Profile of Polish Elite Badminton Players, Medsportpress, 1 (6), V 26, s. 45-46.
22. Bencke, J., Damsgaard, R., Saekmose, A., Jorgensen, P., Jorgesen, K., & Klausen, K. (2002). Anaerobic power and muscle strength characteristics of 11 year old elite and non-elite boys and
girls from gymnastics, team handball, tennis and swimming. Scandinavian Journal of Medicine
and Science in Sports, 12, 171178.
23. Kukolj, M., Ugarkovic, D., & Jaric, S. (2003). Profiling anthropometric characteristics and functional performance of 12 to 18-year-old elite junior soccer players. Journal of Human Movement
Studies, 45, 403418.
24. Saenz-Lopez, P., Ibanez, S. J., Gimenez, J., Sierra, A., & Sanchez, M. (2005). Multifactor characteristics in the process of development of the male expert basketball player in Spain. International Journal of Sport Psychology, 36, 151171.
25. Thelwell, R. C., Greenlees, I. A., & Weston, N. J. V. (2006). Using psychological skills training to
develop soccer performance. Journal of Applied Sport Psychology, 18, 254270.
26. Mohamed H. , Vaeyens R. , Matthys S. , Multael M. , Lefevre J. , Lenoir M. & Philippaerts R.
(2009) Anthropometric and performance measures for the development of a talent detection
and identification model in youth handball, Journal of Sports Sciences, 27:3, 257-266.
27. Lucia A, Joyos H, Chicharro JL (2000) Physiological response to professional road cycling: climbers vs. time trialists. Int J Sports Med 21:505512.
28. Padilla S, Mujika I, Cuesta G, Goiriena JJ (1999) Level ground and uphill cycling ability in professional road cycling. Med Sci Sports Exerc 31:878885.
29. Sallet P, Mathieu R, Fenech G, Baverel G (2006) Physiological differences of elite and professional
road cyclists related to competition level and rider specialization. J Sports Med Phys Fitness
46:361365.
30. Mujika I, Padilla S (2001) Physiological and performance characteristics of male professional
road cyclists. Sports Med 31:479487.
31. Martin DT, McLean B, Trewin C, Lee H, Victor J, Hahn AG (2001) Physiological haracteristics
of nationally competitive female road cyclists and demands of competition. Sports Med 31:469
477.
32. Impellizzeri F. M. , Ebert T. , Sassi A. , Menaspa P. , Rampinini E. , Martin D. T. (2008). Level
ground and uphill cycling ability in elite female mountain bikers and road cyclists. Eur J Appl
Physiol 102:335341.
Zbornik radova
143
33. Harvey, R.G.(1974). An Anthropometric Survey of Growth and Physique of the Populations of
Kar Kar Island and Lufa Subdistrict, New Guinea, Phil. Trans. R. Soc, B 268, pp. 279-292.
34. Ross, WD., Marfell-Jonsen, MJ.(1991). Kinanthropometry, Physiological Testing of the HighPerformance Athlete, editor: MacDougall, J.D., Wenger, H.A., Green, H.J. Humankinetics Books,
Champain, ll,Nois.
35. Ozer, K. (2009), Kinanthropometry, Morphological Planning in Sports, Nobel Publishing Distribution Trade Ltd. Co., P. 2-6.
36. Ross, W. D. and Borms, J. (1980) Kinanthropometrie, wetenschappelijke inter face van menselijke en functie, Geneskunde en sport 13,34-6.
37. Malina, R. M. (1986) Maturatural Considerations in Elite Young Athletes. In Perspectives in
Kinanthropometry (edited by J. A. P. Day), pp. 29-43. Champaign, III.: Human Kinetics.
144
Razlike u motorikim sposobnostima dece u zavisnosti od uzrasta
UDK 796.12.1-053.5
RAZLIKE U MOTORIKIM SPOSOBNOSTIMA DECE

U ZAVISNOSTI OD UZRASTA
Miroslav Polimac, Jelena Obradovi, Mila Vukadinovi,

Marijana Simi, Jovan Vukovi
Fakultet sporta i fizikog vaspitanja Novi Sad, Srbija
UVOD
Motorike sposobnosti, za koje se esto koriste i neki drugi termini (fizike sposobnosti, psihomotorne sposobnosti, psihofizike osobine) nisu nita drugo do jedna strana ovekovih kretnih
mogunosti, ili dimenzija linosti koja uestvuje u reavanju motorikih zadataka (Krsmanovi,
1999). Motoriko funkcionisanje male dece je generalnog tipa (Bala, 1981; Niin, Kalajdi i Bala,
1996), to znai da u tom uzrastu nema jo izdiferenciranih motorikih sposobnosti (deca reaguju
celim telom i celokupnom motorikom).
Veina motorikih sposobnosti i navika, koje ine motoriku oveka u njenom jedinstvu, razvija se i stie iskljuivo u periodu od tree do desete godine ivota, a naroito se mogu razvijati i na
njih povoljno uticati u predkolskom uzrastu, tj. od 4. do 7. godine ivota (Bala, Ki i Popovi, 1996).
Nivo motorikog razvoja kod dece zavisi od usklaenosti nivoa motorikih sposobnosti i broja efikasnih motorikih navika. Vei nivo motorikih sposobnosti doprinosi poveanju motorikih navika, a
razvijanjem veeg broja motorikih navika deluje se na razvoj motorikih sposobnosti, to sve moe
da se ispoljava kroz efikasnije motoriko ponaanje dece.
U predkolskom uzrastu moe se znaajno uticati na formiranje motorikog ponaanja dece,
koje sigurno zavisi, pored ostalog, i od njihovih morfolokih karakteristika, to je osnova za kasnije
formiranje i razvoj motorikih sposobnosti i motorikih vetina i aktivno bavljenje sportom, sportskom rekreacijom ili jednostavno za stvaranje adekvatnog kapaciteta za razne aktivnosti u starijem
dobu (Bala, 2004). U predkolskom periodu se izgrauje struktura motorikog prostora na osnovu
genetskih i spoljanjih faktora koji utiu na celokupan rast i razvoj dece (Bala, Ki i Popovi, 1996).
Karakteristino za ovaj period je i to da je u njemu naglaena integralnost razvoja motorkih sposobnosti dece (Ismail i Gruber, 1971, prema: Cvetkovi, Popovi i Jaki, 2007). Motorike sposobnosti
dece se postojano poboljavaju tokom predkolskog perioda.
Prouavajui predkolski uzrast od etvrte do sedme godine ivota, pojedini autori su doli
do zakljuka da izmeu deaka i devojia u ovom uzrastu nema znaajnih razlika u motorikim
sposobnostima (Stankovi, 1976; Pei, 1984; Niin, Kalajdi i Bala, 1996). Ipak, pojedini strani
autori (Keogh, 1965; Van Slooten, 1973; Frederick, 1977, prema Gallahue i Ozmun, 1998; Gallahue i
Ozmun, 1998), autori iz Slovenije (Rajtmajer i Proje, 1990; Videmek i Cemi, 1991; Planinec, 1995;
Rajtmajer, 1997, prema: Cvetkovi, Popovi i Jaki, 2007), kao i domai autori (Peri, 1989 i 1991;
Peji, 2001; Kati, Babin, Rausavljevic i Blaevi, 1996; Kuli, 2005; Bala, 2002; Bala, Popovi i Sabo,
2006), su dokazali suprotno. Postoji istraivanje stranih autora koje potvruje da razlika u motorikim sposobnostima dece zavisi od testa koji se koristi u predkolskom uzrastu (Voyer, Voyer, &
Bryden, 2004). Istraivanja koja su sprovedena mahom su ukazala na znaajno bolje rezultate deaka
u pogledu motorikih sposobnosti. Deaci su uglavnom bili uspeniji u testovima za procenu koorZbornik radova
145
dinacije, snage i brzine, dok su devojice uglavnom bile uspenije u testovima za procenu gipkosti.
Sve navedene motorike sposobnsoti procenjivane su odgovarajuim motorikim testovima.
Pored bazinih, razvijaju se i razne specifine motorike sposobnosti putem razvoja raznih
motorikih navika raznim sportsko-rekreativnim sredstvima. Na razvoj bazinih motorikih sposobnosti utie genetska uslovljenost pojedinih sposobnosti, koja definie veliinu razvoja, kao i vreme uticaja na razvoj (faze senzibiliteta) Testiranje motorikih sposobnosti vaan je element praenja
motorikog razvoja dece koja tek poinju ili planiraju da se bave sportom.
METOD
Uzorak ispitanika sainjavalo je 48 dece (33 deaka i 15 devojica), lanova Sportske kolice
Kinesis u Novom Sadu, uzrasta 5 i 6 godina ( 6 meseci). Na njima su primenjeni sledei motoriki
testovi za: procenu brzine tranja - Tranje 20 metara; procenu koordinacije tela - Poligon natrake,
procenu gipkosti - Pretklon u sedu raznono; procenu eksplozivne snage - Skok udalj iz mesta, procenu statike sile - Izdraj u zgibu; procenu repetitivne snage - Podizanje trupa 60 sekundi.
Za svaku motoriku varijablu i za svaku uzrasnu grupu, odnosno pol, od osnovnih centralnih
i disperzionih statistika izraunati su aritmetika sredina (AS) i standardna devijacija. Postupkom
multivarijatne analize varijanse (MANOVA) testirane su statistiki znaajne razlike celokupnog sistema motorikih varijabli izmeu deaka i devojica razliitog uzrasta. Nakon toga, izvrena je univarijatna analiza varijanse (ANOVA) sa ciljem da se utvrde razlike u svakoj pojedinanoj motorikoj
varijabli.
REZULTATI
Primenom postupka multivarijatna analize varijanse (MANOVA) utvreno je da nema statistiki znaajnih razlika celokupnog sistema analiziranih motorikih varijabli u zavisnosti od uzrasta na ispitivanom uzorku dece (Tabela 1).
Primenjen postupka univarijatne analize varijanse (ANOVA), kako bi se utvrdilo da li postoje
statistiki znaajne razlike izmeu dece u izvoenju motorikih zadataka pojedinano u odnosu
uzrast, utvrena je stsatistiki znaajna razlika u varijablama Tranje 20 metara (p=0.02), Poligon
natrake (p = 0.01) i Skok udalj iz mesta (p = 0.00) (starija uzrasna grupa je bila bolja u sve tri varijable) Tabela 1.
f = f - test za univarijatnu analizu varijanse; p - nivo znaajnosti za univarijatnu analizu varijanse; F
= F - testa za multivarijatnu analizu varijanse; p - nivo znaajnosti multivarijatnu analizu varijanse.
Tabela 1. Deskriptivni statistici i rezultati
146
5 godina
Faktor
Uzrast
6 godina
Varijabla
AS
AS
Tranje 20 metara (0,1 sek.)
53.77
4.36
50.95
4.15
5.74
0.02
Poligon natrake (0,1 sek.)
234.00
48.14
200.25
59.14
6.99
0.01
Pretklon u sedu (cm)
35.08
6.71
35.50
6.06
0.78
0.38
Skok udalj iz mesta (cm)
114.62
12.27
122.15
12.23
9.96
0.00
Izdraj u zgibu (0,1 sek.)
135.92
88.34
145.85
109.02
0.11
0.97
Podizanje trupa (frek.)
18.15
8.92
22.30
7.31
2.22
0.14
Faktor
Uzrast
2.16
P
0.06
DISKUSIJA
Razlike u motorikim sposobnostima, na ovom uzorku dece, u odnosu na uzrast potvruju
rezultati istraivanja (Temple et al. 2014). Autori smatraju, da je dua fizika aktivnost odgovorna za
bolje ovladavanje motorikim sposobnostima kod starije dece, a to se desilo to je vii nivo motorikih sposobnosti uslovljen brim protokom impulsa kore velikog mozga ka efektorima u miiima.
Poznato je da svako novo izvoenje vebe u ovom uzrastu moe pozitivno da utie na bolje ovladavanje motorikim sposobnostima, a to se i obistinilo na ovom uzorku dece.
Statistiki znaajna razlika izmeu uzrasnih grupa moe se objasniti time to deca starije
uzrasne grupe iza sebe imaju vie iskustva i rada u Sportskoj kolici. Iako je uzrasna razlika izmeu
grupa samo godinu dana pokazalo se, na ovom uzorku, da u predkolskom uzrastu ova razlika moe
imati veliki uticaj na ispoljavanje motorikih sposobnosti.
Treba naglasiti i to da bi znaaj ovog rada za strunjake koji rade sa decom, mogao da poslui
kao potvrda da ne treba uvek formirati homogenizovane grupe dece pri samom praktinom radu, jer
se vidi da u nekim sluajevima nema statistiki zaajne razlike u odnosu na uzrast predkolske dece
kada je u pitanju izvoenje motorikih zadataka, kao to je to i dokazano u ovom istraivanju. Zbog
toga je potrebno da strunjaci u procesu rada umesto ocenjivanja normiranog prate i procenjuju napredak u funkciji razvoja. Uticaj planskog i sistematskog rada na motorike sposobnosti dece
predkolskog doba je od velike vanosti za njihov dalji razvoj motorike.
ZAKLJUAK
Postoji razlika u motorikim sposobnostima kod dece u zavisnosti od uzrasta koji pohaaju
kolicu sporta Kinesis u Novom Sadu. Za dalja istraivanja ove problematike pretpostavlja se da
je potrebno prouavati: drugi uzorak populacije, znatno vei uzorak ispitanika, drugi uzrast i vie
motorikih sposobnosti, kako bi se dobili to jasniji i precizniji rezultati.
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147
LITERATURA
1. Bala, G. (1981). Struktura i razvoj morfolokih i motorikih dimenzija dece SAP Vojvodine. Novi
Sad: Fakultet fizike kulture.
2. Bala, G. (1996). Sportska kolica - Razvoj motorikog ponaanja dece. Novi Sad: Kinesis.
3. Bala, G. (2004). Kvantitativne razlike osnovnih antropometrijskih karakteristika i motorikih
sposobnosti deaka i devojica u predkolskom uzrastu. Glasnik Antropolokog drutva Jugoslavije, 39, 219-227.
4. Bala, G. (2002). Strukturalne razlike motorikih sposobnosti deaka i devojica u predkolskom
uzrastu. Pedagoska stvarnost, 48, 744-752.
5. Bala, G., Stojanovi, M i Stojanovi, M. (2007). Merenje i definisanje motorikih sposobnosti dece.
Novi Sad: Fakultet sporta i fizikog vaspitanja.
6. Bala, G., Ki, M. i Popovi, B. (1996). Trening u razvoju motorikog ponaanja male dece.
Godinjak, 8, 83-87, Beograd: Fakultet fizike kulture.
7. Bala, G., Popovi, B. i Sabo, E. (2006). Istraivanja na predkolskoj deci u Novom Sadu. U: G. Bala
(Ur.): Fizika aktivnost devojica i deaka predkolskog uzrasta (str. 75-101). Novi Sad: Fakultet
fizike kulture.
8. Bogosavljev, M. (1972). Fiziko vaspitanje dece predkolskog uzrasta. Materijal za pokrajinsko
savetovanje. Novi Sad: s. n.
9. Cvetkovi, M., Popovi, B., i Jaki, D. (2007). Razlike u motorikim sposobnostima predkolske
dece u odnosu na pol. Zbornik strunih i naunih radova, 287-293.
10. ori, V. i Bala, G. (2006). Fizika aktivnost dece u predkolskog uzrasta. U G. Bala (Ur.), Fizika
aktivnost devojica i deaka predkolskog uzrasta (str. 57-73). Novi Sad: Fakultet fizike kulture.
11. Gallahue, D. L., Ozmun, J. C. (1998). Understanding motor development. (fourth edition). McGraw-Hill.
12. Kati, R., Babin, J., Rausavljevi, N., Blaevi, S., (1996). Analiza razlika motorikih sposobnosti
izmeu uenika i uenica u prvom razredu osnovne kole. kolski vjesnik: asopis za pedagoka
i kolska pitanja, 2, 107-115.
13. Krsmanovi, B. i Berkovi, L. (1999). Teorija i metodika fizikog vaspitanja. Novi Sad: Fakultet
sporta i fizikog vaspitanja.
14. Kuli, D. (2005). Karakteristike motorikog razvoja predkolske dece. Diplomski rad, Novi Sad:
Fakultet fizike kulture.
15. Niin, ., Kalajdi, J., & Bala, G. (1996). Motor behaviour of preschool children. Poster. 4 th
International Congress on Physical Education & Sport, Komotini, Grka.
16. Peji, A. (2001). Razlike izmeu djeaka i djevojica od prvog do etvrtog razreda osnovne
kole u morfolokim karakteristikama i motorikim sposobnostima. Programiranje optereenja
u podruju edukacije, sporta i sportske rekreacije (Predavanje). Pore: Hrvatski savez pedagoga
fizike kulture.
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magistarska teza. Beograd: Fakultet fizike kulture.
18. Peri, D. (1991). Komparativna analiza metodolokih sistema eksplikacije biomotorikog statusa
dece predkolskog uzrasta. Doktorska disertacija, Beograd: Fakultet fizike kulture.
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starosti. Zagreb: II Kongres PFKJ. 138-141.
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Pedagogija. 65, 148-158.
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21. Stankovi, S. (1976). Prilog prouavanju uticajasvakodnevnog organizovanog fizikog vebanja

napoboljanje odreenih morfolokih I funkcionalnih varijabli i motorikih sposobnosti kod
dece starijeg predkolskog uzrasta: magistarska teza. Beograd: Fakultet za fiziko vaspitanje.
22. Temple, V. A., Crane, J. R., Brown, A., Williams, B.-L., & Bell, R. I. (2014).Recreational activities
and motor skills of children in kindergarten. Physical Education and Sport Pedagogy(ahead-ofprint), 1-13
23. Voyer, Daniel; Voyer, Susan; Bryden, M. Philip (2004). The sex differences in spatial abilities. Psychological Bulletin, 117, 250-270.
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UDK 796.12.1-053.5
DIFFERENCES IN MOTOR SKILLS OF CHILDREN

IN RELATION WITH THEIR AGE
Miroslav Polimac, Jelena Obradovi, Mila Vukadinovi,

Marijana Simi, Jovan Vukovi
Faculty of Sports and Physical Education, Novi Sad, Serbia
INTRODUCTION
Motor skills, often designated by some other terms (physical ability, psychomotor skills, psycho-physical characteristics) are no more than one side of motion abilities in humans, or dimensions
of personality that participates in solving the motor tasks (Krsmanovic, 1999). Motor functioning
of children is of a general type (Bala, 1981; Nicin, Kalajdzic and Bala, 1996), which means that at
this age there are no differentiated motor skills (children react with their whole body and overall
motor skills). Most of the motor skills and habits that make the motorics of human, develop and are
acquired solely in a period from third to tenth year of age, and in particular can be developed and
influenced favorably during pre-school age, i.e. from 4th to 7th year age (Bala, Kis and Popovic, 1996).
The level of motor development in children depends on the harmonization of level of motor skills
and the number of efficient motor habits. A higher level of motor skills contributes to the increase of
motor habits, and the development of a larger number of motor habits influences the development
of motor skills, all of which can be expressed through more efficient motor behavior of children. In
the preschool age formation of motor behavior of children can be influenced in a greater extent,
which certainly depends, among other things, on their morphological characteristics, which is the
basis for later creation and development of motor abilities and motor skills and active engagement
in professional sports, sports recreation, or simply for creation of adequate capacities for various
activities in old age (Bala, 2004). In the preschool period the structure of motor space is created, based on genetic and environmental factors that affect the overall growth and development of children
(Bala, Kis and Popovic, 1996). Emphasized integrity of the development of motor abilities in children is typical for this period (Ismail and Gruber, 1971, according to: Cvetkovic, Popovic and Jaksic,
2007). Motor skills of children steadily improve during the preschool period. By studying preschool
age, from fourth to seventh year of age, some authors have come to the conclusion that there is no
significant difference in motor performance between the boys and girls at this age (Stankovic, 1976;
Pesic, 1984; Nicin, Kalajdzic and Bala, 1996). However, some foreign authors (Keogh, 1965, Van Slooten, 1973, Frederick, 1977, according to Gallahue and Ozmun, 1998; Gallahue and Ozmun, 1998),
the authors from Slovenia (Reitmeier and Proje, 1990; Videmsek and Cemic, 1991; Planinsec, 1995;
Reitmeier, 1997 according to: Cvetkovic, Popovic and Jaksic, 2007), as well as the authors from this
region (Peric, 1989 and 1991; Pejcic 2001; Katic, Babin, Rausavljevic and Blazevic 1996; Kulic 2005;
Bala, 2002; Bala, Popovic and Sabo, 2006), showed the opposite. There is research by foreign authors,
confirming that the differences in motor abilities of children depend on the test used in the pre-school age (Vouer, Vouer & Bruden, 2004). The studies that have been conducted have often pointed
to the superiority of boys in terms of motor skills. Boys were generally more successful in tests for
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Differences in Motor Skills of Children in Relation with their Age
the assessment of coordination, strength and speed, while girls are generally more successful in tests
for assessing flexibility.
All the above motor capabilities are estimated by corresponding motor tests.
In addition to these basic, also various specific motor skills develop along with the development of various motor habits, through various sports and recreational resources. The development
of basic motor skills is affected by the genetic preconditions for individual abilities, which define
the volume of the development, and the period of impact on development (sensibility phases), so
the level of the development could be raised, and thus could be maintained longer, and later could
postpone the weakening of corresponding basic motor skills. Testing of motor skills is an important
element of monitoring of motor development in children who are just starting or plan to start to
engage in sports. The development of motor skills play a major role in the overall development of
the young organism.
METHOD
The sample consisted of 48 children (33 boys and 15 girls), members of the Sports School
Kinesis in Novi Sad, 5 and 6 years of age ( 6 months). The following motor tests were applied:
for the assessment of the running speed 20 meters dash, for the assessment of body coordination
Obstacle course backwards, for the assessment of flexibility Seated straddle stretch, for the assessment of explosive strength Standing broad jump, for the assessment of static power Bent-arm
hang, for the assessment of repetitive power Lifting torso for 60 seconds. More details on these
tests and their standardization can be found in Bala, Stojanovic and Stojanovic (2007).
Regarding the main central and dispersion statistics for each age group, arithmetic mean (AS)
and standard deviation (S) (Table 1).
Method of multivariate analysis of variance (MANOVA) tested statistically significant differences of overall system of motor variables between ages. After that, univariate analysis of variance
was performed (ANOVA) in order to determine the differences for each motor variable.
RESULTS
The procedure of multivariate analysis of variance (MANOVA) revealed no significant differences in the overall system of analyzed motor variables depending on age of the studied sample of
children (Table 1).
However, when the procedure of univariate analysis of variance (ANOVA) has been applied,
to show that there are no statistically significant differences between children in the performance
of motor tasks individually, we could notice that statistically significant difference existed in the variables 20 meters dash, Obstacle course backwards and Standing broad jump (older age group was
better in all three variables) Table 1.
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151
Table 1. Descriptive statistics and results

5 years
Factor
Age
6 years
Variable
AM
AM
20 meters dash (0,1 sek.)
53.77
4.36
50.95
4.15
5.74
0.02
Obstacle course backwards

(0,1 sek.)
234.00
48.14
200.25
59.14
6.99
0.01
Seated straddle stretch (cm)
35.08
6.71
35.50
6.06
0.78
0.38
Stading broad jump (cm)
114.62
12.27
122.15
12.23
9.96
0.00
Bent arm hang (0,1 sek.)
135.92
88.34
145.85
109.02
0.11
0.97
Torso lifting (freq.)
18.15
8.92
22.30
7.31
2.22
0.14
Factor
Age
2.16
0.06
F = F-test for univariate analysis of variance; p = significance level for univariate analysis of variance; F = F-test for the
multivariate analysis of variance; P = level of significance in the multivariate analysis of variance.
DISCUSSION
The differences in motor skills, in this sample of children, in relation to age confirmed by the
results of research (Temple et al. 2014). The authors believe that the longer physical activity is responsible for a better mastery of motor skills in older children, and it happened that the higher the
level of motor skills caused by a faster flow of impulses to the cerebral cortex effectors muscle. It is
known that any new exercise performance at this age can have a positive influence on better mastery
of motor skills, and it has come to pass on this sample of children.
Statistically significant differences between age groups shall be explained explain by the fact
that children of older age groups performed more exercises and work in the Sports School. Although
the age difference between the groups is only one year, it has been shown, on this sample, that in the
pre-school age children, this difference can have a big influence on the expression of motor skills.
It should be emphasized that the importance of this work to the professionals could serve
as proof that in work with children of this age group not always a homogeneous groups should be
created, since it shows that in some cases, generally speaking, there is no statistically significant difference regarding the gender and age of pre-school children, as is evidenced in this study. Therefore,
it is necessary that experts, during the work process, monitor and evaluate the progress in terms
of development, rather than assessing of standardized. Thus, the impact on the motor skills of
children of preschool age, through planned and systematic work, is of great importance for further
development of their motorics.
CONCLUSION
There are differences in motor skills in children depending on their age who attend hopscotch
sport Kinesis in Novi Sad. For further study of this issue, it is assumed that it is necessary to study:
a second sample of the population, much larger sample size, age and other motor abilities, in order
to get clearer and more precise results
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Differences in Motor Skills of Children in Relation with their Age
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18. Peric, D. (1991). Comparative analysis of the methodological systems of explication of biomotoric status of preschool children (Komparativna analiza metodolokih sistema eksplikacije
biomotorikog statusa dece predkolskog uzrasta). PhD thesis, Belgrade: Faculty of Physical
Education.
19. Pesic, V. (1984). Physical development and biomotoric skills of preschool children, 3-4 years of
age (Fiziki razvoj i biomotorike sposobnosti dece predkolskog uzrasta 3-4 godine starosti).
Zagreb: II Congress PFKJ. 138-141.
20. Rodic N., (2010). Influence of sports playgrounds on motor skills of preschool children (Uticaj
sportske igraonice na motorike sposobnosti dece predkolskog doba). Pedagogy. 65, 148-158.
21. Stankovic, S. (1976). Contribution to the research of influence of daily organized physical exercises to certain morphological and functional variables and motor skills in children of older preschool age (Prilog prouavanju uticajasvakodnevnog organizovanog fizikog vebanja
napoboljanje odreenih morfolokih i funkcionalnih varijabli i motorikih sposobnosti kod
dece starijeg predkolskog uzrasta): Masters thesis. Belgrade: Faculty of Physical Education.
22. Temple, V. A., Crane, J. R., Brown, A., Williams, B.-L., & Bell, R. I. (2014).Recreational activities
and motor skills of children in kindergarten. Physical Education and Sport Pedagogy(ahead-ofprint), 1-13
23. Voyer, Daniel; Voyer, Susan; Bryden, M. Philip (2004). The sex differences in spatial abilities. Psychological Bulletin, 117, 250-270.
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Uticaj ugla u zglobu na brzinu razvoja sile miia opruaa i pregibaa kolena pri naizmeninim maksimalnim...
UDK 796.012.11
UTICAJ UGLA U ZGLOBU NA BRZINU RAZVOJA SILE MIIA

OPRUAA I PREGIBAA KOLENA PRI NAIZMENINIM
MAKSIMALNIM IZOMETRIJSKIM KONTRAKCIJAMA
Dragan M. Mirkov1, Olivera M. Kneevi2, Aleksandar Nedeljkovi1

Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja, Beograd, Srbija
Univerzitet u Beogradu, Institut za medicinska istraivanja, Grupa za neurofiziologiju, Srbija
1
UVOD
U nastojanju da se prevaziu neki od nedostataka standardnih testova jaine evaluiran je test
za procenu zasnovan na izometrijskim naizmeninim maksimalnim kontrakcijama (NMK) (Bozic,
Suzovic, Nedeljkovic, & Jaric, 2011; O. M. Knezevic, Mirkov, Milovanovic, Kadija, & Jaric, 2014;
Suzovic, Nedeljkovic, Pazin, Planic, & Jaric, 2008) za koji je pretpostavljeno da omoguava funkcionalniji pristup testiranju neuromiine funkcije. Predloeni test osmiljen je tako da se njegovim
karakteristikama nadomeste neki od nedostataka standardnog testa za procenu miine jaine STJ
(Bozic, et al., 2011). Naime, STJ je zasnovan na maksimalnoj voljnoj kontrakciji koja podrazumeva
dugotrajnu miinu akciju kako bi se dostigla maksimalna sila, obrazac miine aktivacije koji je razliit od onog koji je karakteristian za brze i cikline miine akcije, malu slinost za svakodnevnim
dinamikim pokretima itd. Za razliku od STJ, test NMK zasnovan je na kratkim i brzim ispoljavanjima sile kroz naizmenine uzastopne maksimalne kontrakcije i omoguava da se u istom pokuaju
proceni jaina antagonistikog para miia. Pored toga, test se moe izvoditi pri razliitim frekvencijama (od 0.67 do 2.67 Hz, kao i pri frekvenciji koju ispitanici spontano izaberu).
Evaluacija NMK pokazala je da ovaj test ima potencijal da bolje prikae neuralnu aktivaciju
kratkih maksimalnih akcija koje su povezane sa testovima optih motorikih sposobnosti, ali ne i sa
standardnim izometrijskim testom jaine (STJ). U poreenju sa drugim standardnim testovima (npr.
izokinetikim), NMK bi mogao da prui bolje naine za kvantifikovanje kvaliteta ispoljavanja sile
specifine za brojne pokrete koje ine svakodnevne aktivnosti, kao i za vane pokrete, koji se sastoje
iz kratkih, jednostavnih i ciklinih miiih aktivnosti (Bozic, et al., 2011). Potencijalna prednost ovog
testa je da se jednim pokuajem procenjuje maksimalna jaina (Fmax) i eksplozivna jaina (brzina
razvoja sile-BRS) antagonistikog para miie, ime se dobija potpunija slika o njihovim funkcionalnim karakteristikama. Prema nekim autorima, Fmax i BRSmax predstavljaju odvojene miine
sposobnosti (Gruber & Gollhofer, 2004; Mcguigan, Newton, Winchester, & Nelson, 2010; Oliveira,
Oliveira, Rizatto, & Denadai, 2013), dok prema drugima, BRSmax direktno zavisi od Fmax tako da
mere istu sposobnost miia (Mirkov, Nedeljkovic, Milanovic, & Jaric, 2004; Prebeg, et al., 2013;
Ryushi, Hakkinen, Kauhanen, & Komi, 1988).
Merne karakteristike testa potvrene su na razliitim populacijama (neaktivnim osobama, rekreativcima, zdravim sportistima, kao i sportistima sa povredom kolena) (Bozic, Pazin, Berjan, &
Jaric, 2012; O. Knezevic, Mirkov, Kadija, Milovanovic, & Jaric, 2012; O. M. Knezevic, Mirkov, Milovanovic, et al., 2014; Prebeg, et al., 2013).U dosadanjoj evaluaciji NMK na zdravim ispitanicima,
neuromiina funkcija opruaa i pregibaa kolena procenjivana je u zglobnom uglu od 120 (Bozic,
et al., 2012; Bozic, et al., 2011). Meutim, prema relaciji sila-duina, pregibai i opruai razvijaju
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maksimalne sile pri duinama miia koje odgovaraju odreenim uglovima u zglobu kolena: ~150
u ekstenziji za pregibae i ~120 u ekstenziji za opruae (Dvir, 2004; Hakkinen, et al., 1998; O. Knezevic & Mirkov, 2011; Osternig, Ferber, Mercer, & Davis, 2001), to znai da ranije korieni ugao za
primenu NMK moe favorizovati ispoljavanje maksimalne sile opruaa, ali ne i pregibaa. Naime,
promena veliine ugla u zglobu kolena utie na promenu duine miinih vlakana, ime se menja i
nivo sposobnosti miia pregibaa i opruaa da razviju maksimalnu silu. Uparivanje (eng. coupling)
sila opruaa i pregibaa verovatno e se takoe menjati sa promenom duine miinih vlakana,
to posledino moe uticati na kapacitet miia antagonista da stabilizuju zglob kolena (Osternig,
et al., 2001). Ovo je posebno vano u situacijama gde je potrebno brzo razviti silu kako bi se uradile
posturalne korekcije ili brza stabilizacija zgloba radi izbegavanja poloaja koji predstavljaju rizik za
povrede kolena. Kako bi se omoguilo da oba miia ispolje sile bliske maksimalnim vrednostima,
a time i adekvatnija procena neuromiine funkcije kod sportista sa povredom prednjeg ukrtenog
ligamenta, NMK je evaluiran u zglobnom uglu od 135 (O. Knezevic, et al., 2012; O. M. Knezevic,
Mirkov, Kadija, Nedeljkovic, & Jaric, 2014; O. M. Knezevic, Mirkov, Milovanovic, et al., 2014).
Pored uticaja na ispoljavanje maksimalne sile u STJ, zbog visoke povezanosti izmeu varijabli
maksimalne jaine i odreenih varijabli eksplozive jaine (BRSmax), zglobni ugao utie i na ispoljavanje brzine razvoja sile (Kubo, Tsunoda, Kanehisa, & Fukunaga, 2004; Mirkov, et al., 2004). Naime,
prethodna istraivanja pokazala su da se, sa promenom zglobnog ugla, BRSmax menja na slian
nain kao i Fmax (O. Knezevic, et al., 2010; Mirkov, et al., 2004) odnosno, da postoji zavisnost od
testiranog miia i testiranog ugla. I dok kod opruaa i Fmax i BRSmax zavise od zglobnog ugla,
takva zavisnost nije zabeleena kod pregibaa, pa se dobijaju znaajne razlike u maksimalnim i eksplozivnim karakteristikama ove dve miine grupe. Tek nakon to se izvri normalizacija BRSmax
u odnosu na Fmax (relativna brzina razvoja sile RBRS), kod opruaa se eliminie zavisnost od
ispoljene Fmax i zglobnog ugla i dobijaju se vrlo sline vrednosti RBRS za obe miine grupe (O.
Knezevic, et al., 2010).
Iako je u prethodnim istraivanjima pokazano da se u NMK dobijaju vee vrednosti BRSmax
u odnosu na STJ, naroito za miie pregibae u zglobu kolena, do sada nije ispitano kako promena
zglobnog ugla utie na rezultate testa NKM, a pre svega na mere eksplozivne jaine. Zato, cilj ove
studije bio je da se ispita da li i na koji nain zglobni uglo utie na mere za procenu eksplozivne jaine
primenom testa NMK. S obzirom na ranije iznetu mogunost da je test NMK zasnovan na drugaijem obrascu neuralne aktivacije miia, pretpostavili smo da varijable eksplozivne jaine zavise od
zglobnog ugla, ali i od testirane miine grupe.
METOD
Uzorak
Za potrebe istraivanja testirano je 20 studenata Fakulteta sporta i fizikog vaspitanja (starost
24 4, MT 81 8 kg, VT 182 6 cm), bez prethodnog iskustva u izvoenju testova za procenu
miine funkcije Svi ispitanici bili su zdravi, umereno fiziki aktivni, bez neurolokih poremeaja i
povreda lokomotornog aparata. Studija je bila odobrena odlukom Etikog komiteta Fakulteta sporta
i fizikog vaspitanja Univerziteta u Beogradu. Svi ispitanici su potpisali formular kojim su potvrdili
saglasnost za uee u studiji.
Procedura
Sva merenja u okviru ovog istraivanja su sprovedena u Metodiko-istraivakoj laboratoriji
Fakulteta sporta i fizikog vaspitanja Univerziteta u Beogradu. Neposredno pre testiranja, ispitanici
su proli standardnu proceduru zagrevanja na bicikl-ergometru u trajanju od 5minuta, nakon ega
su radili vebe dinamikog i pasivnog rastezanja miia nogu (15 s po miinoj grupi). Za izvoenje testova za procenu neuromiine funkcije korien je izokinetiki dinamometar tipa Kin-Kom
125AP (Kin-Com; Chatex, Chattanooga, TN, USA). Tokom testa, ispitanik je sedeo u stolici, a natko-
156
lenica, trup i ramena su bili vrsto fiksirani pomou kaieva. Distalni deo potkolenice (iznad malleolus lateralis-a) je preko manetne bio fiksiran za polugu dinamometra, a osa rotacije poluge bila je
poravnata sa centrom zgloba kolena. Ispitanici su izvodili NMK opruaima i pregibaima u zglobu
kolena (instrukcija: najjae i najbre) u ritmu koji su sami izabrali. Duina trajanja NMK obuhvatala
je period od 5 punih ciklusa (ciklus je podrazumevao razvoj sile kontrahovanjem miia opruaa i
pregibaa). Test NMK bio je primenjen u etiri razliita ugla u zglobu kolena (100, 120, 140 i 160),
prema sluajnom redosledu. Testirana je samo dominantna noga (noga kojom ispitanik utira). U
svakom od uglova NMK izvoene su po 2 puta,a pauza izmeu pokuaja bila je 1 minut. Pauza izmeu merenja u razliitim uglovima bila je 10 minuta. Tokom trajanja testa ispitanici su na monitoru
pratili razvijanje sile u realnom vremenu i sve vreme bili su verbalno motivisani od strane merioca
da to bole ostvare zadatak. Za dalju analizu uzeti su bolji rezultati (Andersen & Aagaard, 2006)
dobijeni u svakom od izabranih uglova.
Prikupljanje i obrada podataka
Za potrebe prikuplanja i obrade dobijenih podatak koriena je aplikacija napravlena u LabVIEW programu (National Instruments Corp. Austin, TX, USA). Na osnovu razlika maksimalnih
sila (dobijenih u smeru opruanja i pregibanja kolena) i minimalne sile (raunate za prvih 200 taaka;
frekvencija zapisivanja 500 Hz) dobijeni su maksimumi sila za opruae i pregibae. Varijable NMK
testova dobijene su usrednjavanjem drugog, treeg i etvrtog ciklusa. Brzina razvoja sile predstavlja
maksimalni nagib krive sila-vreme (Aagaard, Simonsen, Andersen, Magnusson, & Dyhre-Poulsen,
2002). Kako bi se eliminisala zavisnost BRSmax od Fmax, za svaki od uglova izraunata je relativna
brzina razvoja sile (RBRS). Poetak kontrakcije definisan je kao taka u kojoj je prvi izvod krive sila-vreme iznosio 3% od njegove maksimalne vrednosti (Mirkov, et al., 2004).
Statistika analiza
Osnovni deskriptivni pokazateli (srednja vrednost i standardna devijacija) izraunati su za
sve koriene varijable. Dvofaktorska ANOVA (4x2; faktori ugao i mii) je koriena za ispitivanje
razlika izmeu uglova i izmeu miinih grupa. U sluajevima u kojima je zabeleen znaajan efekat
faktora ili njihova interakcija, uraen je Bonferoni post-hok test. Prag znaajnosti statistikih nalaza
bio je na nivou poverenja od p = 0.05. Svi statistiki testovi raunati su korienjem SPSS 20.0 softvera (SPSS Inc, Chicago, IL) i Office Excel 2010 (Microsoft Corporation, Redmond, WA).
REZULTATI
Fmax
Maksimalne sile opruaa i pregibaa zabeleene u zglobnim uglovima od 100, 120, 140 i
160 prikazane su na Slici 1. Glavni efekat faktora ugao bio je znaajan (F= 54.73; p<0.001), ukazujui
da su vrednosti Fmax na 120 i 160; (p<0.01) bile znaajno vie, odnosno znaajno nie u odnosu na
Fmax dobijene u uglovima od 100 i 140 (p<0.01). Glavni efekat faktora mii takoe je bio znaajan
(F=188.23 p<0.001), jer je Fmax opruaa bila znaajno vea nego Fmax pregibaa (p<0.01). Znaajna interakcija faktora ugao i mii (F= 56.59; p<0.001) pokazala je da je Fmax opruaa znaajno
zavisila od ugla, odnosno da su se Fmax dobijene u uglovima of 120 i 160 znaajno razlikovale od
sila koje su dobijene u uglovima od 100 i 140 (p<0.001). Zglobni ugao nije imao uticaj na Fmax pregibaa. Razlika izmeu miinih grupa bila je znaajna u svim poloajima tj. u svakom od odabranih
zglobnih uglova oprua imao znaajno vee Fmax nego pregiba (p<0.001).
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Slika 1. Maksimalna sila opruaa i pregibaa u razliitim uglovima

u zglobu kolena (srednje vrednosti i standardne devijacije);
** znaajna razlika u Fmax opruaa i pregibaa (p<0.01).
BRSmax
Na Slici 2 prikazane su maksimalne brzine razvoja sile opruaa i prebigaa zabeleene u odabranim zglobnim uglovima. Glavni efekti su bili znaajni i za faktor ugao (F=78.12; p<0.001) i za faktor mii (F=5.55; p<0.05) meutim, izmeu ova dva faktora nije bilo znaajne interakcije (F= 2.63;
p> 0.05). Navie vrednosti zabeleene su u zglobnom uglu od 120 a najnie na 160, i te vrednosti
bile su znaajno razliite (p<0.05) od vrednosti BRSmax koje su dobijene u uglovima od 100 i 140
(BRSmax dobijene u ova dva ugla nisu bile znaajno razliite). BRSmax pregibaa bila znaajno via
nego BRSmax opruaa (p<0.05).
Slika 2. Maksimalna brzina razvoja sile opruaa i pregibaa u razliitim uglovima

u zglobu kolena (srednje vrednosti i standardne devijacije).
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RBRS
Relativna brzina razvoja sile opruaa i pregibaa prikazana je na Slici 3. Glavni efekat faktora
ugao bio je znaajan (F= 23.141; p<0.001) poto su vrednosti zabeleene u uglu od 120 (najvie) i
160 (najnie; p<0.01), bile znaajno razliite (p<0.05) od RBRS koje su dobijene u uglovima od 100
i 140. Glavni efekat faktora mii takoe je bio znaajan (F=661.54 p<0.001), jer je RBRS pregibaa
bio vii nego RBRS opruaa. Znaajna interakcija faktora ugao i mii (F= 51.44; p<0.001) pokazala
je da je u svim uglovima RBRS pregibaa bila znaajno via od RBRS opruaa (p<0.01). Analiza podataka unutar faktora mii pokazala je da je kod opruaa znaajna razlika zabeleena samo izmeu
RBRS dobijenih u uglovima od 120 i 140 (p<0.05), dok su kod pregibaa znaajne razlike dobijene
izmeu svih uglova, (p<0.001), osim 100 i 140.
Slika 3. Relativna brzina razvoja sile opruaa i pregibaa u razliitim uglovima u zglobu kolena (srednje
vrednosti i standardne devijacije); ** znaajna razlika u RBRS opruaa i pregibaa (p<0.01).
DISKUSIJA
Cilj ove studije bio je da se ispita da li i kako mere eksplozivne jaine (BRSmax i RBRS) dobijene iz testa NMK zavise od zglobnog ugla. Glavni nalazi istraivanja su da su Fmax i RBRS pokazali
znaajnu zavisnost od testiranog miia i zglobnog ugla, dok BRSmax zavisi samo od zglobnog ugla.
Dobijeni nalazi bie detaljno analizirani u tekstu koji sledi.
Zavisnost testova koji su zasnovani na izometrijskom reimu rada miia od ugla u zglobu
u kome se vri procena miine funkcije poznata je jo od ranije (P. Abernethy, Wilson, & Logan,
1995; Jaric, 2002; Jaric, Radosavljevic-Jaric, & Johansson, 2002; Wilson & Murphy, 1996). Rezultati
ove studije pokazali su da je kroz ceo opseg uglova u kojima je NMK testiran, oprua ispoljio vee
maksimalne sile u odnosu na pregibae. Zavisnost maksimalne sile od poloaja u zglobu kolena
(relacija sila-duina) bila je znaajno izraena kod opruaa, ali ne i kod pregibaa. Najvea maksimalna sila opruaa ispoljena je pri uglu od 120, to je u skladu sa nalazima prethodnih studija u
kojima je ispitivana zavisnost sile ovog miia (dobijene primenom STJ) od ugla u zglobu kolena (B.
Abernethy, Hanrahan, Kippers, Mackinnon, & Pandy, 2005; Hakkinen, et al., 1998; O. Knezevic, et
al., 2010; Sale, 1991; Wilson & Murphy, 1996; Yoo, et al., 2010). Kod pregibaa, najvei sila ispoljena
je pri uglu od 160, no i vrednosti dobijene pri susednim uglovima bile su vrlo sline maksimalnim.
Sa poveanjem ugla u zglobu kolena i pribliavanju punoj ekstenziji, mogla se uoiti blaga ali ne i
znaajna tendencija poveanja vrednosti maksimalne sile pregibaa. Ovakav nalaz ukazuje da Fmax
dobijeni primenom NMK u odabranim uglovima znaajno zavisi od testiranog miia, a potom i od
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zglobnog ugla. Prethodna istraivanja u kojima su evaluirane NMK pokazala su da bi ovaj test mogao
da bude alternativan ili komplementaran STJ u proceni maksimalne jaine (Bozic, et al., 2012; O. M.
Knezevic, Mirkov, Milovanovic, et al., 2014), a dobijeni nalazi dodatno potvruju nalaze tih studija.
Pored Fmax, test NMK omoguava da se izvri procena eksplozivne jaine na osnovu nagiba
krive sila-vreme (BRSmax i RBRS; (Aagaard, et al., 2002)). Analiza dobijenih rezultata pokazala je
da BRSmax zavisi samo od izabranog zglobnog ugla, a ne i od testiranog miia, odnosno da se BRSmax oba miia menjala sa promenom ugla u zglobu kolena. Naime, dobijeni nalazi ukazuju da se
sa promenom zglobnog ugla BRSmax opruaa menja na slian nain kao i njegova Fmax, odnosno
da postoji zavisnost do ugla, to je u skladu sa ranijim istraivanjima (O. Knezevic, et al., 2010; Marcora & Miller, 2000). Meutim, ista zavisnost od zglobnog ugla zabeleena je i kod pregibaa, to nije
bilo sluaj sa Fmax pregibaa koja se nije menjala sa promenom duine miia. Vano je naglasiti
da je kriva promene vrednosti BRSmax pregibaa sa promenom zglobnog ugla bila veoma slina
krivi promene vrednostima BRSmax opruaa, odnosno da je dolo do deliminog uparivanja
aktivnosti ova dva miia, to nije sluaj kada se BRSmax pregibaa procenjuje primenom STJ .
Posebno je interesantno i da su vrednosti BRSmax pregibaa, iako ne statistiki znaajne, ipak bile
neto vee nego vrednosti BRS opruaa. tavie, srednje vrednosti BRSmax pregibaa dobijene primenom NMK neto su vee nego kada se BRSmax procenjuje sa STJ (Bozic, et al., 2012; Bozic, et al.,
2011; O. Knezevic, et al., 2010). Za razliku od BRS koji se dobija iz STJ, BRSmax pregibaa dobijene
iz NMK pokazala je zavisnost od zglobnog ugla i tendenciju uparivanja sa BRSmax opruaa, to bi
moglo da ukazuje na to da je reim NMK takav da dolazi do drugaije aktivacije miia nego kada se
izvodi maksimalna voljna kontrakcija koja je karakteristina za STJ. Dakle, iako ni STJ ni NMK zbog
izometrijskog reima rada ne omoguavaju da mii iskoristi prednosti ciklusa izduenje-skraenje,
uzastopno ispoljavanje maksimalne sile antagonistikih miia karakteristino za NMK omoguava
delovanje brojnih neuralnih mehanizama za koje se veruje da doprinose ekscitaciji miia u ciklinim pokretima (npr. centralni generator pokreta ili reciprona inhibicija; (Latash, 2008)) (Bozic, et
al., 2011). Naravno, neophodna su dodatna istraivanja u kojima bi se ove pretpostavke ispitale primenom elektromiografske analize miine aktivnosti.
Nasuprot Fmax i BRSmax kod kojih je uoena zavisnost mii-ugao, RBRS je mera koja bi
trebalo da bude nezavisna od Fmax (Mirkov, et al., 2004; Sleivert & Wenger, 1994). Rezultati ranijih
istraivanja pokazali su da nakon normalizacije, eksplozivne karakteristike pregibaa i opruaa u
STJ jesu vrlo sline (Bozic, et al., 2012). tavie, nalazi prethodne studije ukazuju na to da bi normalizovane vrednosti BRSmax trebalo da budu nezavisne i od zglobnog ugla (O. Knezevic, et al., 2010).
Meutim, rezultati dobijeni u ovoj studiji pokazali su da normalizacija samo delimino dovodi do
nezavisnost RBRS od ugla, dok zavisnost od testiranog miia i dalje ostaje. Naime, dok je kod opruaa vrednost RBRS relativno slina u razliitim zglobnih uglovima, kod pregibaa je posmatrana
varijabla znaajno zavisila od ugla u zglobu kolena. Pored toga, RBRS pregibaa bila je vea nego kod
opruaa, dok je kriva promene sa promenom zglobnog ugla bila vrlo slina onoj kod prethodno
analiziranih varijabli maksimalne i eksplozivne jaine. Na osnovu dobijenih nalaza moe se spekulisati da eksplozivne karakteristike pregibaa pri NMK u velikoj meri zavise od prethodne aktivnosti
njegovog antagoniste. Ranije pomenuti mogui uticaj reciprone inhibicije na eksplozivne karatkeristike miia pregibaa mogao bi da bude jedno od adekvatnih objanjenja uoene pojave. S obzirom
da se prilikom reciprone inhibicije deava da je ekscitacija jedne miine grupe (opruaa) praena
sa inhibicijom njenih antagonista (pregibaa) (Latash, 2008), to e vea sila opruaa to je vea inhibicija pregibaa. U takvim uslovima, neurofizioloki mehanizmi moda omoguavaju pregibaima
da prilikom NMK isti nivo sile razviju eksplozivnije nego kada izvode STJ.
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ZAKLJUAK
Iako je test NMK prethodno evaluiran kako na zdravim, fiziki neaktivnim i sportistima, kao
i na sportistima sa povredom kolena, do sada nije ispitano da li i na koji nain zglobni ugao utie na
mere maksimalne i eksplozvine jaine koje se dobijaju primenom ovog testa. Ova studija je uopte
jedna od retkih u kojoj je ispitana veza izmeu neuromiine funkcije opruaa i pregibaa u zglobu
kolena od promene zglobnog ugla. Kao to je ve pomenuto, mere maksimalne i eksplozivne jaine
dobijene iz NMK zavise od testiranog miia, ali i od zglobnog ugla, kao i da neurofizioloki mehanizmi poput reciprone inhibicije mogu biti faktor koji objanjava veu eksplozivnu jainu pregibaa
u odnosu na opruae kada se izvode brze naizmenine kontrakcije.
Kao potencijalni nedostatak ove studije mogao bi se navesti mali broj uglova du opsega pokreta (etiri) u zglobu kolena a koji su odabrani ispitivanje uticaja na test NMK. Ipak, ovi uglovi
pokrivaju one poloaje za koje je u prethodnim istraivanjima pokazano da odgovaraju duinama
miia pri kojima oni ispoljavaju maksimalne vrednosti momenata sile (~150 za pregibae i ~120
za opruae). Takoe, vano pitanje koje bi trebalo istraiti primenom elektromiografskih metoda
(EMG) tie se procene nivoa aktivacije, a posebno nivoa koaktivacije pregibaa i opruaa pri razliitim uglovima, s obzirom da se tokom NMK u okviru istog pokuaja naizmenino aktiviraju oba miia. Zbog takvog obrasca aktivacije, vrednost NMK sile mogla bi biti zasnovana na miinoj koaktivaciji agonista i antagonista u veoj meri nego to je to sluaj u standardnim izometrijskim testovima.
Napomena: Studija je finansirana sa projekata Ministarstva prosvete, nauke i tehnolokog razvoja Republike Srbije (ON
175037 i ON 175012).
LITERATURA
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Dragan M. Mirkov, Olivera M. Knezevic, Aleksandar Nedeljkovic
UDK 796.012.11
EFFECT OF DIFFERENT JOINT ANGLES ON THE KNEE FLEXOR

AND EXTENSOR RATE OF FORCE DEVELOPMENT
DURING MAXIMAL ISOMETRIC CONTRACTION
Dragan M. Mirkov1, Olivera M. Knezevic2, Aleksandar Nedeljkovic1

University of Belgrade, Faculty of sport and physical education, Research centre, Belgrade, Serbia
2
University of Belgrade, Institute for Medical Research, Neurophysiology lab, Belgrade, Serbia
INTRODUCTION
A strength test based on alternating consecutive maximal contractions (ACMC) performed
under isometric conditions has been recently proposed to overcome some of the shortcomings of
the standard strength test (SST), based on maximum voluntary contraction (Bozic, Suzovic, Nedeljkovic, & Jaric, 2011; O. Knezevic, Mirkov, Kadija, Milovanovic, & Jaric, 2012; Suzovic, Nedeljkovic,
Pazin, Planic, & Jaric, 2008). Probably the most important one originates from the differences in the
neural activation pattern between the rapid and sustained maximum contractions (Bozic, Pazin,
Berjan, & Jaric, 2012). Namely, SST may not capture the neural activation pattern typical for rapid
exertion of force that could be critical for functional tasks that provide limited time for exerting
relatively high muscle force (such as in explosive and rapid cyclic movements), or require transient
consecutive actions of antagonistic muscle groups (walking and running). Contrary to SST, ACMC is
based on short and rapid exertions of force and it allows testing of two antagonistic muscles within a
single trial. In addition, ACMC could be performed over a wide range of frequencies (i.e., 0.67 2.67
Hz) as well as at self-selected frequency etc.).
Evaluation of ACMC showed that this test has a potential to better predict neural activation of
short maximum actions that related to tests of general motor abilities, but not to SST. When compared to other standard strength test (e.g., isokinetic) ACMC could offer a better way to quantify
the quality of force production that is specific for a number of daily activities, as well as for important movements based on short, simple and cyclic muscle activities (Bozic, et al., 2011). A potential
advantage of ACMC over SST is that it allows testing of two antagonistic muscles within a single
trial, providing both maximum force (Fmax) and rate of force development (RFD) data which according to some authors represents a separate muscles ability (Gruber & Gollhofer, 2004; Mcguigan,
Newton, Winchester, & Nelson, 2010; Oliveira, Oliveira, Rizatto, & Denadai, 2013), while to the
others RFD is inherent and dependent on maximum force (Mirkov, Nedeljkovic, Milanovic, & Jaric,
2004; Prebeg et al.).
Metric properties of ACMC (reliability, concurrent and external validity) have been evaluated
on various populations (healthy non-active, recreational, healthy athletes and athletes with reconstruction of anterior cruciate ligament) (Bozic, et al., 2012; Bozic, et al., 2011; O. Knezevic, et al.,
2012; O. M. Knezevic, Mirkov, Milovanovic, Kadija, & Jaric, 2014; Prebeg, et al.). Regarding the
evaluation of ACMC on healthy subjects (regardless of the activity level), neuromuscular function
of quadriceps and hamstrings was assessed at the knee angle of 120 (Bozic, et al., 2012; Bozic, et
al., 2011; Prebeg, et al.). However, according to force-length relationship, knee extensors and flexors
exert Fmax at muscle length that closely correspond to specific knee angles: ~120 of knee extension
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Effect of Different Joint Angles on the Knee Flexor and Extensor Rate of Force Development During Maximal...
for quadriceps and ~150 of knee extension for hamstrings (Dvir, 2004; Hakkinen et al., 1998; O.
Knezevic & Mirkov, 2011; Osternig, Ferber, Mercer, & Davis, 2001). Thus, performing ACMC at 120
could possibly favorize quadriceps but not hamstrings. Namely, maximum forces dependency from
joint position has been much exploited and is a well-known phenomenon that may affect quadriceps
and hamstrings ability to produce force. This relation may also affect force coupling of these two
muscle groups and therefore affect their ability to stabilize the knee joint (Osternig, et al., 2001).
This is of particular importance in situations where quick postural corrections or joint stabilizations
are needed in order to avoid falling or injuries. Having all this in mind, when ACMC was evaluated
on athletes with anterior cruciate ligament reconstruction, the strength test was performed at knee
angle of 135 so both muscles could exert forces that closely correspond to their maximum values (O.
Knezevic, et al., 2012; O. M. Knezevic, Mirkov, Kadija, Nedeljkovic, & Jaric, 2014; O. M. Knezevic,
Mirkov, Milovanovic, et al., 2014).
It has been shown that, in addition to Fmax, change in joint angle could affect measures of explosive strength that are closely related to maximum strength (RFDmax) (Kubo, Tsunoda, Kanehisa,
& Fukunaga, 2004; Mirkov, et al., 2004). In particular, previous research have shown that RFDmax
has similar dependency from joint angle like Fmax (O. Knezevic et al., 2010; Mirkov, et al., 2004),
i.e., RFDmax-joint angle relationship depends from both selected muscle and selected angle (and
therefore Fmax). Specifically, the obtained results indicated that quadriceps Fmax and RFDmax have
changed significantly with the change of joint position, while such change in hamstrings Fmax and
RFDmax was minor. On the other hand, RFDmax normalized by Fmax (relative RFD) has shown to
be muscle-force independent and therefore could be more appropriate measure of explosive properties of tested muscles (O. Knezevic, et al., 2010).
Although it has been shown previously that RFD obtained from ACMC was higher than RFD
from SST, particularly for hamstrings (Bozic, et al., 2012; Bozic, et al., 2011), it is still unknown if
and in which way change in joint position influences measures of maximum and explosive strength
derived from ACMC. Therefore, the purpose of this study was to explore does the change in knee
angle affects measures of explosive strength (RFDmax and RRFD) derived from ACMC. Considering
the presumed differences in the neural activation pattern between the rapid (ACMC) and sustained
maximum contractions (SST), we hypothesised that the observed measures would be both angle and
muscle dependent.
METHODS
Subjects
Twenty male physical education students (age 244, weight 818kg and height 1826 cm) without previous experience in muscle strength testing procedures participated in the study. They were
all healthy, moderately physically active and none of them have suffered from neurological diseases
or other recent injuries that could compromise the tested outcomes. They all received a complete
explanation regarding the purpose and procedures of the study, as well as possible risks. In line with
the Helsinki Declaration, all participants signed an informed consent document approved by the
IRB.
Testing Procedure
All measurements were performed in the Research center of Faculty of Sport and Physical
Education, University of Belgrade. Before muscle strength testing, each subject was given a 5-minute warm-up period on a stationary bicycle, followed by passive stretching exercises (15 seconds per
muscle group) focused upon the quads, hamstrings, hip adductors, and calf muscles. Thereafter, the
subject was fixed to the testing apparatus (Kin-Com AP125 isokinetic dynamometer; Chatex Corp.,
Chattanooga, Tennessee, USA) with the tight straps used to fix his pelvis, thigh, and malleoli. The
axis of rotation of the dynamometer was aligned with the lateral femoral epicondyle. The ACMC
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were applied on four predefined knee angles (100, 120, 140 and 160; 180 taken as a full extension).
Subjects were instructed to consecutively exert the alternating maximum contractions of quadriceps and hamstrings as strong and as quickly as possible at the self-selected frequency. The order of
knee angles was selected randomly for each subject. The test was performed with the dominant leg
(defined as preferred kicking leg). Each test at the given angle consisted of two trials with one minute rest between them. The trial duration covered at least five full periods of ACMC force. The rest
between the measurements at the consecutive angles where 10 minutes. Real-time visual feedback
regarding the current force was shown at a computer screen positioned in front of the subject. The
same experienced test leader supervised all the tests. A detailed explanation and qualified demonstration were provided and a standardized verbal encouragement was used. A better result was taken
for further analysis (Andersen & Aagaard, 2006).
Data Acquisition and Processing
A custom-made Lab View application (National Instruments Corporation, Austin, TX, USA)
was used for data acquisition and offline processing. The forcetime curves were recorded at 500
Hz and low-pass filtered (10 Hz) using a fourth-order (zero-phase lag) Butterworth filter. The force
maxima provided the peak forces for both the quadriceps and hamstring muscles (Fmax). More
specifically, the peak values observed from the middle three cycles of ACMC force profiles provided
averaged forces of quadriceps and hamstrings. The explosive strength was assessed through RFDmax which represents the maximum slope of the force-time curve (Aagaard, Simonsen, Andersen,
Magnusson, & Dyhre-Poulsen, 2002). In addition, RFDmax was normalized with respect to Fmax
to obtain relative RFD (RRFD). The onset of the contraction was defined as the point where the first
derivative of force-time curve exceeded the baseline by 3% of its maximum value (Mirkov, et al.,
2004). The self-selected frequency of ACMC was calculated from the time intervals between the
consecutive force peaks.
Statistical Analysis
Descriptive statistics (mean and standard deviation) was calculated for all variables.
The mixed ANOVA design (4 x 2; factors muscle and angle) was used to identify significant
differences across the knee angles and between the muscle groups. When significant main effects
were found, where it was needed, the Bonferroni post-hoc test was performed. The level of statistical
significance was set at p = 0.05. Data were analyzed using the SPSS 20.0 software (SPSS Inc. Chicago,
IL, USA) and Office Excel 2010 (Microsoft Corporation, Redmond, WA).
RESULTS
Fmax
Maximum force (Fmax) of quadriceps and hamstrings recorded at angles of 100, 120, 140
and 160 degrees are depicted in Figure 1. Main effect of Angle was significant (F= 54.73; p<0.001),
revealing highest values at 120 and lowest values at 160 (p<0.01), that were significantly higher and
lower, respectively, from Fmax obtained from 100 and 140 (p<0.01). Main effect of Muscle was also
significant (F=188.23 p<0.001), since quadriceps Fmax was higher than hamstrings (p<0.01). Finally,
significant interaction of main factors (F= 56.59; p<0.001), that quadriceps Fmax obtained from 120
and 160 were significantly different from each other (p<0.001), as well as from Fmax recorded at
100 and 140 (significantly higher and lower, respectively; p<0.001). The change in knee angle had
no significant effect on hamstrings Fmax. Across all tested positions, quadriceps exerted significantly higher Fmax than hamstrings (p<0.001).
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Figure 1. Maximum force of quadriceps and hamstrings recorded across the selected
knee joint angles (means and standard deviations);
** significant difference between quadriceps and hamstrings Fmax (p<0.01).
RFDmax
Figure 2 shows quadriceps and hamstrings RFDmax obtained from recordings at selected angles. Main effect of both Angle (F=78.12; p<0.001) and Muscle (F=5.55; p<0.05) were significant,
but there was no interaction between the factors (F= 2.63; p> 0.05). Highest values were recorded
at 120 and lowest at 160 and they significantly different from each other (p<0.001), as well as from
RFDmax obtained from 100 and 140 (where no difference was found). Regarding the factor Muscle,
hamstrings RFDmax was significantly higher than quadriceps (p<0.05).
Figure 2. Maximum rate of force development of quadriceps and hamstrings

recorded across the selected knee joint angles (means and standard deviations).
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RRFD
Quadriceps and hamstrings RRFD are shown in Figure 3. Main effect of Angle was significant
(F= 23.141; p<0.001) since values recorded at 120 (highest) and 160 (lowest) were significantly
different from each other (p<0.001), but from RRFD obtained from 100 and 140 as well (p<0.05).
Main effect of Muscle was also significant (F=661.54 p<0.001), due to higher RRFD in hamstrings
than in quadriceps. Significant interaction of Angle and Muscle (F= 51.44; p<0.001) revealed higher
RRFD hamstrings than quadriceps across all tested angles (p<0.01). Finally, within muscle post-hoc
analysis showed for quadriceps that only RRFD obtained from 120 and 140 were significantly different from each other (p<0.05), while for hamstrings, significant differences were found between all
angles (p<0.001), except 100 and 140.
Figure 3. Relative rate of force development of quadriceps and hamstrings recorded

across the selected knee joint angles (means and standard deviations);
** significant difference between quadriceps and hamstrings RRFD (p<0.01).
DISCUSSION
The purpose of this study was to explore whether the change in knee angle affects measures
explosive strength (RFDmax and RRFD) derived from ACMC. The main findings are that both Fmax
and RRFD showed to be both muscle and angle specific, while RFDmax is only angle specific. The
obtained findings will be further discussed in the following text.
Dependency of isometric strenght test results from joint position has been described in a
number of studies (P. Abernethy, Wilson, & Logan, 1995; Jaric, 2002; Jaric, Radosavljevic-Jaric, &
Johansson, 2002; Wilson & Murphy, 1996). The results from the current study showed that across all
angles in which ACMC was performed, quadriceps had higher Fmax than hamstrings. Dependency
of Fmax from the knee joint angle (force-length relationship) was significant for quadriceps, but not
for hamstrings. Quadriceps exerted the highest force at 120, which is in accordance with the results
from earlier studies where quadriceps Fmax-angle relationship was investigated using SST (B. Abernethy, Hanrahan, Kippers, Mackinnon, & Pandy, 2005; Hakkinen, et al., 1998; O. Knezevic, et al.,
2010; Sale, 1991; Wilson & Murphy, 1996; Yoo et al., 2010). Regarding the hamstrings, although the
highest Fmax was recorded at 160, that value was not significantly higher from Fmax obtained from
other angles. It should be noted that the increasing of knee joint angle and approaching the maximum knee extension caused a very small increase in hamstrings Fmax. Such finding indicated that
Fmax obtained from ACMC across the selected angles could significantly depend on tested muscle,
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as well as from the selected knee angle. Previous evaluation of ACMC have shown that this test could
be alternative or complementary to SST for the assessment of maximum strength (Bozic, et al., 2012;
O. M. Knezevic, Mirkov, Milovanovic, et al., 2014).
In addition to Fmax, ACMC allows assessing of explosive strength as well, from the maximum
slope of the force-time curve (RFDmax) (Aagaard, et al., 2002). The obtained results suggest that
RFDmax recorded with ACMC depends from selected joint angle, but not from tested muscle, since
both quadriceps and hamstrings RFDmax changed along with the change in knee angle. Namely,
change in quadriceps RFDmax across the selected angles was quite similar to change in its Fmax,
thus is angle, or more precisely, force-dependent, which is in line with findings from earlier studies
(O. Knezevic, et al., 2010; Marcora & Miller, 2000). However, the similar dependency from angle was
found in hamstrings RFDmax as well, which was not seen in hamstrings Fmax that was independent
from change in muscle length. It should be noted that pattern of change in hamstrings RFDmax was
very similar to pattern of change that was observed in quadriceps RFDmax, suggesting that a some
kind of muscle activation coupling occurs during ACMC, which is to specific to SST. Also, it might
be interesting to note that across all selected angles, hamstrings RFDmax was higher than quadriceps. Moreover, it has been shown that mean values of hamstrings RFDmax were not only higher
than corresponding values obtained from SST (Bozic, et al., 2012; Bozic, et al., 2011; O. Knezevic, et
al., 2010), but they were also angle and force dependent unlike in SST. This finding could support the
assumption that muscle activation pattern in ACMC might be different from activation pattern during maximum voluntary contraction that is specific to SST. Although both SST and ACMC are both
based on isometric contractions, and therefore do not allow for the use of the stretch shortening
cycle , a consecutive exertions of force by antagonistic muscles that is specific to ACMC presumably
involve neural mechanisms that are generally believed to considerably contribute to the efficiency of
muscle excitation in cyclic movements (e.g., the central pattern generator, or reciprocal inhibition
(Latash, 2008)) (Bozic, et al., 2012). Future studies should explore the above discussed muscle activation using electromyography techniques.
Opposite to Fmax and RFDmax as angle and muscle dependent measures, RRFD should be
independent from Fmax and therefore independent from selected angle and muscle (Mirkov, et al.,
2004; Sleivert & Wenger, 1994). Earlier studies have shown that after normalization by Fmax, hamstrings and quadriceps have similar explosive strength properties during SST (Bozic, et al., 2012).
Moreover, RRFD was found to be angle-independent (O. Knezevic, et al., 2010). However, the results
from the current study indicate that normalization lead to only partial independence from knee angle, while dependency from tested muscle remained. Namely, while quadriceps RRFD had similar values across the selected knee angles, hamstrings RRFD was significantly influenced by muscle length.
In addition, hamstrings RRFD was significantly larger than quadriceps, and pattern of change was
similar to change in hamstrings RFDmax. The obtained findings suggest that hamstrings explosive
strength properties during ACMC could be largely influenced by preceding activity of quadriceps.
The aforementioned neural networks and mechanisms such is reciprocal inhibition might be one of
the appropriate explanations for the observed phenomenon. Considering that reciprocal inhibition
describes the process of muscles on one side of a joint relaxing (hamstrings) to accommodate contraction on the other side of that joint (quadriceps) (Latash, 2008) it suggests that if quadriceps force
production larger than the level of muscle inhibition in hamstrings should be larger as well. This
neurophysiological mechanism might allow for hamstrings to develop maximum force in ACMC
more rapidly than in SST, and explain difference in explosive strength between two strength tests.
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CONCLUSION
Although ACMC has been evaluated on various populations (healthy non-active, recreational,
healthy athletes and injured athletes), it was unknown if and in which way changes in joint position
influence measures of maximum and explosive strength derived from ACMC. The present study is
among rare ones that investigated relationship of neuromuscular functions and different knee joint
angles. Findings from this study shown that ACMC measures of maximum and explosive strength
depend from selected muscle and knee angle, and that neurophysiological mechanism such is reciprocal inhibition could be the underlying factor of higher explosive strength observed in hamstrings
than in quadriceps.
Potential limitation of this study could originate from several reasons. Relatively small number
of selected knee angles within an available range of motion could be one of them. However, these
joint positions closely correspond to muscle lengths at which tested muscle groups exert maximum
forces (~120 for quadriceps and ~150 for hamstrings). In addition, considering consecutive activation on quadriceps and hamstrings, muscle activation pattern and muscle co-contraction at various
knee angles need to be explored using electromyography techniques.
Acknowledgments: The study was supported in part by grants No.175037 and No. 175012 from the Serbian Ministry of
Education, Science and Technological Development.
REFERENCES
1. Aagaard, P., Simonsen, E. B., Andersen, J. L., Magnusson, P., & Dyhre-Poulsen, P. (2002). Increased rate of force development and neural drive of human skeletal muscle following resistance training. J Appl Physiol, 93(4), 1318-1326.
2. Abernethy, B., Hanrahan, S., Kippers, V., Mackinnon, L., & Pandy, M. (2005). The biophysical
foundations of human movement. Human Kinetics(2nd edition).
3. Abernethy, P., Wilson, G., & Logan, P. (1995). Strength and power assessment. Issues, controversies and challenges. Sports Med, 19(6), 401-417.
4. Andersen, L. L., & Aagaard, P. (2006). Influence of maximal muscle strength and intrinsic muscle
contractile properties on contractile rate of force development. Eur J Appl Physiol, 96(1), 46-52.
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UDK 796.012.11
LATENTNA STRUKTURA MOTORIKOG PROSTORA

PROCENJIVANA PRIMENOM TESTA NAIZMENINIH
UZASTOPNIH MAKSIMALNIH KONTRAKCIJA
Sran Markovi1,2, Dragan Banievi3, Olivera Kneevi4,

Aleksandar Nedeljkovi1, Dragan Mirkov1
Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja,Beograd, Srbija
Fakultet za fiziku kuluturu i menadment u sportu,Univerzitet Singidunum, Beograd, Srbija
3
Zavod za vrednovanje kvaliteta obrazovanja i vaspitanja,Beograd, Srbija
4
Univerzitet u Beogradu, Institut za medicinska istraivanja, Beograd, Srbija
1
UVOD
Uspenost vrenja fizikih aktivnosti direktno je odreena motorikim sposobnostima pojedinca. Motorike sposobnosti predstavljaju kompleksne mogunosti oveka za manifestaciju
kretnih struktura koje objedinjuju psiholoke karakteristike, biohemijske i funkcionalne procese. U
koordinativnom smislu, ovi procesi su limitirani karakteristikama nervnog i nervno-miinog sistema. Pri tome se motorika svojstva odnose na bitno razliite kvalitete ispoljene u definisanim
karakteristikama kretanja, zatim na kvalitete koji su uslovljeni istim fiziolokim i biomehanikim
mehanizmima, kao i slinim psiholokim svojstvima i, konano, koji su iskazani u istim jedinicama
mere (Zaciorski, 1969).
Kada govorimo o strukturi motorikih sposobnosti vano je napomenuti da je ovde re samo
o jednoj hipotetikoj konstrukciji, iju validnost je neophodno eksperimentalno dokazati (Marsh,
1993). Istraivanja su pokazala da motorike sposobnosti predstavljaju multidimenzionalnu konstrukciju, koja ne moe biti na odgovarajui nain predstavljena samo jednom merom (Safrit, 1981).
Osnovna pretpostavka od koje se polazi prilikom istraivanja strukture motorikih sposobnosti je da
je ispoljavanje pojedinih motorikih sposobnosti specifino za pojedine motorike testove (Henry,
1968). Za odreivanje strukture motorikih sposobnosti koristi se faktorska analiza, kojom se analiziraju rezultati veeg broja motorikih testova. Naime, na osnovu korelacija izmeu rezultata razliitih motorikih testova dolazi do izolovanja pojedinih faktora. Pretpostavlja se da testovi unutar istog
faktora procenjuju istu motoriku sposobnost, odnosno isto miino svojstvo. Jedna od najee
citiranih studija koja je ispitivala strukturu motorikih sposobnosti je studija Fleishman-a iz 1964-e u
okviru koje su izolovane tri osnovne motorike sposobnosti, a to su: sila, snaga i brzina. Ispoljavanje
ovih motorikih sposobnosti u velikoj meri je odreeno neuromiinom funkcijom.
Zasigurno jedan od najee korienih testova za procenu neuromiine funkcije je tzv. Standardni test jaine (STJ). Ovaj test se zasniva na produenoj maksimalnoj voljnoj kontrakciji izabrane
miine grupe (Abernethy et al., 1995; Jaric, 2002). Na Slici 1, vidimo krivu koja predstavlja promenu sile u vremenu, ija maksimalna vrednost predstavlja maksimalno razvijenu silu miia (Fmax).
Isprekidanom linijom predstavljena je brzina te promene, koja se dobija raunanjem prvog izvoda
(Andersen i Aagaard, 2006; Mirkov et al., 2004). Maksimum prvog izvoda predstavlja maksimalno
dostignutu Brzinu promene sile (BRSmax). Uz davanje odgovarajuih instrukcija, maksimalna sila i
maksimalna brzina razvoja sile najee se dobijaju iz samo jednog pokuaja.
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Latentna struktura motorikog prostora procenjivana primenom testa Naizmeninih uzastopnih maksimalnih kontrakcija
Slika 1. Karakteristini profili sile (puna linija) i Brzine razvoja sile (isprekidana linija) zabeleeni tokom
izvoenja Standardnog testa jaine (STJ)
Ovde je vano istai da Standardni test jaine ima itav niz nedostataka, izmeu kojih se posebno istie prisustvo razliitih neurolokih mehanizama u odnosu na one koji karakteriu cikline
aktivnosti (Latash, 2008). Iz tog razloga, nedavno su evaluirani razliiti alternativni testovi za procenu neuromiine funkcije koji se zasnivaju na izvoenju Naizmeninih uzastopnih maksimalnih
kontrakcija (NUMK). Tanije, evaluirane su dve varijante ovog testa: Unilateralna (Suzovi, 2009;
Boi, 2011) i Bilateralna varijanta (Banievi, 2014). U okviru Bilateralne varijante posebno su praene Bilateralna fazna i Bilateralna antifazna varijanta. Bilateralna fazna varijanta podrazumevala
je istovremenu aktivaciju miia koji deluju sa iste strane istoimenih zglobova dva razliita ekstremiteta (npr. miii ekstenzori u zglobu kolena leve i desne noge). Za ovu varijantu karakteristino
je postojanje bilateralnog deficita (Jakobi i Cafarelli 1998). Sa druge strane, Bilateralna antifazna
varijanta podrazumevala je istovremenu aktivaciju miia koji deluju sa suprotnih strana istoimenih
zglobova dva razliita ekstremiteta (npr. miii fleksori u zglobu kolena leve i miii ekstenzori u
zglobu kolena desne noge). Za ovu varijantu karakteristino je postojanje refleksa ukrtene ekstenzije (Kawakami et al.,1998).
Na osnovu pretpostavke da testove Naizmeninih uzastopnih maksimalnih kontrakcija karakteriu razliiti neuralni mehanizmi u poreenju sa Standardnim testom jaine, dizajnirana je studija
sa ciljem da se ispita latentna struktura motorikog prostora procenjivana na osnovu varijabli STJ
i testa NUMK. U skladu sa ciljem, a na osnovu polazne pretpostavke, postavljena je hipoteza da se
varijablama STJ (Fmax i BRSmax) procenjuje isto svojstvo miia, dok se varijablama testa NUMK
(VS i BRS) procenjuju razliita svojstva miia.
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METOD
Kako bi postavljena hipoteza bila testirana, osmiljen je sledei metod istraivanja. Korien je
uzorak od 24 ispitanika, koga su inili studenti sa razliitih fakulteta beogradskog univerziteta. Prilikom procene neuromiine funkcije Standardnim testom jaine ispitanik je zauzimao standardni
poloaj u stolici, u okviru koga su zglobni uglovi u kolenu i kuku iznosili 120 stepeni, to je obezbeivano korienjem kaieva za fiksaciju (videti Sliku 2). Ispitanici su imali zadatak da razviju maksimalnu silu za to krae vreme i da dostignuti nivo sile zadre 3-5 s. Standardni test jaine izvoen
je u est razliitih varijanti. Varijante su bile: Unilateralna, Bilateralna fazna i Bilateralna antifazna
za svaku nogu posebno. Iz zabeleenih profila sile, merene su maksimalna sila i maksimalna brzina
razvoja sile, a u ovom sluaju one su obeleavane sa Fmax i BRSmax.
Kao i u sluaju procene neuromiine funkcije Standardnim testom jaine, i u sluaju testa
Naizmeninih uzastopnih maksimalnih kontrakcija, koriena je ista eksperimentalna postavka (videti Sliku 2). Ipak, za razliku od Standardnog testa jaine, ovde je zadatak ispitanicima bio da samoizabranom frekvencijom, naizmenino, to bre, razvijaju maksimalne sile ekstenzora i fleksora u
zglobu kolena. Koriene su iste tri varijante testa, ali u uslovima izvoenja naizmeninih uzastopnih
maksimalnih kontrakcija. Na Slici 2 prikazani su jo i profili sila zabeleeni u okviru sledeih varijanti: unilateralna, bilateralna fazna i bilateralna antifazna varijanta. Takoe su merene maksimalne
sile i maksimalne brzine razvoja sile, ali su one ovde oznaene kao vrh sile (VS) i brzina razvoja sile
(BRS), jer je za dalju analizu koriena srednja vrednost ovih varijabli raunata za poslednja tri cela
ciklusa. Unilateralnim NUMK istovremeno je procenjivana neuromiina funkcija za miie ekstenzore i fleksore u zglobu kolena, prvo jedne, pa druge noge. Na isti nain, primenom varijanti bilateralnih NUMK procenjivana je neuromiina funkcija za miie ekstenzore i fleksore u zglobu kolena
obe noge, istovremeno. U bilateralnim faznim NUMK istovremeno su naizmenino kontrahovani
ekstenzori, pa fleksori u zglobu kolena obe noge. Sa druge strane, u bilateralnim antifaznim NUMK
istovremeno su naizmenino kontrahovani ekstenzori u zglobu kolena jedne i fleksori u zglobu kolena druge noge, i obrnuto, fleksori u zglobu kolena jedne i ekstenzori u zglobu kolena druge noge
(videti Sliku 2).
Procena latentne strukture istraivanog motorikog prostora vrena je primenom Faktorske
analize - metodom glavnih komponenti (Nunnaly i Berstein 1994). Eksperimentalno dobijeni podaci
analizirani su korienjem statistike procedure pod nazivom FACTOR u aplikacionom statistikom
programu za kompjutere (SPSS, verzija 16.0). Odreivanje broja znaajnih glavnih komponenti u
matrici sklopa, izolovanih faktorskom analizom, vreno je korienjem SCREE testa (Cattell 1966).
SCREE test grafiki prikazuje vrednosti karakteristinih korenova svake komponente u poetnoj soluciji. Samo komponente ije se vrednosti karakteristinih korenova nalaze na strmom delu dobijene
krive uzimane su za znaajne. Rotacija originalne matrice sklopa izvrena je kako bi se pojednostavila njena struktura. Koriena je orotogonalna rotacija uz tzv. VARIMAX kriterijum sa KAISER
normalizacijom. Za krajnje rezultate faktorske analize uzimana je povezanost datih varijabli motorikog prostora sa izolovanim glavnim komponentama i njima odgovarajuim komunalitetima, kao
i vrednosti karakteristinih korenova i procenti varijanse objanjeni rotiranjem glavnih komponenti.
Kao nivo statistike znaajnosti odreeno je da je p<0.05.
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Slika 2. Eksperimentalna postavka: a. Poloaj ispitanika tokom testiranja; b. Raspored kaia kojim je fiksiran
poloaj ispitanika; c. Poloaj sondi dinamometra kojima su procenjivane sile ekstenzora (istezanje sonde)
i fleksora (sabijanje sonde) u zglobu kolena; d. Poloaj monitora na kojem su u realnom vremenu praene
promene sila registrovane korienjem dve sonde; e. Prikazi na ekranima (profili sile u vremenu zabeleeni
tokom izvoenja: e1. Unilateralnih NUMK dominantnom nogom tamna linija; e2. Unilateralnih NUMK
nedominantnom nogom svetla linija; e3. Bilateralnih faznih NUMK; e4. Bilateralnih antifaznih NUMK ).
REZULTATI
Na Slici 3 prikazani su profili sila (gornji paneli) i brzina razvoja sile u vremenu (donji paneli).
Prikazani profili zabeleeni su kod reprezentativnog ispitanika u razliitim varijantama Standardnog
testa jaine (Unilateralni STJ, Bilateralni fazni STJ i Bilateralni antifazni STJ; levi paneli) i testa Naizmeninih maksimalnih kontrakcija (Unilateralne NUMK, Bilateralne fazne NUMK i Bilateralne antifazne NUMK; desni paneli). Maksimalne vrednosti sile, odnosno brzine razvoja sile, kod varijanti
STJ oznaeni su kao Fmax, odnosno BRSmax. Sa druge strane, odgovarajue varijable kod varijanti
testa NUMK oznaene su kao VS (vrh sile), odnosno BRS (brzina razvoja sile). U cilju boljeg razumevanja grafika, profili sila i brzina razvoja sile zabeleeni na miiima fleksorima predstavljeni su
negativnim vrednostima.
Analizom prikazanih profila, jasno se uoava njihova stabilnost, kako u razliitim varijantama
STJ, tako i u varijantama NUMK. Stabilni profili sile omoguavaju dobijanje stabilnih profila promena brzine razvoja sile u vremenu, s obzirom da se direktno raunaju na osnovu njih.
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Slika 3. Profili sila (gornji paneli) i brzina razvoja sile u vremenu (donji paneli) zabeleeni kod
reprezentativnog ispitanika u razliitim varijantama Standardnog testa jaine (Unilateralni STJ, Bilateralni
fazni STJ i Bilateralni antifazni STJ; Fmax i BRSmax) i testa Naizmeninih maksimalnih kontrakcija
(Unilateralne NUMK, Bilateralne fazne NUMK i Bilateralne antifazne NUMK; VS i BRS). U cilju boljeg
razumevanja grafika, sile i brzine razvoja sile za miie fleksore predstavljene su negativnim vrednostima.
U Tabelama 1 i 2 prikazani su rezultati faktorske analize primenjene na pokazateljima sile i

brzine razvoja sile, a koji su zabeleeni u razliitim varijantama STJ i testa NUMK. Kada su faktorski analizirani (metodom glavnih komponenti) rezultati razliitih varijanti STJ, struktura izdvojenih
glavnih komponenti se znaajno razlikovala u odnosu na strukturu dobijenu faktorskom analizom
rezultata testova NUMK. Tanije, faktorskom analizom rezultata STJ (videti Tabelu 1) izoluju se tri
znaajne glavne komponente, kojima se objanjava 78,6 % ukupne varijanse svih izabranih manifestnih varijabli. Najveu povezanost sa prvom izolovanom glavnom komponentom belee svi testovi
STJ primenjeni na miiima fleksorima. Naime, nezavisno od varijante STJ (Unilateralni STJ, Bilateralni fazni STJ ili Bilateralni antifazni STJ), kao i nezavisno od noge koja je testirana (dominantna
ili nedominantna), ali, to je u ovom sluaju najbitnije, i nezavisno od posmatrane varijable testa
(Fmax ili BRSmax), svi dobijeni rezultati pokazuju najvei stepen povezanosti sa prvom izolovanom
glavnom komponentom. Nadalje, potpuno je isti sluaj i sa rezultatima STJ dobijenim na miiima
ekstenzorima, koji, sa druge strane, najveu povezanost pokazuju sa drugom izolovanom glavnom
komponentom. Sa druge strane, faktorskom analizom rezultata testova NUMK (videti Tabelu 2)
izoluju se etiri znaajne glavne komponente, kojima se objanjava 79,1 % ukupne varijanse svih
izabranih manifestnih varijabli. Najveu povezanost sa prvom izolovanom glavnom komponentom
belee svi testovi NUMK za procenu sile (VS) miia ekstenzora, kao i tri testa za procenu brzine razvoja sile (BRS), takoe, miia ekstenzora (Unilateralne NUMK dominantne i nedominantne
noge i Bilateralne antifazne NUMK nedominantne noge). Dalje, sa drugom izolovanom glavnom
komponentom najveu povezanost pokazuju svi testovi NUMK za procenu sile (VS) miia fleksora.
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Sa treom izolovanom glavnom komponentom, najveu povezanost pokazuje jedan test za procenu
brzine razvoja sile (BRS) miia ekstenzora (Bilateralne antifazne NUMK dominantne noge), kao
i 4 od 6 testova za procenu istog svojstva (BRS), ali, ovog puta, miia fleksora. Izuzetak su samo
Bilateralne fazne NUMK miia fleksora dominantne i nedominantne noge, koje prilikom procene
brzine razvoja sile (BRS), najvei stepen povezanosti belee u odnosu na etvrtu izolovanu glavnu
komponentu. Pored toga, sa etvrtom izolovanom glavnom komponentom, najvei stepen povezanosti pokazuju i ista dva testa, ali za procenu brzine razvoja sile (BRS) miia ekstenzora (Bilateralne
fazne NUMK dominantne i nedominantne noge).
NUMK
Povezanost sa izolovanim glavnim komponentama
Komunaliteti
.85
.12
.36
-.06
.86
.83
.15
.12
.05
.73
.75
.11
.01
.50
.83
.71
-.06
-.22
.49
.80
.82
.02
.43
.16
.87
.89
.06
.03
.27
.87
.37
.81
.20
.00
.83
.12
.92
.02
.10
.86
.02
.91
-.05
.23
.89
-.08
.89
-.17
.21
.86
-.02
.89
.11
-.03
.81
.10
.90
.03
-.05
.82
.65
.15
.50
.15
.71
.68
.19
.42
.20
.73
.46
.20
.28
.69
.81
.30
.18
.06
.71
.63
.59
-.08
.68
.14
.84
.71
-.11
.48
.13
.76
.18
.04
.83
.08
.74
.04
.14
.83
.08
.71
.28
-.01
.39
.72
.75
-.03
.09
.19
.88
.82
.19
-.13
.85
.20
.81
.36
.03
.59
.36
.61
Karakteristini korenovi
10.0
4.7
2.3
1.9
% Varijanse
41.7
19.6
9.7
8.1
EXT_Dom
_UNI_VS
EXT_Ndom
_UNI_VS
EXT_Dom
_BI-fazni_VS
EXT_Ndom
_BI-fazni_VS
EXT_Dom
_BI-antifazni_VS
EXT_Ndom
_BI-antifazni _VS
FLX_Dom
_UNI_VS
FLX_Ndom
_UNI_VS
FLX_Dom
_BI-fazni_VS
FLX_Ndom
_BI-fazni_VS
FLX_Dom
_BI-antifazni_VS
FLX_Ndom
_BI-antifazni _VS
EXT_Dom
_UNI_BRS
EXT_Ndom
_UNI_BRS
EXT_Dom
_BI-fazni_BRS
EXT_Ndom
_BI-fazni_BRS
EXT_Dom
_BI-antifazni_BRS
EXT_Ndom
_BI-antifazni _BRS
FLX_Dom
_UNI_BRS
FLX_Ndom
_UNI_BRS
FLX_Dom
_BI-fazni_BRS
FLX_Ndom
_BI-fazni_BRS
FLX_Dom
_BI-antifazni_BRS
FLX_Ndom
_BI-antifazni _BRS
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Tabele 1 i 2: Rezultati faktorske analize primenjene na pokazateljima sile i brzine razvoja sile
zabeleenih u razliitim varijantama STJ i testa NUMK. Za svaku posmatranu varijablu
prikazana je povezanost sa izolovanim glavnim kompononentama i njima odgovarajuim
komunalitetima, kao i vrednosti karakteristinih korenova i procenti varijanse objanjeni
rotiranjem glavnih komponenti.
STJ
EXT_Dom
_UNI_Fmax
EXT_Ndom
_UNI_Fmax
EXT_Dom
_BI-fazni_Fmax
EXT_Ndom
_BI-fazni_Fmax
EXT_Dom
_BI-antifazni_Fmax
EXT_Ndom
_BI-antifazni _Fmax
FLX_Dom
_UNI_Fmax
FLX_Ndom
_UNI_Fmax
FLX_Dom
_BI-fazni_Fmax
FLX_Ndom
_BI-fazni_Fmax
FLX_Dom
_BI-antifazni_Fmax
FLX_Ndom
_BI-antifazni _Fmax
EXT_Dom
_UNI_BRSmax
EXT_Ndom
_UNI_BRSmax
EXT_Dom
_BI-fazni_BRSmax
EXT_Ndom
_BI-fazni_BRSmax
EXT_Dom
_BI-antifazni_BRSmax
EXT_Ndom
_BI-antifazni _BRSmax
FLX_Dom
_UNI_BRSmax
FLX_Ndom
_UNI_BRSmax
FLX_Dom
_BI-fazni_BRSmax
FLX_Ndom_BI-fazni_BRSmax
FLX_Dom
_BI-antifazni_BRSmax
FLX_Ndom
_BI-antifazni _BRSmax
Karakteristini korenovi
% Varijanse
Povezanost sa izolovanim glavnim

komponentama
Komunaliteti
.21
.81
-.12
.89
.02
.92
-.10
.85
-.18
.96
.05
.78
-.14
.80
.32
.67
.08
.80
-.12
.72
-.01
.78
.24
.69
.95
-.03
.04
.88
.98
-.05
-.17
.89
.85
-.06
.31
.84
.78
.09
.22
.78
.81
.08
-.13
.72
.66
.35
-.25
.82
.17
.76
-.06
.74
.18
.82
-.01
.88
-.07
.72
.39
.67
-.08
.81
.34
.76
.23
.65
.22
.72
-.09
.68
.60
.83
.90
-.10
.12
.76
.81
-.04
.04
.64
.81
-.24
.59
.94
.73
.08
.35
.80
.85
.04
.13
.81
.73
.22
.03
.78
14.1
58.7
3.4
14.4
1.3
5.5
STJ standardni test jaine; NUMK naizmenine uzastopne maksimalne kontrakcije;

EXT ekstenzori; FLX fleksori; Dom dominantna noga; Ndom nedominantna noga;
UNI unilateralni; BI bilateralni; Fmax maksimalna sila;
BRSmax maksimalna brzina razvoja sile; VS vrh sile; BRS brzina razvoja sile.
178
DISKUSIJA
Kao prvo, krive zabeleenih promena sile u vremenu, koje su na Slici 3 prikazane za reprezentativnog ispitanika, jasno ukazuju na stabilnost njihovih profila. Stabilini profili sile omoguavaju
dobijanje stabilnih profila brzine razvoja sile. Naime, krive brzina razvoja sile se metodom derivacije
direktno raunaju iz krivi sila. Ukoliko bi se na krivi sile pojavile odreene nepravilnosti, to bi nuno
za posledicu imalo i naruavanje profila brzine razvoja sile.
Dalje, u diskutovanju dobijene strukture motorikih sposobnosti potrebno je poi od sledeih
nalaza. Tanije, kada je evaluiran STJ dobijeno je da sila miia i brzina njenog razvoja pozitivno koreliraju izmeu i unutar individualnih miia (Mirkov et al., 2004). Ova povezanost moe biti zasnovana na brojnim zajednikim faktorima kao to su veliina tela, popreni presek miia, nivo fizike
aktivnosti i sl. (Jaric 2003; Wilson i Murphy 1996). Sa druge strane, rezultati studija koje su evaluirale
testove UMK (Suzovic, 2009) i NUMK (Bozic, 2011) upuuju na drugaije nalaze. Postavljena je, stoga, hipoteza koja predvia da varijable STJ jaine (Fmax i BRSmax) procenjuju isto svojstvo miia,
dok varijable testa NUMK (VS i BRS) procenjuju razliito svojstvo miia.
Rezultati faktorske analize prikazani u Tabelama 1 i 2 potvruju postavljenu hipotezu. Naime,
faktorskom analizom dobijenih podataka, unutar istog faktora izoluju se sve one varijable koje pokazuju visoku meusobnu povezanost i istovremeno nisku povezanost sa ostalim varijablama (Thomas
et al., 2011). Pre diskutovanja glavnih nalaza faktorske analize vano je istai jedan vaan metodoloki aspekt. Naime, primena faktorske analize zahteva posebnu panju prilikom izbora odgovarajuih varijabli, zatim prilikom odreivanja njihovog broja, kao i prilikom odreivanja broja testiranih ispitanika (Nunnaly i Bernstein 1994). Tanije, za dobijanje validnih rezultata faktorske analize,
neophodno je analizirati najmanje 10 umereno do jako meusobno povezanih varijabli, pri emu je
zahtevani broj ispitanika deset puta vei od broja varijabli. Na ovom mestu, neophodno je navesti
da je postojeom studijom obuhvaeno 24 manifestnih varijabli, koje su procenjivane testiranjem 24
ispitanika. Iako se u pregledu ranijih istraivanja mogu pronai brojni sluajevi korienja manjih
uzoraka od metodoloki opravdanih, vano je istai da broj ispitanika u ovoj studiji u znaajnoj meri
ne ispunjava prethodno pomenuti uslov. Zato se zakljuci koji e biti izloeni u daljem tekstu, a koji
se odnose na latentnu strukturu istraivanog motorikog prostora, moraju posmatrati kao preliminarni. Dalja istaivanja na veem uzorku trebalo bi da potvrde dobijene nalaze.
Dobijeni nalazi pokazuju da, iako su procenti kojima se objanjava ukupna varijansa svih izabranih manifestnih varijabli u oba testa gotovo identini (78,6 % u STJ, nasuprot 79,1 % u NUMK),
struktura izolovanih glavnih komponenti je razliita. Naime, broj izolovanih glavnih komponenti
iznosio je tri, u sluajevima kada su faktorski analizirani rezultati STJ, odnosno etiri u sluajevima
kada su faktorski analizirani rezultati NUMK. Uzimajui u obzir samo ovaj nalaz, ve na startu se
moe pretpostaviti da testovi STJ i NUMK procenjuju delimino razliita svojstva miia. Daljom
analizom rezultata prikazanih u Tabelama 1 i 2 moe se pouzdano potvrditi ova poetna pretpostavka.
Naime, kada su faktorski analizirani rezultati STJ (Tabela 1), varijable Fmax i BRSmax zabeleene na istom miiu grupisale su se, bez izuzetka, unutar istog faktora. Dobijena struktura izolovanih glavnih komponenti upuuje na jedno svojstvo miia, koje u ovom sluaju ima topografsku
odreenost. Tanije, u primeni STJ varijablama Fmax i BRSmax procenjuje se isto svojstvo miia,
koje nije zajedniko za razliite grupe miia (ekstenzori i fleksori). Konkretno, neko ko je jak u miiima ekstenzorima, ne mora nuno biti srazmerno jak i u miiima fleksorima. Ovakav nalaz nije
iznenaujui, ako se uzme u obzir da su uzorak inili fiziki neaktivne osobe, koje nisu bili ukljuene
ni u jedan organizovani sistem vebanja. To konkretno znai da su u svojim svakodnevnim ivotnim
aktivnostima ove osobe dominatno koristile ekstenzore (antigravitacioni miii aktivni u svakodnevnim motorikim zadacima kao to su: hodanje, tranje, skokovi, penjanje uz stepenice i sl).
Sa druge strane, kada su faktorski analizirani rezultati testa NUMK (Tabela 2), varijable VS i
BRS rasporedile su se na drugaiji nain. Naime, dok su se, sa jedne strane, varijable VS grupisale,
kao i kod STJ, u prva dva izdvojena faktora shodno miinoj grupi, dotle su se, sa druge strane, vaZbornik radova
179
rijable BRS najveim delom grupisale u druga dva faktora. Tanije, u treem faktoru su se grupisale
veina varijabli BRS zabeleene na miiima fleksorima, dok su se one zabeleene na miiima ekstenzorima rasprile u tri razliita faktora. Bez obzira, iako dobijeni nalazi ne predstavljaju dovoljno
jaku potvrdu da se varijablom BRS iz testa NUMK procenjuje izolovano svojstvo miia, ipak se
definitivno moe zakljuiti da se njome ne procenjuje isto svojstvo kao i varijablom BRSmax iz STJ.
Konano, neophodno je sprovesti dalja istraivanja ovog problema uz prethodno ispunjenje svih
ranije pomenutih metodolokih zahteva.
ZAKLJUAK
Na osnovu svih izloenih nalaza, a u vezi sa istraivanom latentnom strukturom motorikog
prostora, moe se zakljuiti da su dobijeni rezultati u najveoj meri potvrdili da zabeleeni VS kod
bilateralnih faznih i antifaznih NUMK pokazuju znaajnu pozitivnu povezanost sa Fmax zabeleenim u STJ i znaajnu pozitivnu povezanost sa VS zabeleenim kod unilateralnih NUMK, odnosno da
zabeleeni BRS kod Bilateralnih faznih i antifaznih NUMK pokazuju znaajnu pozitivnu povezanost
sa BRS zabeleenim kod unilateralnih NUMK, ali ne pokazuju znaajnu pozitivnu povezanost sa
BRSmax zabeleenim u STJ. Moe se smatrati da je ovim nalazima potvrena hipoteza koja je glasila:
Varijablama STJ jaine (Fmax i BRSmax) procenjuje se isto svojstvo miia, dok se varijablama testa
NUMK (VS i BRS) procenjuju razliita svojstva miia.
LITERATURA
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Relation to knee joint position, muscle activation, and reflex excitability, Eur J Appl Physiol, 77,
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12. Latash, M.L. (2008). Neurophysiological basis of movement. Human Kinetics, Champaign.
13. Marsh, H.W. (1993). The multidimensional structure of physical fitness: invariance over gender
and age. Res Q Exerc Sport. 64(3), 256-273.
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17. Suzovi, D. (2009). Evaluacija testova za procenu neuromiine funkcije baziranih na uzastopnim
maksimalnim i kratkim pulsnim kontrakcijama, Doktorska disertacija, Fakulteta sporta i fizikog
vaspitanja, Univerzitet u Beogradu.
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Srdjan Markovic, Dragan Banicevic, Olivera Knezevic, Aleksandar Nedeljkovic, Dragan Mirkov
UDK 796.012.11
THE STRUCTURE OF PHYSICAL ABILITIES ASSESSED

BY THE TEST OF ALTERNATING
CONSECUTIVE MAXIMUM CONTRACTIONS
Srdjan Markovic1,2, Dragan Banicevic3, Olivera Knezevic4,

Aleksandar Nedeljkovic1, Dragan Mirkov1
University of Belgrade, Faculty of Sport and Physical Education,Belgrade, Serbia
Faculty for Physical Culture and Management in Sport,University Singidunum, Belgrade, Serbia
3
Institute for Education Quality and Evaluation, Belgrade, Serbia
4
University of Belgrade, Institute for Medical Research, Belgrade, Serbia
1
INTRODUCTION
The efficiency of physical activity is directly determined by the physical performances of an individual. The physical performances represent the complex human abilities that manifest the structure of locomotion including psychological characteristics, biochemical and functional processes.
In the sense of coordination, these processes are limited with the characteristics of neural and neuromuscular system. Thereby the physical abilities concern substantially different qualities that are
presented within defined characteristics of locomotion, then the qualities that are conditioned with
common physiological and biomechanical mechanisms, as well as with the similar psychological
abilities and, finally, the ones that are reported with the common metrical units.
The structure of physical abilities might be considered as a hypothetical construct which validity is necessary to be experimentally demonstrated (Marsh, 1993). Safrit (1981) emphasized that
physical abilities represent a multidimensional construct, which cannot be appropriately presented
with a single measure. The basic assumption that is start point in the investigations of the structure
of physical abilities considers the manifestation of physical abilities as test specific (Henry, 1968). In
order to determine the structure of physical abilities the factor analysis is used, whereas the results
of the number of physical performance tests are analyzed. Namely, the particular factors are isolated
based on the correlation between the results of different physical performance tests. It is assumed
that the tests within the same factor assess the same physical performance or the same muscle ability. The one of the most cited study that investigated the structure of physical abilities is the study by
Fleishman (1964) where the basic three physical abilities were isolated: strength, power and speed.
The manifestation of these physical abilities is mostly determined by the neuromuscular function.
Certainly, one of the most used tests for the assessment of neuromuscular function is so called
Standard strength test (SST). This test is based on the prolonged maximal voluntary contraction
of the selected muscle group (Abernethy et al. 1995; Jaric, 2002). Figure 1 shows the curve that
represents the force change within the time, where the maximum value represents the maximally
developed muscle force (Fmax). The dashed line represents the rate of force development calculated
through the first derivation (Andersen & Aagaard, 2006; Mirkov et al. 2004). The maximum of first
derivative represents the maximum rate of force development (RFDmax). When the proper instructions are given, both the maximum force and the maximum rate of force development could be
obtained from the single trail.
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The structure of physical abilities assessed by the test of Alternating Consecutive Maximum Contractions
Figure 1. The characteristic profiles of force (solid line) and rate of force development
(dashed line) recorded from the Standard strength test (SST).
It is important to emphasize that Standard strength test has a number of shortcomings, whereas the different neurological mechanisms in compare to cyclical activities are specially highlighted
(Latash, 2008). With regards to these reasons, the different alternative tests based on the execution
of Alternating consecutive maximum contraction (ACMC) that assess the neuromuscular function
have been recently evaluated. Specifically, two variants of this test have been evaluated: Unilateral
(Suzovic, 2009; Bozic, 2011) and Bilateral variant (Banicevic, 2014). Within the Bilateral variant, the
Bilateral phase and Bilateral antiphase variants have been separately investigated. Bilateral phase
variant considers simultaneous activation of the muscles that act from the same sides of homonym
joints of different extremities (eg. knee extensor muscles of left and right leg). The bilateral deficit
characterized this variant (Jakobi & Cafarelli, 1998). On the other hand, Bilateral anthiphase variant
considers simultaneous activation of the muscles that acts from the different sides of homonym joints of different extremities (eg. knee extensor muscle of left leg and knee flexor muscle of right leg).
The cross extensor reflex characterized this variant (Kawakami et al., 1998).
Based on the assumption that the tests of Alternating consecutive maximum contraction characterized different neural mechanisms in compare to the Standard strength test, the study aimed to
investigate the latent structure of physical abilities from the recorded variables of SST and ACMC
was designed. According to this aim, we hypothesized that the variables of SST (Fmax & RFDmax)
assess the same physical ability, while the variables of ACMC (PF & RFD) assess the different physical ability of muscle.
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183
METHOD
In order to test the defined hypothesis, we designed the following method. Twenty-four students of different faculties of Belgrade University participated in study. The participant has been seated in standard testing position, when the neuromuscular function has been assessed by using SST.
Particularly, knee and hip joint angle were 120 degrees secured by fixation belts (see Figure 2). The
participants had to develop the maximum force within the shortest time and to retain the reached
maximum level for 3 to 5 seconds. The Standard strength test has been performed in six different
variants. The variants were as follows: Unilateral, Bilateral phase, Bilateral antiphase for the each
leg separately. From the recorded force profiles, the maximum force and the maximum rate of force
development has been derived. In the case of SST, these variables were noted as Fmax and RFDmax,
respectively.
The same experimental setup as in SST testing had been used, when the neuromuscular function has been assessed by using ACMC test (see Figure 2). However, in contrast to SST, the participants had to exert the maximum forces of knee extensors and flexors, alternate, as fast as possible.
The same three variants as in SST have been used. In addition, Figure 2 shows the force profiles
recorded within the following variants of ACMC test: Unilateral, Bilataral phase and Bilateral antiphase. The maximum forces as well as the maximum rate of force development have been measured
and the corresponded variables were noted as PF and RFD, respectively. The average values of the
variables derived from the last three cycles have been used for further analysis. The neuromuscular
function of knee extensor and flexor muscles has been assessed simultaneously within the test of
Unilateral ACMC that has been performed separately for left and right leg. In the same way, the
neuromuscular function of knee extensor and flexor muscles in both legs has been assessed simultaneously within the different variants of tests of Bilateral ACMC. Within the variant of Bilateral phase
ACMC, either the knee extensor or flexor muscles have been contracted simultaneously in both legs.
On the other hand, within the variant of Bilateral antiphase ACMC, the knee extensors of one leg
has been contracted simultaneously with the knee flexor of another leg and vice versa (see Figure 2).
The latent structure of physical abilities has been assessed by using Principal component analysis (PCA) method (Nunnaly & Berstein). The experimentally obtained data has been analysed by
using Statistical Package for Social Sciences (SPSS, version 16.0). The number of significant principal
components in the factor pattern matrix extracted by the PCA was determined by the Scree test,
which plots the eigenvalues of each component in the initial solution, and only the components on
the steep slope were retained (Cattell, 1966). The original factor pattern matrix was rotated to improve the simple structure of the matrix. This rotation was orthogonal and used a Varimax criterion
with Kaiser normalization. The final outcomes of each PCA were communalities and factor loadings
for each manifest variable, eigenvalues, and percentage of variance explained by each rotated principal component. Statistical significance was set at P < 0.05.
184
Figure 2. Experimental setup: a. subjects sitting position; b. locations of fixation belts; c. position of force
transducers sensitive to either extension (measuring muscle forces of knee extensors) or compression
(measuring muscle forces of knee flexors); d. positions of monitors; e. monitors displays (force-time curves
recordings observed from: e1. Unilateral ACMC of dominant leg dark line; e2. Unilateral ACMC of
nondominant leg light line; e3. Bilateral phase ACMC; e4. Bilateral anti-phase ACMC).
RESULTS
Figure 3 shows force (upper panels) and rate of force development profiles (lower panels). Depicted profiles are recorded in representative subject within various variants of SST (Unilateral SST,
Bilateral phase SST and Bilateral antiphase SST; left panels) and within various variants of ACMC
test (Unilateral ACMC, Bilateral phase ACMC and Bilateral antiphase ACMC; right panels). The
maximum values of recorded forces and rates of force development within the variants of SST are
noted as Fmax and RFDmax, respectively. On the other hand, the corresponding variables recorded
within the variants of ACMC test are noted as PF (peak force) and RFD (rate of force development).
The force and rate of force development profiles recorded in flexor muscles are depicted with negative values so the understanding of the shown graphs is more common.
The stability of depicted profiles is noticeable in various variants of both SST and ACMC tests. The stable force profiles enable derivation of stable rate of force development profiles, since the
later ones are directly calculated from first one.
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185
Figure 3. The force-time recordings (upper panels) and their derivatives (lower panels) observed from a
representative subject. The left-hand panels depict the standard strength test (SST; Unilateral SST, Bilateral
phase SST, Bilateral antiphase SST), whereas the right-hand panels show the recordings observed from
alternating consecutive maximum contraction (ACMC) tests (Unilateral ACMC, Bilateral phase ACMC,
Bilateral anti-phase ACMC). For better separation, the flexion forces are shown as negative.
Table 1 and 2 show the results of Principal component analysis (PCA) applied on the variables
of force and rate of force development recorded within various variants of both SST and ACMC
tests. When the results obtained within various variants of SST had been analyzed, the structure of
isolated principal components has been significantly different in compare to the structure obtained
for ACMC tests. Specifically, the first PCA (Table 1) revealed three principal components or factors
which accounted for 78.6% of variance of all selected manifest variables. The highest correlations
(i.e., factor loading) with the first principal component were demonstrated by all variants of SST
applied on flexor muscles. Namely, independently on variants of SST (Unilateral SST, Bilateral phase
SST or Bilateral antiphase SST), independently on tested leg (dominant or nondominant), as well as
independently on the variables (Fmax and RFDmax), which is most important indeed, all obtained
results demonstrate the highest correlation with the first isolated principal component. Furthermore,
the same finding is obtained for the results recorded on extensor muscles where the highest correlations demonstrate by the second isolated principal components. On the other hand, the second PCA
(Table 2) was applied on ACMC variables. The results revealed four principal components, which
explained 79.1% of variance of all selected manifest variables. The first component was loaded by
all force variables (PF) recorded on extensor muscles within various variants of ACMC, as well as
three rate of force development (RFD) variables recorded on extensor muscles (Unilateral ACMC of
dominant and nondominant leg and Bilateral antiphase ACMC of nondominant leg). Furthermore,
the highest correlations with the second component were demonstrated by all force variables (PF)
recorded on flexor muscles within various variants of ACMC. The third principal component was
loaded by one rate of force development (RFD) variable recorded on extensor muscle (Bilateral antiphase ACMC of dominant leg), as well as four out of six tests that assess the same muscle ability,
but on flexor muscle. There are only few exceptions. Namely, rate of force development (RFD) va-
186
riables recorded within the Bilateral phase ACMC on flexor muscles of dominant and nondominant
leg loaded the fourth principal components. Moreover, the fourth principal component is loaded by
the same two rate of force development (RFD) variables recorded within Bilateral phase ACMC of
dominant and nondominant leg, but on the extensor muscles.
Table 1 & 2: Principal component analysis applied on the variables of force and rate of force
development recorded within various variants of SST and ACMC test. The factor loadings
are represented for all variables including the corresponding communalities, as well as
eigenvalues and percentage of variance explained by each rotated principal component.
SST
EXT_Dom
_UNI_Fmax
EXT_Ndom
_UNI_Fmax
EXT_Dom
_BI-phase_Fmax
EXT_Ndom
_BI-phase_Fmax
EXT_Dom
_BI-antiphase_Fmax
EXT_Ndom
_BI-antiphase _Fmax
FLX_Dom
_UNI_Fmax
FLX_Ndom
_UNI_Fmax
FLX_Dom
_BI-phase_Fmax
FLX_Ndom
_BI-phase_Fmax
FLX_Dom
_BI-antiphase_Fmax
FLX_Ndom
_BI-antiphase _Fmax
EXT_Dom
_UNI_RFDmax
EXT_Ndom
_UNI_RFDmax
EXT_Dom
_BI-phase_RFDmax
EXT_Ndom
_BI-phase_RFDmax
EXT_Dom
_BI-antiphase_RFDmax
EXT_Ndom
_BI-antiphase _RFDmax
FLX_Dom
_UNI_RFDmax
FLX_Ndom
_UNI_RFDmax
FLX_Dom
_BI-phase_RFDmax
FLX_Ndom_BI-phase_
RFDmax
FLX_Dom
_BI-antiphase_RFDmax
FLX_Ndom
_BI-antiphase _RFDmax
Eigenvalue
% of Variance
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Factor loadings
Communalities
.21
.81
-.12
.89
.02
.92
-.10
.85
-.18
.96
.05
.78
-.14
.80
.32
.67
.08
.80
-.12
.72
-.01
.78
.24
.69
.95
-.03
.04
.88
.98
-.05
-.17
.89
.85
-.06
.31
.84
.78
.09
.22
.78
.81
.08
-.13
.72
.66
.35
-.25
.82
.17
.76
-.06
.74
.18
.82
-.01
.88
-.07
.72
.39
.67
-.08
.81
.34
.76
.23
.65
.22
.72
-.09
.68
.60
.83
.90
-.10
.12
.76
.81
-.04
.04
.64
.81
-.24
.59
.94
.73
.08
.35
.80
.85
.04
.13
.81
.73
.22
.03
.78
14.1
58.7
3.4
14.4
1.3
5.5
187
ACMC
Factor loadings
Communalities
EXT_Dom
_UNI_PF
.85
.12
.36
-.06
.86
EXT_Ndom
_UNI_PF
.83
.15
.12
.05
.73
EXT_Dom
_BI-phase_PF
.75
.11
.01
.50
.83
EXT_Ndom
_BI-phase_PF
.71
-.06
-.22
.49
.80
EXT_Dom
_BI-antiphase_PF
.82
.02
.43
.16
.87
EXT_Ndom
_BI-antiphase _PF
.89
.06
.03
.27
.87
FLX_Dom
_UNI_PF
.37
.81
.20
.00
.83
FLX_Ndom
_UNI_PF
.12
.92
.02
.10
.86
FLX_Dom
_BI-phase_PF
.02
.91
-.05
.23
.89
FLX_Ndom
_BI-phase_PF
-.08
.89
-.17
.21
.86
FLX_Dom
_BI-antiphase_PF
-.02
.89
.11
-.03
.81
FLX_Ndom
_BI-antiphase _PF
.10
.90
.03
-.05
.82
EXT_Dom
_UNI_RFD
.65
.15
.50
.15
.71
EXT_Ndom
_UNI_RFD
.68
.19
.42
.20
.73
EXT_Dom
_BI-phase_RFD
.46
.20
.28
.69
.81
EXT_Ndom
_BI-phase_RFD
.30
.18
.06
.71
.63
EXT_Dom
_BI-antiphase_RFD
.59
-.08
.68
.14
.84
EXT_Ndom
_BI-antiphase _RFD
.71
-.11
.48
.13
.76
FLX_Dom
_UNI_RFD
.18
.04
.83
.08
.74
FLX_Ndom
_UNI_RFD
.04
.14
.83
.08
.71
FLX_Dom
_BI-phase_RFD
.28
-.01
.39
.72
.75
FLX_Ndom_BI-phase_
RFD
-.03
.09
.19
.88
.82
FLX_Dom
_BI-antiphase_RFD
.19
-.13
.85
.20
.81
FLX_Ndom
_BI-antiphase _RFD
.36
.03
.59
.36
.61
Eigenvalues
10.0
4.7
2.3
1.9
% of Variance
41.7
19.6
9.7
8.1
SST Standard strength test; ACMC Alternating consecutive muscle contractions; EXT extensors; FLX
flexors; Dom dominant leg; Ndom nondominant leg; UNI Unilateral; BI Bilateral; Fmax maximum force;
RFDmax maximum rate of force development; PF Peak force; RFD rate of force development.
188
DISCUSSION
First, the curves of the recorded force changes within the time that are depicted on Figure 3
clearly indicate the stability of their profiles. The stable force profiles enable derivation of stable rate
of force development profiles. Namely, the curves of rate of force development are obtained by using
method of derivation and they are directly calculated from the force curves. If there would be any
particular irregularity on the force profiles, the rate of force development profiles would be necessary perturbated as a consequence.
Furthermore, the following findings should be start point when obtained structure of physical
abilities is needed to be discussed. Specifically, the muscle force and the rate of their development
are in positive correlation between and within individual muscles when the SST has been evaluated
(Mirkov et al., 2004). This correlation could be based on the number of common factor, such as:
body size, cross-sectional area of muscle, level of physical activity etc. (Jaric, 2003; Wilson & Murphy, 1996). On the other hand, the results of the studies that evaluated the tests of CMC (Suzovic,
2009) and ACMC (Bozic, 2011) suggest different findings. Therefore, we hypothesized that variables
of SST (Fmax & RFDmax) assess the same muscle ability, while the variables of ACMC (PF & RFD)
assess different muscle ability.
The results of Principal component analysis (PCA) that are shown in Tables 1 & 2 confirm
the stated hypothesis. Namely, within the same principal component are isolated all variables that
highly correlate between themselves and in the same time lowly correlate with all others (Thomas
et al. 2011). Prior to discussion of the main findings it is necessary to stress one important methodological aspect. Namely, the application of principal component analysis required particular attention when the proper variables are selected, then when the number of variables is determined, and,
finally, when the sample size is defined (Nunnaly & Bernstein, 1994). Specifically, it is necessary to
analyze at least 10 moderately to highly correlate variables in order to obtained valid results of principal component analysis, whereas the required number of subjects should be ten times higher than
the number of variables. Here, it should be noted that the present study manipulated 24 manifested
variables, whereas the number of subjects were 24. Although the review of previous studies provides
evidence that there are number of cases where the above condition has not been completed, it should be stressed that the number of subjects tested within the present study is significantly lower than
the required one. Therefore, the conclusions that will be derived below regarding the latent structure
of physical abilities have to be considered as preliminary ones.
The obtained findings show that the structures of isolated principal components are different
besides the fact that the percentages that explain the variances of selected manifested variables in
both tests are almost identical (78.6 % in SST vs. 79.1 % in ACMC). Namely, the numbers of isolated
principal components were three and four when the results of SST and ACMC have been analyzed,
respectively. Taking into account this finding, it could be suggested that SST and ACMC assess partly different muscle abilities. Further analysis of the results shown in Table 1 & 2 confirms this initial
assumption.
Namely, when the results of SST have been analyzed (see Table 1), Fmax and RFDmax recorded on the same muscle had been isolated, without exceptions, within the same principal component. The obtained structure of isolated principal component indicates the single muscle ability that
is topographically determined. Specifically, Fmax and RFDmax recorded in SST assess the same
muscle ability that it is not common for different muscle groups (eg. flexors and extensors). That
means that it is not necessary that somebody who has strong extensor muscles should have strong
flexor muscles as well. This finding is not unexpected since the subjects were physical inactive individuals that did not have any organized exercise. As a consequence, these individuals dominantly
use extensor muscle in their every day life activities since these muscle groups are well known as antigravitational ones which are used in tasks, such as: walking, running, jumping, stairs climbing etc.
On the other hand, when the results of ACMC have been analyzed (see Table 2), PF and RFD
have been grouped in different way. Namely, similar to the SST, PF recorded on different muscle
Zbornik radova
189
groups (eg. extensors and flexors) loaded first two principal components, respectively. On the other
hand, the recorded RFD partly loaded the additional two principal components. Specifically, RFD recorded on flexor muscles dominantly loaded the third principal component, while RFD recorded on
extensor muscles has been spread through three different principal components. Anyway, although
the obtained findings do not support enough the assumption that RFD recorded from ACMC test
assess the separate muscle ability, there could be definitely concluded that this variable do not assess
the same muscle ability as RFDmax recorded from SST. Finally, it is necessary to conduct additional
investigations of this problem keeping in focus above mentioned methodological requirements.
CONCLUSIONS
Based on all discussed findings in regard to the investigated latent structure of physical abilities, it could be concluded that the obtained results mostly confirm that PF recorded from Bilateral
phase and antiphase ACMC show the significant positive correlation with Fmax recorded from SST,
as well as significant positive correlation with PF recorded from Unilateral ACMC. Moreover, RFD
recorded from Bilateral phase and antiphase ACMC show significant positive correlation with RFD
recorded from Unilateral ACMC, but do not show significant positive correlation with RFDmax
recorded from SST. It could be believed that these findings confirm the hypothesis stated as: The
variables of SST (Fmax & RFDmax) assess the same physical ability, while the variables of ACMC (PF
& RFD) assess the different physical ability of muscle.
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8. Jakobi, J.M. and Cafarelli, E. (1998). Neuromuscular drive and force production are not altered
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212-216.
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12. Latash, M.L. (2008). Neurophysiological basis of movement. Human Kinetics, Champaign.
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15. Nunnaly, J.C. and Bernstein, I. H. (1994) Psychometric Theory, New York: McGraw-Hill.
16. Safrit, M.J. (1981). Evaluation in physical education. Englewood Cliffs, NJ: Prentice Hall.
17. Suzovi, D. (2009). Evaluacija testova za procenu neuromiine funkcije baziranih na uzastopnim
maksimalnim i kratkim pulsnim kontrakcijama, Doktorska disertacija, Fakulteta sporta i fizikog
vaspitanja, Univerzitet u Beogradu.
18. Thomas, J. R., Nelson, J.K., et al., (2011). Research methods in physical activity, 6th Edition, Human Kinetics, Champaign, IL,
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UDK 797.21:615.8
PLIVANJE KAO POTPORA FIZIKALNOJ TERAPIJI

ZA KOREKCIJU POSTURE KOD DJECE

Olympic Swimming Pool Center Sarajevo, Bosnia and Herzegovina
Faculty of Health Studies, University of Sarajevo, Bosnia and Herzegovina
UVOD
Problem posturalne insuficjencije djece predkolskog i kolskog uzrastaje u porastu to predstavlja dio problematike zdravstvenog i obrazovnog sistema. Deformiteti torakolumbalne kime
predstavljaju relativno est problem kod djece u zavrnoj fazi rasta i razvoja. Sa etiolokog aspekta
mogu biti kongenitalni, idiopatski i posturalni. U zavrnoj fazi rasta i razvoja deformiteti su najee posturalnog tipa i ei su kod djeaka (Mihajlovi i sar., 2005). Da bi se u potpunosti zaustavio
progres posturalnih poremeaja koji mogu prerasti u tjelesne deformitete potrebno je, osim vjebi
korektivne gimnastike, otkriti pravi uzrok koji je doprinio poetku nastaka posturalnih poremeaja,
i izvriti detaljnu analizu uslova ivota ispitanika (Popovi i sar., 2009). Ono to je zajedniko za sve
deformitete kimenog stupa jeste da mogu dovesti do znaajnih funkcionalnih smetnji koje su u djetinjstvu relativno tolerantne zbog adaptivnosti mladog organizma, meutim idui ka zrelijem dobu,
stvaraju ozbiljne potekoe i postaju sve nepodnoljiviji (Kosinac, 2009). injenica je da deformiteti
kime, grudnog koa i stopala nisu prepreka za bavljenje sportom. Zapravo, trebao bi biti dodatan
alat i potencirati takve aktivnosti s ciljem jaanje miia kao vanog faktora za poboljanje posture.
U zavisnosti od tjelesne grae, stanja posture i vrste deformiteta kod djece, poeljno je odabrati
adekvatnu sportsku aktivnost koja nee potencirati nastanak ili pogoranje deformiteta. Preporuene aktivnosti su programi korektivne gimnastike, plivanje, veslanje, karate, balet, odbojka i slinih
sportova (Petroni i sar., 2014). Stoga se moe rei da je sticanje navika za redovno tjelesno vjebanja
kod djece, generalni cilj odgojno-obrazovnog podruja predmeta tjelesni odgoj u kolskoj nastavi.
Pokrete koje ovjek izvodi svakodnevno ne vre pojedinani segmenti, ve kinetiki lanci. Oni prestavljaju kompleks pokreta, koji izaziva jedan mii neposredno u predjelu svoje lokacije i posredno
na susjedne dijelove tijela (Kova, 2010). Od ranije je poznato da kvaliteta izvoenja pokreta i svakog
motorikog gibanja poboljava se praksom, a sistem pojedinih dijelova pokreta znatno se mijenja i
vremenom usavrava (Rao, 2000). Na osnovu rezultata ranijih studija, dolo se do zakljuaka da
program korektivnih vjebi na suhom, nadopunjen igrama i vjebama u vodi, u znatnoj mjeri moe
imati pozitivnog efekta na transformacijske procese poboljanja posture djece predkolskog uzrasta
(Mufti i sar., 2013). Iako je jedan od primarnih ciljeva bavljenja sportom postizanje to boljih rezultata, sportske aktivnosti trebaju imati za djecu i druge poruke, a posebno one koje imaju trajnije vrijednosti. Shodno spomenutom, cilj ovog istraivanja bio je utvrditi ulogu i efekte programa plivanja
(uenje i usavravanje plivakih tehnika kraul, leni kraul i prsno) kao podrka fizikalnoj terapiji u
korekciji posture kod djeaka u osnovnoj koli.
192
Plivanje kao potpora fizikalnoj terapiji za korekciju posture kod djece
METOD
Ispitivanje je provedeno na uzorku od 80 djeaka, dobi 11,82,5 godina, kod kojih je strunim
pregledom dijagnosticirano loe tjelesno dranje. Program plivanja, kao podrka fizikalnoj terapiji,
realizovan je u periodu od 8 mjeseci, tri puta sedmino po 60 minuta. U tabeli 1 prikazane su varijable koje su koritene za procjenu stanja posture (Wolansky, 1975; Radisavljevi, 2001). Bodovanje
je vreno metodom ekspertne procjene (tabela 2). Na temelju zbira negativnih bodova odreena je
ocjena o pojedinim posmatranim dijelovima, kao i generalna ocjena o dranju tijela (tabela 3). Prilikom obrade podataka varijable koje pokazuju bodove pojedinih dijelova tijela bit e prikazane od 1
do 3 (1- nema odstupanja, 2- neznatno odstupanje i 3- izrazito odstupanje). Kako bi se utvrdila uloga
plivanja kao podrka fizikalnim tretmanima za korekciju postularnog statusa djeaka, izvrena je
analiza promjena pod modelom razlika (inicijalno i finalno testiranje). Analize razlike u prosjenim
vrijednostima uraena je uz pomo t-testa za zavisne uzorke.
Tabela 1. Uzorak varijabli
Variabla
Procjena regije tijela
HPA
Ocjena dranja glave
SPA
Ocjena dranja ramena
SBPA
Ocjena dranja lopatica
CPA
Ocjena grudnoga koa
SCPA
Ocjena kimenoga stupa
APA
Ocjena dranja stomaka
LPA
Ocjena nogu
FPA
Ocjena stopala
OBPAW
Ukupna ocjena dranja tijela-Wolanski
Tabela 2. Model bodovanja (procjene odstupanja)

Bodovi
Nivo odstupanja od ispravne posture
Nema odstupanja
Djelimino odstupanje
Izrazito odstupanje
Tabela 3. Definisanje generalne ocjenje stanja posture prema Wolanskom
Zbornik radova
Bodovi
Ocjena
Opis
Izvrsno dranje tijela
1-4
Vrlo dobro dranje tijela
5-8
Dobro dranje tijela
9-2
Slabo dranje tijela
13-16
Vrlo loe dranje tijela
193
Komparacija rezultata inicijalnog i finalnog testiranja osam (8) tijelesnih regija, pokazuju smanjenje (odstupanja) vrijednosti svake od varijabli na finalno testiranju. Na osnovu tih pokazatelja
(zbira svih pojedinanih regija), dolo je do poveanje vrijednosti varijable (OBPAW), odnosno znaajnog poboljanja opte ocjene posture. Na inicijalnom ocjenjivanju srednja ocjena posture kod
djeaka bila je 1,97 to ih je svrstalo u zonu izmeu vrlo loe i slabe posture. Prilikom finalnog ocjenjivanja, srednje ocjene posture (OBPAW) kod djeaka bila je 3,61 (Grafikon 1).
Grafikon 1. Deskriptivna statistika za svaku varijablu
Na osnovu rezultata t-testa, jasno je vidljiva visoka statistika znaajnost kod svih posmatranih varijabli ocjene posture (tabela 4). Dobijena analiza pokazuje da je dolo je do znaajnih promjena u vrijednostima varijabli: ocjena dranja glave (HPA p= .000); ocjena dranja ramena (SPA p=
.000); ocjena dranje lopatica (SBPA p= .000); ocjena grudnog koa (CPA p= .000); ocjena dranja
kimenog stupa (SCPA p= .000); ocjena dranje trbuha (APA p= .000); ocjena dranje nogu (LPA p=
.000); stanje stopala (FPA p= .000) i ukupna ocjena dranja tijala (OBPAW p= .000).
Tabela 4. Rezultati T-testa za zavisne uzorke
SPOL
Male
Varijabla
Aritmetika
sredina
Std.
Devijacija
Std.
Pogreka
t-test
Stepen
slobode
HPA 1 HPA 2
0.35000
0.47998
0.05366
6.522
79
0.000 **
SPA 1
SPA 2
1.01250
0.29740
0.03325
30.450
79
0.000 **
SBPA 1 SBPA 2
1.00000
0.35578
0.03978
25.140
79
0.000 **
CPA 1 CPA 2
0.20000
0.43283
0.04839
4.133
79
0.000 **
SCPA 1 SCPA 2
1.03750
0.40390
0.04516
22.975
79
0.000 **
APA 1 APA 2
0.40000
0.49299
0.05512
7.257
79
0.000 **
0.30000
0.46115
0.05156
5.819
79
0.000 **
0.62500
0.55972
0.06258
9.987
79
0.000 **
-1.53750
0.50174
0.05610
-27.408
79
0.000 **
LPA 1
LPA 2
FPA 1
FPA 2
OBPAW 1
OBPAW 2
194
Plivanje kao potpora fizikalnoj terapiji za korekciju posture kod djece
Prije realizacije programa, ispitanici su imali loe dranje tijela s nekoliko zajednikih obiljeija: oputenom trbunom i lenom muskulaturom, asimetrinost lopatica i ramena, kao i stanje
manjeg ili veeg oblika skoliotinog dranje. Primjenjeni program plivanja (kao potpora kineziterapiji) uspio je dodatno rastegnuti i ojaati muskulaturu tijela ispitanika, to se pokazalo vrlo efikasnim. Dobijeni rezultati ukazuju na funkcionalnost hidroterapije kao jedne od najee primenjivanih dodatnih procedura u (re)habilitaciji djece, to potvruje zakljuke slinih istraivanja (Getz i
sar., 2006). Takoer, dobijeni rezultati u ovom istraivanju slau se sa navodima (Levin, 1991; Sova,
1995), da nijedna druga fizike aktivnost ne moe utjecati na ovjeka kao to utjee plivanje, kao i da
voda predstavlja odlian prostor koji omoguava izvoenje kako kvalitetnih vjebe za jaanje tijela,
tako i efikasne rehabilitacije. Tokom plivanja tehnikom kraul, postizala se efikasna mobilnost miia
zadnje strane ramenog pojasa, utjecalo se na stabilizaciju lopatica prema kimenom stupu. Na taj
nain postigla se efikasnost pokreta koji su vani za poboljanje pokretljivosti lopatica. Plivanjem
tehnikom leni kraul, osigurana je fleksibilnost zglobova, ali i poboljanje miinog tonusa odgovornih za stabilizaciju trupa i karlice. Plivanje ovom tehnikom osiguralo je mobilnost trbunih miia i
karakterie poeljan poloaj tijela za rastezanje kompletne muskulature. Plivanjem tehnikom prsno,
osiguran je adekvatan poloaj i kretanje tijela, te dobro balansiranje pokreta gornjih i donjih ekstremiteta. Ovim se potvruju zakljuci drugih autora (Kosinac, 2009), da su prsno i leno plivanje
najbolji funkcionalni trening kod nepravilnog tjelesnog dranja, te se ovakvim stilovima plivanja daje
prednost za korekciju skolioze kod djece. Dobijeni rezultati idu u prilog navodima ranijih istraivanja sa slinim uzorkom (Stankovi i sar., 2012), te se konstatuje da programirana nastava plivanja,
koja se bazira na dobro koncipiranim vjebama u vodi i na suhom, igrama u vodi, uenju elementarnih tehnika plivanja, predstavlja vaan faktor u formiranju posturalnog statusa i formiranju zdravih
navika kod djece. Praktino se pokazalo da dugotrajno plivanje prsnom tehnikom moe proizvesti
probleme u vratnom dijelu kime pa iziskuje dodatni oprez. Stoga se moe preporuiti koritenje
pomagala kao to su daske za plivanje.
ZAKLJUAK
Fizikalna terapija, koja je usmjerena na korekciju posturalnih poremeaja i deformiteta,
esto je nezanimljiva i teka za djecu. Meutim, programi prilagoenog sportskog vjebanja (plivanje) koji ukljuuju vjebe snage i rastezanja miia, naroito posturalnih antigravitacijskih miia,
mogu biti dobra podrka medicinskim tretmanima. Na osnovu dobijenih rezultata istraivanja moe
se zakljuiti da adekvatno prilagoeni program plivanja moe biti vrlo efikasno sredstvo i podrka
fizikalnim terapijama u procesu korekcije posture kod djeaka kolskog uzrasta.
LITERATURA
1. Getz, M., Hutzler, Y., Vermeer, A. (2006). The relationship between aquatic independence and
gross motor function in children with neuro-motor impairments. Adapted Physical Activity Quarterly 23:339-355.
2. Kosinac, Z. (2009). Kinezioloki tretman malih (minornih) skolioza. kolski vjesnik - asopis za
pedagoka i kolska pitanja, Vol.58 (4): 427-440
3. Kova, S. (2010). Biomehanika u kineziologiji. Udbenik za studente fakulteta sporta i tjelesnog
odgoja, Sarajevo 2010.
4. Levin, S. Aquatic therapy. Phys Sports Med. 1991; 19: 119-126
5. Mihailovi, S., Spasi, S., Mladenovi, M., Markovi, V., Dimitrijevi, D., Kapetanovi, B. (2005).
Deformiteti torakolumbalne kime kod dece kolskog uzrasta. Zbornik radova. Centar za kontinuiranu medicinsku edukaciju Valjevo.
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6. Mufti, M., Sari, S., Miokovi, M., Torlakovi, A. (2012). Efekti kombinovanog programa vjebi
u vodi i korektivnih vjebi na poboljanje posture djece predkolske dobi. Zbornik radova 4. Kongresa fizijatara Bosne i Hercegovine sa meunarodnim ueem. Banja Luka.
7. Petroni, I., irovi, D., Nikoli, D., Kneevi, T., Dami, D. (2014). Physical activity in children.
14. Kongres Fizijatra Srbije sa Meunarodnim ueem. Zbornik radova.
8. Popovi, I., Milenkovi, S. (2009). Efekti korektivnog vebanja na korekciju postularnih poremeaja na kimenom stubu u sagitalnoj ravni. 5. Evropski Kongres FIEP-a. Zbornik radova (5):125135
9. Radisavljevi, M. (2001). Korektivna gimnastika sa osnovama kineziterapije. Fakultet za sport i
fiziko vaspitanje. Beograd 2001.
10. Rao, I. (2000). Antropomotorika. Pedagoka akademija Univerziteta u Mostaru
11. Sova, R. (1995). Comment. The National Aqatics Journal. Indianapolis Vol. 11 (1) 8.
12. Stankovi, S., Petkovi, T.D., Delibai, Z. (2012). Znaenje plivanja u prevenciji postularnih
poremeaja kod djece mlae kolske dobi. 21. Ljetna kola kineziologa Republike Hrvatske. Zbornik radova (21):326-330
13. Wolansky, N. (1975). Tjelesni rast i razvoj s praenjem dranja tijela. Prirunik za nastavnike,
Varava, 1975.
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Swimming in support of physical therapy in order to correct posture in children
UDK 797.21:615.8
SWIMMING IN SUPPORT OF PHYSICAL THERAPY

IN ORDER TO CORRECT POSTURE IN CHILDREN

Olympic Swimming Pool Center Sarajevo, Bosnia and Herzegovina
Faculty of Health Studies, University of Sarajevo, Bosnia and Herzegovina
INTRODUCTION
The problem of postural insufficiency among preschool and school-age children is on the rise
and represents part of the problem for health and educational systems. Deformities of the thoracolumbar spine are a relatively common problem in children during their final stages of growth and development. From an etiological point of view they can be: congenital, idiopathic and postural. In the
final stage of growth and development, deformities are mostly of postural type and are more common in boys (Mihajlovi, et al., 2005). In order to completely stop the progress of postural disorders
that can turn into physical deformities it is necessary, in addition to corrective gymnastics exercises,
to discover the real cause that contributed to the beginning of the emergence of postural disorders
and to conduct a detailed analysis of the living conditions of examinees (Popovi, et al., 2009). What
is common to all deformities of the spinal column is that they can lead to significant malfunctions,
which can be relatively tolerated during childhood because of the adaptability of young organism,
but they tend to create serious difficulties and become unbearable as children proceed to their adulthood (Kosinac, 2009). The fact is that the deformities of the spine, chest and feet are not an obstacle
to engage in sport activities. In fact, it should be an additional tool intensifying such activities aimed
at strengthening the muscles as an important factor for improving posture. Depending on physique,
posture conditions and types of deformities in children, it is desirable to choose an appropriate sport
activity that will not trigger or worsen the existing deformity. Recommended activities are programs
of corrective gymnastics, swimming, rowing, karate, ballet, volleyball and similar sports (Petroni, et
al., 2014). Therefore, the general objective of educational area of the course Physical Education in school is to develop regular physical exercise habits in children. Movements which man performs daily
are not performed by individual segments, but by kinetic chains. They represent complex of movements, caused by a muscle directly in the area of its location and indirectly to the adjacent parts of
the body (Kova, 2010). It is well known that the quality of movement performance and each motor
movement improves with practice and the system of individual parts of the movement significantly
changes and improves over time (Rao, 2000). Based on the results of earlier studies, conclusions
were drawn that the program of corrective exercises on land, complemented by games and exercises
in the water can have to a large extent a positive effect on the transformational processes of posture improvement in preschool children (Mufti, et al., 2013). Although one of the primary goals of
sports is achieving the best possible results, sports activities for children should have other messages
as well, especially those that have a lasting value. According to the aforementioned, the aim of this
study was to determine the role and effects of swimming programs in support of physical therapy in
order to correct posture in boys in elementary school.
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METHOD
The research was conducted on a sample of 80 boys, 11,82,5 years of age, in which a bad posture was diagnosed through expert examination. A swimming program, as a physical therapy aid,
was conducted over a period of 8 months, three times per week, each lasting for 60 minutes. The
study used 9 variables for posture assessment according to the model of Napoleon Wolanski (Table
1). Scoring was done using expert judgment method (Table 2). On the basis of the sum of negative
points an evaluation of the individual monitored areas was determined, as well as the general assessment of posture (Table 3). During data processing, variables that indicate points of particular body
parts will be displayed from 1 to 3 (1 - no deviation, 2 - slight deviation and 3 - pronounced deviation). In order to determine the role of swimming in support of physical treatments for postural status
correction in boys, an analysis of the changes under the difference model was performed (initial and
final testing). An analysis of differences in mean values was done with the help of t-test for paired
samples.
Table 1. The sample of variables (Wolanski, 1975; Radisavljevi, 2001)
Variable
Region assessment of the body
HPA
Head posture assessment
SPA
Shoulder posture assessment
SBPA
Shoulder blade posture assessment
CPA
Chest posture assessment
SCPA
Spinal column posture assessment
APA
Abdomen posture assessment
LPA
Legs posture assessment
FPA
Feet posture assessment
OBPAW
Overall assessment of posture -Wolanski
Table 2. Scoring model (evaluation of deviations)

Points
Level of deviations from correct posture
No deviation
Slight deviation
Pronounced deviation
Table 3. Defining general assessment of the postural status according to Wolanski
198
Points
Evaluation
Description
Excellent posture
1-4
Very good posture
5-8
Good posture
9-2
Poor posture
13-16
Very bad posture

RESULTS WITH DISCUSSION

Comparison of the initial and final testing results of eight (8) body regions show a decrease
(deviation) of values for each of the variables in the final test. Based on these indicators (the sum of
all the individual regions), there was an increase in the value of the variable (OBPAW) respectively a
significant improvement of overall evaluation of posture. At the initial assessment the mean score of
posture in boys was 1.97 ranking them in the zone between very bad and poor posture. In the final
evaluation, the mean score of posture (OBPAW) in boys was 3.61 (Chart 1).
Chart 1. Descriptive statistics for each variable
Based on the results of t-test, a high statistical significance is clearly visible in all of the observed variables for posture evaluation (Table 4). The resulting analysis shows significant changes in
the values of variables: Head posture assessment (HPA p= .000); Shoulder posture assessment (SPA
p= .000); Shoulder blade posture assessment (SBPA p= .000); Chest posture assessment (CPA p=
.000); Spinal column posture assessment (SCPA p= .000); Abdomen posture assessment (APA p=
.000); Legs posture assessment (LPA p= .000); Feet posture assessment (FPA p= .000) and Overall
assessment of posture (OBPAW p= .000).
Table 4. Results of T-test for paired samples
Variable
Arithmetic
mean
Standard
deviation
Standard
error
t-test
Degree of
freedom
HPA 1 HPA 2
0.35000
0.47998
0.05366
6.522
79
0.000 **
SPA 1
SPA 2
1.01250
0.29740
0.03325
30.450
79
0.000 **
SBPA 1 SBPA 2
1.00000
0.35578
0.03978
25.140
79
0.000 **
CPA 1 CPA 2
0.20000
0.43283
0.04839
4.133
79
0.000 **
SCPA 1 SCPA 2
1.03750
0.40390
0.04516
22.975
79
0.000 **
APA 1 APA 2
0.40000
0.49299
0.05512
7.257
79
0.000 **
LPA 1
LPA 2
0.30000
0.46115
0.05156
5.819
79
0.000 **
FPA 1
FPA 2
0.62500
0.55972
0.06258
9.987
79
0.000 **
OBPAW 1 OBPAW 2
-1.53750
0.50174
0.05610
-27.408
79
0.000 **
Sex
Male
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199
Prior to implementation of the program, participants have had bad posture with several common characteristics: relaxed abdominal and back muscles, the asymmetry of the blades and shoulders, as well as higher or lower forms of scoliosis posture status. Applied swimming program (as a
physical therapy aid) has managed to additionally stretch and strengthen the muscles of the participants, which proved to be very effective. The results indicate the functionality of hydrotherapy
as one of the most applied additional procedures for rehabilitation of children, which confirms the
findings of similar studies (Getz, et al., 2006). Also, the results obtained in this study correspond
to findings (Levin, 1991; Sova, 1995), that no other physical activity can affect a man as swimming
does, and that water is an excellent medium which enables performance of quality exercises for
strengthening the body, as well as for efficient rehabilitation. Applying swimming technique crawl
an efficient mobility of the back muscles of the shoulder girdle was achieved, also leading to a stabilization of the shoulder blades toward the spinal column. In this way the efficiency of movement that
are important for improving the mobility of the shoulder blades was achieved. Backstroke swimming
technique provided the flexibility of joints but also improved muscle tone responsible for body and
pelvis stabilization. This technique ensured the mobility of the abdominal muscles, creating a desirable posture for stretching the entire muscular system. Breaststroke swimming technique ensured
adequate position and body movement as well as a well-balanced movement of upper and lower
extremities. This confirms the conclusions of other authors (Kosinac, 2009) that breaststroke and
backstroke swimming techniques are the best functional training for improper body posture, being
preferred for the correction of scoliosis in children. The results obtained are in favour of the findings from earlier studies with similar patterns (Stankovi, et al., 2012), concluding that programmed
swimming instructions, based on a well-designed exercises in water and on land, water games, learning basic swimming techniques, represents an important factor in the formation of postural status
and healthy habits in children. It was shown that prolonged swimming via breaststroke technique
can produce problems in the cervical part of the spine thus requires extra caution. Therefore, usage
of aid such as swimming boards can be recommended.
CONCLUSION
Children find physical therapy, which is focused on correcting postural disorders and deformities, often uninteresting and difficult. However, sports training adapted programs (swimming)
that include strength training and stretching, especially of the postural antigravity muscles can be a
good support to medical treatments. Based on the results obtained it can be concluded that adequately adapted swimming program can be a highly effective tool and support for physical therapy in
the process of correcting posture in boys of school age.
REFERENCES
1. Getz, M., Hutzler, Y., Vermeer, A. (2006). The relationship between aquatic independence and
gross motor function in children with neuro-motor impairments. Adapted Physical Activity
Quarterly 23:339-355.
2. Kosinac, Z. (2009). Kinezioloki tretman malih (minornih) skolioza. kolski vjesnik - asopis za
pedagoka i kolska pitanja, Vol.58 (4): 427-440.
3. Kova, S. (2010). Biomehanika u kineziologiji. Udbenik za studente fakulteta sporta i tjelesnog
odgoja, Sarajevo 2010.
4. Levin, S. Aquatic therapy. Phys Sports Med. 1991; 19: 119-126
5. Mihailovi, S., Spasi, S., Mladenovi, M., Markovi, V., Dimitrijevi, D., Kapetanovi, B. (2005).
Deformiteti torakolumbalne kime kod dece kolskog uzrasta. Proceedings. Centre for Continuing Medical Education Valjevo.
200
6. Mufti, M., Sari, S., Miokovi, M., Torlakovi, A. (2012). Efekti kombinovanog programa vjebi
u vodi i korektivnih vjebi na poboljanje posture djece predkolske dobi. Proceedings of the 4th
Congress of B&H physiatrists with international participation. Banja Luka.
7. Petroni, I., irovi, D., Nikoli, D., Kneevi, T., Dami, D. (2014). Physical activity in children.
14th Congress of Serbian physiatrists with international participation. Proceedings.
8. Popovi, I., Milenkovi, S. (2009). Efekti korektivnog vebanja na korekciju postularnih
poremeaja na kimenom stubu u sagitalnoj ravni. 5th European Congress FIEP. Proceedings
(5):125-135
9. Radisavljevi, M. (2001). Korektivna gimnastika sa osnovama kineziterapije. Faculty for Sport
and Physical education. Belgrade 2001.
10. Rao, I. (2000). Antropomotorika. Pedagogical Academy, University in Mostar.
11. Sova, R. (1995). Comment. The National Aqatics Journal. Indianapolis Vol. 11 (1) 8.
12. Stankovi, S., Petkovi, T.D., Delibai, Z. (2012). Znaenje plivanja u prevenciji postularnih
poremeaja kod djece mlae kolske dobi. 21st Summer school for Croatian Kinesiologists. Proceedings (21):326-330.
13. Wolansky, N. (1975). Tjelesni rast i razvoj s praenjem dranja tijela. Prirunik za nastavnike,
Varava, 1975.
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UDK 798.2:615.8-053.5
TERAPEUTSKO JAHANJE KONJA KOD DECE SA LOIM DRANJEM

Nacionalna sportska akademija, Sofija, Bugarska
UVOD
Dranje tela je poloaj u kome u kome se nalaze telo i udovi neke osobe dok stoji, sedi ili lei.
Dobro dranje tela nam pomae da stojimo, hodamo, sedimo i leimo u poloajima koji najmanje
napreu miie koji podravaju telo i ligamente tokom pokreta i aktivnosti u kojima postoji optereenje.
Loe dranje tela je posledica naruenih motornih navika deteta. Deca u ranom kolskom
periodu predstavljaju glavnu rizinu grupu za nastajanje ovih poremeaja. Kada je dranje tela pogrbljeno, grudi su uvuene, ramena zaobljena i povijena unapred, gornji deo tela je pogrbljen (poveana kifotika kriva), a lopatice (scapulae) se rotiraju/naginju unapred. Poveana kifotika kriva
prouzrokuje da se glava dri povijena unapred prema centru gravitacije. Postoji smanjenje stabilnosti lopatica to kao rezultat ima promene u emi pokreta gornjih ekstremiteta. Ono moe biti predstavljeno i naginjanjem kukova unapred, nepravilnim poloajem karlice i poveanjem zakrivljenja
lumbalnog dela kime, kao i isturenim stomakom.
Loe dranje tela kod dece moe da kao posledicu ima probleme sa ravnoteom, koordinacijom i snagom gornjeg dela tela. Miina neuravnoteenost kod dece obino poinje u gornjem delu
tela, moda zbog toga to veliku i teku glavu deteta podravaju relativno slabi miii vrata, i takoe
zbog toga to je centar ravnotee deije glave postavljen unapred (Janda, 1987.). Da bi se spreili
deformiteti kime i asimetrija dranja tela neophodna je rana i objektivna dijagnoza promena u
dranju tela. Ciljevi terapije za ispravljanje posturalnih problema ukljuuju vraanje obima pokreta,
poveanje fleksibilnosti i jaanje slabih miia (Betsch i sar. 2010.).
Terapeutsko jahanje se koristi kao deo programa fizikalne terapije da se aktiviraju miii trupa
i pobolja ispravljanje i kontrola trupa, tako da bi mu sledili normalna reakcija ravnotee trupa i korienje ekstremiteta (Baker, 1997). Vebe na nestabilnoj podlozi imaju pozitivan efekat kod dece sa
posturalnim smetnjama (Markovska, 2013.).
Instruktori su za jahanje eleli normalnu uspravnu kimu kojoj je potrebna uspravna karlica.
Normalno zakrivljenje kime u obliku slova S prua malim zglobovima slobodu pokreta. Ispravno
sedlo je osnova za uticaj jahanja (Valev, 2013). S druge strane, neispravno sedlo moe prouzrokovati
nepravilan poloaj karlice. Zbog toga je veoma vana uloga instruktora jahanja i terapeuta da bi se
ispravilo sedlo i poloaj jahaa na konju.
Hipoteza je bila da terapeutsko jahanje smanjuje posturalne probleme kod dece sa loim dranjem tela.
Cilj ovog istraivanja bio je da izmeri promene u dranju kod dece posle uea u programu
terapeutskog jahanja.
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Terapeutsko jahanje konja kod dece sa loim dranjem
Organizacija istraivanja Istraivanje je vreno u Sportskom centru jahanja Han Asparuh

u Sofiji. Trajalo je 6 meseci. Odrano je 40 asova terapeutskog jahanja. Za uee je izabrano desetoro dece (tri deaka i sedam devojica) (prosene starosti 8,5 godina) sa nepravilnim dranjem tela,
loom mehanikom i neelastinim telom. Svi su pokazivali loe poravljanje trupa po sagitalnoj ravni.
METOD
Koristili smo Matias test dranja tela i Bertoti test (Bertoti, 1988) za evaluaciju dranja tela tokom jahanja. Dranje tela i simetriju 5 delova tela kontroliu terapeut ili trener. 5 delova tela su glava
i vrat, ramena i lopatice, trup, kima i karlica. Ocenjivani su ocenama od 0 do 3. Konani rezultat je
dobijen sabiranjem ocena svakog dela tela tokom jahanja. Maksimalni rezultat je 15.
Test dranja Matias (Mathias, 1979). Posturalni test prema Matiasu se primenjuje da bi se
odredilo da li ukljuuje strukturalne promene na kimi ili posturalnu slabost kod dece i adolescenata.
U stojeem stavu podii ruke iz ramenog zgloba pod uglom od 90 stepeni pruene u laktovima. Vreme testiranja u kome treba odrati ovaj poloaje je 30 sekundi. Ocene: 1/normalno dranje
tela, 2/loe dranje tela ako se poloaj ruku ili krivine kime u sagitalnoj ravni promene iz normalne
pozicije u tom vremenu, 3/ neuspeh na testu dranja tela ako ispitanik uopte ne moe da zauzme
ovaj poloaj.
Terapeutsko jahanje
Na poetku kursa sva deca su esto pri penjanju, silasku i jahanju konja imala dranje tela koje
je ukljuivalo glavu pognutu unapred, povijen trup, zaobljena ramena i a posteriori savijenu karlicu.
Prvi as je poeo time to su deca sedela na konju 3-4 minuta dok se nisu navikla na direktan
kontakt sa konjem. as se nastavljao sporim korakom u koloni. Dok su se deca kretala zajedno sa
konjem, pomagali su im i ispravljali ih da zauzmu ispravan sedei stav na konju i da podignu glavu i
ramena, a da ne savijaju trup. Takoe su im pomagali tako to su im davali uputstva i ohrabrivali ih.
Na sledeim asovima se poveavala brzina kretanja konja i uvoene su razliite vebe. Prvo su ove
vebe izvoene u oputenom raspoloenju kad bi konj stao, posle nekog vremena veba bi se izvodila dok se konj kretao. Za poboljanje ravnotee i posturalne kontrole koriene su razliite startne
pozicije i specijalne vebe za ravnotezu i koordinaciju sa naizmeninim pokretima ruku u razliitim
pravcima.
REZULTATI
Poreenjem poetnih i konanih rezultata Bertoti testa (slika1), otkrili smo da postoji pozitivno poboljanje u dranju tela dece tokom jahanja. Tokom programa ona su stimulisana i ispravljana
da bi zauzela ispravan poloaj za jahanje. Promene Bertoti test bile su 9,1 poena na poetku do 14,1
poena na kraju (p<0,05).
Deca su popravila poloaj glave i ispravila trup. Jedan od razloga je potreba ispitanika da se
odre na konju bez pada. Ovo je mobilisalo razliite miine grupe itavog tela, posebno vrata i lea
i doprinelo njihovim hipotoninim miiima. Tok i ritmike vibracije tokom terapijske sesije izazvale
su stabilizaciju karlice.

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203
Slika 1. Promene u dranju tela tokom jahanja
U jednom istraivanju Tassheva (2013), dokazuje da Matias test dranja tela moe da se koristi
kod male dece uprkos injenici da je faktor anksioznosti visok. U naem istraivanju je Matias test
dranja tela na poetku pokazivao loe dranje tela. Srednja vrednost Matias testa dranja tela bila je
24,6 sekunde. Na kraju terapeutskog kursa deca su zadrala ispravan poloaj due, do 28,5 sekunde.
Podaci su ukazali na slabo do normalno dranje tela ali nisu statistiki znaajni ( p > 0,05.)
Slika 2. Promene u izdrljivosti za Matias test dranja
DISKUSIJA
Sva poboljanja dranja tela kod dece su zbog pokreta konja. Pokreti konja obezbeuju da
jahaev trup ima komponente normalnog ljudskog dranja i poloaja. Aktivnost sedenja na konju
razvija kontrolu srednjeg dela tela i posturalnu kontrolu. Aktivnost leanje na konju razvija reakciju automatske ravnotee i poveava snagu i stabilnost kime. Vebe dok se lei na leima konja
razvijaju stomane miie i gluteus. Dinamika stabilizacija kime znai dobro i stabilno dranje
tela podrano dobrom kontrolom miia. Razliite grupe miia agonisti i antagonisti ili stezai i
opruai rade zajedno, i niti jedan jedini mii ne radi sam. itavo telo treba da bude u ravnotei i
harmoniji samo sa sobom.
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Terapeutsko jahanje konja kod dece sa loim dranjem
ZAKLJUAK
estomeseno pilot istraivanje sprovedeno u Centru za jahanje Han Asparuh u Sofiji sa desetoro dece sa loim dranjem tela dokazalo je da je kurs terapeutskog jahanja imao pozitivan efekat
na dranje i kontrolu tela u prostoru. Problem istraivanja je posebno bio usmeren na to da utvrdi
da li e terapeutsko jahanje promeniti fleksibilna zaobljena ramena ili kifotiko dranje tela dok je
dete na konju, kako statiko sedenje utie na isti posturalni problem i kako bi ovo moglo da se izmeri.
LITERATURA
1. Bertoti, D. B. (1988). Effect of therapeutic horseback riding on posture in children with cerebral
palsy. Physical Therapy, 68. [cited 9 June 2014 ]; Available from:http://www.physther.net/content/68/10/1505. full.pdf,
2. Baker.E(.1997) A comparison of change in flexible kyphosis pre and post-hyppotherapy a
research approach in Therapeutic riding Strategies for rehabilitation , Omnipress, Colorado
3. Engel,B. (1997)Therapeutic riding Strategies for rehabilitation , Omnipress, Colorado, 21
4. Gencheva, N. (2007) Therapeutic horseback riding , BulIns, S. 14-30
5. Markovska, G. (2013), Effects of exercise on an unstable support in children with postural disorders, Proceedings : Kinesitherapy in spine disorders, Sofia, December, 2013,71-76
6. Mathias, H.. :Klinische Memethoden an der Wirbelsule, in Diagnostik der Wirbelsulenerkrankungen, Die Wirbelsule in Forschung und Praxis, Band 83,Hrsg. Prof. Dr. Junghanns, HippokratesVerlag Stuttgart 1979, S. 23-29
7. Tasheva, R. (2013),Register of the Adams and Mattiass test in children with Postural frontal
plane disorder; Proceedings : Kinesitherapy in spine disorders, Sofia, December, 2013,95-100
8. Valev Y.(2013) Guide to the initial training of the equestrian sport rider, Sofia, NSA Press,
9. Janda V. (1994); Muscles and motor control in cervicogenic disorders, Physical therapy in cervical e thoracic spine , e1 st ed.,R.Grant.; 195-215
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UDK 798.2:615.8-053.5
THERAPEUTIC HORSEBACK RIDING

IN CHILDREN WITH POOR POSTURE

National Sports Academy, Sofia, Bulgaria
INTRODUCTION
Posture is the position in which a person can hold his or her body and limbs while standing,
sitting or lying down. A good posture helps us stand, walk, sit, and lie in positions that place the least
strain on supporting muscles and ligaments during movement and weight-bearing activities.
Poor posture is due to the childs impaired motor habit. Children in early school age belong
to the major risk group for the acquisition of these disorders. When posture is slouched, the chest
caves in, the shoulders are rounded forward, the upper back is hunched over (increased kyphotic
curve) and the shoulder blades (scapulae) rotate/tilt down to the front. The increased kyphotic curve
causes the head to be held forward of the centre of gravity. There is a reduction in stability of the
shoulder blades resulting in changes in the movement pattern of the upper extremities. It can also
be presented with a forward tilting of the hips, incorrect pelvic position, an increase in the curve of
lumbar spine, and a protruding stomach.
The poor posture in children can result in problems with balance, coordination and upper
body strength. Muscle imbalance in children usually begins in the upper part of the body, perhaps
because the childs large and heavy head is supported by comparatively weak neck muscles and also
because the centre of gravity of the childs head is located forward (Janda, 1987). To prevent spine
deformities and posture asymmetries an early and objective diagnosis of posture changes is essential. Treatment goals for correcting postural problems include restoring range of motion, increasing
flexibility and strengthening weak muscles (Betsch et al. 2010).
Therapeutic Horseback riding is used as a part of the physical therapy program to activate
the trunk musculature and improve alignment and trunk control, so that normal trunk equilibrium
reactions and extremity use could follow. (Baker, 1997) Exercises with an unstable support have a
positive effect on children with postural disorders (Markovska, 2013).
For riding the instructors want a normal upright spine, with an upright pelvis. The normal
Sshaped curve of the spine gives all small joints freedom to move. The correct riding seat is the
basis for all riding influence (Valev, 2013). n the other hand, the incorrect seat can be caused by a
wrong pelvic position. So the role of the riding instructor and the Therapist to correct the seat and
position of the rider on horseback is very important.
Hypothesis was that the TR sessions decrease the postural problems in children with poor
posture.
The purpose of this study was to measure postural changes in children after participation in a
therapeutic horseback riding program.
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Therapeutic Horseback Riding in Children with Poor Posture
Organization of the study The study took place in Sports Riding Centre Han Asparuh in Sofia. The duration was 6 months. There were 40 therapeutic riding sessions held. Ten children (three
boys and seven girls) (mean age 8.5 years) with poor posture, poor body mechanics and inflexibility
were selected to participate. All demonstrated poor alignment in the trunk from the sagittal view.
METHOD
We used the Matthia posture test and the Bertoti test (Bertoti, 1988) for evaluating the posture during horseback riding. The posture and the symmetry of 5 parts of the body are controlled
by the therapist or the coach. The 5 parts are head and neck, shoulders and scapula, trunk, vertebral
column and pelvis. They are evaluated with marks from 0 to 3. The final result is formed by the sum
of the marks of each part of the body during the riding. The maximum score is 15.
The Test of endurance Matthia stand (Mathias, 1979). The postural test according to Matthia is applied in order to determine whether it involves a structural change of the spine or a postural weakness in children and adolescents.
In standing position, raised arms flexed in shoulder joints at 90 degrees and extended in elbow
joints. Testing time for being able to keep this position is 30 sec. Grades: 1/normal posture, 2/poor
posture if the position of arms or spinal curves in sagittal plane are changed from normal position
with time, 3/ fail of body posture if the position cannot be taken at all.
Therapeutic riding
In the beginning of the course, all children often show a sitting posture on and off the horse
that includes forward head, flexed trunk rounded shoulders and a posteriorly tilted pelvis.
The first session begins with setting the children on the horse back for 3-4 minutes until they
get used to the direct contact with the horse. The session continues with slow pace slow walking in
a line. While the children are moving together with the horse they are manually helped and corrected
to take the right sitting position on the horseback with lifted head and shoulders, without bending
the trunk. They are also helped by giving instructions and by encouraging them. In the next sessions
the speed of horsewalk rises and different exercises are included. Firstly, these exercises are done in a
relaxed mood when the horse stopped, after a while the exercise should be done while the horse is
walking. To improve the balance and postural control different start positions and special exercises
for balance and coordination with alternative moving of the hands in different directions were used.
RESULTS
In comparison of the initial and the final data from Bertoti test (figure 1) we found out that
there is positive improvement in the posture of the children during the horseback riding. During the
program they were stimulated and corrected to take right riding position. The changes of Bertoti test
were from 9.1 points in the beginning to 14.1 points in the end (p<0.05).
The children have improved the position of the head and have lifted the trunk. One of the reasons is the need of the patients to keep on the horseback without falling. This has mobilized different
muscle groups in the whole body, especially on the neck and the back and has contributed to their
hypotonic muscles. The flowing and rhythmic vibrations during the therapeutic sessions caused
stabilization of the pelvis.
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Figure 1. Changes in the posture during the horseback riding
In one research Tassheva (2013), proves that Matthia posture test may be used with little
children in spite of the fact that the anxiety factor is high. In our study in the beginning Matthia
posture test shows weak posture. The mean value of the Matthia posture test was 24.6 sec. In the
end of the therapeutic course the children hold the correct position longer, to 28.5 sec. The data indicated lose to the normal posture but are not statistically significant (p > 0.05.)
Figure 2. Changes in the endurance Matthia stand
DISCUSSION
All improvement of the child posture is because of the horse movement. The movement of the
horse provides the rider`s trunk with the components of normal human gait and positions Activity
sitting on the horsebacks develops core control and postural control. Activity lying prone on the
horseback develops the automatic balance reaction and increase spinal strength and stability. Exercises while lying on the horseback develop the stomach muscles and glutei. The dynamic stabilisation
of the spine is a good and stable posture which is supported by good muscular control. Different groups of muscles agonist and antagonist or flexors and extensors work together and no single muscle
works on its own. The whole body should be balanced and in harmony with itself.
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Therapeutic Horseback Riding in Children with Poor Posture
CONCLUSION
The six-month pilot study which was done in the horseback riding centre Han Asparuh in
Sofia with ten children with poor posture proved that the therapeutic horseback riding course has a
positive effect on the body posture and the control of the body in the space. Specifically the research
problem was addressed to determine whether TR would change the flexible rounded shoulders or
kyphotic posture while on the horse, how static sitting affected the same postural problem and how
this would be measured.
REFERENCES
1. Bertoti, D. B. (1988). Effect of therapeutic horseback riding on posture in children with cerebral
palsy. Physical Therapy, 68. [cited 9 June 2014 ]; Available from:http://www.physther.net/content/68/10/1505. full.pdf,
2. Baker.E(.1997) A comparison of change in flexible kyphosis pre and post-hyppotherapy a
research approach in Therapeutic riding Strategies for rehabilitation , Omnipress, Colorado
3. Engel,B. (1997)Therapeutic riding Strategies for rehabilitation , Omnipress, Colorado, 21
4. Gencheva, N. (2007) Therapeutic horseback riding , BulIns, S. 14-30
5. Markovska, G. (2013), Effects of exercise on an unstable support in children with postural disorders, Proceedings : Kinesitherapy in spine disorders, Sofia, December, 2013,71-76
6. Mathias, H.. :Klinische Memethoden an der Wirbelsule, in Diagnostik der Wirbelsulenerkrankungen, Die Wirbelsule in Forschung und Praxis, Band 83,Hrsg. Prof. Dr. Junghanns, HippokratesVerlag Stuttgart 1979, S. 23-29
7. Tasheva, R. (2013),Register of the Adams and Mattiass test in children with Postural frontal
plane disorder; Proceedings: Kinesitherapy in spine disorders, Sofia, December, 2013,95-100
8. Valev Y.(2013) Guide to the initial training of the equestrian sport rider, Sofia, NSA Press,
9. Janda V. (1994); Muscles and motor control in cervicogenic disorders, Physical therapy in cervical e thoracic spine , 1st ed.,R.Grant.; 195-215
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UDK 616.711-007.5:796.41-055.2
EFEKAT ROT METODE NA DRANJE I DEVIJACIJU KIME

KOD RITMIKIH GIMNASTIARKI

Odsek za fizikalnu terapiju i rehabilitaciju,
Nacionalna sportska akademija V. Levski, Sofija, Bugarska
UVOD
Dranje
Uspravno dranje je karakteristino jedino za oveka. Ono se obezbeuje podravajuom
funkcijom gornjih ekstremiteta i postepeno je, tokom evolucije, pomoglo da se formira radna funkcija ake.
Dranje je dobra segmentalna usklaenost. To je vaa snaga osnove - sloeni okvir od vaih
stopala, preko nogu, kukova kime i ramena do glave. To je neutralni poloaj iz kojeg proistiu svi
pokreti (McGill, 2007).
Dobro dranje je stav koji zauzimaju delovi tela kako bi odrali stabilnost i ravnoteu uz minimalni napor i najmanje naprezanja tokom podravajuih i nepodravajuih poloaja (Shimaa, 2012).
Devijacija kime
Svako fiksno odstupanje od normalnog oblika kime, koje kompromituje pravu simetriju tela
i karakterie se poveanjem ili smanjenjem ili promenom fiziolokih krivina kime u jednom ili drugom smeru, ili pojava nepostojeih krivina, naziva se devijacija kime.
Deformiteti kime su poznati lekarima jo od antikih vremena i I dalje su jedan od najsloenijih problema u modernoj ortopediji. Istraivanja o stopi irenja pojave deformiteta kime pokazuju
porast u uestalosti, sa jedne strane, kao i smanjenje godina starosti kada se deformiteti javljaju, sa
druge strane. Sloenost ovog problema se ne odreuje samo velikom uestalou oboljenja, koje
oteuje telo deteta, ve i njegovom kasnijom disfunkcijom svih vitalnih organa i sitema.
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Efekat rot metode na dranje i devijaciju kime kod ritmikih gimnastiarki
Tipovi dranja i devijacija kime (Slika 1)
Slika 1. Tipovi dranja i devijacija kime
Prikaz sa bone strane:

Kifotino-lordotino dranje
Dranje sa ravnim leima
Dranje sa izvijenim leima
Lordotino dranje
Kifotino dranje
Prikaz sa zadnje strane:

Skolioza (Shimaa, 2012) i njihove kombinacije
Takoe postoje standardi dranja. Prema Slanevu (1998), postoje 4 tipa dranja koji su obeleeni sledeim slovima: A (vrlo dobro dranje), B (dobro dranje), C (srednje dobro dranje), D (slabo
ili loe dranje). Tipovi dranja C i D predstavljaju devijaciju kime u prednjem, zadnjem ili bonom
smeru (Slika 2).
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Slika 2. Standardi dranja (A, B, C i D) prikaz sa bone strane
Uzroci posturalnih poremeaja i devijacija kime

Posturalna usklaenost zapoinje svoj razvoj od ranog perioda ivota sa razvojem kime i
njenih krivina. Navika dranja tela u ravnote i- u dobrom poloaju - se ui postepeno kako dete ui
da kontrolie svoje telo. Dranje je dinamino - menja se u odnosu na nae emocije, stavove, visinu,
teinu i fizike uslove (Hugh S., 1935).
Moda ne znamo tano ta prouzrokuje pormeaje dranja i devijacije kime, ali znamo ta
moe da dovede do mnogih stanja koja imaju tendenciju da se javljaju u vezi sa njima. Logino, bilo
bi smisleno smatrati da se ova stanja javljaju zajedno zato to imaju isti uzrok. Evo nekoliko stanja za
koje se zna da se javljaju ee kod ljudi koji imaju posturalna oteenja i oteenja kimenog stuba:
Hypoestrogenizam (nizak nivo estrogena) Poznato je da nizak nivo estrogena dovodi do
osteoporoze i osteopenije, stanja koje su mnoge druge studije dovele u vezu sa skoliozom.
Balerine i vrhunske sportistkinje koje puno treniraju uglavnom pate od niskog nivoa estrogena, kanjenja menstruacije, preloma i skolioze. Misli se da balerine i ritmike gimnastiarke
pate od hipoestrogenizma zato to uglavnom prekomerno vebaju (puno treniraju) i odravaju
nisku telesnu teinu, stanja koja mogu dovesti do niskog nivoa estrogena, kanjenja menstruacije, preloma i skolioze.
Nizak nivo estrogena se dovodi u vezu sa skoliozom u raznim studijama. Podaci jedne studije o balerinama ukazuju na to da kanjenje menstruacije i produeni intervali amenoreje
koji odraavaju dugotrajni hipoestrogenizam mogu predodrediti balerine na pojavu skolioze i
stresnih preloma. Desetostruko vea pojava skolioze je otkrivena kod ritmikih gimnastiarki (12%) u poreenju sa kontrolnom grupom (1.1%). Sportistkinje, uopte, imaju viu stopu
pojave skolioze. Mogui razlog za to je to kod ena koje prekomerno treniraju, poput profesionalnih igraica i sportistkinja, moe doi do prestanka menstruacije, to smanjuje njihov
nivo estrogena i dovodi ih u rizik od osteoporoze, stanja koje je u bliskoj vezi sa skoliozom.
Ovaj poveani rizik od skolioze i osteoporoze je slian onome to se deava kada ena ue u
menopauzu. I kod sportistkinja i kod ena u menopauzi postoji rizik niskog nivoa estrogena,
preloma, osteopenije, skolioze i osteoporoze. Moda zbog toga to nizak nivo estrogena koji
se javlja kod obe grupe ena dovodi do slabljenja kostiju, to kao posledicu ima osteoporozu,
skoliozu i prelome (Simpson S.).
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Uzrast - Detinjstvo je period koji karakteriu snane fizioloke promene u organizmu.

Dolazi do naglog rasta kostiju, to ne uspeva adekvatno da prati razvoj miia i ovo je jedan
od uzroka posturalnih poremeaja (1). Deca su najpodlonija dugotrajnim oteenjima
kime, poto kosti kime naglo rastu.
kolski i svakodnevni ivot - Redovno noenje tekih kolskih torbi, nepravilno sedenje
i stajanje, neusklaenost kolskog i kunog nametaja sa visinom i teinom deteta i
nedovoljno fizike aktivnosti sve zajedno moe da doprinese loem zdravlju kime (2).
Nedovoljan razvoj i nedovoljna snaga antigravitacionih miia moe biti jo jedan razlog
loeg dranja tela. Neki istraivai ukazuju na to da neuravnoteenost miia oko prljenova
moe uiniti da deca budu podlona poremeajima kime tokom rasta (2).
Pol Blaga krivina (ispod 20 stepeni) se javlja gotovo jednako kod deaka i devojica, ali
postoji desetostruko vea verovatnoa da e do poveanja krivine doi kod devojica (1).
Medicinski faktori rizika Ljudi sa odreenim medicinskim stanjima koja utiu na
zglobove i miie su pod veim rizikom od devijacija dranja i kime. Ova stanja ukljuuju
reumatoidni artritis, miinu distrofiju, deiju paralizu i cerebralnu paralizu (1).
Mladi sportisti i dugi sati treniranja- vie od 8 sati nedeljno (za deake i devojice stare 1214 godina) (2).
Ritmika gimnastika je olimpijski sport, uglavnom za ene. To je kombinacija baleta, gimnastike, pozorine igre, kao i igre sa rekvizitima. U ritmikoj gimnastici, kao i u svim drugim sportovima,
najvee sportsko umee se postie mnogostrukim ponavljanjem svakog elementa kao i sa mnogo,
mnogo sati treniranja. Pored neprekidnog i specifinog treninga, jo jedna odlika ovog sporta je rani
poetak - strunjaci u ritmikoj gimnastici zapoinju treninge sa decom uzrasta 4-5 godina. Uzrast
u kome su svi organi i sistemi u kontinuiranom razvoju i shodno tome nosi rizik poremeaja njihovih anatomskih i fiziolokih karakteristika (uglavnom se to odnosi na miino-kotani i digestivni
sistem).
Ritmika gimnastika je sport koji zahteva sloenu koordinaciju i poveanu pokretljivost (hiper
pokretljivost) miino-kotanog sistema. U celini, ovaj sport je asimetrian i zauzimanje razliitih
atipinih poloaja koji neravnomerno optereuju miie ljudskog tela je preduslov za asimetriju u
miino-kotanom sistemu deteta koje trenira. Dokaz ovome je studija koju je sproveo Panajotov I. i
saradnici 2011. godine da bi utvrdio desetostruko veu pojavu skolioze kod ritmikih gimnastiarki
(12%) nego kod devojica istog uzrasta koje ne treniraju (1.1%) (Tancheva P. i saradnici 2011). Druga
karakteristika ovog sporta je odravanje niske telesne teine.
Navedene karakteristike ritmike gimnastike su preduslovi za razvoj posturalnih poremeaja
i devijacija kime kod gimnastiara. Deformiteti kimenog stuba mogu da napreduju i to je razlog
da se primeni blagovremeno leenje. Danas su poznate brojne naune studije koje nas informiu o
postignutoj efikasnosti hirurkih, ortopedskih i konzervativnih metoda leenja. U mnogima od njih
fizikalna terapija je jedna od najvanijih komponenti u sloenoj terapiji leenja deformiteta kimenog stuba. Njen terapeutski efekat nastaje usled strogo dozirane i sistematski primenjivane fizike
aktivnosti, to osim lokalnog efekta takoe ima i pozitivan uticaj na itavo telo deteta.
Od sutinske vanosti za fizikalnu terapiju je da se fokusira na prisustvo asimetrije u miinom tonusu u grupi antigravitacionih miia. Izmenjena biomehanika vodi do konstantne napetosti
i poveanog miinog tonusa nekih grupa miia i refleksno kompenzatorne slabosti drugih grupa.
Navika dranja tela u ravnotei u dobrom poloaju se ui postepeno kako dete ui da kontrolie svoje telo. Koliko dobro e to nauiti u velikoj meri zavisi od miia koji dre telo uspravno, a
ovi miii bi trebalo da postepeno postaju snaniji kako dete raste i kako ih koristi sve vie i aktivnije
(Hugh, 1935).
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Miii koji dre telo u dobroj ravnotei su:

(1) Miii stomaka - Donji abdominalni miii bi trebalo da uvlae i poravnjaju donji deo stomaka.
(2) Miii zadnjice - Kada su miii zadnjice dobro razvijeni oni pomau da se donji deo kime
ispravi i spreava da lea deteta postanu previe udubljena.
(3) Miii ramena i gornjeg dela trupa - Miii ramena i vrata, kao i miii gornjeg dela trupa
pomau da se grudi dre visoko, brada gore.
(4) Odreeni miii nogu koji dre stopalo u dobrom poloaju (Hugh, 1935).
U gotovo svim studijama o leenju deformiteta kime fizikalnom terapijom istaknuta je uloga
disanja kao dodatnog korektivnog faktora. Ovo je najverovatnije zbog poboljane pokretljivosti respiratornog trakta i dijafragme.
U praksi fizikalne terapije postoje razliita sredstva i metode za leenje deformiteta kimenog
stuba. Jedna od njih je i rot metoda.
rot metoda je trodimenzionalno leenje skolioze koje je razvila Katarina Lenert-rot. Ova
tehnika obuhvata specifine vebe disanja i izduivanja kime. Katarina rot je razvila ovu terapiju
1920-ih godina kako bi reila sopstvene probleme deformiteta kime, a zatim je primenila svoju tehniku na drugim ljudima sa slinim problemima. Osnovala je kliniku u Bad Sobemheimu, Nemaka,
koja se sada zove Katarina rot klinika. Pacijenti sa svih strana sveta se lee u ovom centru. Daljem
razvoju ovih sloenih vebi doprinela je njena erka Katarina Lenert-rot, ona je uvela jednostavnu
klasifikaciju koju danas jo uvek koriste fizioterapeuti (uz odreena prilagoavanja) (Gazmanov O,
2012, Weiss H., 2011).
Glavni cilj rot metode je da se sprei napredovanje krivljenja kime, ali i da se smanji ugao
deformiteta, da se povrati ravnotea miia, kao i da se uklone vidljivi kozmetiki poremeaji (Gazmanov, O., 2012). U poetku, fokus je bio na disanju i njegovoj funkcionalnoj korekciji. Kasnije se
opisuje znaaj posturalne usklaenosti pacijenta i poboljanja usklaenosti upotrebom specifinih
vebi. Danas rot metoda obuhvata vebe disanja, derotacione, izometrijske i druge vebe koje za cilj
imaju da ojaaju miie i uklone njihovu asimetriju (O. Gazmanov, 2012, Weiss H., 2011).
rot terapija smanjuje poremeenu krivinu u proseku 10 od 100. Rendgenski snimci 107 pacijenata su napravljeni na kraju trenanog programa u trajanju od 4-6 nedelja u klinici Katarina rot.
Prosene vrednosti uglova bile su 43, 06 po Kobu (S = 22.87) pre leenja i 38,96 (S = 23,00) nakon
tretmana. 43.93% pacijenata je pokazalo poboljanje krivine od 5 stepeni; 53.27% je bilo nepromenjenog stanja; 2.8% je pokazalo poveanje krivine od 5% (Weiss H, 1992).
rot terpaija poveava vitalni kapacitet od 14% do 19%. 813 hospitalizovanih pacijenata koji su
leeni na klinici rot izmeu 1984. i 1987. godine je povealo svoj vitalni kapacitet izmeu 14% i 19%
i pokretljivost grudnog koa je bila poboljana vie od 20% (Weiss H., 1991).
Efikasnost metode se pokazala u rezultatima klinikih istraivanja u klinikama u Nemakoj
(Weiss HR., 1994),paniji i Turskoj (Otman S. i saradnici 2005) kod stotine pacijenata. Od 2011.
godine originalni skoliotini program zasnovan na rot metodi primenjuje se i u Junoj Koreji .(Lee
SG, 2014).
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METOD
Osobe koje treniraju gimnastiku bi trebalo da imaju znatnu elastinost (pokretljivost). Njihova
tela su vitka i mrava i to je jedan od glavnih razloga za veliki broj sluajeva deformiteta kimenog
stuba meu njima, zajedno sa sportskim povredama.
U dostupnoj bugarskoj literaturi ne postoje studije o fizikalnoj terapiji primenjenoj na gimnastiarima starosti 11-14 godina. Sprovedena su istraivanja o rasprostranjenosti deformiteta kime
meu gimnastiarima, kao i istraivanja o leenju trauma i simptoma bola u lumbalnom delu kimenog stuba. Jedna studija koju su sproveli Popa C., Dobrescu T., 2013. godine ispitivala je efekat
fizikalne terapije na pokretljivost lumbalnog dela kime, ali ne i devijacije dranja i kimenog stuba.
Ovo je bio razlog da se sprovede ova prospektivna studija sa test-retest dizajnom pouzdanosti
na 10 profesionalnih gimnastiarki. Na cilj je bio da naglasimo efikasnost fizikalne terapije koja se
primenjuje na deci sa devijacijom kime, a koja za cilj ima da pobolja pokretljivost zglobova, snagu
miia, kao i da uskladi fizioloke krivine kime.
Poto su treneri sportskog kluba i roditelji dece informisani o cilju i sredstvima studije i nakon
dobijanja njihove saglasnosti, studija je sprovedena u teretani. Kod gimnastiarki od 10 do 14 godina
starosti (prosek od 12.44 1.65 godina) bili su posmatrani posturalni poremeaji i devijacije kime u
avgustu 2014. godine. One su bile ukljuene u grupu fizikalne terapije koja je za cilj imala da pobolja
hiper pokretljivost zglobova, ojaa povreene miie i uskladi fizioloke krivine kime.
Ispitanice su imale trening gimnastike dva puta dnevno u trajanju od 2 sata, est dana u nedelji. rot metoda je primenjivana 1 sat na poetku vebi tokom jutarnjeg treninga. Sprovedena je 6
puta nedeljno u periodu od 4 nedelje. Ukupan broj procedura fizikalne terapije bio je 24.
Cilj ovog istraivanja bio je da doprinese postojeim shvatanjima u vezi sa znaajem re-edukacije vezane za dranje, za spreavanje napredovanja deformiteta putem kompenzovanja miine
neuravnoteenosti i posturalne edukacije kod gimnastiarki.
Nakon identifikovanja premisa, razradili smo hipotezu koja navodi da rot metoda rehabilitacije gimnastiarki verovatno doprinosi poboljanju u vezi sa posturalnim poremeajima i devijacijama kime, kao i odravanju adekvatne kontrole dranja.
Metode istraivanja koje smo koristili su: metoda analize teoretske dokumentacije, posmatranje, ispitivanje, merenje i ocenjivanje, statistiko-matematika metoda i metoda grafikog predstavljanja.
Metode istraivanja i evaluacije: Tokom itavog trajanja studije, sproveden je niz testova kako
bi se dobili relevantni podaci u vezi sa nivoom razvoja ispitanica, kao i da bi se procenili poetni i zavrni funkcionalni nivoi. Testovi su sprovedeni pre i posle primene programa vebi fizikalne terapije.
Da bi se utvrdilo postojanje posturalnih poremeaja i devijacija kime, kao i da bi se ostvarili
rezultati fizikalne terapije, koriene su sledee metode opteg fizikog pregleda: somatoskopija (od
strane fizioterapeuta u frontalnoj i sagitalnoj ravni to je dokumentovano standardizovanim fotografijama) i klinika testiranja za klasifikaciju deformiteta kimenog stuba i ocenu dranja.
Pregled Kliniko ispitivanje poinje pregledom (Slika 3). Dete bi trebalo da se svue u
gaice i izuje, zatim da stane na ravnu plou. Pregled se vri u odnosu na prednju, zadnju
i bonu ravan. Procena dranja tela anteroposteriorno - traenje asimetrija lica, lobanje,
kontura vrata, nivoa ramena, grudi i lopatica, poloaj kljunih kostiju, asimetrija kuka,
oblik Talesovih trouglova (formiranih od gornjih ekstremiteta, struka i karlice). Posebna
panja se pridaje obliku grudnog koa. U mnogim sluajevima, njegova deformacija je
povezana sa krivinom kime. Procena bilo kojih devijacija donjih ekstremiteta: poloaj i
oblik stopala i kolena, visina glutealnih nabora. Posebna panja se pridaje poloaju karlice i
njenoj simetriji u odnosu na rameni pojas.
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Procena bonog poloaja tela posmatranje poinje od donjih ekstremiteta: stopala

prisustvo ravnih tabana ili drugih deformiteta; zglobovi kolena, poloaj kuka. Zatim
slede krivine kimenog stuba. Njihova umanjenost ili poveanje su znak kifoze ili
lordoze. Poloaj glave, lopatica i ramena bi takoe trebalo pregledati.
Na osnovu ovih klinikih ispitivanja definisane su samo devijacije kime i posturalni poremeaji kod ispitivanih gimnastiarki, poto se dijagnoza deformiteta kime ne zasniva samo na klinikim ve i na rentgenskim ispitivanjima.
Prema Slanevu (1998) definisani su tipovi dranja.
Opti ciljevi leenja su bili:

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zaustavljanje napredovanja devijacije;

ponovno uspostavljanje ravnotee snage miia;
usklaivanje fiziolokih krivina kime;
edukacija i re-edukacija u vezi sa dranjem, usklaivanjem tela i njegovih segmenata;
poboljanje slike i eme tela;
korekcija i ispravljanje nepravilnih poloaja tela.
Slika 3. Procena dranja i kimenog stuba
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REZULTATI I DISKUSIJA
Podaci su zabeleeni i analizirani.
Tabela1. Posturalni poremeaji i oblik kolena
Rezultati
1
Posturalni poremeaji
Ispitivanje I
Ispitivanje II
Skolioza
1 (10%)
3 (30%)
Skolioza+Kifoza
0 (0%)
0 (0%)
Skolioza+Lordoza
7 (70%)
7 (70%)
Skolioza+Kifoza-Lordoza
2 (20%)
0 (0%)
Skolioza+Ravna lea
0 (0%)
0 (0%)
Kifo-lordoza
0 (0%)
0 (0%)
Lordoza
0 (0%)
0 (0%)
Kifoza
0 (0%)
0(0%)
Normalno
0(0%)
0 (0%)
genu valgum
0 (0%)
0 (0%)
genu valgum+recurvatum
0 (0%)
0 (0%)
genu varum
0 (0%)
0 (0%)
genu varum+recurvatum
0 (0%)
0 (0%)
genu recurvatum (hiper esktenzija)
6 (60%)
6 (60%)
normalno
4 (40%)
4 (40%)
10
10
Oblik kolena
Ukupno (n)
Tabela 1 pokazuje rezultate ispitivanja. Postaje jasno da je tokom ispitivanja koje je sprovedeno na poetku veina ispitanica imala sloene devijacije. 70% ispitanih imalo je skoliozu i lordozu,
20% je imalo skoliozu, kifozu i lordozu. Samo 10% ispitanica je imalo skoliozu. Takoe je prikazano
da su ispitivane devojice imale hiper ekstenziju u zglobovima kolena 60%, to je dokaz hiper pokretljivosti kod ovih sportistkinja.
218
Slika 4. Posturalni poremeaji ispitivanje I
Slika 5. Posturalni poremeaji ispitivanje II
Pre eksperimenta 90% devojica je imalo kombinovane devijacije u frontalnoj i sagitalnoj ravni.
Tabela 1 i Slika 4 pokazuju da je glavni problem kod ispitanica bila skolioza u kombinaciji sa
lordozom (70% gimnastiarki). Ovo su dokazale studije koje su sproveli Popa C., Dobresku T., 2013.
godine, koji su posmatrali 10 gimnastiara i mogunost da se utie na hiper lordozu primenom fizikalne terapije (Popa C., Dobrescu T., 2013). Desetostruko veu pojavu skolioze kod gimnastiarki
u poreenju sa devojicama koje ne treniraju ustanovili su Tanev P. i saradnici 2011. (Tanchev P. i
saradnici 2011).
Nakon primene specijalizovane metodologije rezultati su poboljani. Kifo-lordo-skolioza nije
bila prijavljena ni kod jedne ispitanice. Procenat skolioze je povean (30%), ali zbog toga to je 20%
dece koja su imala kifo-lordo-skoliozu (kombinovanu devijaciju) ispravilo svoj deformitet i dovelo ga
na nivo skolioze (devijacije u jednoj ravni). Nakon eksperimenta, 70% gimnastiarki je imalo devijaciju u dve ravni (Slika 5).
Tabela 2. Nalazi dranja
Vrsta dranja
I Ispitivanje
II Ispitivanje
1- Vrlo dobro
2 Dobro
3 Srednje
30%
60%
4 Loe
70%
40%
Slika 6. Vrste dranja I ispitivanje

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Eksperimentalna grupa
Slika 7.Vrste dranja I ispitivanje
219
Na poetku 70% dece je imalo dranje tipa C (loe), a na kraju je to bilo 40% (Slika 6 i 7). Iz
analize rezultata, moemo primetiti da primena programa posturalne re-edukacije sa strogim pridravanjem starosnih osobenosti ima korisne efekte na stabilizovanje dranja, to vodi statikoj simetrinoj sposobnosti, pozitivno utiui na ujednaen fiziki razvoj gimnastiarki, kao i na funkcionalnu sposobnost itavog tela. Fusco i saradnici su 2011. godine objavili aurirano jedno od njihovih
prethodnih sistematskih istraivanja o efikasnosti fizikih vebi (FV) u leenju idiopatske skolioze
kod adolescenata. Ova studija je pokazala da fizike vebe mogu da isprave Kobov ugao kod pojedinaca sa idiopatskom adolescentskom skoliozom, kao i da mogu da poboljaju jainu, pokretljivost i
ravnoteu (Fusco i saradnici, 2011).
ZAKLJUAK
Primenjena fizikalna terapija je poboljala dranje kod 30% dece i smanjila broj kombinovanih
posturalnih devijacija.
Resursi koji su korieni tokom programa rehabilitacije su pomogli da se smanji loe dranje,
ali e sistematska praksa profesionalnih ritmikih gimnastiarki u ranom uzrastu nastaviti da dovodi
do miine neuravnoteenosti, to moe postati veoma ozbiljno tokom vremena.
Nai rezultati preporuuju primenu rot metode kod gimnastiara sa posturalnim poremeajima kao jedinu terapiju ili u kombinaciji sa drugim terapijama. Primena rot metode bi trebalo da
traje dui vremenski period kako bi se postigli ujednaeni rezultati.
LITERATURA
1. , ., 2012,
2. Fusco et al., 2011, Physical exercises in the treatment of adolescent idiopathic scoliosis: An updated systematic review, Physiotherapy Theory and Practice, 27(1):80114, 2011
3. Hugh D. S., 1935, Good posture in the little child, U.S. Department of Labor Childrens Bureau
4. Lee SG., Improvement of curvature and deformity in a sample of patients with Idiopathic Scoliosis with specific exercises, OA Musculoskeletal Medicine 2014 Mar 12;2(1):6
5. McGill, Stuart, 2007, Low Back Disorders-Evidence Based Prevention and Rehabilitation, Human Kinetics, 2007
6. Otman S, Kose N, Yakut Y. The efficacy of rots 3-dimensional exercise therapy in the treatment
of adolescent idiopathic scoliosis in Turkey. Saudi Med J. 2005;26:14291435
7. Panayot I. Tanchev I. P. and al., 2000., Scoliosis in Rhythmic Gymnasts, SPINE Volume 25, Number 11, pp 1367_1372, 2000, Lippincott Williams & Wilkins, Inc.
8. Popa C., Dobrescu T., 2013, Improving the Symptoms of Compensating Hyperlordosis in Female Gymnasts Through the Use of Postural Reeducation Programs, Procedia - Social and Behavioral Sciences 117 ( 2014 ) 603 609
9. Shimaa Essa, (2012), Lecturer of physical therapy (lesson 1), faculty of community, King Khalid
University, 2012, http://www.slideshare.net/shimaa2022/planes-axes
10. Simson S., What The cause of Scoliosis: Clues From Associated Conditions, http://www.ctds.
info/scocause.html
11. Slanchev, P.,1998, Sports medicine, New knowledge
12. (Tancheva P. et al., 2011, Scoliosis in rhythmic gymnasts, SPINE Volume 25, Number 11, pp
1367
13. Weiss HR. The method of Katharina rothistory, principles, and current development. Scoliosis. 2011;6:17.
220
14. Weiss HR. , Cherdron J. Effects of rots rehabilitation program on the self concept of scoliosis
patients Rehabilitation. 1994; 33: 1. 31-34 Feb.
15. Weiss H. R., 1992, Influence of an in-patient exercise program on scoliotic curve.Italian Journal
of Orthopedic Traumatology, 1992;18 (3):395-406 (Weiss H., 1992)
16. Weiss, H. R., M.D., 1991, The effect of an exercise program on vital capacity and rib mobility in
patients with idiopathic scoliosis. Spine, Vol. 16 (1/1991)
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UDK 616.711-007.5:796.41-055.2
EFFECT OF SCHROTH METHOD ON POSTURE

AND SPINE DEVIATION IN RHYTHMIC GYMNASTS

Department of Physiotherapy and Rehabilitation,
National Sports Academy V. Levski, Sofia, Bulgaria
INTRODUCTION
Posture
Upright posture is characteristic only for humans. It is released from the supporting function
of upper limbs and gradually in evolution it has helped formation of the working functions of hands.
Posture is a good segmental alignment. It is your power foundation - a stacked framework
from your feet through your legs, hips, spine and shoulders to your head. It is the neutral position
from which all movement arises (McGill, 2007).
Good posture is the attitude assumed by body parts to maintain stability and balance with
minimum effort and least strain during supportive and non-supportive positions (Shimaa, 2012).
Spine deviation
Any fixed deviation from the normal shape of the spine, which compromises the right symmetry of the body and is characterized by an increase or decrease or modification of physiological
curves of the spine in one direction or the other, or the occurrence of non-existent ones is called a
spine deviation.
Spinal deformities are known to physicians since ancient times and continue to be one of the
most complex problems in modern orthopaedics. The studies on the rate of proliferation of spinal
deformities show an increase in the frequency, on the one hand, and, on the other, a decrease in the
age of appearance of the deformities. The complexity of the problem is determined not only by a high
frequency of the disease, damaging a childs body, but also by its subsequent dysfunction of all major
organs and systems.
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Effect of Schroth Method on Posture and Spine Deviation in Rhythmic Gymnasts
Types of posture and spine deviations (Figure 1)
Figure 1. Types of posture and spine deviations
From the lateral view:

Kyphotic-lordotic posture
Flat-back posture
Sway-back posture
Lordosis posture
Kiphosis posture
From the back view:

Scoliosis (Shimaa, 2012) and combinations between them
There are also posture standards. According to Slanchev (1998), there are 4 types of posture,
which are marked by the following letters: A (very good posture), B (good posture), C (middle posture), D (poor or bad posture). Postures C and D are spine deviations in the anterior-posterior or
lateral direction (Figure 2).
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Figure 2. Posture standards (A, B, C and D) lateral view
Causes of posture and spine deviations

The postural alignment starts its development from the early period of life with the development of the spine and its curvature. The habit of holding a body in balance -in good posture - is
learned gradually as a child learns to control his body. Posture is dynamic it changes in response
to our emotions, attitudes, height, weight, and physical conditioning (Hugh S., 1935).
Perhaps we do not know exactly what causes posture and spine deviations, but we do know
what can cause many of the conditions that tend to appear in conjunction with them. Logically, it
would make sense to consider that these conditions occur together because they have the same root.
Here are a few conditions known to occur more frequently in people with posture and spine impairments:
Hypoestrogenism (low oestrogen levels) Low oestrogen levels are a known cause of
osteoporosis and osteopenia, the conditions that many other studies have linked to scoliosis.
Ballet dancers and elite female athletes who train a lot tend to suffer from low oestrogen levels,
delayed menarche, fractures and scoliosis. Ballet dancers and rhythmic female gymnasts are
thought to suffer from hypoestrogenism because they tend to over exercise (train a lot) and
keep low body weights, conditions that may cause low oestrogen levels, delayed menarche,
fractures and scoliosis.
Low oestrogen levels have been linked to scoliosis in a variety of studies. The data in a study
of ballet dancers suggested that a delay in menarche and prolonged intervals of amenorrhoea
that reflect prolonged hypoestrogenism may predispose ballet dancers to scoliosis and stress
fractures. A 10-fold higher incidence of scoliosis was found in rhythmic gymnastics trainees
(12%) compared to a control group (1.1%). Female athletes in general have high rates of scoliosis. A likely reason for this is that women, who train excessively, like professional dancers
and athletes, may stop menstruating, which lowers their oestrogen levels and puts them at
risk of osteoporosis, a condition closely linked to scoliosis. This increased risk of scoliosis
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and osteoporosis is similar to what happens when women reach menopause. Both athletes and
post-menopausal women are at risk of low oestrogen levels, fractures, osteopenia, scoliosis and
osteoporosis. Perhaps it is because the low oestrogen levels that occur in both groups of women
cause weakened bones which result in osteoporosis, scoliosis and fractures (Simpson S.).
Age - Childhood is a period characterized by violent physiological changes in the body.
There has been a rapid growth of bones, which fails in the adequate following of the muscle
development and this is one of the causes of postural deformities (1). Children are the most
vulnerable to long-term damages to the spine, as their backbones grow rapidly.
School and daily life - Carrying heavy backpacks regularly, sitting and standing
inappropriately, unfitness of school and home furniture for the childs height and weight
and not getting enough physical exercise can all contribute to the poor spinal health (2).
Insufficient development and low strength of antigravity muscles can be another reason for
the poor posture of the body. Some researchers suggest that the imbalance in the muscles
around the vertebrae may make children susceptible to the spinal distortions as they grow
(2).
Sex - Mild curvature (under 20 degrees) occurs almost equally in girls and boys, but curve
progression is 10 times more likely to occur in girls (1).
Medical Risk Factors - People with certain medical conditions that affect the joints and
muscles are at higher risk of posture and spine deviations. These conditions include
rheumatoid arthritis, muscular dystrophy, polio, and cerebral palsy (1).
Young athletes and many hours of training - more than 8 hours a week (for 12-14-year- old
boys and girls) (2).
Rhythmic gymnastics is an Olympic sport, mainly for women. It is a combination of ballet,
gymnastics, theatrical dance, and play with the appliances. In rhythmic gymnastics, as with all other
sports, high sports mastery is achieved with multiple repetitions of each element and many, many
hours of training.
Besides continuous and specific training, another feature of this sport is the early start - specialists in rhythmic gymnastics begin workouts with children at the age of 4-5. The age when all
organs and systems are in continuous development and therefore it carries risks of abnormalities
in their anatomical and physiological features (mostly it applies to musculoskeletal and digestive
system).
Rhythmic gymnastics is a sport that requires complex coordination and increased mobility
(hyper mobility) of musculoskeletal system. On the whole, this sport is asymmetric and holding different atypical positions that load the muscles of the human body unevenly, is a prerequisite for the
asymmetry in the musculoskeletal system of a trained child. An evidence of this is a study conducted
by Panayotov. I. et al. in 2011, which established a 10-fold higher incidence of scoliosis in rhythmic
gymnasts (12%) than in untrained girls of the same age (1.1%) (Tancheva P. et al., 2011). Another
feature of this sport is the maintenance of a low weight.
Listed characteristics of rhythmic gymnastics are prerequisites for the development of posture and spine deviations among gymnasts. Spinal deformities can progress and this is the reason for
applying timely treatment.
Currently, there are numerous scientific studies that inform about the achieved efficiency of
surgical, orthopaedic and conservative methods of treatment. In many of them physical therapy is
one of the most important components in the complex treatment of spinal deformities. Its therapeutic effect is due to the strict dosage and systematic administration of physical activity, which, except
its local effect, also has a positive effect on the whole childs body.
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Essential for the physical therapy treatment is to focus on the presence of asymmetry in the
muscle tone of the antigravity muscle groups. Changed biomechanics leads to constant tension and
the increased muscle tone of some muscle groups and to the reflex - compensatory weakness of the
others.
The habit of holding the body in balance - in good posture - is learned gradually as the child
learns to control his body. How well he learns it depends largely on the strength of the muscles that
hold the body erect, and these muscles should be gradually growing stronger as he grows older and
as he uses them more and more actively (Hugh, 1935).
The muscles which keep the body in good balance are:
(1) The muscles of the abdomen - The lower abdominal muscles should pull in and flatten the
lower part of the abdomen.
(2) The muscles of the buttocks When the buttock muscles are well developed, they help to
straighten the lower spine and keep the childs back from becoming too hollow.
(3) The muscles of the shoulders and of the upper trunk The muscles of the shoulders and
neck and those of the upper trunk help to hold the chest high and the chin up.
(4) Certain leg muscles that hold the feet in good position (Hugh, 1935).
In almost all the studies on the physical therapy treatment of the spine deformities the role of
breathing as an additional correction factor is highlighted. Most likely this is due to the improved
mobility of the respiratory system and diaphragm.
In physical therapy practice there are various means and methods for the treatment of the
spinal deformities. One of these methods is the Schroth method.
The Schroth method is three-dimensional treatment of scoliosis by Katharina Lehnert-Schroth.
This technique involves specific breathing and spine-lengthening exercises. Katharina Schroth developed the therapy in the 1920s to address her own spinal deformities, and then applied the technique
to other people with similar conditions. She founded a clinic in Bad Sobernheim, Germany, which is
now called the Katharina Schroth Klinik. The patients from around the world receive the treatment
at the centre. In further development of the complex exercises developed by her daughter Katharina
Lehnert-Schroth, she introduced a simple classification that is still used today (with certain adjustments) by physiotherapists (Gazmanov O, 2012, Weiss H., 2011).
The main goal of Schroth method is to prevent progressive curvature of the spine, but also to
reduce the angle of deformation, to restore muscle balance and to eliminate visible cosmetic defect
(Gazmanov, O., 2012). In the beginning the focus was on breathing and its functional correction.
Later it described the importance of postural patient alignment and improved the adjustment using
specific exercises. Now the Schroth method includes breathing, derotation, isometric and other
exercises aimed at strengthening and removing the asymmetry of the muscles (O. Gazmanov, 2012,
Weiss H., 2011).
Schroth therapy reduces the abnormal curve on average 10 of 100. The X-rays were made of
107 patients at the beginning and at the end of the training program of 4-6 weeks at the Katharina
Schroth clinic. The average values of the angles were 43, 06 Cobb (S = 22.87) before the treatment
and 38,96 (S = 23,00) after the treatment. 43.93% of the patients showed an improvement of the curve for 5 degrees; 53.27% were unchanged; 2.8% showed an increase in the curve of 5 (Weiss H, 1992).
Schroth therapy increases the vital capacity of 14% to 19% . 813 hospitalized people treated at
the clinic of the Schroth between 1984 and 1987 increased their vital capacity between 14% and 19%
and increased their chest mobility by more than 20% (Weiss H., 1991).
The effectiveness of the method is shown in the results of the clinical trials in the clinics in
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Germany (Weiss HR., 1994), Spain and Turkey (Otman S. et al. 2005) with hundreds of patients.
Since 2011 the original Schroth based scoliologic program has been also applied in South Korea.
(Lee SG, 2014).
METHOD
Persons, who practice gymnastics, should have considerable elasticity (flexibility). Their bodies are gracile and this is one of the main reasons for the high incidence of spinal deformities among
them, alongside with sports injuries.
In accessible Bulgarian literature there are no studies on the applied physical therapy for the
gymnasts between 11-14 years of age. The studies are conducted on the prevalence of spinal deformities among gymnasts and there are also researches on the treatment of trauma and pain symptoms in the lumbar spine. A study conducted by Popa C., Dobrescu T., in 2013 examined the effect
of physical therapy on the flexibility in the lumbar spine, but not the deviations in posture and spine.
This was the reason to conduct this prospective study of test-retest design, with 10 professional female gymnasts. Our aim was to emphasize the effectiveness of the physical therapy that is
applied with the children with the spine deviations, aiming to improve joint mobility, muscle strength and harmonize the physiological curves of the spine.
After the purpose and the means of the study were explained to the sports club coaches and
parents of children and after obtaining their informed consent the study was conducted in the gym.
Ten female gymnasts from 10 to 14 years of age (the average of 12.44 1.65 years) were observed for
the posture and spine deviations in august 2014.
They were included in a group of physical therapy, aiming at improving joint hyper mobility,
strengthening injured muscles, and harmonizing the physiological curves of the spine.
The subjects had a training in gymnastics twice a day for 2 hours, six days a week. Schroth
method was applied for 1 hour at the beginning of the workout during the morning training. It was
conducted 6 times a week for a period of four weeks. The total number of the procedures in physical
therapy was 24.
The purpose of this paper was to contribute to the existing considerations regarding the importance of the postural re-education for protecting a progress of deformity by compensating muscles imbalance and the posture education in female gymnasts.
After identifying the premises, we elaborated the hypothesis which states that, presumably, the
Schroth method of rehabilitation in female gymnasts contributes to the improvement of the posture
and spine deviations and the maintenance of an adequate postural control.
The research methods we used were: the theoretical documentation method, the observation,
the inquiry, the measurement and assessment, the statistical-mathematical method and the graphical representation method.
The exploration and evaluation methods: Throughout the course of this study, a series of tests
were conducted to obtain relevant data related to the subjects level of development, and to assess
the initial and the final functional levels. The tests were conducted before and after the application
of the therapeutic physical exercises programs.
To determine the existence of posture and spine deviation and objectify the results of physical
therapy the following methods of the general physical examination were used: somatoscopy (done
by a physical therapist in frontal and sagittal plane and documented with standardized photos) and
clinical tests for spine deformity classification and posture evaluation.

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View - Clinical examination begins with a view (Figure 3). The child should be undressed
in shorts and shoeless, stepped on a flat plane. The inspection is carried out in the anterior,
posterior and lateral plane.
Evaluation of anteroposterior body posture looking for the asymmetry of the face,
skull, neck contours, and levels of shoulders, breast and blades, the position of the
clavicles, the asymmetry of hip, shape of thales triangles (formed from the upper
extremity, waist and pelvis). Particular attention was paid to the shape of the rib cage.
In many cases, its deflection is related to the curvature of the spine, which explained all
deviations in the lower limbs: the position and shape of the feet and knees, the height
of the gluteal folds. Particular attention was paid to the position of the pelvis and its
symmetry to the shoulder girdle.
Evaluation of lateral body posture observation starts from the lower extremities: feet presence of flatfoot or other deformities; knee joints, hip position. Then the curvatures
of the spine follow. Their reduction or increase is a sign of kyphosis or lordosis. The
position of the head, shoulder blades and shoulders should also be reviewed.
On the basis of these clinical examinations only the deviations in posture and spine
among the studied gymnasts were defined since the diagnosis of spinal deformities is
based not only on clinical but also on radiographic examination as well.
According to Slanchev (1998) the posture types were defined.
The general treatment goals were to:

228
stop a deviation progression;

rebalance the muscle strength;
harmonize the physiological curvature of the spine;
educate and re-educate the posture, body alignment and its segments;
improve the body image and scheme;
correct and redress the abnormal body postures.
Figure 3. Posture and spine evaluation

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229

The data were recorded and analysed.
Table 1. Posture impairments and shape of knee
Results
1
Posture impairments
Examination I
Examination II
Scoliosis
1 (10%)
3 (30%)
Scoliosis+Kyphosis
0 (0%)
0 (0%)
Scoliosis+Lordosis
7 (70%)
7 (70%)
Scoliosis+Kyphosis-Lordosis
2 (20%)
0 (0%)
Scoliosis+Flat back
0 (0%)
0 (0%)
Kypho-lordosis
0 (0%)
0 (0%)
Lordosis
0 (0%)
0 (0%)
Kyphosis
0 (0%)
0(0%)
Normal
0(0%)
0 (0%)
genu valgum
0 (0%)
0 (0%)
genu valgum+recurvatum
0 (0%)
0 (0%)
genu varum
0 (0%)
0 (0%)
genu varum+recurvatum
0 (0%)
0 (0%)
genu recurvatum (hyperextension)
6 (60%)
6 (60%)
normal
4 (40%)
4 (40%)
All (n)
10
10
Shape of knee
Table 1 shows the results of the inspection. It becomes clear that during the inspection carried
out at the beginning the majority of the examined subjects had complex deviations. 70% of those
surveyed had scoliosis and lordosis, 20% had scoliosis, kyphosis and lordosis. Only 10% of the respondents had scoliosis. It also shows that the studied girls had hyperextension in the knee joints - 60%,
which is an evidence of hyper mobility in these athletes.
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Figure 4. Posture impairments examination I
Figure 5. Posture impairments examination II
Before the experiment 90% of girls had combined deviations in frontal and sagittal plane.
Table 1 and Figure 4 shows that a major problem in the respondents was scoliosis combined
with lordosis (70% of the gymnasts). This is evidenced by the studies of Popa C., Dobrescu T., 2013,
who observed 10 gymnasts and the ability to influence hyper lordosis using physical therapy (Popa
C., Dobrescu T., 2013). Ten-fold higher incidence of scoliosis in gymnasts compared to untrained
girls was established by Tanchev P. et al. in 2011 (Tanchev P. et al. 2011).
After applying a specialized methodology outcomes were improved. Kypho-lordo-scoliosis
was not reported in any of the surveyed individuals. A percentage of scoliosis increased (30%), but
this is because 20% of the children who were with kypho-lordo-scoliosis (combined deviation) improved their deformity to a level of scoliosis (deviation in one plane). After the experiment 70% of
gymnasts had deviations in two planes (Figure 5).
Table 2. Posture findings
Posture type
I Examination
II Examination
1- Very good
2 Good
3 Middle
30%
60%
4 Bad
70%
40%
Figure 6. Posture types I examination

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Experimental Group
Figure 7. Posture types II examination
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In the beginning, 70% of the children had posture type C (poor), and at the end it was 40%
(Figure 6 and 7). From the analysis of the results, we may observe that the implementation of postural re-education programs with strict observance of the age particularities has beneficial effects
on stabilizing posture, leading to a static symmetrical ability, positively influencing the harmonious
physical development of female gymnasts, as well as the functioning ability of the whole body. Fusco
et al. in 2011 published an update of another of their previous systematic reviews about the effectiveness of physical exercises (PEs) in the treatment of the adolescent idiopathic scoliosis. This study
showed that PEs can improve the Cobb angles of individuals with AIS and can improve strength,
mobility, and balance (Fusco et al. 2011).
CONCLUSION
The applied physical therapy improved posture in 30% of children and reduced the number of
combined posture deviations.
Resources used during the rehabilitation program helped to reduce bad posture, but systematic practice of professional rhythmic gymnastics at a young age will continue to lead to muscle
imbalances, which can become very serious over time.
Our results recommend the application of Schroth method in gymnasts with postural deviation as a sole therapy or in combination with other therapies. the application of Schroth method
should continue for longer period of time in order to have more even results.
REFERENCES
1. , ., 2012,
2. Fusco et al., 2011, Physical exercises in the treatment of adolescent idiopathic scoliosis: An updated systematic review, Physiotherapy Theory and Practice, 27(1):80114, 2011
3. Hugh D. S., 1935, Good posture in the little child, U.S. Department of Labor Childrens Bureau
4. Lee SG., Improvement of curvature and deformity in a sample of patients with Idiopathic Scoliosis with specific exercises, OA Musculoskeletal Medicine 2014 Mar 12;2(1):6
5. McGill, Stuart, 2007, Low Back Disorders-Evidence Based Prevention and Rehabilitation, Human Kinetics, 2007
6. Otman S, Kose N, Yakut Y. The efficacy of Schroths 3-dimensional exercise therapy in the treatment of adolescent idiopathic scoliosis in Turkey. Saudi Med J. 2005;26:14291435
7. Panayot I. Tanchev I. P. and al., 2000., Scoliosis in Rhythmic Gymnasts, SPINE Volume 25, Number 11, pp 1367_1372, 2000, Lippincott Williams & Wilkins, Inc.
8. Popa C., Dobrescu T., 2013, Improving the Symptoms of Compensating Hyperlordosis in Female Gymnasts Through the Use of Postural Reeducation Programs, Procedia - Social and Behavioral Sciences 117 ( 2014 ) 603 609
9. Shimaa Essa, (2012), Lecturer of physical therapy (lesson 1), faculty of community, King Khalid
University, 2012, http://www.slideshare.net/shimaa2022/planes-axes
10. Simson S., What The cause of Scoliosis: Clues From Associated Conditions, http://www.ctds.
info/scocause.html
11. Slanchev, P.,1998, Sports medicine, New knowledge
12. (Tancheva P. et al., 2011, Scoliosis in rhythmic gymnasts, SPINE Volume 25, Number 11, pp
1367
13. Weiss HR. The method of Katharina Schrothhistory, principles, and current development.
Scoliosis. 2011;6:17.
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14. Weiss HR. , Cherdron J. Effects of Schroths rehabilitation program on the self concept of scoliosis patients Rehabilitation. 1994; 33: 1. 31-34 Feb.
15. Weiss H. R., 1992, Influence of an in-patient exercise program on scoliotic curve.Italian Journal
of Orthopaedic Traumatology, 1992;18 (3):395-406 (Weiss H., 1992)
16. Weiss, H. R., M.D., 1991, The effect of an exercise program on vital capacity and rib mobility in
patients with idiopathic scoliosis. Spine, Vol. 16 (1/1991)
Zbornik radova
233
UDK 796:616.831-009.11
EFEKTI KOMBINOVANOG PROGRAMA VEBANJA NA FITNES

KOMPONENTE ODRASLIH OSOBA SA CEREBRALNOM PARALIZOM
Luka Jovanovi, 1Marko Aleksandrovi, 1Bojan Jorgi,

2,3,4
Mehmet Ozsari, 2,3Duran Arslan
Univerzitet u Niu, Fakultet sporta i fizikog vaspitanja, Ni Srbija

2
Nacionalna sportska akademija Vasil Levski, Sofija, Bugarska
3
Istanbulski gradski sportski klub, Istanbul, Turska
4
Turska asocijacija Sport za sve, Turska
UVOD
Cerebralna paraliza (CP) najei je oblik fizikog invaliditeta. CP se javlja perinatalno, prinatalno ili postnatalno (Rosenbaum, 2003). Motorne smetnje kod CP su rezultat neurolokog deficita.
One obuhvataju sledee neuromuskularne i muskuloskeletne poremeaje: abnormalnost tonusa,
kontrakture miia, abnormalnosti kostiju, smetnje balansa, gubitak selektivne motorne kontrole
(Flett, 2003; Kriger 2006).
CP spada u grupu dinamikih invalidnosti. Pod uticajem fizikih aktivnosti moe se menjati
fiziko stanje osoba sa CP (Lockette and Keyes, 1994).
Vebe u vodi su preporuene za osobe sa CP (Getz, 2006). Mogu se primenjivati: istezanja,
hodanja, plivanja sa i bez pomogala, grupne aktivnosti, igre... (Fragala-Pinham, 2008). Koristi ovih
vebi u vodi su: smanjenje spazma, poboljanje kardio respiratorne funkcije, poveanje miine
snage, poveanje obima pokreta u zglobovima... (Lepore, 2005).
Osobe sa CP mogu imati koristi od umerenog treninga miine snage, fleksibilnosti i aerobne
izdrljivosti. Specifine vebe trebaju biti dizajnirane tako da ih korisnik moe izvoditi samostalno
(ACSM, 2006).
Cilj istraivanja je ustanoviti efekte vebi snage u teretani i plivanja na fitnes komponente
odraslih osoba sa CP.
METOD
Uzorak ispitanika je inilo 11 osobe sa CP, uzrasta od 18 do 30 godina, neplivaa. Oni su inili
jednu grupu kod koje je izvreno inicijalno i finalno merenje.
Uzorak varijabli se sastojao iz 15 varijabli fitnes komponenti i to: Indeks telesne masnoe
(ITM), Procenat telesne masnoe (%TM), Obim grudnog koa (AOGKS), Obim nadlaktice (AOND),
Obim podlaktice (AOPD), Obim nadkolenice (AONK), Obim podkolenice (AONP), Debljina konog
nabora ndlaktice (AKNND), Debljina konog nabora podlaktice (AKNPD), Debljina konog nabora
nadkolenice (AKNNK), Debljina konog nabora podkolenice (AKNPK), Vitalni kapacitet (VK), Puls
u miru (PULS), Sistolni krvni pritisak u miru (TAsis.) i Dijastolni krvni pritisak u miru (TAdij).
234
Efekti kombinovanog programa vebanja na fitnes komponente odraslih osoba sa cerebralnom paralizom
Izraunata je deksriptivna statistika za svaku varijablu . Za analizu razliika izmeu inicijalnog

i finalnog merenja je korien Studentov t-test za male zavisne uzorke.
Eksperimentalni program je trajao est nedelja sa uestalou fizike aktivnosti dva puta
nedeljno sa smenjivanjem treninga u bazenu i u teretani. Svaka trenana sesija je trajala 45 min.
Treninzi u vodi su se sastojali iz tri dela. Poetni deo treninga koji je sluio za zagrevanje, glavni
deo treninga gde su korisnici primenjivali tehnike plivanja sa i bez plivakih predmeta i zavrni deo
treninga koji je bio dostupan za korisnike u vidu istraivanja i igre. Trening u teretani je sadrao tri
dela, a svi treninzi su se odvijali po modelu ACSM (2006).
Tabela 1. Deskriptivna statistika na inicijalnom merenju
Varijable
Min
Max
Mean
STD
Skew
Kurt
TT
11
49.30
86.90
68.67
201.05
1.91
2.01
ITM
11
20.00
29.65
24.65
2.59
.02
.75
%TM
11
17.00
37.50
28.51
7.57
-.23
-1.23
AOGKS
11
87.0
111.00
97.64
7.71
.20
-.63
AOND
11
25.00
35.00
30.05
2.93
.14
-.18
AOPD
11
22.00
30.00
26.27
2.24
-.22
.31
AONK
11
42.00
59.00
49.55
5.45
.30
-.58
AOPK
11
28.00
40.00
33.73
4.38
.36
-1.27
AKNND
11
3.40
15.20
8.69
3.70
.48
-.13
AKNPD
11
3.00
14.00
7.77
2.98
.31
1.29
AKNNK
11
5.90
19.80
10.26
4.00
1.38
2.30
AKNPK
11
3.20
14.20
7.41
3.12
.80
1.45
VK
11
2000.00
4600.00
3545.45
721.61
-.76
.87
PULS
11
58.00
90.00
77.18
9.38
-.78
.35
TAsis
11
105.00
140.00
125.00
13.04
-.29
-1.09
TAdij
11
60.00
90.00
77.73
9.38
-.43
-.33
Pogledom na tabelu 1 primetili smo da je skewness konog nabora natkolenice blago desno
orjentisan i iznosi 1,375, a kod ostalih dimenzionlanosti skewness je normalno orjentisan. Kurtosis
je kod svih dimenzionalnosti rasplinute distribucije i manji je od 2,75.
Zbornik radova
235
Tabela 2. Deskriptivna statistika na finalnom merenju.

Varijable
Min
Max
Mean
STD
Skew
Kurt
TT
11
49.00
86.50
68.43
13.11
.08
-1.50
ITM
11
20.00
29.65
24.65
2.59
.02
.75
%TM
11
17.00
37.50
28.50
7.57
.23
-1.23
AOGKS
11
87.0
111.00
97.64
7.71
.20
-.63
AOND
11
25.00
35.00
30.05
2.93
.14
-.18
AOPD
11
22.00
30.00
26.27
2.24
-.22
.31
AONK
11
42.00
59.00
49.55
5.45
.30
-.58
AOPK
11
28.00
40.00
33.73
4.38
.36
-1.27
AKNND
11
3.40
15.20
8.69
3.70
.48
-.13
AKNPD
11
3.00
14.00
7.77
2.98
.31
1.29
AKNNK
11
5.90
19.80
10.26
4.00
1.38
2.30
AKNPK
11
3.20
14.20
7.41
3.12
-80
1.45
VK
11
2000.00
4600.00
3545.45
721.61
-.76
.87
PULS
11
58.00
90.00
77.18
9.38
-.78
.35
TAsis
11
105.00
140.00
125.00
13.04
-.29
-1.09
TAdij
11
60.00
90.00
77.73
9.32
-.43
-.33
Pogledom na tabelu 2 primetili smo da je skewness blago desno orjentisan kod konog nabora
podlakta (1,375) i kod konog nabora natkolenice (1,088), a kod dijastolnog krvnog pritiska skewness je blago levo orjentisan i iznosi -1,166. Kurtosis kod konog nabora potkolenice je normalno orjentisan i iznosi 2,755, dok je kod ostalih dimenzionalnosti rasplinute distribucije.
Na osnovu rezultata Studentovog t- testa iz tabele 3. moemo primetiti da nije dolo ni do jedne statistiki znaajne razlike ni kod jedne varijable to govori da estonedeljni kombinovani metod
koji smo implementirali dva puta nedeljno, sa naizmeninim smenjivanjem treninga u teretani i u
bazenu u trajanju od 45 min nisu dovoljni da bi se postigli statistiki znaajni rezultati kod merenih
varijabli. S druge strane, u nekim varijablama je dolo do pozitivnog poboljanja, dodue ne statistiki znaajnog.
Potrebno je da se posle ovog pilot istraivanja izvri identian eksperimentalni program na
brojnijoj populaciji i sa kontrolnom grupom. Tako bi se dolo do potpunijih informacija o ovom
eksperimentalnom programu transformacije fitnes komponenti odraslih osoba sa CP. Zasigurno,
ovaj eksperimentalni program je pokazao da moe biti povoljan za odravanje fitnes komponenti
odraslih osoba sa CP.
236
Efekti kombinovanog programa vebanja na fitnes komponente odraslih osoba sa cerebralnom paralizom
Tabela 3. Rezultati T-testa za male zavisne uzorke izmeu inicijalnog i finalnog merenja.
Varijable
TT
ITM
%TM
AOGKS
AOND
AOPD
AONK
AOPK
AKNND
AKNPD
AKNNK
AKNPK
VK
PULS
TAsis
TAdij
Zbornik radova
Merenje
Mean
SD
Std. Err. Mean
inicijalno
11
68.67
12.83
3.87
finalno
11
68.43
13.11
3.95
inicijalno
11
24.65
2.59
.78
finalno
11
24.53
2.63
.79
inicijalno
11
28.51
7.57
2.28
finalno
11
27.03
7.71
2.32
inicijalno
11
97.64
7.71
2.32
finalno
11
94.91
7.48
2.25
inicijalno
11
30.05
2.93
.88
finalno
11
28.66
1.94
.59
inicijalno
11
26.27
2.24
.68
finalno
11
25.36
2.16
.65
inicijalno
11
49.55
5.45
1.64
finalno
11
51.45
7.83
2.36
inicijalno
11
33.73
4.38
1.32
finalno
11
33.64
5.37
1.62
inicijalno
11
8.69
3.70
1.12
finalno
11
9.21
3.65
1.20
inicijalno
11
7.77
2.98
.90
finalno
11
6.83
3.68
1.11
inicijalno
11
10.26
4.00
1.21
finalno
11
9.02
3.92
1.18
inicijalno
11
7.41
3.12
.94
finalno
11
7.27
2.87
.87
inicijalno
11
3545.45
721.61
217.57
finalno
11
3800.00
772.01
232.77
inicijalno
11
77.18
9.38
2.83
finalno
11
72.91
7.57
2.28
inicijalno
11
125.00
13.04
3.93
finalno
11
122.73
11.26
3.39
inicijalno
11
77.73
9.32
2.81
finalno
11
78.18
7.83
2.36
Sig. (2-tailed)
0.44
.97
.11
.91
.45
.66
.84
.41
1.30
.21
.97
.34
-.66
.51
.04
.97
-.33
.74
.66
.52
.74
.47
.11
.92
-.80
.43
1.18
.25
.44
.67
-.12
.90
237
ZAKLJUAK
Na osnovu rezultata dobijenih statistikom obradom podataka, moe se zakljuiti da estonedeljni kombinovani program treninga u teretani i u bazenu uestalosti dva puta sedmino sa trajanjem od 45 minuta nije dovoljan da bi se dobile statistiki znaajne razlike kod ispitivanih antropometrijskih i funkcionalnih varijabli odraslih osoba sa CP.
Kako je opte poznata injenica da odrasle osobe sa CP nemaju nivo fitnes komponenata na
istom nivou kao osobe bez invaliditeta, kao i da je organizacija fizike aktivnosti osoba sa invaliditetom jako komplikovana, ovakav program koji odrava fitnes sposobnosti osoba sa CP se moe
smatrati uspenim. Mogue statistiko poboljanje fitnes sposobnosti osoba sa CP treba traiti u
uestalijim fizikim aktivnostima, npr. bar tri puta nedeljno (eksperimentalni program primenjen u
ovom master radu je implementiran dva puta nedeljno).
LITERATURA
1. ACSM (2006). ACSMs resource manual for guidelines for Exercise Testing and Prescription 5th
ed. Baltimore: Lippincott Williams & Wilkins.
2. Flett, P.J. (2003). Rehabilitation of spasticity and related problems in childhood cerebral palsy.
Journal of Pediatrics and Child Health, 39 (1), 6-14.
3. Getz, M., Hutzler, Y., & Vermeer, A. (2006). Effects of aquatic interventions in children with neuromotor impairments: a systematic review of the literature. Clinical Rehabilitation, 20, 927-936.
4. Kriger, K.W. (2006). Cerebral Palsy: An Overview. American Family Physician, 73 (1), 91-100.
5. Lepore, M. (2005). Aquatics. In: J.P. Winnick (Ed.), Adapted Physical education and Sport
(pp.435-454). Champaign: Human Kinetics.
6. Lockette, K.F., & Keyes, A.M. (1994). Conditioning with physical disabilities. Champaign: Human Kinetics.
7. Rosenbaum, P. (2003). Cerebral Palsy: What parents and doctors wan to know? BMJ, 326 (7396),
970-974.
238
Effects on Combined Exercise Program on Fitness Components of Adults with Cerebral Palsy
UDK 796:616.831-009.11
EFFECTS ON COMBINED EXERCISE PROGRAM

ON FITNESS COMPONENTS OF ADULTS WITH CEREBRAL PALSY
Luka Jovanovic, 1Marko Aleksandrovic, 1Bojan Jorgic,

2,3,4
University of Nis, Faculty of Sport and Physical Education, Nis Serbia

2
National Sports Academy Vasil Levski, Sofia, Bulgaria
3
Istanbul Metropolitan Municipality Sports Club, Istanbul, Turkey
4
Turkish Association Sport for All, Turkey
INTRODUCTION
Cerebral palsy (CP) is the most common form of physical disability. CP occurs peri-, pri- or
post-natally (Rosenbaum, 2003). Motor disorders in persons with CP result with a neurological deficit. They include the following neuromuscular and musculoskeletal disorders: abnormality of tone,
muscle contractures, bone abnormalities, impaired balance, loss of selective motor control (Flett,
2003; Krieger 2006).
CP is in the group dynamic of disability. Under the influence of physical activity the physical
condition of a person with CP may change (Lockett and Keyes, 1994).
Exercises in water are benefitial for people with CP (Getz, 2006). Following exercises can be
applied: stretching, walking, swimming with and without helped, group activities, games ... (Fragala-Pinham, 2008). The benefits of these exercises in water are: reducing spasm, improve cardio respiratory function, increase muscle strength, increase joint range of motion ...(Lepore, 2005).
People with CP can benefit from moderate workout in: muscle strength, flexibility and aerobic
endurance. Specific exercises should be designed so that the user can run independently (ACSM,
2006).
The aim of the research was to determine the effects of strength exercises at the gym and
swimming on fitness components adults with CP.
METHOD
The sample consisted of 11 individuals with CP, aged 18 to 30 years old, non-swimmers. They
formed a group that has undergone initial and final measurement.
The sample of variables consisted of 15 variables fitness components: Body fat index (BMI),
Percentage of body fat (% TM), Width of the thorax (AOGKS), Upper arm circumference (AOND)
The scope of the forearm (AOPD) Scope of thigh (AONK ) Scope of the lower leg (AONP), skinfold thickness ndlaktice (AKNND), skinfold thickness forearm (AKNPD), skinfold thickness thigh
(AKNNK), skinfold thickness of the lower leg (AKNPK), vital capacity (VC), resting heart rate
(PULS), systolic blood pressure at rest (BPsis) and diastolic (BPdia) blood pressure at rest.
Zbornik radova
239
Luka Jovanovic, Marko Aleksandrovic, Bojan Jorgic, Mehmet Ozsari, Duran Arslan
The descriptive statistics was done for each applied variable. To analyze difference between
initial and final measurements Students t-test for small dependent samples was used.
Experimental program lasted six weeks with physical activity twice a week. Trainings in the
pool and in the gym were performed. Every sessions lasted 45 min. Training in water consisted of
three parts. The initial part of the training that was used for heating, the main part of the training
where users apply the techniques of swimming with and without swimming items and final part of
the training that was available to users in the form of research and games. Training in the gym contained three parts, and all trainings were conducted by model ACSM (2006).
RESULTS WITH DUSCUSSION

Table 1. Descriptive statistics initial measurement.
Variables
Min
Max
Mean
STD
Skew
Kurt
BMI
11
20.00
29.65
24.65
2.59
.02
.75
11
17.00
37.50
28.51
7.57
-.23
-1.23
GKS
11
87.0
111.00
97.64
7.71
.20
-.63
ND
11
25.00
35.00
30.05
2.93
.14
-.18
PD
11
22.00
30.00
26.27
2.24
-.22
.31
NK
11
42.00
59.00
49.55
5.45
.30
-.58
PK
11
28.00
40.00
33.73
4.38
.36
-1.27
NND
11
3.40
15.20
8.69
3.70
.48
-.13
NPD
11
3.00
14.00
7.77
2.98
.31
1.29
NNK
11
5.90
19.80
10.26
4.00
1.38
2.30
NPK
11
3.20
14.20
7.41
3.12
.80
1.45
VC
11
2000.00
4600.00
3545.45
721.61
-.76
.87
PULS
11
58.00
90.00
77.18
9.38
-.78
.35
BPsis
11
105.00
140.00
125.00
13.04
-.29
-1.09
BPdia
11
60.00
90.00
77.73
9.38
-.43
-.33
In initial measurement (Table 1.), it could be noticed that the skewness of the thigh skinfold
oriented slightly to the right and is 1.375, while in other variables skewness is normally oriented.
Kurtosis is the dimensionality of fuzzy distribution and is less than 2.75.
240
Tabela 2. Descriptive statistics final measurement.

Variables
Min
Max
Mean
STD
Skew
Kurt
BMI
11
20.00
29.65
24.65
2.59
.02
.75
11
17.00
37.50
28.50
7.57
.23
-1.23
GKS
11
87.0
111.00
97.64
7.71
.20
-.63
ND
11
25.00
35.00
30.05
2.93
.14
-.18
PD
11
22.00
30.00
26.27
2.24
-.22
.31
NK
11
42.00
59.00
49.55
5.45
.30
-.58
PK
11
28.00
40.00
33.73
4.38
.36
-1.27
NND
11
3.40
15.20
8.69
3.70
.48
-.13
NPD
11
3.00
14.00
7.77
2.98
.31
1.29
NNK
11
5.90
19.80
10.26
4.00
1.38
2.30
NPK
11
3.20
14.20
7.41
3.12
-80
1.45
VC
11
2000.00
4600.00
3545.45
721.61
-.76
.87
PULS
11
58.00
90.00
77.18
9.38
-.78
.35
BPsis
11
105.00
140.00
125.00
13.04
-.29
-1.09
BPdia
11
60.00
90.00
77.73
9.32
-.43
-.33
In the final measurement (Table 2.), it could be noticed that the skewness slightly oriented at
right forearm skin fold (1.375) and in the thigh skinfold (1.088), while the diastolic blood pressure
skewness is slightly left-oriented and is -1.166. Kurtosis with skin fold lower leg is normally oriented
and is 2.755, while the other dimensionality fuzzy distribution.
Based on the results of Student t-test (Table 3.), there is no one statistically significant difference in any of the variables which indicates that six-week combined method two times a week, alternating with a workout in the gym and the pool in duration 45 min is not enough to achieve statistically
significant results with the measured variables. On the other hand, in some variables there has been
a positive improvement, although not statistically significant.
It is necessary that after this pilot study to perform identical experimental program with more
participants and the control group should be included. So, that would be a way to get the complete
information about this experimental program of transformation of fitness components at adults
with CP. Certainly, this experimental program has proved to be beneficial for maintaining fitness
components adults with CP.
Zbornik radova
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Luka Jovanovic, Marko Aleksandrovic, Bojan Jorgic, Mehmet Ozsari, Duran Arslan
Table 3. Results of Student t-test for small dependent samples between

Variables
ITM
%TM
GKS
ND
PD
NK
PK
NND
NPD
NNK
NPK
VC
PULS
BPsis
BPdij
242
Merenje
Mean
SD
Std. Err. Mean
initial
11
24.65
2.59
.78
final
11
24.53
2.63
.79
initial
11
28.51
7.57
2.28
final
11
27.03
7.71
2.32
initial
11
97.64
7.71
2.32
final
11
94.91
7.48
2.25
initial
11
30.05
2.93
.88
final
11
28.66
1.94
.59
initial
11
26.27
2.24
.68
final
11
25.36
2.16
.65
initial
11
49.55
5.45
1.64
final
11
51.45
7.83
2.36
initial
11
33.73
4.38
1.32
final
11
33.64
5.37
1.62
initial
11
8.69
3.70
1.12
final
11
9.21
3.65
1.20
initial
11
7.77
2.98
.90
final
11
6.83
3.68
1.11
initial
11
10.26
4.00
1.21
final
11
9.02
3.92
1.18
initial
11
7.41
3.12
.94
final
11
7.27
2.87
.87
initial
11
3545.45
721.61
217.57
final
11
3800.00
772.01
232.77
initial
11
77.18
9.38
2.83
final
11
72.91
7.57
2.28
initial
11
125.00
13.04
3.93
final
11
122.73
11.26
3.39
initial
11
77.73
9.32
2.81
final
11
78.18
7.83
2.36
Sig. (2-tailed)
.11
.91
.45
.66
.84
.41
1.30
.21
.97
.34
-.66
.51
.04
.97
-.33
.74
.66
.52
.74
.47
.11
.92
-.80
.43
1.18
.25
.44
.67
-.12
.90
CONCLUSION
Based on the results obtained by statistical processing of data, it can be concluded that a combined six-week training program in the gym and in the pool with the frequency of twice a week and
45 minutes session duration is not enough to obtain statistically significant differences in applied
variables of fitness components of adults with CP.
As is generally known that adults with CP do not have the level of fitness components at the
same level as non-disabled people, as well as the organization of physical activity of people with disabilities is very complicated, such a program that maintains fitness abilities of persons with CP can
be considered successful. Possible statistical improve fitness abilities of persons with CP should be
sought in the more frequent physical activity, eg. at least three times a week (experimental program
was used in this master work was implemented twice a week).
REFERENCES
1. CSM (2006). ACSMs resource manual for guidelines for Exercise Testing and Prescription 5th ed.
Baltimore: Lippincott Williams & Wilkins.
2. Flett, P.J. (2003). Rehabilitation of spasticity and related problems in childhood cerebral palsy.
Journal of Pediatrics and Child Health, 39 (1), 6-14.
3. Getz, M., Hutzler, Y., & Vermeer, A. (2006). Effects of aquatic interventions in children with neuromotor impairments: a systematic review of the literature. Clinical Rehabilitation, 20, 927-936.
4. Kriger, K.W. (2006). Cerebral Palsy: An Overview. American Family Physician, 73 (1), 91-100.
5. Lepore, M. (2005). Aquatics. In: J.P. Winnick (Ed.), Adapted Physical education and Sport
(pp.435-454). Champaign: Human Kinetics.
7. Rosenbaum, P. (2003). Cerebral Palsy: What parents and doctors wan to know? BMJ, 326 (7396),
970-974.
Zbornik radova
243
UDK 796:616.831-009.11-053.5
EFEKTI FIZIKE AKTIVNOSTI NA AEROBNI SPOSOBNOSTI DECE

SA CEREBRALNOM PARALIZOM: SISTEMATSKI PREGLED
Miljan Hadovi, 1Predrag Jelenkovi, 1Marko Aleksandrovi, 1Bojan Jorgi,

2,3,4
1
Univerzitet u Niu, Fakultet sporta i fizikog vaspitanja, Ni Srbija

2
Nacionalna sportska akademija Vasil Levski, Sofija, Bugarska
3
Istanbulski sportski klub, Istanbul, Turska
UVOD
Cerebralna paraliza (CP) se karakterie limitiranim sposobnostima kretanja i odravanja ravnotee zbog oteenja delova mozga koji kontroliu miini tonus i spinalne reflekse (Laskin, 2003;
Dimitrijevi, & Jakubi,2005; Dimitrijevi, olovi, Mikov, & Stankovi, 2009). Da bi se ovi gubici u
funkciji i mobilnosti smanjili bar jednim delom, neophodna je fizika aktivnost (Lockette, K.F., &
Keyes, A.M., 1994). Prema Unnithan, Clifford, & Bar-Or (1998), abnormalnosti pri hodanju poveavaju submaksimalnu energetsku potronju hodanja za gotovo tri puta u odnosu na zdravu decu.
Nizak nivo efikasnosti hodanja dovodi do poveanja ukupnog nivoa zamora to znaajno utie na
kvalitet ivota i samostalnost odraslih osoba i dece sa cerebralnom paralizom (Ballaz, Plamondon, &
Lemay, 2011). Za decu sa CP aerobni kapacitet i izdrljivost mogu se poveati u 40-85% makisimalne
potronje kiseonika ili srana frekvencija rezervi za 20-40 min po sesiji, tri do pet dana nedeljnog
treninga (Izadi, Nazem, & Hazavehei, 2006). Cilj ovog rada je sistematizacija i analiza dosadanjih
istraivanja o efektima fizikih aktivnosti na aerobne sposobnosti kod dece sa CP.
METOD
Za prikupljanje dosadanjih istraivanja o efektima primene programa vebanja dece sa CP
pretraene su sledee elektronske baze podataka: PubMed /Medline, PEDro, SCIndeks, DOAJ. Pretraivani su radovi u vremenskom periodu od 2000. do 2012. godine. Prilikom pretraivanja baza
podataka koriene su sledee kljune rei: aerobic capacity, children, physical activity, sports activity. Pronaeni naslovi istraivanja, abstrakti i celi tekstovi su zatim bili itani i analizirani. Da bi istraivanje bilo prihvaeno za konanu analizu moralo je da zadovolji dva kriterijuma: da u istraivanju
postoje eksperimentalna i kontrolna grupa i da su ispitanici starosti od 7 do 15 godina. Istraivanja
koja su zadovoljila postavljene kriterijume su zatim analizirana i predstavljena na osnovu sledeih
parametara: referenca (prvo slovo autora i godina i godina objavljivanja istraivanja, uzorak ispitanika (starost, ukupan broj i podgrupe ispitanika), program fizikog vebanja, trajanje programa,
rezultati istraivanja.
244
Efekti fizike aktivnosti na aerobni sposobnosti dece sa cerebralnom paralizom: sistematski pregled
REZULTATI
Postupak prikupljanja, analize i eliminacije naenih radova je prikazan u prikazu br. 1. Prikupljanje
istraivanja na osnovu kljunih rei je indetifikovalo 707 radova. Broj istraivanja koja su odmah
iskljuena na osnovu naslova, dupliranih radova,kao i radova koji su iskljueni na osnovu perioda
kada su publikovani je 682, dok je 25 radova ukljueno u dalju analizu. Daljom analizom 25 radova,
iskljueno je 20 radova na osnovu vie kriterijuma i to: na osnovu abstrakta, jer se radilo o sistematskim
preglednim istraivanjima, nepostojanje kontrolne grupe u istraivanjima kao i neadekvatan uzrast
osoba koje su uestvovale u istraivanjima (mlae osobe od 7 ili starije od 15 godina).
Preostalih pet radova zadovoljilo je postavljene kriterijume a to su: radovi publikovani izmeu 2000.
i 2012. godine, ispitanici su deca sa CP uzrasta od 7 do 15 godina i da pored eksperimentalne postoji
kontrolna grupa.
Prikaz br. 1
Zbornik radova
245
246
Izadi et al.
(2008)
Verschuren
et al. (2007)
Unnithan et
al. (2007)
Izadi et al.
(2006)
Izadi et al.
(2005)
Studija
C (18 N)
E (15 CP)
C (33CP)
E (32CP)
C (6 CP)
E (7 CP)
C (18 N)
E (15 CP)
C (18 N)
E (15 CP)
Br.
ispitanika
u grupi
111
C
(12.72.5)
E (11.62.5)
C
(15.71.2)
E (15.91.5)
122
11
Prosena
starost
spastic
spastic
spastic
spastic
spastic
Tip CP
diplegia
Bilateral
Unilateral
diplegia
dipelgia
diplegia
Topographical
type of CP
The sample of examinees
//
II, II
//
//
//
MFCS
nivo
3 meseca
8 meseci
12 sedmice
3 meseca
3 meseca
Trajanje
programa
20-40 min
45 min
70 min
20-25 min
20-40 min
Trajanje
sesije
Nedeljna
uestalost
Experimental program
Tabela 1. Pregled dostupnih radova koji zadovoljavaju traene kriterijume.
144 bpmHR
AT 65% - 75%
of HRmax,
rad:odmor
odnos 1:3.
144 bpmHR
%HRR=462.5
144 bpmHR
Intenziteta
Testovi
Vebajno-rehabilitacioni
rogram
Vebajno-rehabilitacioni
rogram
aerobic interval training

Kruni trening u grupi sa
8 standardnih aerobnih i
anaerobnih vebi
Trening snage , aerobni

intervalni trening
Submaksimalno vebanje
rehabilitacioni program
E-Sig. in VO2/
HR.
E-Sig. in HRR,
EHR, (%HRR),
ROC.
Rezultati
HRR, EHR, (%HRR),

ROC
MEN, MEB, HRR,

SHR, VO2max
10SRT, MPST, ST,

30RM, GMFM
SVO2, SVE, SRER,

%VO2peak, VO2peak,
VEpeak, HRpeak,
RERpeak, La-lactate.
No change in
VO2max.
E-Sig. in HRR,
EHR, (%HRR),
ROC.
E-Sig. in HRR,
SHR.
E-Sig. in MEN,
MEB.
E-Sig. in 10SRT,
MPST, ST,
30RM, GMFM
(dimension D)
No change in
VO2max.
E-Sig. in SVO2,
%VO2peak,
VO2peak, VEpeak,
GMFM.
VO2max, VO2/HR,HR, E-Sig. in HR.
Vebajno-rehabilitacioni HRR, EHR, (%HRR),

rogram
ROC
Opis primenjenog
programa
Efekti fizike aktivnosti na aerobni sposobnosti dece sa cerebralnom paralizom: sistematski pregled
DISKUSIJA
U istraivanjima je ukupno uestvovalo 198-oro ispitanika. Najvei broj ispitanika (n = 65)
bio je u istraivanju Verschuren et al. (2007) a najmanji (n = 13) u radu Unnithan et al. (2007). U
preostala tri rada (Izadi et al., 2005; Izadi et al., 2006; Izadi et al., 2008) broj dece je bio isti (n = 33).
Ispitanici su u svih pet istraivanja imali su spastinu diplegiju kao vid CP. U etiri istraivanja
(Izadi et al., 2005; Izadi et al., 2006; Unnithan et al., 2007; Izadi et al., 2008) program vebanja je trajao
tri meseca sa nedeljnom uestalou od tri treninga nedeljno. U radu Verschuren et al. (2007) program
vebanja je najdue trajao i to osam meseci sa nedeljnom uestalou od dva treninga nedeljno.
U etiri rada (Izadi et al., 2005; Izadi et al., 2006; Unnithan et al., 2007; Izadi et al., 2008) uesnici su bili rasporeeni u dve grupe (eksperimentalnu i kontrolnu grupu). U istraivanju Verschuren
et al. (2007) pored podele na eksperimentalnu i kontrolnu grupu, izvrena je i podela eksperimentalne grupe na vie manjih grupa sa po 4-6 uesnika na osnovu uzrasta (7-12 godina i 13-18 godina).
Najkrae trajanje treninga je bilo od 20 do 25 min (Izadi et al., 2006), a najdue 70 min (Unnithan et al., 2007).
U radu Unnithan et al. (2007) korieni su intervalni aerobik program i program treninga snage. U radovima Izadi et al. (2005), Izadi et al. (2006) i Izadi et al. (2008) korien je submaksimalni
aerobni rehabilitacioni program sa prosenom sranom frekvencijom od 144 otkucaja u minuti. U
radu Verschuren et al. (2007) korien je standardizovani trening program sa standardizovanim vebama za aerobni i anaerobni kapacitet (osam standardizovanih aerobnih vebi koje su trajale 3 do 6
min i osam standardizovanih anaerobnih vebi koje su trajale 20 do 30 s).
Od parametara za procenu aerobnog kapaciteta i funkcionalnih sposobnosti bili su zastupljeni: apsolutna i relativna vrednosti maksimalne potronje kiseonika (VO2max), zatim srana frekvencija (HR), - odnos repsiratorne zamene (Respiratory excange ratio - RER), kiseonini puls (VO2 /
HR), srana frekvencija pri vebanju i srana frekvencija pri odmoru. U svih pet analiziranih istraivanja je dolo do statistiki znaajnih promena u rezultatima pojedinih testova nakon primenjenog
programa.
U istraivanju Izadi et al. (2005) vrednosti su merene na bicikl ergometru i rezultati su pokazali da su srana frekvencija i intenzitet vebanja kod bolesnika smanjeni nakon programa rehabilitacije. Potronja energije pri odmoru bila je slina kod dece sa CP i zdrave dece, a potronja kiseonika
bila je smanjena u postestu pokazavi poveanje metabolike efikasnosti.
U istraivanju Izadi et al. (2006) zavisne varijable su merene pre i nakon programa vebanja
na bicikl ergometru i rezultati su pokazali da je kiseonini puls bio znaajno nii u eksperimentalnoj
grupi (CP) u odnosu na kontrolnu grupu, a aerobne vebe su dovele do znaajnog smanjenja frekvencije srca.
Rezultati su pokazali statistiku znaajnost kada je u pitanju smanjenje potronje kiseonika
kod runog verglanja, a takoe i znaajno poveanje aerobnog kapaciteta (Unnithan et al., 2007).
U istraivanju Verschuren et al. (2007) aerobni kapacitet je ocenjivan testom tranja 10m (10m shuttle run test) i utvreno je statistiki znaajno poboljanje aerobnog kapaciteta.
U istraivanju Izadi et al. (2008), mehanika efikasnost odmora i submaksimalne srane frekvencije i maksimalne potronje kiseonika merene su pre i posle programa vebanja na ergometru i
ustanovljena je statistika znaajnost.
ZAKLJUAK
Analizirana istraivanja nam pokazuju pozitivan efekat fizikih aktivnosti na aerobne sposobnosti dece sa CP. Rezultati analiziranih istraivanja pokazuju da programi vebanja u trajanju od
minimum 12 nedelja sa nedeljnom uestalou od dva ili tri treninga nedeljno imaju efekat i dovode
do poveanja aerobnog kapaciteta kod dece sa CP.
Zbornik radova
247
Mali broj radova prikupljenih za analizu pokazuje deficit informacija iz naunih istraivanja
o efekatima fizikih aktivnosti na aerobne sposobnosti dece sa CP. Ta injenica upuuje na vee
angaovanje istraivaa na ovu oblast.
CP je trajni poremeaj dranja i kretanja tela koji se ogleda na brojnim podrujima detetovog
zdravstvenog statusa i funkcionisanja u svakodnevnom ivotu. Posebno zanemareni su aspekti posledica loe motorne kontrole na funkciju kardio-respiratornog sistema. Zato je programe kardiovaskularnog fitnesa, a samim tim i razvoja aerobnih sposobnosti neophodno pravovremeno ukljuiti u
programe rada sa decom sa CP. Rano ukljuivanje dece sa cerebralnom paralizom u fizike aktivnosti
koje doprinose poboljanju njihovih aerobnih sposobnosti je neophodno (Lockette, & Keyes, 1994).
U okviru celovitog zdravstvenog statusa dece sa CP neophodno je uvaiti i ostale aspekte njihovog zdravstvenog statusa. Redovna, planirana i programirana fizika aktivnost moe znaajno
delovati na promene morfolokih, miinih, motorikih i kardiovaskularnih karakteristika zdravstvenog stanja dece sa CP. Na taj nain mogu se pripremiti za kvalitetniji, produktivniji i zdraviji
ivot u adolescenciji, odrasloj, a potom i starijoj ivotnoj dobi (Jelenkovi, Hadovi, Stanojevi &
Aleksandrovi, 2012).
LITERATURA
1. Ballaz, L., Plamondon, S., & Lemay, M. (2011). Group aquatic training improves gait efficiency in
adolescents with cerebral palsy. Disability & Rehabilitation, 33 (17-18), 1616-1624.
2. Dimitrijevi, L. & Jakubi, J.B. (2005). The importance of early diagnosis and early physical treatment of cerebral palsy. Facta Universitatis, Series: Medicine and Biology, 12 (3), 119-122.
3. Dimitrijevi, L., olovi, H., Mikov, A., & Stankovi, I. (2009). Cerebal palsy definition, etiology, classification, early diagnosis. Balneoclimatologia, 33 (3), 81-86.
4. Izadi, M., Nazem, F., Taghdiri,M.M., & Farahpour, N. (2005). The Role of Exercise Rehabilitation on Energy Cost and Metabolic Efficiency in Dipelegic Spastic Cerebral Palsy Children. Scientific Journal of Hamadan University of Medical Sciences, 12 (2), 46-53.
5. Izadi, M., Nazem, F.,& Hazavehei, M. (2006). The effect ofsub-maximal exercise rehabilitation
program on cardiorespiratory endurance indexes and oxygen pulse in patients with spastic cerebral palsy. Journal of Research in Medical Sciences, 11 (2), 93-100.
6. Izadi, M., Taghdiri, M.M.,Bagheri, G.H., Khorshidi, D., Namdartajari, S.,& Samarkhalaj, H.R.
(2008). Effects of an exercise-oriented rehabilitation program on mechanical efficienciy and aerobic capacity in children with spastic cerebral palsy. Iranian Journal of Child Neurology, 2 (3),
41-48.
7. Jelenkovi, P., Hadovi, M., Stanojevi, I., & Aleksandrovi, M. (2012). Communication among
academic community, local selfgovernment and civic initiatives with the purpose of organizing
swimming lessons for persons with disabilities in Ni. International Journal of Scientific Issues in
Physical Education, Sport and Health. 1 (2), 77-84.
8. Laskin, J.J. (2003). Cerebral palsy. In ACSMs, Exercise management for persons with chronic
diseases and disabilities (pp. 288-294). Champaign: Human Kinetics.
10. Unnithan, V.B., Katsimanis, G., Evangelinou, C., Kosmas, C., Kandrali, I., & Kellis, E. (2007).
Effect of Strength and Aerobic Training in Children with Cerebral Palsy. Medicine & Science in
Sports & Exercise, 39 (11), 1902-1909.
11. Verschuren, O., Ketelaar, M., Gorter, J.W., Helders, P.J., Uiterwaal, C.S., & Takken, T. (2007). Exercise training program in children and adolescents with cerebral palsy. Archives of Pediatrics &
Adolescent Medicine. 161(11), 1075-1081.
248
Effects of Physical Activity on Aerobic Capacities of Children with Cerebral Palsy: a Systematic Review
UDK 796:616.831-009.11-053.5
EFFECTS OF PHYSICAL ACTIVITY ON AEROBIC CAPACITIES

OF CHILDREN WITH CEREBRAL PALSY: A SYSTEMATIC REVIEW
Miljan Hadzovic, 1Predrag Jelenkovic, 1Marko Aleksandrovic, 1Bojan Jorgic,

2,3,4
University of Nis, Faculty of Sport and Physical Education, Nis Serbia

2
3
Istanbul Metropolitan Municipality Sports Club, Istanbul, Turkey
INTRODUCTION
Cerebral palsy (CP) is characterized by limited ability to move and maintain balance due to
damage parts of the brain that controls muscle tone and spinal reflexes (Laskin, 2003; Dimitrijevic,
& Scott, 2005; Dimitrijevic, olovi, spreads & Stankovic, 2009). Those losses in function and mobility decrease could be replaced (at least in part) by physical activity (Lockette, KF, & Keyes, AM,
1994). According Unnithan, Clifford, & Bar-Or (1998), abnormalities in walkingat children with CP
increases submaximal energy expenditure of walking for almost three times compared to healthy
children. The low level of efficiency of walking leads to an increase in the overall level of fatigue which significantly affects the quality of life and independence of adults and children with CP (Ballaz,
Plamondon, & Lemay, 2011). For children with CP aerobic capacity and endurance can be increased
to 40-85% maximal oxygen consumption and heart rate reserve for 20-40 min per session, three to
five days weekly training (Izadi, Nazem, & Hazavehei, 2006). The aim of this work is the systematization and analysis of previous researches on the effects of physical activity on aerobic abilities in
children with CP.
METHOD
For the collection of studies examining the effects of the exercise program for children with
CP searched the following electronic databases: PubMed /Medline, PEDro, SCIndeks, DOAJ. Articles in the period from 2000 to 2012 were searched. Searching the databases was done with using
following keywords: aerobic capacity, children, physical activity, sports activity. Found addresses
research, abstracts and full text were then read and analyzed. To explore been accepted for final
analysis had to meet two criteria: they exist in research experimental and control groups, and that
the respondents aged 7 to 15 years. Studies that met the established criteria are then analyzed and
presented based on the following parameters: a reference (the first letter of the authors and years and
years of publication of the research, the sample of respondents (age, total and subgroups), a program
of physical exercise, the duration of the program, the results of research.
Zbornik radova
249
Miljan Hadzovic, Predrag Jelenkovic, Marko Aleksandrovic, Bojan Jorgic, Mehmet Ozsari, Duran Arslan
RESULTS
The process of collecting, analyzing and eliminating articles that are found is shown in Figure
1. Collection of research based on keywords has identified 707 articles. Number of research that are
immediately excluded (682 articles) based on title, duplicated articles and the articles that are excluded based on the period when they published, while the 25 papers included in further analysis. Then,
20 papers based on several criteria were excluded: based on the abstract, type of research (systematic
research), the lack of control groups in studies as well as inadequate age of persons who participated
in the research (under than 7 or older than 15).
The remaining five papers met the set criteria: works published between 2000 and 2012, participants were children with CP aged 7 to 15 and in addition there was beside the experimental, and
control group.
Figure 1.
DISCUSSION
The studies involved a total of 198 participants. The largest number of participants (n = 65)
was in the study Verschuren et al. (2007) and the lowest (n = 13) in the work Unnithan et al. (2007).
The remaining three papers (Izadi et al., 2005; Izadi et al., 2006; Izadi et al., 2008) the number of
participants was the same (n = 33).
Paricipants in all five studies had spastic diplegia as a form of CP. In four studies (Izadi et al.,
2005; Izadi et al., 2006; Unnithan et al., 2007; Izadi et al., 2008) exercise program lasted three months
with a weekly frequency of three sessions/week. The article Verschuren et al. (2007) exercise program is the longest duration and eight months with a weekly frequency of two sessions/week.
In four papers (Izadi et al., 2005; Izadi et al., 2006; Unnithan et al., 2007; Izadi et al., 2008), participants were divided into two groups (experimental and control group). The study Verschuren et
al. (2007) in addition to the division of the experimental and control group, there was also a division
of experimental group into smaller groups with 4-6 participants according to age (age 7-12 and age
13-18).
250
Minimum duration of session was 20 to 25 min (Izadi et al., 2006) and maximum of 70 min
(Unnithan et al., 2007).
The study Unnithan et al. (2007) used the interval aerobics program and the program of strength training. In the studies Izadi et al. (2005), Izadi et al. (2006), and Izadi et al. (2008) used a submaximal aerobic rehabilitation program with an average heart rate of 144 beats per minute. The
study Verschuren et al. (2007) used a standardized training program with standardized exercises for
aerobic and anaerobic capacity (eight standardized aerobic exercise that lasted 3 to 6 min and eight
standardized anaerobic exercises that lasted 20 to 30 s).
The parameters for the assessment of aerobic capacity and functional abilities were represented: the absolute and relative values of maximal oxygen uptake (VO2max), then heart rate (HR) repsiratory replacement ratio (Respiratory exchange ratio - RER), oxygen pulse (VO2/HR) and heart
rate at exercise and heart rate at rest. In all five studies analyzed there was a statistically significant
change in the results of the tests after following the program.
In the study Izadi et al. (2005), bicycle ergometer was used and the results showed that the
cardiac frequency and intensity of exercise in patients decreased after rehabilitation program. Power
consumption at rest was similar in children with CP and healthy children, and oxygen consumption
was reduced in postest - showing an increase in metabolic efficiency.
In the study Izadi et al. (2006), dependent variables were measured before and after the exercise program on a bicycle ergometer and the results showed that the oxygen pulse was significantly
lower in the experimental group (CP) compared to the control group, and aerobic exercise led to a
significant decrease in heart rate.
The results showed statistical significance when it comes to reducing the consumption of oxygen in manual cranking, and also a significant increase in aerobic capacity (Unnithan et al., 2007).
In the study Verschuren et al. (2007), aerobic capacity was evaluated by running test 10m (10m shuttle run test) and found statistically significant improvements in aerobic capacity.
Study Izadi et al. (2008) estimated the mechanical efficiency of rest and submaximal heart rate
and maximal oxygen consumption that were measured before and after the exercise program on the
ergometer. Statistical significance was established.
Zbornik radova
251
252
Izadi et al.
(2008)
Verschuren
et al. (2007)
Unnithan
et al. (2007)
Izadi et al.
(2006)
Izadi et al.
(2005)
Reference
C (18 N)
E (15 CP)
C (33CP)
E (32CP)
C (6 CP)
E (7 CP)
C (18 N)
E (15 CP)
C (18 N)
E (15 CP)
111
C
(12.72.5)
E
(11.62.5)
C
(15.71.2)
E
(15.91.5)
122
11
No of
examinees in Mean age
each group
spastic
spastic
spastic
spastic
spastic
Type
CP
diplegia
Bilateral
Unilateral
diplegia
dipelgia
diplegia
Topographical
type of CP
The sample of examinees
Table 1. Review of the studies
//
II, II
//
//
//
MFCS
level
3 moths
8
months
12 week
3 months
3 months
20-40
min
45 min
70 min
20-25
min
20-40
min
Duration Duration
Weekly
of
of
frequency
program session
Intensity
144 bpmHR
For AT 65% 75% of HRmax,

work:rest ratio
of 1:3.
144 bpmHR
%HRR=462.5
equal to 144
bpmHR
Experimental program
10SRT, MPST, ST, 30RM,

GMFM
Circuit training in a group

format with 8 standardized
aerobic and anaerobic
exercises.
Exerciserehabilitation
program
HRR, EHR, (%HRR),

ROC
MEN, MEB, HRR, SHR,

VO2max
SVO2, SVE, SRER,

%VO2peak, VO2peak,
VEpeak, HRpeak,
RERpeak, La-lactate.
Strength training , aerobic

interval training (three or
more 60-m outdoor uphill
walking repetitions)
Exercise-rehabilitation
program
VO2max, VO2/HR,HR,
HRR, EHR, (%HRR),

ROC
Outcomes
Sub-maximal exercise
rehabilitationprogram
Exerciserehabilitation
program
Description of the applied

exercise program
E-Sig. in HRR,
EHR, (%HRR), ROC.
No change in
VO2max.
E-Sig. in HRR,
SHR.
E-Sig. in MEN,
MEB.
E-Sig. in 10SRT,
MPST, ST, 30RM,
GMFM (dimension
D)
E-Sig. in SVO2,
%VO2peak,
VO2peak, VEpeak,
GMFM.
No change in
VO2max.
E-Sig. in HR.
E-Sig. in VO2/HR.
E-Sig. in HRR,
EHR, (%HRR), ROC.
Results
CONCLUSION
Analyzed studies show a positive effect of physical activity on aerobic abilities of children with
CP. The results of the analyzed studies show that exercise programs for at least 12 weeks with a weekly frequency of two or three sessions/week have effect and lead to an increase in aerobic capacity
in children with CP.
A small number of articles collected for the analysis shows a deficit of information from scientific research on the effects of physical activity on aerobic abilities of children with CP. This fact
suggests that greater involvement of researchers in this field.
CP is a permanent disorder of posture and movement of the body, which is reflected in many
areas of the childs health status and functioning in everyday life. Especially neglected as a consequence of the bad aspects of motor control function on the cardio-respiratory system. Therefore,
the programs of cardio-vascular fitness, and therefore the development of aerobic ability also brought into the programs of work with children with CP. Early involvement of children with CP in physical activities that contribute improving their aerobic fitness is necessary (Lockette, & Keyes, 1994).
As part of a comprehensive health status of children with CP, it is necessary to take into account other aspects of their health status. The regular, planned and programmed physical activity can
significantly act on morphological, muscular, cardiovascular and motor characteristics of the health
status of children with CP. In that way, we can prepare for higher quality, more productive and healthier life in adolescence, adult, and later age (Jelenkovi, Hadovi, Stanojevic & Aleksandrovi,
2012).
REFERENCES
1. Ballaz, L., Plamondon, S., & Lemay, M. (2011). Group aquatic training improves gait efficiency in
adolescents with cerebral palsy. Disability & Rehabilitation, 33 (17-18), 1616-1624.
2. Dimitrijevi, L. & Jakubi, J.B. (2005). The importance of early diagnosis and early physical treatment of cerebral palsy. Facta Universitatis, Series: Medicine and Biology, 12 (3), 119-122.
3. Dimitrijevi, L., olovi, H., Mikov, A., & Stankovi, I. (2009). Cerebal palsy definition, etiology, classification, early diagnosis. Balneoclimatologia, 33 (3), 81-86.
4. Izadi, M., Nazem, F., Taghdiri,M.M., & Farahpour, N. (2005). The Role of Exercise Rehabilitation on Energy Cost and Metabolic Efficiency in Dipelegic Spastic Cerebral Palsy Children. Scientific Journal of Hamadan University of Medical Sciences, 12 (2), 46-53.
5. Izadi, M., Nazem, F.,& Hazavehei, M. (2006). The effect ofsub-maximal exercise rehabilitation
program on cardiorespiratory endurance indexes and oxygen pulse in patients with spastic cerebral palsy. Journal of Research in Medical Sciences, 11 (2), 93-100.
6. Izadi, M., Taghdiri, M.M.,Bagheri, G.H., Khorshidi, D., Namdartajari, S.,& Samarkhalaj, H.R.
(2008). Effects of an exercise-oriented rehabilitation program on mechanical efficienciy and aerobic capacity in children with spastic cerebral palsy. Iranian Journal of Child Neurology, 2 (3),
41-48.
7. Jelenkovi, P., Hadovi, M., Stanojevi, I., & Aleksandrovi, M. (2012). Communication among
academic community, local selfgovernment and civic initiatives with the purpose of organizing
swimming lessons for persons with disabilities in Ni. International Journal of Scientific Issues in
Physical Education, Sport and Health. 1 (2), 77-84.
8. Laskin, J.J. (2003). Cerebral palsy. In ACSMs, Exercise management for persons with chronic
diseases and disabilities (pp. 288-294). Champaign: Human Kinetics.
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10. Unnithan, V.B., Katsimanis, G., Evangelinou, C., Kosmas, C., Kandrali, I., & Kellis, E. (2007).
Effect of Strength and Aerobic Training in Children with Cerebral Palsy. Medicine & Science in
Sports & Exercise, 39 (11), 1902-1909.
11. Verschuren, O., Ketelaar, M., Gorter, J.W., Helders, P.J., Uiterwaal, C.S., & Takken, T. (2007). Exercise training program in children and adolescents with cerebral palsy. Archives of Pediatrics &
Adolescent Medicine. 161(11), 1075-1081.
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Povrede u rvanju i dudou
UDK 796.8:616-001
POVREDE U RVANJU I DUDOU

UVOD
Povrede sportista na treninzima i takmienjima nisu retkost i moe se rei da nema sportiste
koji tokom svoje karijere nije imao neku takvu situaciju. Vremenom, masovnost i konkurencija u
takmiarskog sporta sve je vea, pa su zahtevi i optereenja kojima se sportista izlae sve vei, to
samo dodatno poveava mogunost povreivanja. Sportske povrede u nekim sredinama zauzimaju
i 10-15% od ukupnog broja povreda.U Engleskoj godinje se belei do 1 500 000 sportskih povreda.
Najvei broj povreda su po prirodi lake i svode se na oteenja mekih povrinskih struktura tela koe,
potkonog tkiva, miia, tetiva (Popovi, 1986). Sportske povrede karakterie znaajnost i teina
funkcionalnih ispada lokomotornog sistema u odnosu na sportsku aktivnost povreenog sportiste,
koje dovode do toga da se onemogui sportska aktivnost sportiste (Gruji, uri, 1965). Prema ivotnom dobu najvei broj povreda otpada na najzastupljeniju grupu izmeu 20-30 godina, a u ovom
ivotnom dobu deava se ak 50% ukupnog broja sportskih povreda. U uzrastu ispod 20 godina
deava se 20 % svih sportskih povreda, izmeu 30-40 godina 15%, dok se u uzrastu izmeu 40 i 50
godina deava 5% svih sportskih povreda (La Kava, 1954). to se tie topografije povreda, sportisti
najee povreuju koleno. Ako se broj povreda kolena uzme kao neka vrsta repera i oznai sa 100,
onda je na drugom mestu natkolenica sa indeksom 80, pa skoni zglob sa 75, rame 50, aka i prsti 45,
glava 45, lice 40, stopalo 25, list 25, prepona 25, lea 25, a lakat 15 (Banovi, 1993). Sportske povrede
su uglavnom prouzrokovane direktnim ili indirektnim delovanjem mehanike sile na odreeni deo
tela pritiskom ili istezanjem a u nekim sluajevima i kombinovano (Raki, 1986). Rvanje i dudo
spadaju u polistrukturalne sportske grane gde se motorika aktivnost odvija u uslovima koji variraju
(Koprivica, 2013).
Rvanje i dudo su sportske discipline koje spadaju u kontaktne sportove. Takmiar u ovim
sportovima moe zadobiti povrede i bez kontakta endogenim mehanizmima ili pri padovima, meutim ono to predstavlja osnovnu karakteristiku u ovim sportovima jeste intenzivni neposredni
kontakt sa protivnikom. Kroz takav kontakt protivniku se prua otpor, vre napadi, dolazi do sudara,
vre razna saplitanja i druge vrste izbacivanja iz ravnotee. Sopstvenim kretanjem i akcijama protivniku se smanjuje sposobnost predvianja opasnosti i pravovremenog reagovanja u cilju zatite,
ali rezultantu tih kretnji esto nije mogue predvideti. Kao rezultat ovakvih interakcija u rvanju
se obino deavaju povrede uha, ramena, kolena... Prilikom nezgodnih padova ponekad dolazi do
akromioklavikularne dislokacije, preloma kljune kosti i rebara, ali se broj ovakvih povrede znaajno
smanjuje kada se rvaka tehnika dobro naui. U manjoj meri se javljaju povrede vratnih prljenova
i povrede kimenog stuba, i to najee poprenih nastavaka. Za razliku od rvanja dudo je sport u
kome se ree javljaju povrede ramena, a tipine povrede koje se javljaju u dudou takoe su oteenja uha i povrede kolena (kontuzije, povrede ligamentarnog aparata)., kao i povrede nonih prstiju
(distorzije). Pored ovih najkarakteristinijih povreda i u dudou se deavaju i povrede lakta, prelomi
kljune kosti i iaenja ramena. Ove, kao i mnoge druge povrede, u velikom broju sluajeva nastaju
usled nepravilnih padova, pa je veoma bitno da se uvek, ve od prvih dana bavljenja ovim sportom,
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255
dobro naue i usavre padovi u dudou. Zbog svega navedenog, ovo istraivanje imalo je za cilj da se
utvrdi koje su to povrede koje najee zadobijaju rvai i dudisti u Srbiji, te da se daju neke preporuke ta treba uraditi da bi se to vie smanjio broj takvih povreda, a posledice od eventualnih povreda
uinile to minimalnijim.
METOD
Ovom istraivanje je sprovedeno na uzorku od 20 rvaa i 20 dudista, koji su aktivni takmiari
nacionalnog i meunarodnog ranga. Oba uzorka su dosta ujednaena, a prosena starost anketiranih rvaa je 21,36,3 godine, uz proseni sportski sta od 106,8 godina, dok je prosena starost kod
dudista 20,82,9 godina, uz proseni sportski sta od 9,73,6 godina. Najmlai anketirani rva ima
17 godina, a najstariji 38 godina, dok je najmlai dudista imao 16 godina, a najstariji 26. Istraivanje je sprovedeno u vidu ankete koja se sastojala od 31 pitanja. Sportisti su anketu popunjavali pre
treninga, a pitanja su se odnosila na lokalitet povreda (deo tela), uslove zadobijanja povreda (trening,
takmienje), fazu treninga kada je povreda nastala (uvodni, pripremni, glavni, zavrni), kao i nain
oporavka nakon povrede (pasivna pauza, primena terapija).
Rezultati sprovedene ankete ukazuju da je ak 80 % rvaa prijavilo da je imalo neku od povrede, dok svega 20% rvaa nikada nije imalo neku povredu. Za razliku od rvaa, procenat poreenih
dudista iznosi 100%, to znai da ni jedan anketirani dudista tokom svoje dosadanje karijere nije
ostao nepovreen. Povrede na gornjim delovima tela prijavio je znatno vei procenat rvaa i dudista, dok je povrede na donjim delovima tela prijavio znatno manji vroj anketiranih sportista.
Tabela 1. Ukupan broj povreda na gornjem i donjem delu tela
Deo tela
Rvai
Procenat
Dudisti
Procenat
Gornji deo tela
54
72,97
65
58,04
Donji deo tela
20
27,03
47
41,96
Ukupno povreda
74
100%
112
100 %
Kod rvaa su naporu, a samim time i povreivanju, najvie izloeni gornji delovi tela, to je na
neki nain i logino, jer su u pitanju rvai grko - rimskim stilom, dok kod dudista najvei procenat
povreda je na gornjem i donjem delu tela jer su u dudou dominantne podjednako rune i none
tehnike bacanja (tabela 1). Povrede koje su se dogodile kod rvaa i dudista najee su se deavale
na treningu. ak 45% anketiranih dudista povreda se na treningu, na takmienju se povredilo 25%
dudista, dok je povrede i na treningu i na takmienju doivelo 30% anketiranih dudista. I kod rvaa najee se povrede dogaaju na treningu, pa je ak 68,7% rvaa povredu dobilo na treningu, njih
18,7% se povredilo na takmienju, dok je povrede i na treningu i na takmienju doivelo 12,5% rvaa.
256
Tabela 2. Broj rvaa koji su zadobili povrede na treningu i takmienju

Povrede na treningu i
takmienju
Rvai
Dudisti
Uvodni
Pripremni
Glavni
13
15
Zavrni
Takmienje
Ukupno
20
29
Najvei broj povreda dogodio se na treningu i to u glavnom delu treninga (Tabela 2). Kod rvaa uestalost povreda u glavnom delu treninga iznosi 81,2%, dok je u glavnom delu treninga povredu
doivelo 75% dudista. Na osnovu ukupnog broja povreda vidimo da su dudisti izloeniji povredama u odnosu na rvae. Povrede koje su zadobili i rvai i dudisti najee se deavaju u takmiarskoj
fazi. U takmiarskoj fazi se povredilo 62,5% anketiranih rvaa, dok je 80% dudista koji su se povredili u takmiarskoj fazi. Ove povrede u takmiarskoj fazi se mogu objasniti time da je intenzitet
treninga znatno vei da je zamor sportista na visokom nivou i do ovih povreda moe doi usled
nepravilnog izvoenja bacanja. Ono to je veoma bitno jeste da ni kod jednog od sportista nije dolo
do povrede usled loeg trenanog procesa to ukazuje na to da sa sportistima rade profesionalni treneri. Interesantan je podak da je 50% rvaa nakon povrede napravilo apsolutni prekid treninga, dok
je je ak 80% dudista nakon povrede primenjivalo apsolutni prekid trenane aktivnosti. Ovi prekidi
su u proseku trajali od 20 do 60 dana, a najdue prekide treninga imali su sportisti koji su doiveli
prelome. To vreme prekida treninga u proseku je iznosilo 60 dana. Povrede koje su doiveli sportisti
u manjem procentu su izazvane od strane samog sportiste, dok je kod 87,5% anketiranih rvaa i kod
60% dudista povredu izazvala akcija protivnika. Ovaj procenat povreda podrazumeva to da moe
doi loeg poloaja tela, do neravnotee, do slabijeg izvoenja zahvata u elji da se protivik savlada
to moe dovesti do povrede.
Tabela 3. Povrede po regijama glava.
Rvai
(br. povreda)
Procenat
Dudist
(br. povreda)
Procenat
Uho
12,16
4,46
Potresi
1,35
1,79
Oteenja zuba
5,40
4,46
Nos
0,00
0,00
Oi
Lice
0
0
0,00
0,00
0
0
0,00
0,00
Ukupno povreda
14
18,91
12
10,71
Povreda glave
Od povreda glave, u oba sporta najee su povrede uha i oteenja zuba (Tabela 3). Kod rvaa
povrede uha imalo je 12,16% anketiranih, dok je kod dudista povrede uha doivelo 4,46% anketiranih. Ovi rezultati nisu iznenaenje, jer je povreda uha esta u oba sporta, mada je ona kod rvaa u
veem procentu (Bojovi, 1983). Vea uestalost ove povrede kod rvaa posledica je injenice da su
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rvai tokom borbe u konstantnom neposrednom kontaktu glavama, tako da esto dolazi do trenja i
sudara, to uzrokuje oteenja une koljke i stvaranja hematoma. Za razliku od rvaa, povrede uha
kod dudista ee nastaju usled borbe u parteru, gde sportisti ele to pre da naprave polugu ili guenje. Pored ovih povreda, ponekad se deavaju i potresi mozga, ali se oni jvljaju retko. Glavni uzronik ove povrede je izvoenje bacanja velikom amplitudom, nakon kojeg dolazi do pada na strunjau
i udarca glavom o podlogu. Kod rvaa je evidentiran samo jedan sluaj potresa mozga (1,35%), dok je
ovu povredu prijavilo dvoje dudista (1,79%), to se moe objasniti injenicom da je borilite u dudou znatno tvre nego u rvanju. Od svih anketiranih rvaa i dudista ni jedan sportista nije prijavio
povredu nosa, lica ili oiju, to je na neki nain i logino jer rvanje i dudo ne spadaju u sportove u
kojima su telo i glava izloena udarcima, kao to je to sluaj u boksu, kik-boksu i drugim borilakim
sportovima na bazi udaraca.
Tabela 4. Povrede ruke.
Rvai
(br. povreda)
Procenat
Dudist
(br. povreda)
Procenat
Ramena
11
14,86
10
8,93
Lakat
6,76
8,04
Runi zglob
5,40
11
9,82
Prsti ruja
9,46
14
12,50
Nadlakat
0,00
0,00
Podlakat
0,00
0,00
Prelomi
4,05
1,79
Ukupno povreda
30
40,54
46
41,07
Povreda ruke
Povrede na rukama su uestalije kod dudista nego kod rvaa (Tabela 4). Najvei broj povreda
koje se javljaju kod dudista su povrede prstiju (12,50%) i zgloba ake (9,82%), kao i povrede ramena
(8,93%). Povrede ake i prstiju su veoma este, to je posledica injenice da se prilikom izvoenja
bacanja sportisti esto oslanjaju na ruke u elji da izbegnu dolazak u poloaj na leima. Pri ovakvim
reakcijama prsti, zglob ruja, lakat i rame trpe velika optereenja, pa moe doi i do povrede ligamenata i miia, a u nekim situacijama i do preloma. Za dudo su karakteristini hvatovi za kimono,
gde dolazi do raznih trzanja i cimanja, a prilikom borbe za gard prsti mogu da zapnu za kimono to
predstavlja jedan od uzronika ove povrede. Povrede ramena su najuestalije kod rvaa i njihov procenat iznosi (14,86%). One nastaju usled zahvata koji dovode do direktnog pada na rame. Takoe na
povrede ramena utie i podloga koja je kod dudista tvra, dok je kod rvaa znatno meka to predstavlja jedan od uzronika koji dovodi do povreda. Povrede ruke kod rvaa su se u velikom procentu
deavale usled direktnog pada na rame, ali do povrede ramena dolazilo je i u parteru, najee u
situacijama kada ruka ostane opruena. Prelomi koji su se dogodili kod anketiranih sportista upravo
su na onim delovima tela koji trpe najvee optereenje a to su ruke. Kod rvaa se dogodilo 2 preloma
runog zgloba i prelom palca, dok se kod dudista prelom dogodio na zglobu lakta i na prstima.
Sistematskim treningom i jaanjem ruku broj ovih povreda se moe znato smanjiti.
258
Tabela 5. Ostale povrede na gornjem delu tela.

Rvai
(br.povreda)
Procenat
Dudisti
(br.povreda)
Procenat
Vrat
6,75
2,67
Grudi
2,70
2,67
Kimeni stub
4,06
Abdomen
Ukupno
10
13,51
6,34
Tabele 5. prikazuje broj i procenat povreda kao i razlike u proporcijama povreda na gornjem
delu tela. Moemo videti da su najuestalije povrede vrata(6,75%) kod rvaa, dok su kod dudista
zastupljene u manjem procentu i iznose(2,67%). Oekivalo se da e kod rvaa biti znaajno vea
razlika u povredama u odnosu na dudiste. Mehanizam povrede vrata znatno se razlikuje nego kod
dudista. U rvanju za vreme borbe vre se razna cimanja vrata, dok najvei deo povreda vrata kod
rvaa deava se u parteru. U parteru za vreme borbe izvode se razna cimanja, prevrtanja, ruenja
mosta kako bi se izbeglo dovoenje u direktan opasan poloaj. Za sve ove radnje rva koristi svoju
snagu vrata, dok kod dudista vrat ne trpi toliko veliko optereenje kao i kod rvaa. Pored vrata koji
trpi velika optereenja u rvanju deo tela koji je izloen takoe velikom optereenju jeste kimeni
stub. Povrede kimenog stuba su prisutne u malom procentu kod rvaa dok ni jedan anketirani
dudista nije prijavio povredu kimenog stuba. Do povreda kimenog stuba dolazilo je usled podizanja protivnika iz partera,a u veem procentu usled pritiska na kimeni stub od strane protivnika
u parteru. U ovim situacijama sportista u parteru pokuava da svojim kretanjem izbegne protivnika
i promenom poloaja tela uini da taj pritisak na kimeni stub da bude to minimalniji. Zbog toga
je veoma bitno da se prilikom zagrevanja poseban akcenat stavi na kimeni stub jer u rvanju pored
vrata on trpi velika optereenja. Zato je veoma bitno da se u zagrevanju uradi to vie polumostova
i mostova i na taj nain dobro pripremimo kimeni stub za narednu aktivnost. Razna cimanja ,trzanja kako stojeem poloaju pa tako i u parteru glavni su uzronik zbog kojih je dolazilo do povrede
grudi. Kada protivnici ele da raskinu kontakt i da izbegnu direktan opasan poloaj u parteru u tim
sitacijama dolazilo je do naglih pokreta trzanja,cimnja to je uzrokovalo udarac u grudi a i samim
tim i povredu. Ova povreda kod anektiranih sportista nije zadavala vee probleme. Ukoliko je dolazilo do povrede grudi sportisti su pravili kratke pauze i nastavljali su svoju aktivnost. Pored povreda
grudi prisutne su i povrede abdomena ali u malom procentu. Te povrede odnose se na povrede unutranjih organa a organ koji su sportisti povreivali je slezina. Najei uzronik povrede slezine lei
u nezgodnim padovima to je prouzrokovalo udarac u abdomen i povredu ovog unutranjeg organa.
Tabela 6. Povrede na donjem delu tela.
Rvai
(br. povreda)
Procenat
Dudist
(br. povreda)
Procenat
Povrede prepona
0,00
7,14
Povrede kolena
8,11
8,04
Povrede skonog zgloba
10,81
12
10,71
Povrede prstiju noge
4,05
14
12,50
Povrede u vidu preloma
4,05
3,57
Ukupno povreda
20
27,03
47
41,96
Povrede na donjem delu tela
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Iz Tabele 6. moemo videti da dudisti zadobijaju znatno vie povreda na donjem delu tela u
odnosu na rvae. Najuestalije povrede jesu povrede skonog zgloba(10.71%) i prstiju nogu(12,50%),
dok su kod anketiranih rvaa najuestalije povrede kolena(8,11%) i skonog zgloba(10,81%). Glavni
uzronik povreda kod dudista predstavljaju koenja i ienja jer se u dudou skoro sve tehnike
izvode pomou nogu. Ovaj visok procenat povreenih nonih prstiju kod dudista objanjava se
time da dudisti borbe rade bez obue gde je kompletno stopalo izloeno povredama, dok za rvae
to nije karakteristino budui da nose obuu koja prua veliku zatitu stopalima pa je zbog toga
znatno nii procenat povreda na stopalima kod rvaa. Za none tehnike u dudou karakteristine su
rotacije u skonom zglobu i savijanje prstiju. Za razliku od dudista povrede rvaa na donjem delu
tela prisutne su ali ne u velikom procentu. Najvei procenat povreda koje su zastupljene jesu povrede skonog zgloba,kolena i prstiju noge. Ove povrede karakteriu se time da zahvati koji se izvode
u rvanju zahtevaju velike rotacije zglobova. Stvaranje povoljne pozicije kako bi se zahvat izveo to
bolje i kako ne bi dolazilo do prevelikih rotacija je jedan od vanih preduslova kako bi se ove povrede
znatno smanjile. Na osnovu istrivanja povrede koje su zadobili i rvai i dudisti dovodile su do toga
da sportisti napuste kontinuirane treninge. Kod rvaa taj procenat iznosi 62,5%, dok kod dudista
iznosi 90% to ukazuje na to da su povrede zahtevale potpuni oporavak. Bolovi nakon oporavka
takoe su uestali i kod rvaa i dudista. Kod rvaa iznosi 56,2%, dok kod dudista iznosi 65%. Ovo
podatak ukazuje na to da sportisti nisu sproveli potpuni oporavak ve da su znatno ranije krenuli sa
treninzima to uzrokuje to da dolazi do pojave bolova a nekada moe dovesti i do jo veeg povreivanja. Najvei procenat leenja povreda sportisti su sprovodili primenom terapije i samostalno su
sprovodili leenje. Ono to je veoma bitno jeste da ni jedan anketirani rva i dudista nije potpuno
prekinuo svoju karijeru zbog povrede. To ukazuje na to da povrede koje su sportisti zadobili nisu
toliko opasne i da je veoma bitan dobar oporavak kako bi se nastavili kontinuirani treninzi.
ZAKLJUAK
Na osnovu istraivanja moemo videti da je veliki procenat povreenih sportista u oba sporta.
Tako da ni jedan anketirani dudista tokom svoje dosadanje karijere nije ostao nepovreen, dok je
neku povredu prijavilo 80% anketiranih rvaa. Dudisti su znatno izloeniji povredama u odnosu
na rvae, pa je kod dudista zabeleeno ak 112 povreda, dok je kod rvaa registrovano 74 povrede.
Povrede su kod dudista uestalije i na gornjem i na donjem delu tela. Najee povrede koje su dudisti prijavili na gornjem delu tela jesu povrede prstiju ruja (12,50%), zatim runog zgloba (9,82%)
i ramena (8,93%). Od najuestalijih povreda na donjem delu tela javljaju se povrede prstiju noge
(12,50%), skonog zgloba (10,71%) i kolena (8,04%). Kod rvaa, gornji deo tela je znatno izloeniji
povredama u odnosu na donji deo, to je i oekivano kada se ima u vidu da se svi anketirani rvai takmie u grko-rimskom stilu, gde gornji deo tela trpi najvea optereenja. Najee povrede koje se
javljaju na gornjem delu tela jesu povrede ramena (14,86%) , prstiju ruja (9,46%), i uha (12,16%). Kod
rvaa, povrede na donjem delu tela su prisutne, ali ne u tolikom broju kao na gornjem delu tela. Na
donjem delu tela najuestalije su povrede skonog zgloba(10,81%) i kolena(8,11%), to je i oekivano
jer su za rvanje esto prisutne nagle rotacije pri izvoenju bacanja. Povrede koje se dogaaju najee su lake, mada se ponekad deavaju i tee povrede u vidu preloma. Procenat preloma kod rvaa
iznosi (8,1%), dok kod dudista (5,36%). Za razliku od rvaa, kod dudista su povrede ee prisutne
i na gornjem i na donjem delu tela, pa se moe konstatovati da su dudisti povredama znatno izloeniji nego rvai, to je, verovatno, posledica injenice da se u dudou podjednako koriste i none i
rune tehnike. I kod rvaa i kod dudista, najvie povreda dogaa se u glavnom delu treninga i to u
takmiarskoj fazi. Povredama su najizloeniji ramena, ui, prsti i zglob ake, dok su na donjim delovima tela najuestalije povrede prstiju nogu, skonog zgloba i kolena. Zbog svega navedenog, poseban
akcenat u trenanom procesu mora se staviti na delove tela koji trpe najvea optereenja i dobro ih
razviti, te na taj nain znatno smanjiti uestalost ali i teinu sportskih povreda. Rvai i dudisti esto
nakon povrede primenjuju terapije, ali zabrinjava podatak da vrlo esto i potpuno samostalno sprovode leenje i oporavak nakon povreda. Ono to je veoma bitno jeste da oporavak bude potpun kako
se ne bi rizikovalo da doe do jo veeg povreivanja.
260
LITERATURA
1. Banovi, D (1993). Povrede u sportu. Beograd: Medicinski fakultet.
2. Bojovi, S (1983). Rvanje Slobodan stil, Beograd: Igro sportska knjiga.
3. Gruji M., uri Z. (1965). Naa iskustva u leenju akromioklavikularne luksacije, Beograd:
Zbornik III ortpedske traumatologije dana Jugoslavija.
4. Koprivica, V (2013). Teorija sportskog treninga. Beograd: Fakultet sporta i fizikog vaspitanja.
5. La Kava G (1954). Maladies des insertions musculo-tendineux, Paris: Encyclopedie Medicine.
6. Raki, C (1979). Sportska traumatologija, Beograd: Nipro Partizan
7. Smodlaka, V (1985). Sportske povrede. Beograd: Ingro sportska knjiga.
Rad je sproveden u okviru projekta Efekti primenjene fizike aktivnosti na loko-motorni, metaboliki, psiho-socijalni
i obrazovni status srpskog stanovnitva, br. III47015, koji je deo podprojekta Efekti primenjene fizike aktivnosti na
loko-motorni, metaboliki, psiho-socijalni i obrazovni status vrhunskih sportista Srbije. Projekat je finansiran od strane
Ministarstva za nauku i tehnologiju Republike Srbije - Ciklus naunih projekata 2011-2014.
Zbornik radova
261
UDK 796.8:616-001
INJURIES IN WRESTLING AND JUDO

University of Belgrade, Faculty of sport and physical Education, Belgrade, Serbia
INTRODUCTION
Sports injuries in trainings and competitions are not rare, and it can be said that there is no
athlete who has never had such a situation during his career. With increasing competition in competitive sport requests and loads of sportsmen become larger, what additionaly increasing possibility
of getting sports injuries. Sports injuries in some areas take 10-15%, of all injuries. In England there
are 1,500,000 recorded sports injuries. Most injuries are easy injuries and they refer to damage of the
soft surface of the body structure, of the skin subcutaneous tissue, muscles and tendons ( Popovi,
1986). Sports injuries are characterized by the significance and seriousness of functional out age of
the locomotor system in relation to the injured athletes athletic activity which results in athletes
sports disability ( Gruji, Djuri, 1965). Most injuries occur with the most represented group of
athletes, aged 20-30 and 50% of injuries happen at this age. In all sports age group below 20 years
old, 20% of all sports injuries happen, 15% between the age of 30-50 years, and 5% between the age
of 40-50 years ( La Kava, 1954). As far as the topography, knee injuries are most usual injuries. If we
take the knee injuries as a kind of benchmark and if we mark them with 100, the tights injuries will
be at the second place an index of 80, them, the ankle joint injuries with 75, the shoulder injuries 50,
the hand finger injuries 45, head 45, face injuries 40, the foot injuries 25, calf injuries 25, the groin
area injuries 25, the back injuries 25 and the elbow injuries 15 ( Banovi, 1993). Sports injuries are
usually caused by direct or indirect action of mechanical forces, on a specific part of the body pressure or by stretching and in some cases they are caused by both of these ( Raki, 1986). Wrestling
and judo belong extracurricular sports field where the motor activity takes place in conditions that
vary ( Koprivica, 2013).
Wrestling and judo are contact sports. A contestant in these sports can get injuries without
endogenous mechanism contact or during downs. However, the essential feature in these sports is
intense direct contact with an opponent. Through this contact, the opponent is being resisted and
attacked, a collision occurs and various stumbling and other kinds of unbalancing are performed.
Opponents ability of predicting dangers and prompt response are reduced by motion and action,
but the results of these movements are often impossible to predict. Ear injuries, shoulder injuries
and knee injuries are usual results of these interactions in wrestling. Acromioclavicular dislocation,
the fracture of collarbone and ribs sometimes occur during the awkward downs. However, the number of such injuries can be significantly reduced if wrestling techniques are well learned. The injuries
of the cervical vertebrae and spinal cord injuries, usually transverse processes are less frequent.
Unlike wrestling, judo is a sport in which shoulder injuries are less common, and typical injuries in
judo are ear injuries and knee injuries(contusions, ligaments) as well as toe injuries(distortion). The
elbow injuries, fractures of the clavicle and shoulder dislocation also occur in judo. These injuries
and many other injuries are often due to irregular downs so it is essentially important to learn and
improve in downs from the very first day. Consequently, this study is aimed to determine the most
common wrestling and judo injuries in Serbia as well as to give some recommendations on what
262
should be done in order to reduce the number of such injuries as much as possible, and to make the
consequences of the eventual injuries minimal.
METHOD
This research included two samples -20 wrestlers and judo athletes, who are active athletes of
the national and international level. Both samples are equalized, and the average age of the surveyed
wrestlers is 21,36,3 years, with an average sports experience of 106,8 years and the average age
of the surveyed judo athletes is 20,82,9 years, with an average sports experience of 9,73,6 years.
The youngest surveyed wrestler is 17 years old and the oldest one is 38 years old, the youngest judo
athlete is 16 years old, and the oldest one is 26 years old. The survey was conducted in the form of a
poll with 31 questions. Athletes completed the survey before the training and the questions related
to the part of body that had been injured, conditions of injuries (training, competition), phase of training when the injury occurred (warming, preparation, main, final), and the treatment of the injury
( passive, pause, therapy).

The results of the survey indicate that 80% of wrestlers reported that they had some of the
injuries and only 20% of them never had an injury. On the other hand, all surveyed judo athletes
reported at least one injury. Injuries at the upper part of the body are more common than injuries to
the lower parts of the body.
Table 1. The total number of injuries depending on the body part.
The body part
Wrestlers
Percentage
Judoka
Percentage
The upper body
54
72.97
65
58.04
The lower body
20
27.03
47
41.96
Total injuries
74
100%
112
100 %
Most injuries in wrestling occur at the upper parts of the body and it is logical because it is
Greek-Roman style of wrestling and in judo, injuries occur at the upper parts of the body as well as
at the lower parts of the body because in judo hand and foot throwing tehniques are equally dominant (Table 1). In wrestling and judo, injuries usually occur during trainings. Even 45% of surveyed
judo athletes got injured during training, 25% of judo athletes got injured at a competition and 30%
of them got injured both in training and competition. In wrestling, most injuries happen during the
trainings, and even 68,7% of wrestlers got injured during the trainings, 18,7% of them got injured at
a competition and 12,5% of wrestlers suffered injuries in training and in competition.
Table 2. Number of wrestlers and judoka who suffered injuries in training and competition.
The injuries in training and competition
Wrestlers
Judoka
introductory
preparatory
13
15
closing
competition
20
29
main
total
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263
Most injuries occurred in training, especially in the main part of the training (Table 2). In
wrestling the percentage of injuries during the main part of the training is 81.2% , and in judo the
percentage of injuries during the main part of the training is 75%. According to the total number of
injuries it can be seen that injuries are more common in judo than in wrestling. Both judo athletes
and wrestlers usually get injuries in the competition phase, 62.5% of surveyed wrestlers got injuries
in the competition phase, and 80% of surveyed judo athletes got injuries in this phase. This is the result of the intensity of training which is significantly higher in the competition phase and the fatigue
of athletes is at a high level. These injuries can occur due to improper tosses. The important fact is
that no athlete was injured due to the poor training process, which indicates that the athletes work
with the professional coaches. It is interesting that 50% of wrestlers made an absolute interruption of
training activity and even 80 % of judo athletics had an absolute break after injuries.
These breaks lasted for 20-60 days and the athletes who suffered fractures had the longest time
interruption and it lasted for 60 days. Small percentage of these injuries was caused by the athletes
themselves and 87.5% of surveyed wrestlers and 60% of judo athletes suffered injuries caused by an
opponent. It means that poor body position and loss of balance can cause injuries.
Table 3. Head injuries.
Wrestlers
(number of
injuries)
Percentage
Judoka
(number of
injuries)
Percentage
Ear
12.16
4.46
Shell shock
1.35
1.79
Damage teeth
5.40
4.46
Nose
0.00
0.00
Eyes
Face
0
0
0.00
0.00
0
0
0.00
0.00
Total injuries
14
18.91
12
10.71
Head injuries
Most common head injuries are ear injuries and teeth injuries, 12.16% of surveyed wrestlers
suffered ear injuries and 4.46% of judo athletes suffered ear injuries (Table 3). These results are
not a surprise because ear injuries are common in both sports, although they are more common in
wrestling (Bojovi, 1983). In wrestling there is a constant direct head contact so friction and collision often happen and it causes earlobe injuries and hematoma. On the other hand, ear injuries in
judo usually happen during a fight on the parterre when athletes try to do leverage or suffocation.
Concussions can also happen but they are less common. They are usually caused by large-amplitude
throws, followed by a fall to the mat and head hitting on the ground. There is only one concussion
recorded by surveyed wrestlers (1,35%), and two judo athletes suffered concussion (1,79%), which
suggests that battleground in judo is considerably stiffer than in wrestling. No nose, eyes, or face
injuries were recorded which is logical because neither wrestling nor judo are sports in which body
and head are exposed to shocks (hitting), unlike boxing, kick-boxing and other martial sports.
264
Table 4. Arm injuries.
Wrestlers
(number of
injuries)
Percentage
Judoka
(number of
injuries)
Percentage
11
14.86
10
8.93
Elbow
6.76
8.04
Wrist
5.40
11
9.82
Hand fingers
9.46
14
12.50
Upper arm
0.00
0.00
Forearm
0.00
0.00
Fractures
4.05
1.79
Total injuries
30
40.54
46
41.07
Arm injuries
Shoulders
Arm injuries are more common in judo than in wrestling (Table 4). Most common injuries
in judo are finger injuries (12.50%), wrist injuries (9.82%), shoulder injuries (8.93%). Hand injuries
and finger injuries are very common because athletes often lean on their hands during the tosses.
In these actions, fingers, wrist and shoulder are under a big pressure and it can cause injuries of the
ligaments and muscles, and in some cases fracture can also happen. In judo there are a lot of kimono
catches which causes variety of twitching and tugs. During the fight fingers can get stuck in kimono
and it can also cause an injury. Shoulder injuries are most frequent in wrestling (14.86%). They are
due to grips that lead to a direct fall on the shoulder. Shoulder injuries are also affected by the judo
mat which is considerably hard in judo. In wrestling it is much softer and it is also one of the causes
that lead to injuries. In wrestling, hand injuries are mostly caused by a direct fall on the shoulder,
but hand injuries can occur in parterre too, usually in situations when the hand remains stretched.
Most surveyed athletes suffered from injuries to those parts of the body which are under the greatest
pressure and these are arms. Two wrestlers suffered wrist fracture and a fracture of the thumb, and
judo athletes had the elbow joint fracture and the finger fracture. These injuries can be reduced by
systematic training and the hand strengthening.
Table 5. The other injuries to the upper body.
Wrestlers
(number of
injuries)
Percentage
Judoka
(number of
injuries)
Percentage
Neck
6.75
2.67
Breast
2.70
2.67
Spinal cord
4.06
Abdomen
Total injuries
10
13.51
6.34
Table 5. indicates the number and percentage of injuries as well as the difference in proportion
of injuries to the upper part of the body. Most frequent injuries in wrestling are neck injuries (6.75%)
and they are less frequent in judo (2.67%). It was expected that injuries would be much more frequent
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265
in wrestling than in judo. The mechanism of neck injuries in wrestling is significantly different from
that in judo. Most injuries in wrestling happen in parterre. There are lots of tugs, turnovers, breaking
the bridge in parterre in order to avoid a direct dangerous position. In such a grip wrestlers use their
neck power and in judo the neck is not under such a great pressure. In wrestling, spinal cord is exposed to big pressure, too. These injuries are not so common in wrestling and none of surveyed judo
athletics suffered from such an injury. Some spinal cord injuries were caused by lifting an opponent
of the parterre and most of them occurred due to the pressure on the spinal cord. In these situations,
the athletes try to avoid the opponent by their movements and they change their body position in
order to make that pressure as minimal as it is possible. Therefore, it is very important to put a particular emphasis on the spinal cord during the warm up as it is exposed to big pressures in wrestling
too. It is very important to include many grapples and semi-grapples in warm up stage of the training
and to prepare spinal cord for further actions. Chest injuries are usually caused by various tugs, in
standing posture as well as in parterre when opponents want to break the contact and to avoid a direct dangerous situation. These injuries do not cause bigger problems, athletes have a short break and
then they continue their activity. Abdomen injuries can also occur but no so often. These injuries are
related to inner organs and most athletes suffered from the spleen injuries. The spleen injuries are
usually due to the awkward falls, which cause a stroke to the abdomen, and this inner organ injury.
Table 6. The injuries to the lower part of body.
wrestlers
(number of
injuries)
Percentage
Judoka
(number of
injuries)
Percentage
Groin injuries
0.00
7.14
Knee injuries
8.11
8.04
Ankle injuries
10.81
12
10.71
Toes injuries
4.05
14
12.50
Fractures
4.05
3.57
Total injuries
20
27.03
47
41.96
The injuries to the lower

part of body
Table 6. indicates that judo athletes suffer much more injuries to the lower part of the body
than wrestlers. Most frequent injuries are ankle joint injuries (10.71%), and toes injuries (12.50), and
the surveyed wrestlers reported knee injuries as the most frequent ones (8.11%), and ankle joint
injuries (10. 81%). In judo, most injuries are due to mowing and cleaning-up, because almost all judo
techniques are performed by legs. In judo, athletes fight barefoot and their foot is exposed to injuries
and it explains the high percentage of toe injuries. It is not characteristic in wrestling because in this
sports athletes wear footwear that protects their feet and therefore the percentage of toe injuries in
wrestling is much lower. Rotations of ankle joint and toes bending are characteristic for toe techniques in judo. Injuries at the lower part of the body in wrestling can occur but they are not so common. Most frequent injuries are ankle joint injuries, knee injuries and toes injuries because wrestling
grips include big rotations of ankle joint. In order to reduce the number of these injuries, it is very
important to take a position so the grip is easily performed and big rotations are avoided. According
to the survey, these injuries made wrestlers and judo athletes stop having systematic training.
In wrestling, the percentage is 62.5% and in judo it is 90% which indicates that the injuries
requested a complete recovery. Pain after recovery is also frequent. In wrestling its percentage is
56.2%, and in judo it is 65%. This information indicate that the athletes did not recover completely,
they started too early with treaning process which indicate appearance of pains during training as
possibility harder (non) injury.The important fact is that none of the surveyed athletes did not give
266
up their sports career completely due to the injuries. It indicates that these injuries were not so serious and that recovery is also very important if we want to move on with the continual trainings.
CONCLUSION
According to the survey we can conclude that injuries often occur in both sports. Neither of
interviewed judo athletes have suffered from injuries, and 80% of the surveyed wrestlers reported
some kind of an injury. Judo athletes are more exposed to injuries than wrestlers so there are 112
injuries recorded in judo, and 74 injuries recorded in wrestling. In judo both injuries at the upper
part of the body and injuries at the lower part of the body are more frequent. Most frequent injuries
at the upper part of the body in judo are finger injuries (12.50%), wrist injuries (9.82%), and shoulder
(8.93%). Most frequent injuries at the lower part of the body are toe injures (12.50%), ankle joint
injuries (10.71%), and knee injuries ( 8.04%). In wrestling, most injuries occur at the upper parts
of the body which is logical because all surveyed judo athletes compete in Greek-Roman style, in
which upper body parts are under the biggest pressure. Most common injuries at the upper body
parts are shoulders injuries (14.68%), finger injuries (9.46%), and ear injuries (12.16%). Injuries at the
lower body parts can also occur in wrestling but they are less common. Most common injuries at
the lower parts of the body are ankle joint injuries (10.81%), and knee injuries (8.11%) which can be
expected because, sudden rotations are very common in wrestling. . These injuries are usually slight
but sometimes, more serious injuries, such as fractures can happen. The percentage of fractures in
wrestling is 8.1% and in judo it is 5.36%. In judo, injuries at the upper and lower parts of the body are
more frequent.
Therefore we can conclude that the injuries are more common in judo than in wrestling which
is probably due to the fact that both kicking leg and arm technique are equally used. Most injuries
in judo and wrestling occur during the main stage of training, especially in the competition phase.
Most vulnerable parts of the body are shoulders, ears, fingers and wrist and most vulnerable parts
of the lower part of the body are toes, ankle joint and knees. Therefore, a particular emphasis in the
training process should be put on the body parts that are under the greatest pressure and we should
develop them in order to reduce the number of these injuries and make them less severe. Wrestlers
and judo athletes often apply therapies after an injury on their own but we should be concerned by
the fact that they often carry out treatment and recovery after an injury completely on their own.
Recovery must be total in order to avoid even more severe injuries.
REFERENCES
1. Banovi, D (1993). Povrede u sportu. Beograd: Medicinski fakultet.
2. Bojovi, S (1983). Rvanje Slobodan stil, Beograd: Ingro sportska knjiga.
3. Gruji M., uri Z. (1965). Naa iskustva u leenju akromioklavikularne luksacije, Beograd:Zbornik
III Ortopedske traumatologije dana Jugoslavija.
4. Koprivica, V (2013). Teorija sportskog treninga. Beograd: Fakultet sporta I fizikog vaspitanja.
5. La Kava G (1954). Maladies des insertions musculo-tendineux, Paris: Encyclopedie Medicine.
6. Popovi, N. (1986). Sportske povrede u rukometu.Beograd: Sportska knjiga.
7. Raki, C (1979). Sportska traumatologija,Beograd: Nipro Partizan.
8. Smodlaka, V (1985). Sportske povrede. Beograd: Ingro sportska knjiga.
The article was carried out as part of the projects: Effects of physical activity applied to locomotion, metabolic, psychosocial and educational status of the population of persons with disability on R Serbia No. III47015.
Zbornik radova
267
UDK 613:796.015-055.2
UTICAJ SPECIFINOG TRENINGA NA TELESNU KOMPOZICIJU

I MOTORIKE SPOSOBNOSTI KOD OSOBA ENSKOG POLA
OD 18. 50. GODINE IVOTA

UVOD
Pokret i kretanje oveka je sastavni i neizostavni deo svakodnevnih aktivnosti. Kroz prizmu
razvoja nauke u biomedicinskom i tehnolokom smislu znaaj fizike aktivnosti je postavljen kao
jedan od kljunih preduslova za ouvanje i unapreenje zdravlja oveka. Uticaj vebanja je viestruk
i spisak benefita koji se njima dobija je svakog dana sve vei, od prevencije gojaznosti, hipertenzije, kardiovaskularnih oboljenja, dijabetesa, osteoporoze, itd. do uticaja na duinu ivotnog veka
oveka. Prema prikupljenim i kombinovanim podacima Amerikog koleda za sportsku medicinu
(American College of Sports Medicine, 2000) jedan od glavnih faktora rizika od kardiovaskularnih oboljenja je sedentaran nain ivota odnosno fizika neaktivnost. Modifikacije ivotnog stila od
ishrane do vebanja kod osoba koji pripadaju rizinoj grupi za pojavu dijabetesa tipa 2 su pokazali
poboljanu toleranciju na glukozu i manju uestalost obolevanja (Tuomilehto et al.,2001). Utvreno
je da je nizak nivo kardiorespiratornog fitnesa povezan sa visokom stopom rizika od prerane smrti
prouzrokovane raznim bolestima, a najee kardiovaskularnim (Kodama, 2009; Farell, 1998 and
Blair, 1996). Podizanje fizikog radnog kapaciteta izraenim u metabolikim ekvivalentima je dokazao da podizanje fizike forme za jedan metaboliki ekvivalent smanjuje rizik od smrtnog ishoda za
12% (Myers et al., 2002).
U ovom radu su prikazani uticaji rekreativnog vebanja u cilju spreavanja hipokinezije kao
negativne pojave savremenog doba i uticaj na telesni sastav kao parametar opteg zdravstvenog stanja kao i na motorike sposobnosti koje utiu na svakodnevno funkcionalno kretanje.
Pod telesnom kompozicijom podrazumevamo sastav ljudskog organizma predstavljen veliinom i grupisanjem postojeih merljivih segmenata iz kojih se sastoji (Ugarkovi D., 2004). Prema
Ugarkoviu, telesnu kompoziciju predstavlja kroz etvorokomponentni model : masno tkivo, miino tkivo, kotano tkivo i ostatak. U ovom radu su najprimarniji miino i masno tkivo i njihova
reakcija na tretiranje tela tj. organizam kroz specifian trening.
268
Uticaj specifinog treninga na telesnu kompoziciju i motorike sposobnosti kod osoba enskog pola od 1850. godine ivota
Tabela 1. Odnos telesne kompozicije ene i mukarca (Ugarkovi D. , 2004)

Telesna kompozicija
ene
Mukarci
Kotano tkivo
16 %
18%
Miino tkivo
36 %
42%
Masno tkivo
18%
12%
Ostatak
30 %
28%
Kotano tkivo tj. kosti kod ena su u proseku krae, tanje, lake, poroznije i krtije. U miinom
tkivu do puberteta nema velikih i znaajnih razlika, dok se u pubertetu kod deaka pod dejstvom
hormona testosterona uveava miina masa, dok kod ena taj nagli i velik porast izostaje.Generalno gledano, miino tkivo ena je meke, elastinije i slabije razvijeno u odnosu na mukarce.
U telesnoj kompoziciji ene, manji je deo miinog tkiva i kotanog tkiva, a vea proporcija
masnog tkiva (pod uticajem estrogena). Kod ena procenat masti iznosi 22-26%, a kod mukaraca
12-16% (ori V. , 2008).
Preporuku kolika okvirna vrednost masnog tkiva treba da bude u razliitim uzrastima dala je
i Svetska zdravstvena organizacija:
Tabela 2. Procenat masti u sastavu tela (Ostoji, S. i sar., 2003 iz Stojiljkovi, S. i sar., 2005)
Uzrast (god.)
ene
Mukarci
18 - 39
21 33
8 20
40 - 59
23 34
11- 22
60 +
24 36
13 25
Na uzorku od 109 ispitanica radno aktivnih ena je definisano stanje telesnog sastava i dobijeni podaci pokazuju da aktuelni morfoloki status ispitivanih ena delimino odgovara normalno
uhranjenom tipu. BMI (body mass index) i zastupljenost telesnih masti su imale gotovo granine
vrednosti, prema gojaznosti. Zabeleen je vrlo visok procenat ena u kategoriji predgojaznih i gojaznih prema BMI body mass index (40%) i PSM miini indeks (36%) (orevi Niki M., i
sar., 2013).
U oblasti rekreativnog vebanja postoji metod koji odreuje odnos telesne teine i visine (BMI
index - body mass index). On se izraunava tako to se telesna masa u kilogramima podeli sa visinom u metrima i time dobijemo indeks telesne teine. Ovaj metod se esto koristi i pogodan za
optu populaciju, ali ne i za sportiste jer se kroz njega ne moe da videti procenat masti i miinog
tkiva, a to je jedan od kljunih parametara u ovom radu. Zbog toga se BMI index nije korien kao
parameter.
Treba naglasiti da je sutina rekreativnog vebanja, u smanjivanju masnog i poveavanju
miinog tkiva, prvenstveno zbog zdravstvenih razloga, pa tek onda estetskih razloga koji zahtevaju
viegodinju posveenost trenanoj proceduri. Ovo pravilo vai za sportiste i rekreativce kao i za
potrebe ovog rada.
Postojei podaci ukazuju da trening sa optereenjem (weight training) dovodi do redukcije
masne komponente telesnog sastava i konzistentan je sa postojanjem platoa gubitka masti tokom
vremena. Sline su promene masne komponente koje nastaju sedmino, bilo da su izazvane aerobnim vebanjem ili treningim sa optereenjem (anaerobni rad). (Roche, A.F., Heymsfield, S.B. Iohman, T.G., 1996., iz orevi Niki, M., 2002).
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Intezitet pri kome gojazne osobe troe uglavnom masti kao izvor energije iznosi iznosi do 50%
od maksimalnog inteziteta (Janssen, P.G.J.M., 1987., iz Stojiljkovi, S. i sar., 2005) odnosno 4055%
od maksimalne frekvencije srca (Colgan, M., 1996., iz Stojiljkovi, S. i sar., 2005) to odgovara hodanju, a pri veem intezitetu (npr. tranju), se procentualno u veoj meri troe ugljeni hidrati i delom
proteini. Dobro trenirani sportisti troe masti ak do inteziteta od 80% (Janssen, P.G.J.M., 1987., iz
Stojiljkovi, S. i sar., 2005).
2000):
U tabeli 3 se prikazuje pri kom intezitetu je najvea potronja masti i kalorija (24 Hour Fitness,
Tabela 3.
Nizak intezitet 60 65 %
Visok intezitet 80 85 %
Ukupno kalorija za 1 min.
4.86
6.86
Potronja masti za 1 min.
2.43
2.7
Ukupno kalorija za 30 min.
146
206
Ukupno masti za 30 min.
73
82
Procenat sagorelih masti
50%
39.85%
U dosadanjim istraivanjima prema nekim autorima potronja masti je mogua i preko 80%
maksimalne frekvencije srca koji je dobar za kardiovaskularnu izdrljivost i ima pozitivan efekat na
eliminisanje suvinih masti (Lefavi, B., 1996., iz Stojiljkovi, S. i sar., 2005).
Motorika ili fizika sposobnost je sposobnost da se izvri odreena fizika aktivnost na zadovoljavajui nain pri emu ograniavajui faktor ne sme da bude nepoznavanje tehnike izvoenja
odreene aktivnosti (Stojiljkovi, S. i sar., 2005). U motorike sposobnosti spadaju : snaga, izdrljivost, brzina, gipkost, okretnost i ravnotea (po nekim autorima).
Interesantan je i pojam fizike (motorne) pripreme kao univerzalan pristup koji se koristi u
fizikom vaspitanju, sportu i rekreaciji. Znaajno je istai da je to process, koji podrazumeva odreeno trajanje i sloenost. Poboljanje fizike (motorne) pripreme prouzrokuje poboljanje fizikih
(motorikih) sposobnosti. Cilj fizike (motorne) pripreme jeste poboljanje fizike (motorne) sposobnosti (Stojiljkovi, S. i sar., 2005).
U rekreativnom vebanju treba izdvojiti tri najvanije fizike (motorike) sposobnosti :
1. Izdrljivost (aerobna) kardiovaskularna izdrljivost je motorika sposobnost koja predstavlja najefikasnije sredstvo u prevenciji i leenju kardivaskularnih bolesti kao i kvalitetnijem radu
respiratornog sistema. Najkorisniji vidovi kretanja su brzo hodanje, tranje, vonja bicikla, plivanje,
aerobna koordinaciona kretanja koja zahtevaju tranje i poskoke itd.
2. Snaga kada se govori o snazi pre svega se treba posvetiti miiima trupa, iz kojih praktino
svaki pokret ovekovog tela polazi. Kombinovanjem pokreta je mogue angaovati nekoliko grupa
miia. Stabilnost stomanih i lenih miia doprinosi boljem dranju tela, lakem kretanju kao i
usporavanju i spreavanju degenerativnih procesa na kimenom stubu.
3. Pokretljivost naroito kimenog stuba, kukova, kolena i ramena se odupire bolestima tj.
degenerativnim procesima lokomotrnog aparata. Jedan vidova za razvoj pokretljivosti celog tela i
simulacija borilakih vetina i funkcionalnog kretanja u okviru specifinog treninga.
Kod osoba enskog pola, pored zdravstvenih benefita, motiv za vebanjem je povezan sa estetskim izgledom. Kombinacijom gorepomenutih fizikih (motorikih) sposobnosti kroz izvoenje to
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raznovrsnijih pokreta i ostvarivanjem to funkcionalnijih kretanja moe da se bitno utie na telesni

sastav i fiziki izgled. Korienjem razliitih rekvizita za vebanje kao to su buice, ipke, lopte,
polulopte, medicinke, vijae itd.) omoguava se kretanje tela u vie ravni i time pospeuje funkcija
lokomotornog aparata. Takva vrsta vebanja se u savremenom fitnesu naziva funkcionalni trening
koji je i primenjivan u ovom radu.
METOD
Uzorak ispitanika je inilo 20 ena od 18.-50. godine ivota i prosene starosti 34,2 11,2.
Uzorak varijabli je podeljen u dva bloka: procenu telesne kompozicije i testiranje motorikih
sposobnosti.
Nain rada je zahtevao procenu telesne kompozicije koja je vrena na specijalizovanoj vagi
TANITA InnerScan Body composition monitor model : BC-587 metodom BIA (analiza bioelektrinom impedancom). Varijable (osim telesne visine koju merimo pre poetka procene telesne kompozicije) koja istoimena vaga meri su : telesna masa (kg), telesna mast (%), ukupna telesna voda (%),
miina masa (kg) i ocena fizikog stanja (1-10), bazalni metabolizam (kcal) i metaboliku starost
(godine), kotana masa (kg) i viscelarna mast ( 1-10). Za potrebe ovog rada su korieni samo parametri telesne mase (kg), telesne masti (%) i miine mase (kg).
Merenje obima struka, natkolenice i nadlaktice je vreno standardizovanom antropometrijskom mernom trakom po IBP Internacionalnom biolokom programu (Macura, M., 2008.) i voenjem zapisnika o promenama na pomenutim regijama tela.
Testiranje motorikih sposobnosti je vreno po programu motorikih testova i rezultata fitnes kluba Health club 2012. godine koji su modifikovani prema funkcionalnim sposobnostima i
mogunostima vebaa. Rezultati su dobijani uz pomo brojanja, toperice i voenjem zapisnika. U
samom testu je korieno 5 motorikih testova prilikom kojih su angaovan najvaniji delovi motorikog spektra sposobnosti. Pojedini motoriki testovi su iziskivali rad do maksimuma dok su neki
vremenski limitirani. Raspored motorikih testova i njihov opis je izgledao ovako :
1. Izdraj na jednoj nozi u poluunju sa telom oslonjenim na zid, bez dodirivanja tela rukama
i radi se do maksimuma, bez vremenskog ogranienja. Radi se prvo jednom, pa drugom nogom i
zatim se dobijena vremena sabiraju.U ovom testu se meri statika snaga nogu (najvie kvadricepsa) i
izdrljivost.
2. Sklekovi sa osloncem na kolenima. Rauna se samo pravilno izvoenje, radi se do maksimuma, bez vremenskog ogranienja.U ovom testu se meri izdrljivost u snazi miia grudi, ramena
i ruku.
3. unjevi sa ipkom na ramenima od 17 kg. Raunaju se samo pravilni pokreti odnosno
do momenta kada natkolenica i potkolenica ostvare ugao od 90 ili manje. Vrlo vano je obratiti
panju na ouvanje fiziolokih krivina kimenog stuba zbog kompleksnosti same vebe. Radi se do
maksimuma, bez vremenskog ogranienja. U ovom testu se meri apsolutna izdrljivost u snazi nogu
(prednje, unutranje i zadnje loe), gluteusa uz podrku lenih i stomanih miia.
4. Podizanje u sed (trbunjaci) se izvode na vedskim lestvama odnosno nogama fiksiranim za
lestve. Noge su blago savijene, ruke su prekrtene na grudima . Cilj je uraditi to vei broj pravilnih
ponavljanja za 60 sekundi. U ovom testu se meri izdrljivost u snazi i brzinu kontrakcije stomanih
miia.
5. Legionari su veba koja poinje iz stojeeg poloaja prilikom koje se to kraim putem
prelazi u poloaj upora na dlanovima i prstima nogu, zatim se to bre vraa u poetni poloaj. Cilj
je ostvariti to vei broj ponavljanja za 30 sekundi.
U ovom testu se meri brzina, koordinacija, agilnost i okretnost celog tela.
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Sistematska obrada podataka je vrena korienjem deskriptivne statistike i t testom za zavisne uzorke.
Rekreativni program je primenjivan 3 puta nedeljno, u trajanju od 60 75 min. po trenanoj
jedinici, ukupno 24 trenane jedinice u okviru jednog mezociklusa (56 dana). U trenanoj proceduri
je korien kontinuirani metod treninga koji je karakteristian po tome to se u glavnom delu treninga primenjuju optereenja koja traju sve vreme bez pauza za odmor i bilo kakvih prekida. Ovaj
metod je pogodan za razvoj aerobne i aerobno anaerobne izdrljivosti, manjeg inteziteta i veeg
obima (Koprivica, V., 2002). Kontinuirani metod treninga se koristi uglavnom za vebae kojima je
cilj redukcija telesne teine prvenstveno zbog postizanja zone sagorevanja masti odnosno lipolize
koja se postie kontinuiranim radom na 50 80 % od MFS (maksimalne frekvencije srca).
Primenjivanje kontinuiranog metoda koji je korien u trenanoj proceduri izgledao je ovako:
1) Uvodni deo treninga poinje sa zagrevanjem 5 10 minuta kroz razliite vebe dinaminog
rastezanja u mestu i kretanju kroz poskoke u cilju postizanja radne temperature tela, podmazivanja
zglobova i pripreme miia za predstojee napore. Trener je obavezan da poseduje unapred napisan
trening kojim demonstrira i koriguje vebe kao i da demonstrira i daje instrukcije prilikom vebi
zagrevanja uz brojanje i eventualnu korekciju.
2) Glavni deo treninga traje 45 55 minuta i posveen je specifinim vebama snage koje
se odvijaju u zoni lipolize (za svakog ponaosob zbog razlike u godinama i nivoa treniranosti) koju
pratimo palpatornim merenjem pulsa na karotidnoj arteriji ili na unutranjem delu podlaktice, iznad
ake u toku aktivnog odmora izmeu krugova (serija). Radi se 6 - 8 vebi koje su krunog karaktera,
2 - 4 kruga, 15 20 ponavljanja (u zavisnosti od vebe) , sa to kraim pauzama (koju moemo da
odredimo i merenjem pulsa, subjektivnog oseaja ili procene trenera). U drugoj varijanti je mogue
postaviti vremensko ogranienje rada 30 60 sekundi za svaku vebu i koristiti isti princip krunog
treninga. Nakon zavrene prve etape glavnog dela treninga, prelazi se na parter gde se rade vebe za
stomak i lea, sa to kraim pauzama takoe krunog karaktera, 2 4 vebe za svaku regiju trupa,
15 30 ponavljanja (u zavisnosti od vebe). Zatim se prelazi na kardio segment koji traje 15 25
minuta i u njemu koristimo brzo hodanje na traci, krostrenaer, steper, bicikl, vijae, udaranje u
dak, udaranje u fokusere, obru itd. Vana je istai da se aerobni deo treninga (kardio segment)
koristi nakon vebi snage jer se masti u tom sluaju gotovo odmah ukljuuju u produkciju energije i
slobodne masne kiseline su ve mobilisane zbog prethodnog vebanja. Intezitet i obim su usklaeni
sa ciljem treninga, a to je redukcija telesne teine.
3) Zavrni deo treninga traje 5 - 10 minuta i posveen je smirivanju organizma i tela, vebama
disanja i statikog istezanja uglavnom u parteru ili u parovima kroz trenerovu demonstraciju vebi i
eventualnu korekciju.
Tabela 3. Primer primenjenog kontunuiranog metoda treninga
Kontinuirani metod
Uvodni deo
Glavni deo
Zavrni deo
Obim rada
5 - 10 min.
45 - 55 min.
5- 10 min.
Intezitet rada
40 60 % MFS
50 80 % MFS
30 40 % MFS
Broj serija
2-4
2-4
1-2
Broj vebi
15 - 20
6-8
5 - 10
Broj ponavljanja
10 - 15
15- 30 ili 30 - 60 s
10 20 s
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REZULTATI
Rezultati merenja telesne kompozicije i obima i testa motorikih sposobnosti su prikazani
kroz tabelarne prikaze. Svi pokazatelji su u skladu postojeom opremom, aparaturom i trenanom
procedurom.
ANALIZA RAZLIKA U TELESNOJ KOMPOZICIJI I MORFOLOKIM
KARAKTERISTIKAMA NAKON PRIMENE SPECIFINOG TRENINGA
U tabeli 4. prikazane su vrednosti razlika t-testa za dve zavisne grupe ispitanika nakon primenjenog tretmana, na nivou statistike znaajnosti p < 0,01 (testirano je 20 ena).
Tabela 4. Rezultati razlika u telesnoj kompoziciji i morfolokim karakteristikama
Varijabla
TV (cm)
TM (kg)
TMA (%)
TMI (kg)
OS (cm)
ONT (cm)
OND (cm)
Merenje
SD
Inicijalno
169,8
6,094
Finalno
169,8
6,096
Inicijalno
73,46
12,02
Finalno
68,49
11,37
Inicijalno
32,95
4,90
Finalno
29,76
4,89
Inicijalno
43,68
4,01
Finalno
44,08
4,08
Inicijalno
82,90
8,42
Finalno
77,25
7,26
Inicijalno
56,65
5,68
Finalno
57,07
4,35
Inicijalno
30,02
4,22
Finalno
29,27
3,58
-1,831
0,083
13,775
0,000
11,396
0,000
2,604
0,017
9,677
0,000
-3,123
0,006
2,094
0,057
Legenda: Grupa - Prva grupa; Druga grupa; M - aritmetika sredina; SD - standardna devijacija; t - vrednost t - testa; p
- statistika znaajnost t - testa. TV telesna visina, TM telesna masa, TMA telesna mast, TMI miina masa, OS
obim struka, ONT obim natkolenice, OND obim nadlaktice
Na osnovu vrednosti rezultata t testa za dve zavisne grupe ispitanika nakon primenjenog
tretmana vebanja moe se konstatovati da se grupe razlikuju u aritmetikim sredinama sledeih
varijabli: TM, TMA, TMI, OS i u varijabli ONT u korist druge grupe. To se moe utvrditi i obinom
inspekcijom njihovih aritmetikih sredina. U prve etiri pomenute varijable u kojima su ostvarene
statistiki znaajne razlike na finalnom merenju vrednosti t-testa ukazuju na matematiki pozitivan,
ali logiki negativan predznak jer se referentne vrednosti rezultata oitavaju inverzno (manja vrednost - bolji rezultat), te odatle i bolji rezultat u korist finalnog merenja. To je takoe sluaj i sa varijablom ONT u kojoj vrednost t-testa ukazuje na matematiki negativan, ali logiki pozitivan rezultat
u korist finalnog merenja. Oigledno je da primenjeni tretman uticao na smanjenje TM, TMA, OS,
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273
a poveao TMA i ONT. U ostalim varijablama nisu ispoljene statistiki znaajne razlika aritmetikih
sredina to moemo pripisati i prestruktuiranju tkiva odnosno miine i masne komponente u korist miine, to je jedan od glavnih ciljeva rada.
ANALIZA RAZLIKA U TESTIRANJU MOTORIKIH SPOSOBNOSTI
NAKON PRIMENE SPECIFINOG TRENINGA
U tabeli 5. prikazane su vrednosti razlika t-testa za dve zavisne grupe ispitanika nakon primenjenog tretmana, na nivou statistike znaajnosti p < 0,01. (testirano je 20 vebaa)
Tabela 5. Rezultati razlika u testu motorikih sposobnostima
Varijabla
SSN (sekunde)
IUSR (ponavljanja)
IUSN (ponavljanja)
IUSS (ponavljanja)
BKAO (ponavljanja )
Merenje
SD
Inicijalno
76,65
37,443
Finalno
82,30
35,912
Inicijalno
26,90
9,67
Finalno
30,60
9,745
Inicijalno
51,90
16,223
Finalno
54,75
17,801
Inicijalno
35,10
6,389
Finalno
36,25
6,923
Inicijalno
10,90
2,752
Finalno
11,60
2,561
-4,587 0,000
-5,561
0,000
-2,524
0,021
-1,919
0,070
-2,268
0,035
Legenda: Grupa - Prva grupa; Druga grupa; SSN statika snaga miia nogu, IUSR izdrljivost u snazi miia ruku,
ramenog pojasa i grudnih miia, IUSN izdrljivost u snazi miia nogu, IUSS izdrljivost u snazi stomanih miia,
BKAO brzina, koordinacija, agilnost i okretnost, M - aritmetika sredina; SD - standardna devijacija; t - vrednost t testa; p - statistika znaajnost t - testa.
Rezultati t - testa prikazani u tabeli 5 ukazuju na postojanje statistiki znaajnih razlika aritmetikih sredina u varijablama: SSN i IUSR u korist finalnog merenja. Vrednosti t-testa imaju negativan predznak i potvruju izraene statistiki znaajne razlike u korist drugog merenja. Takoe
se moe konstatovati da je osmonedeljni tretman fizikog vebanja prouzrokovao pozitivne efekte
u hipotetskom faktoru statike snage nogu i repetitivne snage ruku i ramenog pojasa. U ostalim
varijablama nisu ispoljene statistiki znaajne razlike aritmetikih sredina, to sa jedne strane moe
da govori o nedovoljnom angaovanju IUSN, IUSS i BKAO u trenanoj proceduri i kao podstrek za
daljim napredovanjem u struci i istraivakom radu. U obzir treba uzeti i razliite nivoi treniranosti,
godine, kao i trenutna psiho - fizika stanja kao limitirajue i ometajue faktore u postizanju to
boljih rezultata jer su u pitanju rekreativne grupe vebaa. Iako je u parcijanom merenju dobijen
napredak u svakoj testiranoj vebi tj. sposobnosti, statistiki znaajan razlika je dobijena samo u dva
parametra, to ostavlja dovoljno prostora za poboljanje motorikih sposobnosti vebaa.
Parcijalno posmatrano, testiranih 20 ena prosene starosti 34,2 godine je tokom primenjenog mezociklusa (56 dana) smanjila TM za 4,97 kg, smanjila TMA za 3,19 %, poveana TMI za 0.4
kg, smanjena OS za 5,65 cm, ONT poveana za 0.42 cm i OND smanjena za 0,75 cm. to se tie
motorikih sposobnosti, parcijalno gledano, SSN je poveana za 5,65 s, IUSR je poveana za 3,7
ponavljanja, IUSN poveana za 2,85 ponavljanja, IUSS poveana 1,15 ponavljanja i BKAO poveana
274
za 0.7 ponavljanja. Dobijeni rezultati prikazani na parcijalan nain dokazuju napredak u skoro svim
segmentima, ali statistiku znaajnost samo u nekim parametrima.
DISKUSIJA
Kako bi se dobila jo konkretnija slika dobijenih rezultata merenja telesne kompozicije (i obima) i motorikih sposobnosti treba rezimirati dobijene parametre u jedan opti utisak o postignuima, parcijalno i statistiki. to se tie telesne kompozicije, statistiki gledano, znaajne statistike
razlike su dobijene u TM, TMA, TMI, OS i ONT ime prikazani rezultati ukazuju najbru reakciju i
adaptaciju telesnog sastava i delova tela na specifinu fiziku aktivnost. Znaajnih statistikih razlika
nije bilo u parametrima TV (to je bilo oekivano) i OND to se moe pridodati prestruktuiranju
masnog i miinog tkiva usled primenjene trenane procedure. Koliko su prikazane promene vane
za usporavanje degenerativnih procesa, govore i podaci da je tokom godina prisutno poveanje masne mase tela i smanjenje mrave mase tela i miine mase (Toth, 1994; Fleg, 1988).
injenica je da tokom treninga troimo i protein iz miia (pored masti i ugljenih hidrata ), taj
protein treba da bude nadoknaen adekvatnim unosom hrane ime dopunjujemo zalihe. Miino
tkivo ima vii bazalni metabolizam od masti i samim tim vie miia, bre se sagorevaju masti. Samo
poveanje miinog tkiva tokom primenjenog trenanog mezociklusa je odlian parametar adaptacije ispitanika. Takoe treba napomenuti da je svim vebaima preporuena adekvatna preporuka o
ishrani za koju nije moglo da se utie, iz objektivnih razloga.
Ako bi posmatrali rezultate parcijalno i individualno, isti cilj ali i razlika u godinama je doprinela razliitu adaptaciju masnog i miinog tkiva na fiziku aktivnost. Razloge razliite adapatacije
se moe traiti u vie faktora, poput usporenog ili ubrzanog metabolizma, adekvatne ili nepravilne
ishrane, apsorpcije hranljivih materija, nivo treniranosti, kao i genetici kao limitirajuem faktoru.
to se tie motorikih sposobnosti i odnosa izmeu inicijalnog i finalnog testiranja na uzorku
od 20 vebaa postoji jasan i oigledan napredak u svakom segmentu (gledano parcijalno), to je
pohvalno i sa aspekta napretka vebaa, tako i sa aspekta primenjene trenane procedure. Znaajne
statistike razlike su ostvarene u SSN i IUSR, dok u IUSN, IUSR i BKAO nije bilo znaajnih statistikih razlika zbog mogue nedovoljne angaovanosti pomenutih motorikih sposobnosti ili zbog
subjektivnih okolnosti testiranih ena. Ipak, napredak u postizanju rezultata je veoma bitan ako se
uzme u obzir da nivo kardiorespiratornog fitnesa sa godinama opada (McGuire, 2001; Flef, 1995).
Dobijeni parametri daju preporuku za daljim napredovanjem trenane procedure i samih vebaa
kao i stimulans za odravanje i unapreenje zdravstvenog statusa u ovom sluaju lokomotrnog aparata.
Cilj procene telesne kompozicije i merenje obima pod uticajem specifinog treninga je stvaranje baze podataka za dalje unapreenje struke u ovoj oblasti, kao i uvid u napredak vebaa u zdravstvenom, trenanom i estetskom smislu.
Cilj testiranja motorikih sposobnosti je stvaranje baze podataka je poreenje razvijenosti
motorikih sposobnosti sa drugim vebaima i uvid u rad trenera i primenjenih metoda, sredstava i
optereenja u treningu.
Mnoga istraivanja potvrdila su pozitivan uticaj aerobnog fizikog vebanja na kardiovaskularnu izdrljivost, telesnu kompoziciju, miini fitness i fleksibilnost (Toraman, 2004, DeAngelis,
1998; Paton, 1998; Swain, 1994; Garber, 1992 ; Pollock, 1987).
Treba napomenuti da je ovaj istraivaki rad vren sa skromnom postojeom opremom i uslovima, ali vrlo predano i temeljno. Detaljnije i svrsihodnije istraivanje bi dobilo na teini ukoliko bi
se u program primenjene trenane procedure ukljuila i analiza krvne slike (holesterol, trigliceridi),
korienja funkcionalnih testova (Shuttle run test) i kontrola unosa hrane (uloga nutricioniste). Ipak,
dobijena baza podataka je itekako prikazala uticaje primenjene trenane procedure.
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275
ZAKLJUAK
Nakon jednog mezociklusa (56 dana) i primenjene specifine trenane procedure 3 puta nedeljno u trajanju 60-75 min., uticaj na telesnu kompoziciju i motorike sposobnosti je parcijalno
prikazao promene u svim parametrima, ali samo u nekim statistiku znaajnost. U proceni telesne
kompozicije statistika znaajnost je dobijena u telesnoj masi, telesnoj masti, miinoj masi, obimu
struka i obimu natkolenice. U testiranju motorikih sposobnosti statistika znaajnost je dobijena u
parametrima statike snage nogu i izdrljivosti u snazi miia ramenog pojasa, ruku i grudnih miia.
Dobijeni podaci i rezultati pod uticaj primenjenog trenanog procesa su prikazale vie pozitivnih promena (znaajnih za istraivanje) nego negativnih. Iz toga proizilazi zakljuak da je dozirana,
usmerena i ciljana fizika aktivnost doprinela poboljanju kompozicije telesnog sastava i unapreenje motorikih sposobnosti ispitanika. Tanije reeno, ovim istraivakim radom je dokazano da
vebanjepozitivno utie na zdravlje oveka i funkcionalnost kretanja ime se jo jednom potvruje
preporuka o znaaju fizike aktivnosti u svakom smislu.
LITERATURA
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346, 793-801.
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Fiziologija fizike aktivnosti. Beograd : Univerzitet u Beogradu
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15. Tuomilehto, J., J. Lindstrom, J.G. Eriksson, T.T. Valle, H. Hamalainen, P. Ilane-Parikka, S. Keinanen-Kiukaanniemi. M. Laakso, A. Louheranta, M. Rastas, V. Salminen, and M. Uustupa (2001).
Prevention of type 2 diabetes mellitus by changes in lifestyle among subjects with impaired glucose tolerance. New England Journal of Medicine 344, 1343 1350.
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Istraivanje je raeno u okviru projekta efekti primenjene fizike aktivnosti na lokomotorni, metaboliki, psihosocijalni
i vaspitni status populacije Republike Srbije (evidencioni broj III47015, ciklus naunih projekata 2011/2014) odobrenog
od Ministarstva za nauku i tehnoloki razvoj
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Marija Macura, Ivan Cirkovic
UDK 613:796.015-055.2
EFFECTS OF SPECIFIC TRAINING ON BODY COMPOSITION AND

MOTOR SKILLS IN FEMALES AGED 1850

University of Belgrade, Faculty of Sport and Physical Education, Belgrade, Serbia
INTRODUCTION
Motion and movement are integral parts of daily activities. Through the prism of science development in biomedical and technological terms, the importance of physical activity is set as one of
the key prerequisites for the preservation and improvement of human health. Exercising has multiple benefits and such list is expanded on a daily basis, starting at prevention of obesity and hypertension, cardiovascular disease, diabetes, osteoporosis etc., to the influence on the life span. According
to collected and combined data from the American College of Sports Medicine (American College
of Sports Medicine, 2000), one of the major risk factors for cardiovascular disease is the sedentary
lifestyle or physical inactivity. Lifestyle modifications, from changes in diet to exercise within the
risk group for type 2 diabetes showed improved glucose tolerance and reduced the incidence of
diabetes (Tuomilehto et al., 2001). It was established that low levels of cardio respiratory fitness was
associated with a high risk rate for premature death, caused by various diseases, most commonly
by cardiovascular diseases (Kodama, 2009; Farrell, 1998 and Blair, 1996). By increasing the physical
working capacity, expressed in metabolic equivalents, it was proved that raising the physical form for
a metabolic equivalent reduces the risk of death by 12% (Myers et al., 2002).
This paper outlines the effects of recreational exercise in the prevention of hypokinesia as a
negative phenomenon in the modern society, and its impact on body composition as a parameter for
general health, as well as on motor skills affecting functional movement on a day to day basis.
Body composition is in fact a composition of the human body represented by the size and
groups of the existing measurable segments it is made of (Ugarkovic D., 2004). In Ugarkovics view,
body composition is represented through four components model: adipose tissue, muscle tissue,
bone tissue and the remaining tissue. This paper states muscle and adipose tissues as primary ones
and includes their reaction to specific treatment, i.e. specific exercise.
Table 1. Body composition relation in women and men (Ugarkovic D., 2004)
Body composition
278
Women
Men
Bone tissue
16 %
18%
Muscle tissue
36 %
42%
Adipose tissue
18%
12%
Other
30 %
28%
Effects of Specific Training on Body Composition and Motor Skills in Females Aged 1850
Bone tissue or bones are usually shorter, thinner, lighter, more porous and brittle in women.
When it comes to muscle tissue, no large or significant differences are present until puberty, when
the muscle mass increases in boys as a result of testosterone influence. Among girls, this sudden and
large increase is absent. Generally speaking, the muscle tissue in women is softer, more elastic and
less developed compared to men.
In female body composition, muscle tissue and bone tissue take up smaller percentage, while
theres a higher proportion of body fat (under the influence of estrogen). In women, the percentage
of fat is 22-26% and it is 12-16% in men (Djordjic V., 2008).
Recommendation on the approximate advisable value of adipose tissue at different ages was
also presented by the World Health Organization:
Table 2. The percentage of fat in body composition (Ostojic, S. et al., 2003 from Stojiljkovic, S. et
al., 2005)
Age
Women
Men
18 - 39
21 33
8 20
40 - 59
23 34
11- 22
60 +
24 36
13 25
Body composition was evaluated in a sample of 109 women of working age and the obtained
data showed that the morphological status of examined women partially relates to a normally nourished body. BMI (body mass index) and the percentage of body fat had almost limit values, leaning
towards obesity. A very high percentage of women belonged in the category of overweight and obese, according to BMI - body mass index (40%) and PSM - muscle index (36%) (Djordjevic-Nikic M.,
et al., 2013).
Within the recreational exercise field there is a method to determine the ratio of body weight
and height (BMI - body mass index). It is calculated by dividing the body weight in kilograms by
body height in meters, resulting in a body mass index. This method is widely used and it is convenient for the general population, but not for athletes because it does not show the percentage of fat
and muscle tissue, which is one of the key parameters in this paper. Therefore, the BMI index was
not used as a parameter.
It should be noted that the main goal of recreational exercise is to reduce fat and increase
muscle tissue, primarily for health reasons, followed by aesthetic reasons which require years of
commitment to the physical training. This applies to athletes and recreationers as well and for the
purposes of this paper.
The existing data suggests that the resistance training (weight training) leads to a reduction of
fat component in body composition, consistent with the existence of the fat loss plateau happening
over time. Similar changes in a fatty component can occur weekly, whether caused by aerobic exercise or resistance training (anaerobic exercise) (Roche, AF, Heymsfield, SB Iohman, T.G., 1996, from
Djordjevic-Nikic, M., 2002).
The intensity at which overweight people burn fats as a primary source of energy is at 50% of
maximum intensity (Janssen, PGJM, 1987, from Stojiljkovic, S. et al., 2005) or 40-55% of a maximum
heart rate (Colgan, M., 1996, from Stojiljkovic, S. et al., 2005), which corresponds to walking, while
higher intensity exercise (e.g. running), shows an increase in burning of carbohydrates and in part
protein. Well trained athletes burn fat up to 80% (Janssen, P.G.J.M., 1987, from Stojiljkovic, S. et al.,
2005).
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279
Table 3 shows the required intensity for the highest consumption of fats and calories (24 Hour
Fitness, 2000):
Table 3.
Low intensity 60 65 %
High intensity 80 85 %
Total calories in 1 min
4.86
6.86
Fats consumption in 1 min
2.43
2.7
Total calories in 30 min
146
206
Total fats in 30 min
73
82
50%
39.85%
Percentage of burned fats
In previous research, according to some authors, it is possible to burn fat at a rate over 80%
of maximum heart rate, which is good for cardiovascular endurance and has a positive effect on the
elimination of excess fat (LeFave, B., 1996, from Stojiljkovic, S. et al., 2005).
Motor or physical ability is the ability to perform a certain physical activity in a satisfactory
manner, whereas the limiting factor mustnt be the lack of technique in performing certain activities
(Stojiljkovic, S. et al., 2005). Motor skills include: strength, endurance, speed, flexibility, agility and
balance (according to some authors).
The notion of physical (motor) preparation as a universal approach used in physical education, sports and recreation is also interesting. It is important to emphasize that it is a process, which
involves certain duration and complexity. The improvement in physical (motor) preparation results
in the improvement of physical (motor) skills. The goal of physical (motor) preparation is to improve
the physical (motor) skills (Stojiljkovic, S. et al., 2005).
The recreational training should include the three most important physical (motor) skills:
1. Endurance (aerobic) cardiovascular endurance is a motor ability which represents the
most efficient tool in the prevention and treatment of cardiovascular disease and helps improve the
respiratory system operation. The most useful types of movement are speed walking, jogging, cycling, swimming, aerobic coordinating movements that require running and jumps etc.
2. Strength - when it comes to strength, the abdominal muscles and back muscles need the
most attention, since they practically start every movement of the human body. By combining motions it is possible to engage several muscle groups. The stability of stomach and back muscles contributes to better posture, easier movement and slowing down and preventing degenerative processes
of the spine.
3. Mobility - particularly of the spine, hips, knees and shoulders, helps resist diseases or degenerative processes of the locomotor apparatus. One of the ways to develop the mobility of the whole
body is a simulation of martial arts and functional movement within the specific training.
In females, in addition to health benefits, the motivation for exercise is associated with aesthetic appearance. Through a combination of the aforementioned physical (motor) skills, and by performing different functional movements, body composition and physical appearance can be significantly altered. By using different accessories for exercise such as dumbbells, bars, balls, medicine balls,
ropes, etc., body movement in multiple levels is enabled, and thereby the function of locomotor
apparatus is enhanced. Such exercises are in modern fitness referred to as functional training, which
is also mentioned in this paper.
280
METHOD
The sample consisted of 20 women aged 18-50 and average age was 34.2 11.2.
The sample of variables was divided into two parts: evaluation of body composition and testing motor skills.
The method included the evaluation of body composition, performed on a specialized TANITA InnerScan Body composition monitor model scales: through method BC-587 BIA (bioelectrical
impedance analysis). The variables which this scale measures are (except for body height, which is
measured before the assessment of body composition starts): body weight (kg), body fat (%), total
body water (%), muscle mass (kg) and the physical condition score (1- 10), basal metabolism (kcal)
and metabolic age (years), bone mass (kg) and visceral fat (1-10). For the purposes of this study only
parameters of body weight (kg), body fat (%) and muscle mass (kg) were used.
Measuring waist, thighs and upper arms was done using a standardized anthropometric measuring tape by IBP - International Biological Programme (Macura, M., 2008) and the changes in the
measures of these regions of the body were recorded.
Testing of motor skills was carried out according to the program of motor tests and the results
of the fitness club Health Club in 2012, which were modified according to functional skills and
capskills of exercisers. The results were obtained with the help of counting, stopwatch and logging.
The test itself included 5 motor tests which engage the most important parts of the motor skills
spectrum.
Certain motor tests required maximum operation while some were time limited. The schedule
of motor tests and their description was as follows:
1. The endurance standing on one leg in a crouch, with the body leaning against the wall, without touching the body with your hands and up to the maximum time, with no time limit. It is done
using one foot, then the other and then the resulting time is added up. This test measures the static
strength of the legs (mostly quadriceps) and endurance.
2. Pushups using knees as support. The correct execution is only included, and it is done to
the maximum time, without time limits. This test measures the strength of muscles of the chest,
shoulders and arms.
3. Squats with the 17 kg bar positioned on the shoulders. Only the correct movements i.e. up
to the moment when the thighs and lower legs reach an angle of 90 or less are added up. It is very
important to pay attention to the preservation of physiological curvature of the spine, due to the
complexity of this exercise. It is done to the maximum time, with no time limit. This test measures
the absolute strength or endurance in the legs (front, inside and hamstrings) and gluteus with the
support of back and abdominal muscles.
4. Lifting into a sitting position (abs) are performed on the Swedish ladder or with legs fixed
to the ladder. The legs are slightly bent, hands crossed on the chest. The goal is to do as many correct
repetitions in 60 seconds. In this test the strength and endurance are measured, as well as the speed
of contraction of the abdominal muscles.
5. Legionaries are an exercise that begins from a standing position whereas the shortest way
is used to move into the resistance position on the palms and toes, to then quickly return to the initial position. The goal is to achieve as many repetitions as possible in 30 seconds.
This test measures the speed, coordination, agility and maneuverability of the whole body.
The systematic processing of the data was performed using descriptive statistics and t-test for
dependent samples.
Recreational program was administered 3 times a week, lasting 60 - 75 min per training unit,
with a total of 24 units within one mesocycle (56 days). In this procedure the continuous training
method was used, which is characterized by the fact that the main part of the training includes weZbornik radova
281
ights, which continue without a break or interruptions. This method is suitable for the development
of aerobic and aerobic-anaerobic endurance, with lower intensity and larger scale (Koprivica, V.,
2002). The continuous training method is used mainly for those whose goal is to lose weight primarily to achieve the fat burning zone or lipolysis, achieved through continued exercise at the 50-80%
of MHR (maximum heart rate).
The continuous method used in the training procedure was as follows:
1) The first part of the training procedure begins with a warming up 5-10 min through a variety of dynamic stretching exercises and jumps in order to achieve the operating temperature of the
body, lubricate the joints and prepare muscles for the upcoming efforts. The trainer has to provide
a prepared schedule which demonstrates and corrects the exercises, as well as to demonstrate and
give instructions during the warm-up exercises with counting and possible correction.
2) The main part of the training procedure lasts 45-55 minutes and is dedicated to the specific
strength exercises that take place in the zone of lipolysis (individually due to the difference in age and
level of fitness) which is observed through palpatory pulse at the carotid artery or on the inside of
the forearm, or above the hand over during active rest between circuits (series). There are 6-8 exercises that circular in nature, 2 - 4 rounds, 15 - 20 repetitions (depending on the exercise), with short
breaks (which we can determine by measuring the pulse, through subjective feeling or evaluation of
the trainer). In the second variant it is possible to set a time limit of 30 - 60 seconds for each exercise
and use the same principle of circular training. After completing the first stage of the main part of
the training procedure, the exercises for the abdomen and back are performed on the floor, with
short breaks, 2 - 4 exercises for each region of the back and abdomen, 15 - 30 reps (depending on the
exercise). Next comes the cardio segment which lasts 15 - 25 minutes, e.g. speed walking on the treadmill, cross trainer, stepper, bike, jumping rope, punching a bag, focuser, hoop etc. It is important to
emphasize that the aerobic part of the training procedure (cardio segment) comes after weight lifting
exercises because the fat tissue is then almost immediately involved in the production of energy, and
free fatty acids have already been mobilized due to the previous exercise. The intensity and volume
are consistent with the purpose of training procedure, which is the reduction of body weight.
3) The final part of the training procedure takes 5-10 min and serves to calm the body through
breathing exercises and static stretching mainly done on the floor or in pairs, through the trainer
demonstration of exercises and possible correction.
Table 3. Example of continuous method of training
Continuous method
Beginning
Main part
Final part
Scope
5 - 10 min
45 - 55 min
5- 10 min
40 60 % MFS
50 80 % MFS
30 40 % MFS
2-4
2-4
1-2
Number of exercises
15 - 20
6-8
5 - 10
Numberof repetitions
10 - 15
15- 30 or 30 - 60s
10 20s
Intensity
Number of series
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RESULTS
The results of evaluation of body composition and volume and the testing of motor skills are
presented in the tables. All figures are in accordance with the existing equipment, apparatus and
the training procedure.
THE ANALYSIS OF DIFFERENCES IN BODY COMPOSITION AND
MORPHOLOGICAL CHARACTERISTICS AFTER SPECIFIC TRAINING
Table 4 shows the values of the differences in t-test for two dependent groups of subjects, after the treatment, at the level of statistical significance of p <0.01 (20 women were tested).
Table 4. Results of differences in body composition and morphological characteristics
Variable
TV (cm)
TM (kg)
TMA (%)
TMI (kg)
OS (cm)
ONT (cm)
OND (cm)
Measurement
SD
Initial
169,8
6,094
Final
169,8
6,096
Initial
73,46
12,02
Final
68,49
11,37
Initial
32,95
4,90
Final
29,76
4,89
Initial
43,68
4,01
Final
44,08
4,08
Initial
82,90
8,42
Final
77,25
7,26
Initial
56,65
5,68
Final
57,07
4,35
Initial
30,02
4,22
Final
29,27
3,58
-1,831
0,083
13,775
0,000
11,396
0,000
2,604
0,017
9,677
0,000
-3,123
0,006
2,094
0,057
Legend: Group - The first group; The second group; M - mean; SD - standard deviation; t value t - test; p - statistical
significance of t - test. TV body height, TM body weight, TMA - body fat, TMI - muscle mass, OS - waist, ONT thighs, OND - upper arms
Based on the t-test values for two dependent groups of subjects after the applied exercises it
can be concluded that the groups differ in arithmetic means of the following variables: TM, TMA,
TMI, OS and ONT variables, in favor of the other group. This can be determined by simple inspection of their arithmetic means. In the first four variables which achieved statistically significant
differences in the final measurement, the values of t-test indicate a mathematically positive but logically negative value, since the reference values of the results are read inversely (smaller value - better
score). Hence, the result of final measurements is better. This is also the case with the ONT variable
in which a value of the t-test indicates a mathematically negative, but logically positive result in
favor of the final measurement. It is obvious that the applied treatment influenced the reduction of
TM, TMA and OS and increased TMA and ONT. In the other variables, the statistically significant
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283
differences in arithmetic means were not present, which can be attributed to the restructuring of
tissue or muscle and fat component in favor of lean muscle, which is one of the main objectives of
this paper.
THE ANALYSIS OF DIFFERENCES IN TESTING MOTOR SKILLS
AFTER SPECIFIC TRAINING
Table 5 shows the values of the difference between t-tests for two dependent groups of subjects after the treatment, at the level of statistical significance p <0.01. (20 exercisers were tested)
Table 5. Results of the difference in the tests of motor skills
Variable
SSN (secs)
IUSR (reps)
IUSN (reps)
IUSS (reps)
BKAO (reps)
Measurement
SD
Initial
76,65
37,443
Final
82,30
35,912
Initial
26,90
9,67
Final
30,60
9,745
Initial
51,90
16,223
Final
54,75
17,801
Initial
35,10
6,389
Final
36,25
6,923
Initial
10,90
2,752
Final
11,60
2,561
-4,587
0,000
-5,561
0,000
-2,524
0,021
-1,919
0,070
-2,268
0,035
Legend: Group - First group; Second group; SSN - static strength of leg muscles, IUSR endurance of muscles in arms,
shoulders and chest, IUSN - muscle strength in the legs, IUSS - strength of the abdominal muscles, BKAO - speed,
coordination and agility, M - arithmetic average; SD - standard deviation; t - value of t - test; p - statistical significance of
t - test.
The results of the t-test shown in Table 5 indicate an existence of statistically significant arithmetic mean differences in variables: SSN and IUSR in favor of final measurements. The values of
the t-test are negative and confirm the statistically significant differences in favor of other measurements. It can also be concluded that the eight weeks of physical exercise resulted in positive effects
in the hypothetical factor of static strength of legs and repetitive strength of arms and shoulders. The
other variables do not show statistically significant arithmetic mean differences, which on one hand
may point to insufficient engagement of IUSN, IUSS and BKAO in the training procedure, and as
an incentive for further improvement in the field and in research. Also, the different levels of fitness
should be taken into account, as well as age, and current psycho-physical conditions as limiting and
disruptive factors in achieving the best results, because these are recreational exercisers. Although
the partial measurement shows progress in every tested ability, statistically significant difference was
observed only in two parameters, which leaves plenty of room for improvement of motor skills of
exercisers.
284
Partially observed, 20 women who were tested, with average age 34.2 years, decreased their
TM by 4.97 kg during the applied mesocycle (56 days), decreased their TMA by 3.19%, increased the
TMI by 0.4 kg, reduced OS by 5.65 cm, increased ONT by 0.42 cm and decreased OND by 0.75 cm.
Concerning motor skills , partially looking, SSN was increased by 5.65 s, IUSR was increased by 3.7
repetitions, IUSN was increased by 2.85 repetitions, IUSS was increased by 1.15 reps and BKAO was
increased by 0.7 repetitions. The results shown in a partial manner prove the progress in almost all
segments, but gain statistical significance only in certain parameters.
DISCUSSION
In order to obtain an even more concrete picture of the results of body composition measurements (and volume) and its motor skills, we need to summarize the parameters obtained into an
overall impression of the achievements, partially and statistically. As far as body composition, statistically speaking, statistically significant differences were obtained in the TM, TMA, TMI, OS and
ONT, where the results indicate the fastest response and adaptation of body composition and body
parts to a specific physical activity. There were no significant statistical differences in TV parameters
(which was expected) or in OND, which might be attributed to restructuring of fat and muscle
tissue, as a result of training procedures. The role that these changes play in slowing down the degenerative processes is confirmed when we consider the increase in body fat and decrease in lean body
mass and muscle mass as we get older (Toth, 1994; Flagg, 1988).
We know for a fact that during training we also burn protein from muscle (in addition to fats
and carbohydrates). This protein should be compensated by adequate food intake, to supplement the
stocks. Muscle tissue has a higher basal metabolism than fats and thus muscles burn fats at a faster
rate. An increase of muscle tissue during applied mesocycle is an excellent parameter of the adaptation of subjects. It should also be noted that all exercisers received adequate advice on the nutrition,
which could not be affected for objective reasons.
When observing the results partially and individually, considering the same goal but also the
age difference, it all has contributed to a different adaptation of fat and muscle tissue to physical
activity. The reasons for the different addaptations can be attributed to several factors, such as slow
or fast metabolism rate, adequate or inadequate nutrition, absorption of nutrients, fitness level and
genetics as a limiting factor.
As far as motor skills and the relationship between the initial and final testing on a sample
of 20 trainees, there is a clear and obvious progress in every segment (partially observed), which is
commendable from the point of progress, and from the aspect of applied training procedure. Significant statistical differences were recorded in SSN and IUSR, while in IUSN, IUSR and BKAO there
were no significant statistical differences, due to the possible lack of engagement of the aforementioned motor skills or due to subjective circumstances of tested women. Nevertheless, the progress in
achieving results is very important if we take into account that the level of cardio respiratory fitness
declines with age (McGuire, 2001; Flef, 1995). The obtained parameters give a recommendation for
further improvement of the training procedure and the trainees themselves, as well as a stimulant for
the maintenance and improvement of health status, in this case of the locomotor apparatus.
The goal of the evaluation of body composition and volume measurements influenced by specific training is to create a database to further improve the expertise in this field, as well as to have
an insight into the progress of the trainee when it comes to health and in the training and aesthetic
sense.
The goal in testing the motor skills is to create a database for comparison of developed motor
skills among the trainees, and to have insight into the trainers work and applied methods, tools and
weights in training.
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285
Many studies have confirmed the positive impact of aerobic physical exercise on cardiovascular endurance, body composition, muscular fitness and flexibility (Toraman, 2004, DeAngelis, 1998;
Patton, 1998; Swain, 1994; Garber, 1992; Pollock, 1987).
It should be noted that this research was carried out using modest equipment and conditions,
however it was done diligently and thoroughly. More detailed and practical research would gain significance if the program of applied training procedure included the analysis of blood (cholesterol,
triglycerides), the use of functional tests (shuttle run test) and monitoring of food intake (nutritionists role). Still, the resulting database clearly showed the effects of applied training procedure.
CONCLUSION
After one mesocycle (56 days) and specific training 3 times a week for 60-75 min, the body
composition and motor skills partially demonstrated changes in all parameters, however only some
gained a statistical significance. Within the evaluation of body composition the statistical significance was gained in body weight, body fat, muscle mass and size of waist and thighs. While testing
the motor skills, the statistical significance was gained in the parameters of static leg strength and in
endurance of shoulder muscles, arms and chest muscles.
The data and results obtained under the influence of applied training procedure have shown
more positive changes (important for research) than negative. The conclusion is that dosed, focused
and targeted physical activity contributed to the improvement of body composition and improvement of the trainees motor skills. Specifically, this research has shown that exercise has a positive
impact on peoples health and functionality of movement, which once again confirms the importance of physical activity in every sense
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Biomedical basics of sports medicine Novi Sad : Copyright edition
The research was conducted within the project THE EFFECTS OF APPLIED PHYSICAL ACTIVITY ON THE
LOCOMOTOR, METABOLIC, PSYCHOSOCIAL AND EDUCATION STATUS OF POPULATION IN THE REPUBLIC
OF SERBIA (register number III47015, the cycle of scientific projects 2011/2014) approved by Ministry of Science and
Technological Development
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287
UDK 796.8:613.2
UPOTREBA SUPLEMENATA U RVANJU

UVOD
Ozbiljni sportisti, koji treniraju vie puta dnevno izlau svoje telo velikom naporu. S tim u
vezi cilj svakog sportiste je prevashodno dobar oporavak, a tu suplementi mogu puno da pomognu
jer sportisti imaju poveane potrebe za unosom svih nutrijenta. Bolji oporavak znai i bolji naredni
trening, bolje rezultate. Ishrani sportista se u poslednjih nekoliko decenija pridaje izuzetan znaaj.
Kvalitet, kvantitet i oblik unete hrane treba da odgovore metabolikim zahtevima organizma koji
je izloen tekom fizikom radu kakav je prisutan danas u vrhunskom sportu. Naunim metodama
prouava se specifina uloga i sudbina svih nutrienata tokom intezivnog vebanja, iz ega bi trebalo
da sledi adekvatan odnos prema unetoj hrani i eventualna potreba za suplementacijom pojedinim
nutrijentima. Osnovni cilj jeste nadoknaditi sve to je utroeno tokom vebanja i dovesti organizam
u stanje koje je u skladu sa dobrim zdravljem, a pri tome postii vrhunski sportski rezultat. Ishrana
sportista predstavlja najznaajniji deo oblasti koja se naziva oporavak u sportu (orevi-Niki,
2002.). Ipak, svakoj osobi mora se pristupati individualno to se tie dodavanja suplemenata ishrani
zbog razliite potronje energije, snage i izdrljivosti i razliitih potreba za poboljanjem fizikih
performansa zavisno od sporta.
Iako je prema podeli Australiskog instituta sporta korienje multivitamina i multiminerala
odobreno, ovakva uestalost, nema naunih opravdanja. Tako se (Telford, 1992) ispitujui potencijalnu efikasnost multivitamina i multiminerala tokom 8 meseci dokazao da ne postoji uticaj na
sportsku sposobnost iako je zabeleena poveana koncentracija vitamina u krvi. Prema zvaninom
stavu Amerike dijetetske asocijacije, Udruenja dijetetiara Kanade i Amerikog koleda sportske
medicine suplementacija vitaminima i mineralima nije neophodna ako sportista uzima adekvatnu
koliinu vitamina i minerala putem raznovrsne ishrane. Tana koliina vitamina i minerala u preparatima esto odstupa od koliine koje su prijavljene na natpisu na kutiji.
Jedno od vanih pitanja za planiranje preventivnih strategija je ta najvie utie na sportiste
da uzimaju suplemente. Waddington i saradnici (2005) tvrde da treneri imaju vei uticaj nego lekari.
Sline podatke je izneo i Nieper (2005) pokazujui da najvei broj atletiara uzima suplemente po
savetu trenera.
Rvanje je jedan od najstarijih i najkorisnijih sportova za oveka, a primenjivano je kod svih
naroda kao izuzetno sredstvo jaanja i elienja (Mari, 1985). Rvanje je jedan od najzahtevnijih
borilakih sportova koji iziskuje puno snage i vetine da se protivnik dovede u podreeni poloaj i
time ostvari pobeda u borbi. Borba u stojci i parteru iziskuje ogroman utroak energije, pa time zahteva visok stepen kondicije i snage. Dosta vremena i truda je potrebno da bi rva svoje performanse
podigao na najvii mogui nivo.
Dosadanja istraivanja koja se odnose na suplementaciju u rvanju, bila su vezana za oporavak
nakon zvaninog merenja na takmienjima, kao i za koliinu uzimanih suplemenata i eventualna
288
Upotreba suplemenata u rvanju
preterivanja u tome. Jedno istraivanje (Rockwell i sar. 2001) istraivalo je efekte suplementacije
kreatinom tokom brzog gubitka telesne mase na nivo kreatina u miiima, sposobnost ponovljenog
sprinta (10 serija od 6 sekundi uz 30 sekundi odmora), azotnu ravnoteu i telesni sastav kod rvaa
mukog pola. Ovi rvai su konzumirali niskoenergetsku dijetu (18 kcal ili 75 kj/kg/dan) u toku 4
dana, pri emu su bili suplementirani kreatinom (20 g/dan) ili izloeni placebo efektu. Rezultati testa pokazali su poveanja uinka u grupi koja je primala kreatin za 3.8 %, dok je kod placebo grupe
nakon restrikcije energije dolo do smanjanja uinka za 0.5 %. Suplementacija kreatinom poveala
je nivo kreatina u miiima tokom kratkotrajne energetske restrikcije, bez promene na nivo gubitka
proteina ili masti i dovela je do veeg ukupnog uinka u sprintu.
Povoljni efekti kod napora maksimalnog inteziteta su takoe primeeni u crossover studiji
izvedenoj na 5 rvaa mukog pola koji su smanjili telesnu masu za 5%. Istraivan je sprovedeno u
dva navrata sa pauzom od mesec dana (Oopik i sar. 2002). Tokom 17 asovaa oporavka, uesnici su
konzumirali kontrolisanu hranu suplementiranu glukozom ili kombinacijom glukoze i kreatina. Nije
primeen efekat tretmana na nivo telesne mase koja se obnovila tokom 17 asova oporavka. Glukoza
i kreatin su poveali maksimalni uinak za 19% tokom oporavka, dok sama glukoza nije dala vidljive
efekte.
Takoe je realizovano istraivanje koje za svoj cilj ima da se, na osnovu deklaracije kvantitativno i kvalitativno, analiziraju preparati i utvrdi taan sastav i koliina materija koju unose sportisti
koristei deset i vie suplemenata. Utvreno je prekomerno uzimanje vitamina, a subdozirano korienje ostalih suplemenata bez jasnih indikacija i preporuka ukazuje na nedovoljno znanje sportista
i trenera, ali i lekara koji rade sa sportistima (Radivojevi, Diki, Suzi 2008).
Cilj ovog rada je da se utvrdi popularnost upotrebe suplemenata meu rvaima juniorske i
seniorske konkurencije u Srbiji, na koji nain vre odabir suplementa i koliinu konzumiranja. Takoe kroz ovo istraivanje hteli smo da utvrdimo opravdanost konzumiranja suplemenata, prethodna
predznanja konzumenata (rvaa), u kom procentu usvajaju savete nutricionista, i da li postoji stalni
nadzor strunih lica prilikom upotrebe istih.
METOD
Predmet ovog rada je upotreba suplementacije u rvanju, a uzorak istraivanja su inila 32 rvaa mukog pola iz 4 rvaka kluba koji se takmie u I i II rvakoj ligi Srbije. Rvai koji su inili uzarak
istraivanja bili su uzrastra 243.26 godina, pri emu je najmlai ispitanik imao 18, a najstariji 30
godina.
Ovo istraivanje realizovano je sprovoenjem ankete meu rvaima, a koritena je anketa
otvorenog tipa odgovora, koju je inilo 8 pitanja. Anketiranje je realizovana od 13-17.10.2014. godine, pre rvakog traninga na strunjai. Vreme popunjavanja ankete nije bilo ogranieno, a rvai koji
su inili uzorak ovog istraivanja nalazili su se u takmiarskom periodu.
Anketu su inila sledea pitanja:
1.
2.
3.
4.
5.
6.
7.
8.
Da li koristite suplemente?
Koje suplemente koristite?
Da li mislite da imate dovoljno znanja o njima?
Razlozi za korienje suplementacije?
Razlozi za ne korienje suplementacije?
Gde nabavljate suplemente?
Da li se savetujete sa nekim strunim pre nego to odluite da kupite suplemente?
Da li imate stalni nadzor pri uzimanju suplemenata?
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REZULTATI
Rezultati istraivanja govore da 68.75% anketiranih rvaa uzima dijetetske suplemente, tj. 22
rvaa. Od ukupnog broja rvaa koji koriste suplementaciju njih 11, tj. 50 % koristi samo jedan preparat, dok druga polovina ispitanika uzima po dva ili vie razliitih suplemenata istovremeno. Najee
konzumirani nutijenti u procesu suplementaciji su kreatin, koji koristi 16 rvaa odnosno ak 72.7%,
protein koji koristi 14 rvaa ili 63.6%, aminokiseline koristi svega 3 rvaa ili 13.6%, a vitamini i kofein
po 1 rva ili 4.54% od ukupnog broja rvaa koji konzumiraju suplemente. Prosena vrednost broja
koritenih razliitih suplemenata iznosi 1.59 suplemenata po sportisti (Tabela 1). Kod anketiranja
nije zahtevano da se izjasni o tanoj razmeri ugljenih hidrata i proteina u proteinskim napicima, niti
tanu aminokiselinu koja se konzumira.
Bez obzira na broj onih koji uzimaju suplemente, ak 25 rvaa, to je 78.1% od ukupnog broja, ubeeno je da ima dovoljno predznanje o ovoj problematici. Ipak, 59% ili 13 rvaa koji uzimaju
suplemente esto se posavetuju sa prijateljima ili nekim ko je raniije uzimao suplemente, dok se 4
rvaa tj. svega 18% obrati nutricionisti ili lekaru. Krajnji izbor suplemenata je najee samostalan.
Zabrinjavajue mali broj ispitanika ima stalni nadzor nutricioniste u procesu suplementacije, a samo
2 anketirana rvaa navela su da imaju stalni nadzor lekara i nutricioniste.
Tabela 1. Pregled rezultata zastupljenosti suplementacije kod rvaa.
32 rvaa ispitanika
22 koristi suplementaciju 68.75%
11 rvaa - 50% koristi jedan suplement
KREATIN
72.7%
PROTEIN
63.6%
11 rvaa - 50% koristi dva ili vie
AMINOKISELINE
13.6%
VITAMINI
4.54%
KOFEIN
4.54%
1.59 preparata po sportisti koji konzumiraju.
Kod pitanja o glavnim razlozima konzumiranja suplemenata, svi su se sloili da to rade zbog
boljih performansi na treningu i takmienju, te breg oporavka nakon njih, ali i radi opteg zdravlja.
Vrlo pozitivno je to to su svi jednobrazno odgovorili da preparate nabavljaju u ovlaenim radnjama
dijetetskih suplemenata, to je jedan korak vie ka bezbednoj i kontrolisanoj upotrebi.
DISKUSIJA
U velikom broju sluajeva ishrana je glavni krivac za lo napredak, a posle toga i trening. Retko
je u pitanju suplementacija, ali ono to je dobro je to da ona moe jako da pomogne, pogotovo ako
uemo u ovakvo stanje. Npr. moemo poveati ukupan dnevni unos proteina, ukupan dnevni kalorijski unos, snabdeti telo vanim aminokiselinama, obezbediti bolju rehidrataciju i bolje performanse, tj.
uiniti sve da na trening i period oporavka budu to efikasniji.
Dve velike greke po pitanju suplemetacije su sledee:
1. Totalno izbegavanje suplemenata-dodataka ishrani.
2. Preterano korienje suplemenata i slab fokus na ishranu.
Jedan od osnovnih razloga nekorienja suplemenata, navodi se uverenje da nije potrebno
suplementirati otpimalnu ishranu, kao i strah od eventualnog prisustva nedozvoljenih supstanci u
dijetetskom suplementu. Ovakva uverenje su delimino tana, tj. jer neke supstance se u organizam
mogu uneti u dovoljnoj meri i ishranom.
290
Ovo istraivanje potvruje dosadanje tvrdnje, o nepotrebnom uzimanju velikih koliina vitamina i mineral (Telford, 1992), gde kroz dobijene rezultate uoavamo da su rvai svesni datih injenica. Anketa nam je dala uvid u procenat zastupljenosti odreenih suplemenata u ishrani rvaa,
i koje materije su po rvaima potrebne u veoj meri, a koje u manjoj za dobijanje boljih performansi
sportista.
U drugom sluaju kada sportisti, nedovoljno vremena posveuju pravilnoj ishrani i pokuavaju
taj nedostatak da nadomeste suplementima u tome i preteruju. Utvreno je da rvai esto nemaju
saznanja o koliini aktivnih supstanci koje se nalaze u dijetetskom suplementu. Takoe, loe je to
to postoji mogunost da se pretera sa unosom nekih supstanci jer protein sadri vitamine ali i ostali suplementi u sebi mogu sadrati takoe vitamine (Diki, Suzi, Radivojevi, 2008). Ishrana kao
osnovni izvor energije ljudskog tela, treba i dalje da zauzima primarni izvor materija, a suplementima kao sekundarnim izvorom nadomestiti nedovoljan unos odreenih materija i ubrzati oporavak.
Odgovarajuu preventivnu strategiju neophodno usmeriti ne samo na doktore ve i na trenere, sportiste i ostale strunjake. Zbog rezultata dosadanjih istraivanja, ali i trenutno dobijenih kroz
ovaj rad uviamo da se broj upuenih sa dejstvom, nainom upotrebe, svrhom ili u samom odabiru
preparata kree oko 50% ili neto vie. Veliki broj konzumenata koji imaju odreena znanja o suplementaciji esto trai savet, ili strunu pomo, to ukazuje na nesigurnost, i postavlja pitanje koliko
oni stvarno znaju?
Slini rezultati su dobijeni prethodnim istraivanjima (orevi, obaji i Diki, 2008.) gde je
znanje sportista o dijetetskim suplementima ocenjeno kao zadovoljavajue sa 63%. Stim u vezi treba
pomenutu da veliki uticaj pored strunog osoblja (nutricionisti, farmaceuti, lekari) na izbor suplemenata imaju mediji, prijatelji ili treneri i najee je izbor samostalna odluka. Rvai kao i svi ostali
sportisti dosta vremene provode sa drugovima sa treninga al i trenerom koji esto imaju ogroman
uticaj na sportistu.
Kroz rezultate moemo uoiti da je potrebno realizovati zadatak podizanja svesti i irenja znanja o suplementaciji koji treba da obuhvati sve karike sporta.
Takoe vrlo bitan detalj u procesu suplementacijie predstavlja nain nabavljanja suplemenata,
koji su u dananje vreme sve dostupniji. Pored velikog broja apoteka ali i otvorenih specijalizovanih
radnja za prodaju dijetetskih suplemenata moramo obratiti panju i na druge oblike prodaje. Alarmantna je injenica da se veliki broj suplemenata nabavlja u prodavnicama, preko interneta ili donosi
iz inostranstva bez velike garancije o sigurnoj primeni takvih preparata.
Kao jedan od pozitivnih detalja koji izdvajamo kroz ovo istraivanje je to to rvai svoje nutrijente iskljuivo nabavljaju u ovlaenim prodavnicama. Svi preparati moraju biti provereni, i na
njima obeleen taan sadraj suplementa. Ovim nainom kupovine sportisti ele da budu siguni u
ono to su uzeli, i time izbegnu mogunost sluajne upotrebe nedozvoljenih supstanci.
Prema literaturnim podacima (Diki, Suzi, Radivojevi, 2008), procenat sportista koji koriste suplemente kree se izmeu 50-100% i znaajno je vei od vrednosti u ukupnoj populaciji koja
se kree do 40%. Rezultati ovih studija generalno se uklapaju u vrednosti internacionalnih studija.
Ipak se, s obzirom da ne postoje obimnija istraivanja upotrebe dijetetskih suplemenata u ukupnoj
rvakoj populaciji u Srbiji ne moe se sa sigurnou tvrditi, da li je ova upotreba generalno trend svih
rvaa u Srbiji. Ali ipak ovakav vid istraivanja dae nam priblian uvid stanja, primene, nivoa edukacije i stepena ozbiljnosti voenja ove oblasti, kao sastavnog dela svakog sporta.
Kroz procentualnu zastupljenost upotrebljivanih suplemenata kod datog uzorka rvaa uoavamo listu suplemenata koji daju najbolje efekte u ispoljavanju maksimalnih performansi ali i to efikasnijeg oporavka. Oporavak kao najvanija stavka svih sportista, posebno se istie u sportovima sa
ogranienom telesnom masom. U procesu regulisanja telesne mase, najvanije je u to manjoj meri
smanjiti fizike sposobnosti sportista, i to bri i efikasniji oporavak. Kroz dosadanja istraivanja,
u tom smeru potvruju efikasnost kreatina, i opravdano ga stavljaju na vodee mesto sprovedenog
istraivanja (Burk, 2009).
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Pored gubljenja telesne mase kao sastavnog dela rvakog sporta, u samom procesu regulisanja telesne mase postoji i poveanje teine, tj. teinske kategorije, koje vremenski zaheva mnogo
dui period realizacije. Protein kao suplement vrlo esto igra bitnu ulogu u tom procesu. Zahtevi za
poveanim unosom proteina za izgradnju miine mase najefikasnije se mogu nadomestiti unosom
izolovanog proteinskog suplementa. Kombinacija proteina i kreatina je jako dobra jer protein poveava miinu masu dok kreatin povlai vie vode u mii i spreava dehidraciju.
Procentualno najvea zastuplenost ova dva suplementa u rvanju trai opravdanost u estim
varijacijama telesne mase, koje treba u najefikasnijoj moguoj meri realizovati, sa to manjim stepenom neuspenosti. Naravno ne moemo sa sigurnou tvrditi da je to jedini razlog najeeg konzumiranja ovih nutrijenata, moramo napomenuti da i sama upotreba kreatina i proteina, ali i ostalih suplemenata koji su obuhvaeni anketom ispoljavaju svoje pozitivne efekte na performanse svih
sportista, pa tako i rvaa. Aminokiseline, vitamini kao suplementi nemaju vodeu ulogu u procesu
regulisanja telesne mase, ali zato tee podizanju vee efikasnosti boraca i breg oporavka na samom
treningu i takmienju. Ipak manja zastupljenost aminokiselina, nije oekivana jer u sluajevima oporavka ima bolji i bri efekat od protein. Kofein ima svoju dvojaku ulogu u procesu suplementacije
rvaa, sa jedne strane poveava stanje budnosti i smanjuje oseaj umora u samom trenanom procesu, ime poveava uspenost treninga. Sa druge strane treba istai dejstvo koje se ogleda u poveanju
bazalnog metabolizma, pokretanju triglicerida i oksidaciji slobodnih masnih kiselina, to je promovisalo njegovu ulogu u sagorevanju masti (Burk, 2009). Time auuje injenica o maloj upotrebi
ovog suplementa, iako ima dokazanih efekata u ubrzanju regulisanja telesne mase.
Vrlo esto se pokree pitanje realne efikasnosti dijetetskih suplemenata. Veliki broj sportista
koji je ikada konzumirao suplemente, sa ciljem zadovoljenja svojih nutritivnih potreba, ostvarenja
ergogenih efekata, ili samo nekog placebo efekta esto nastavlja upotrebu u veoj ili manjoj meri.
Ova konstatacija predstavlja dokaz stvarne ili placebo efikasnosti u veoj ili manjoj meri, zavisno o
kom se preparatu radi.
Kao neto ka emu se tei u procesu suplementacije, koji predstavlja sastavni deo svake sportske grane, bilo bi kompletno sagledavanje trenutnog stanja sportiste u saradnji sa trenerom, savetovanje sa nutricionistom, kao i sa lekarom. Naravno nikada ne treba razdvajati saradnju svih uesnika
trenanog i suplementarnog procesa, jer samo njihova integrisanost u voenju suplementacije moe
dati najpovoljnije efekte.
Treba skrenuti panju da se ka ovakvom idelnom tipu suplementacije tei samo u dva sluaja
anketiranih rvaa. Zabrinjavajue mala ozbiljnost voenja procesa suplementacije kod rvaa zahteva
korenite promene. Mora se raditi na edukaciji svih lanova sportskog lanca, kao i podizanju njihove
svesti, ali i ozbiljnosti same drave u ostvarivanju vrhunskih rezultata.
ZAKLJUAK
Na osnovu rezultata sprovedenog istraivanja, moe se zakljuiti da veliki procenat rvaa konzumira dijetetske suplemente. Najzastupljeniji su kreatin i protein, neto manje aminokiseline, dok
se vitamini i kofein koriste dosta retko. Istraivanje je potvrdilo da rvai u Srbiji esto smatraju
da imaju dovoljno znanja o suplementaciji, ali ipak trae i dodatne informacije. Kao glavni razlozi
konzumiranja rvai navode poboljanje svojih fizikih sposobnosti i bri oporavak. Rvai, najee
sami donose krajnju odluku o koritenju nekog preparata, to ukazuje na to da se nedovoljno koriste instrukcije strunih lica. Namae se potrebu za sprovoenjem strune edukacije sportista o
njihovim specifinim nutritivnim potrebama, optimalnoj ishrani kao i funkciji i upotrebi dijetetskih
suplemenata. Na taj nain je mogue znaajno smanjiti mogunost ispoljavanja neeljenih efekata
suplementacije i otklonile este zablude, te primenom suplemenata obezbediti optimalan efekat.
Presudnu ulogu u suplementaciji moraju imati nutricionisti i lekari, ali je vrlo bitno da i treneri budu
upoznati sa suplementacijom svog sportiste, to ponekad nije sluaj. Istraivanje je potvrdilo da
suplementacija predstavja sastavni deo kompletnog trenanog procesa u rvanju, a samo manji broj
rvaa smatra da suplementacija nije potrebna.
292
Praktino e biti nemogue zamisliti sportistu kome, u okviru priprema i treninga, nije ukljuen poseban reim ishrane i suplementacije.
LITERATURA
1. Burk, L. (2009). Praktina sportska ishrana. Beograd: Heleta.
2. Diki, N., Suzi, J., Radivojevi, N. (2008). Upotreba suplemenata i lekova u sportu ta sportisti
zaista koriste?. Bela knjiga, Timski doktor karika koja nedostaje. 11-23.
3. orevi, B., obaji, S., Diki, N. (2008). Odgovor na izazove suplementacije u sportu. Bela
knjiga, Timski doktor karika koja nedostaje. 37-42.
4. orevi-Niki, M. (2002). Ishrana sportista. Beograd: Univerzitet u Beogradu, Fakultet sporta
i fizikog vaspitanja.
5. orevi-Niki, M. (2009). Doping u sportu. Beograd: Univerzitet u Beogradu, Fakultet sporta i
fizikog vaspitanja.
6. Mari, J. (1985). Rvanje klasinim nainom. Zagreb: Novinsko-nakladnika radna organizacija.
7. Nieper, A. (2005). Nutritional supplement practices in UK junior national track and field athletes. Br J Sports Med. Str. 645-649.
8. Oopik, V., Paasuke, M., Timpmann, S., Medijainen, L., Ereline, J., Gapejeva, J. (2002). Effectmof
creatine supplementation during recovery from rapid body mass reduction on metabolism and
muscle performance capacity in well-trained wrestlers. Journal of Sports Medicine and Physical
Fitnes 42: 330-339.
9. Radivojevi, N., Diki, N., Suzi, J. (2008). Polifarmacija u sportskoj medicini neznanje ili stvarna potreba. Bela knjiga, Timski doktor karika koja nedostaje. 25-36.
10. Rockwell, J.A., Welberg-Ranking, J., Toderico, B. (2001). Creatine supplementation affects muscle creatine during energy restriction. Medicine and Science in Sport and Exercise 33: 61-68.
11. Telford, RD., Catchpole, EA., Deakin, V. (1992). The effect of 7 to 8 months of vitamin/mineral
supplementation on athletic performance. Int J Sport Nutr. Str.135-153.
12. Waddington, I., Malcolm, D., Roderick, M. (2005). Drug use in English professional football. Br
J Sports Med.
Zbornik radova
293
Aleksa Bosnic, Milan Markovic, Goran Kasum
UDK 796.8:613.2
USAGE OF DIETARY SUPPLEMENTS IN WRESTLING

INTRODUCTION
Elite athletes, who have practice several times a day, expose their bodies to a great strain. With
that in perspective, goal of every athlete is firstly, good recuperation, and dietary supplements can
help them substantially, because athletes have necessity for increased intake of nutrients. Better
and faster recovery means better performance in the following practice and therefore, better sport
results. Importance of proper diet and nutrition has increased vastly over the last few decades. Quantity, quality, and form of consumed foods should meet metabolic needs of the body that is exposed to a large physical effort that is present in elite sport today. Specific role and usage of every
nutrient during intense physical activity is examined scientifically and it should lead to proper food
consumption and supplementing right nutrients. Main goal is to restore everything that has been
used during workout while remaining healthy and performing at an elite level. Diet is considered
the most important element of recovery in sports (orevi-Niki, 2002.). However, every athlete
should be approached individually when supplementation because of the differences in size, built,
strength, energy requirements and variety of needs required for improving physical performance in
given sport.
Although, according to the Australian Institute of Sport, multivitamin and multimineral use is
granted, this frequency doesnt have any scientific justification. By examination of potential efficiency of multivitamins and multi minerals during the course of eight months, it has been proven that
there is no significant influence on sport performance although, the increase in values of vitamin
concentration in blood was recorded. Official statement of American Dietary Association, Association of Nutritionists of Canada and American College of Sports Medicine is that supplementation
of minerals and vitamins in dietary supplements is needless if the athlete consumes them through
variety of foods. Exact amount of vitamins and minerals in dietary supplements often deviates from
amounts stated on the label of the product.
When planning preventive strategies it is important to recognize factors that affect athletes to
take dietary supplements. Waddington and his collaborators (2005.) claim that coaches have even
greater influence then doctors. Similar data was presented by Nieper (2005.) showing that great
number of track and field athletes consume supplements recommended by their coaches.
Wrestling is one of the oldest and most benefitting sports for human, and it was immanent
with all cultures as an extraordinary way for strengthening and toughening (Mari, 1985.). Wrestling
is one of the most physically demanding combat sports that requires great deal of strength and skill
to bring the opponent in dominated position and secure the victory in match. Wrestling in standing
position and on the ground is very demanding in terms of energy requirements and athletes need
both strength and endurance. Much effort and time is needed to bring athletes performance to the
highest level possible.
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Usage of Dietary Supplements in Wrestling
Current researches on supplementation in wrestling are related to the recovery after weigh in
official competitions and usage and over usage in supplementation. One of them was about effects of
creatine supplementation during rapid lost of bodyweight and its effects on muscle creatine levels,
ability of repeated sprints, nitrogen balance and body composition with male wrestlers (Rockwell
and contributors 2001.). These athletes were exposed to low energy diet (18 kcal or 75 kj per kg per
day) during four days in which they were supplemented with creatine (20 g/day) or they were exposed to placebo effect. Test results shows that supplemented group had increased their performance
by 3,8 %, while the placebo effect group had decreased their performance by 0,5 %. Supplementation
had increased creatine levels in muscle cells during short energy restriction without loss of proteins
and fats and lead to the increase of sprinting abilities.
Beneficial effects with efforts of maximum intensity were also noticed in crossover study performed on five male wrestlers who had decreased their body weight by 5%. Research was conducted
on two different occasions with rest interval of one month between them (Oopik and collaborates
2002.). during seventeen hours of recovery participants were consuming food enriched with glucose or with combination of glucose and creatine. No effects of this treatment were noticed on body
mass that was restored after seventeen hours. Combination of glucose and creatine had increased
performance by 19% during recovery, while glucose itself had no significant effects on performance.
Another research which purpose was to quantitatively and qualitatively analyze products by
their labels, determine composition and exact amount of substances that athletes take by consuming
ten or more dietary products was conducted. Excessive consumption of vitamins was founded and
under usage of other nutrients with no clear indication and recommendation inticate the lack of
knowledge both coaches and doctors that work with athletes (Radivojevi, Diki, Suzi 2008).
Purpose of this paper is to establish popularity of supplement use among wrestlers of junior
and senior categories in Serbia, on what basis they choose supplements and amount of consumption. Also, through this paper we wanted to establish validity of using supplements, prior wrestlers
knowledge about them, in which percentage they listen to nutricionists advices and is there permanent supervision by experts while using them.
METHOD
Purpose of this research was usage of dietary supplements in wrestling and research sample
were 32 male wrestlers from 4 clubs that competes in I and II Wrestling League of Serbia. Athletes
that this research involved were age 243.26, where the youngest was 18 and oldest was 30 years of
age.
Data was collected with open-ended type of survey that had 8 questions. It was conducted
from Oct 13th-17th 2014. before wrestling practice and time for filling wasnt limited. All of the athletes involved were in their competitive cycle.
Questionnaire consisted of following questions:

Do you use dietary supplements?

Which supplements do you use?
Do you think that you have enough knowledge on usage of supplements?
What are the reasons for using supplements?
What are the reasons for not using supplements?
Where do you get your supplements?
Do you consult an expert before deciding to buy supplements?
Do you have constant monitoring during use of supplements?
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RESULTS
Research results suggest that 68,75% examinees use dietary supplements which is 22 athletes
in total. From the group that uses supplements, 11 of them, which is 50%, use just one product, whereas the other half of examinees use at least 2 different products at the same time. Most frequently
used product is creatine which is used by 16 athletes (72,7%), then whey protein that is used by 14
athletes (63,6%), amino acids were used by only 3 wrestlers (13,6%) and vitamins and caffeine both
with 1 consumer (4,54%). In average, multiple supplement consumption is 1,59 per athlete (table 1).
During the conduction of this survey, it was not required to comment on exact ratio of carbohydrates and proteins in protein drinks or exact amino acid that is consumed whatsoever.
Regardless of the number of athletes that consume dietary supplements, which is 25 athletes,
that is 78,1%, are convinced that they have required knowledge on the matter. However, 13 of them
(59%) often seek advice from friends who have had previous experience with the product, while only
4 of them (18%) seek advice from doctor or nutritionist. In the end, choice of dietary product is, in
most cases, decision made solely by athlete. It is alarming that very small number of athletes have
constant monitoring by nutritionist during period of supplementation, and only two were monitored by both nutritionist and doctor.
Table 1. Overview of distribution of usage of dietary supplements with wrestlers.
32 wrestlers examinees
22 use dietary supplements 68.75%
11 athletes - 50% use just one supplement
CREATINE
72.7%
PROTEIN
63.6%
11 athletes - 50% use 2 or more products
AMINO ACIDS
13.6%
VITAMINS
4.54%
CAFFEINE
4.54%
1.59 products per athlete that consume supplements.
When asked what is the main reason for them using supplements, everyone agrees that it is for
better performance during workouts and competition, faster recovery and finally for health benefits.
It is considered quite positive that everyone unanimously answered that they obtain products in certified shops for dietary supplements, which is a step forward to much safer and more controlled use.
DISCUSSION
In large number of cases, diet is considered the main reason for slow or no progress and
afterwards practice routine itself. It is rarely a matter of using dietary supplements, but what is
considered good is that it can provide significant support. For example we can increase daily intake
of proteins, calorie intake, provide our body with important amino acids, better rehydration and therefore, better performance, that is, we can do everything within our means to maximize our practice
and speed up the recovery.
Two major mistakes regarding supplements are the following:
Complete avoidance of dietary supplements
Overuse of supplements and neglecting diet
It is suggested that one of the main reasons for avoiding supplementation is the belief that it
is unnecessary to supplement rich diet as well as fear from presence of illegal substances within the
296
dietary product. This is only partially true, because some of the nutrients can be absorbed completely from food we eat.
This research confirms former results on unnecessary consumption of large dosage of vitamins and minerals (Telford, 1992.), where the results show that the wrestlers are fully aware of these
facts. Survey showed us percentage of distribution of particular supplements in wrestlers diets and
which nutrients wrestlers believe are more or less responsible for better performance.
Another case is when athletes do not pay enough attention on their diets and compensate
malnutrition with overuse of dietary supplements. It has been proven that wrestlers are often misinformed on actual amount of active substances within the product. It can be dangerous because
there is a risk of taking too much of some nutrients such as vitamins and minerals which are also
present within proteins and other dietary products (Diki, Suzi, Radivojevi, 2008). Diet should be
main source of energy and nutrients for human body, while supplements should be addition to the
diet when there are needs for increased intake of some substances, as well as for quicker recovery.
Adequate preventive strategy should be targeting not only doctors but coaches, athletes and
other experts as well. Through acquired results of previous researches and result of this research, we
suggest that the number of those familiar with effects, use, purpose and selection of products is just
above 50%. Large number of consumers with some form of knowledge about dietary supplements
often seek advice from those who had experience or from experts, which makes us wonder what is
exactly that they actually know.
Similar results were presented in previous researches (orevi, obajiiDiki, 2008.) where athletes knowledge on the matter of dietary supplements was evaluated as sufficient as much
as 63%. Beside experts (nutritionists, pharmacists, doctors) great influence in choosing products
have media, friends, coaches, but decision is almost always independent. Wrestlers as well as other
athletes spend quite some time with their fellow athletes as well as the coach who has tremendous
influence on them and their opinion. These results suggest that it is necessary to develop community
that is more aware and educated on the use of supplements within all aspects of sport.
Another important part regarding supplementation is how and where the product is bought,
especially today when they are available almost everywhere. Beside large number of pharmacies and
licensed stores, other ways of distribution draw attention. Many of them are obtained through internet, from abroad and in stores without any guarantees of their safety.
However, it is fairly positive, as we showed in this research, that wrestlers buy their supplements exclusively in certified stores. All of the dietary products must be tested for safe use and labeled with exact content. With this kind of purchase athletes want to be assured of products quality
and avoid any chance of taking any illegal substances by accident.
According to data (Diki, Suzi, Radivojevi 2008.), percentage of athletes using supplements
vary from 50 % to 100 % and is drastically higher than values in global population which is about
40 %. These results correlate with international studies. Though there was no researches with more
significant number of examinees of wrestlers in Serbia, we cant conclude for a fact that these values
can be considered as trend among wrestlers in Serbia, yet it can provide us with close insight on
current level of the use, education and degree of expertise in this area.
From the distribution of used supplements within the examined group of wrestlers we can
form a list of products that are best for maximal performance and those for faster recovery. Recovery is one of the most important part in every athletes training process, is particularly important
in sports with restriction on bodyweight. When regulating bodyweight before competition it is very
important not to diminish physical abilities of an athlete and fastest possible recovery. Researches
showed effectiveness of creatine and it is on the top of the list (Burk, 2009.).
As well as cutting down bodyweight, getting heavier is also very important in wrestling and it
requires much longer period of time. Proteins often have major role in getting bigger and stronger.
Need for increased intake of proteins required for muscle development is best from an isolated proZbornik radova
297
tein product. Combination of protein and creatine is very useful because protein increases muscle
mass while creatine retains water in muscle and prevents dehydration.
High percentage of usage of these two products can be explained with frequent fluctuations
in bodyweight which need to be done with minimal loss in performance. This is not the only reason
for the use of these products and other products covered in this survey, but we cant deny positive
effects on athletes performances in other sports as well as in wrestling that are gained from their
use. Amino acids and vitamins are not leaders when considering supplementation for regulation
of bodyweight, but they are effective when it comes to recovery and efficiency during workout and
competition. It is surprising that amino acids are not used as much as they should be, considering
better and faster effects they have in recovery, unlike proteins. Caffeine has two roles in supplementation for wrestlers. Firstly, it increases the state of readiness and decreases the feeling of being tired
during workout, which is great for increasing effectiveness of a single training session. Secondly,
it increases basal metabolic rate, sets in motion triglycerides and oxidation of free fat acids, which
promoted its role as a great fat burner (Burk, 2009.). It is surprisingly underused supplement considering benefits it has on speeding up changes in bodyweight.
Effectiveness of dietary supplements is often questioned. Large number of athletes who had
been consuming dietary supplements for their nutritive needs, ergogenic effects they have or placebo effect, often continue with consuming them more or less. This fact represent proof of actual or
placebo effect they have, depending on product.
Evaluating completely the state of athletes body in collaboration with nutritionists, doctors
and coaches is something we aim for when considering supplementation, which is an integral part
of every sport. When conducting supplementation, it is of an utmost importance to consider every
actor in this process as a whole rather than independent and different parts, for best results possible.
This research shows that this kind of supplementation is founded in only two cases which is
quite alarming. It advocates radical changes in these processes and need for educating all members
of this process as well as drawing attention of the states institutions responsible for elite performance in sport.
CONCLUSION
Based on the results of this research we can conclude that large population of wrestlers use
dietary supplements. On the top of frequently used products are creatine and proteins, slightly less
are used amino acids, while vitamins and caffeine are rarely used. Research confirmed that wrestlers
in Serbia assume that they have enough knowledge on the use of supplements, but often seek other sources of information. As the main reason for using dietary supplements wrestlers underline
enhancement of their physical capabilities and faster recovery. Wrestlers almost always make independent choice when purchasing supplement, which implies the lack of consulting experts in this
field. There is need for radical changes in education of athletes on their specific nutritive needs and
use of dietary supplements. It is a great way of avoiding side effects of supplementation and eliminating fallacies and finally providing best possible results from the process of supplementation and
maximal performance. It is important that doctors and nutritionists have final word when choosing
supplementing products, but it is also needed that coaches are familiar with supplementation of
their athletes, which is not always the case. This research also confirmed that supplementation is
integral part of training process in wrestling and that only couple of wrestlers consider supplementation needless.
In reality it is unimaginable to picture an athlete who is not involved in special dieting and
supplementation.
298
REFERENCES
1. Burk, L. (2009). Praktinasportskaishrana. Beograd: Heleta.
2. Diki, N., Suzi, J., Radivojevi, N. (2008). Upotrebasuplemenatailekova u sportu
tasportistizaistakoriste?.Belaknjiga, Timskidoktor karikakojanedostaje. 11-23.
3. orevi, B., obaji, S., Diki, N. (2008). Odgovornaizazovesuplementacije u sportu. Belaknjiga, Timskidoktor karikakojanedostaje. 37-42.
4. orevi-Niki, M. (2002). Ishrana sportista. Beograd: Univerzitet u Beogradu, Fakultet sporta
i fizikog vaspitanja.
5. orevi-Niki, M. (2009). Doping u sportu. Beograd: Univerzitet u Beogradu, Fakultet sporta i
fizikog vaspitanja.
6. Mari, J. (1985). Rvanje klasinim nainom. Zagreb: Novinsko-nakladnikaradnaorganizacija.
7. Nieper, A. (2005). Nutritional supplement practices in UK junior national track and field athletes. Br J Sports Med. Str. 645-649.
8. Oopik, V., Paasuke, M., Timpmann, S., Medijainen, L., Ereline, J., Gapejeva, J. (2002). Effectmofcreatine supplementation during recovery from rapid body mass reduction on metabolism and
muscle performance capacity in well-trained wrestlers. Journal of Sports Medicine and Physical
Fitnes 42: 330-339.
9. Radivojevi, N., Diki, N., Suzi, J. (2008). Polifarmacija u sportskojmedicini neznanjeilistvarnapotreba. Belaknjiga, Timskidoktor karikakojanedostaje. 25-36.
10. Rockwell, J.A., Welberg-Ranking, J., Toderico, B. (2001). Creatine supplementation affects muscle creatine during energy restriction. Medicine and Science in Sport and Exercise 33: 61-68.
11. Telford, RD., Catchpole, EA.,Deakin, V. (1992). The effect of 7 to 8 months of vitamin/mineral
supplementation on athletic performance. Int J Sport Nutr. Str.135-153.
12. Waddington, I., Malcolm, D., Roderick, M. (2005). Drug use in English professional football. Br
J Sports Med.
Zbornik radova
299
UDK 796.011.5-053.6
POUZDANOST I VALJANOST UPITNIKA

ZA PROCJENU KONZUMIRANJA SUPSTANCI
KOD ADOLESCENATA

Sveuilite u Splitu, Kinezioloki fakultet, Split, Hrvatska
UVOD
Adolescencija je razdoblje razvojne tranzicije izmeu djetinjstva i odrasle dobi, koje ukljuuje
vie fizikih, intelektualnih, osobnih i socijalnih razvojnih promjena. Stalno eksperimentiranje s novim ulogama i polako naputanje starih uloga neke su od osnovnih odlika razdoblja adolescencije,
koji mnogi nazivaju dobom bunta, dobom suprotstavljanja svakom autoritetu ili neopredijeljenih
osoba. Razdoblje adolescencije ima u teoriji jasno definirane uzrasne granice, koje se dijele na ranu
(razdoblje od 12. do 15. godine), srednju (razdoblje od 15. do 21. godine) i poznu adolescenciju (razdoblje od 21. do 25-26. godine). Meutim, individualno gledano, ova granica nije toliko jasna.
Savremeni ivotni stil ukljuuje i redovite sportske i tjelesne aktivnosti koje su povezane s
brojnim zdravstvenim prednostima kao to su smanjeni rizik od sranih bolesti, dijabetesa, pretilosti, raka, artritisa, depresije, anksioznosti, poremeaja raspoloenja i kognitivnih oteenja (Penedo
i sur., 2005; Pate i sur., 1995). Zakljuci o utjecaju sporta i razliitih tjelesnih aktivnosti u adolescentnom dobu su razliiti, ovisno o spolnoj, starosnoj, regionalnoj i drugoj pripadnosti. Neka od istraivanja su pokazala da intenzivnije bavljenje sportom i razliitim tjelesnim aktivnostima dovodi do
smanjene uporabe supstanci, cigareta i alkohola Sekuli i sur. (2012); Guo i sur. (2011); Videmsek i
sur. (2000); Ferron i sur., (1999). Meutim, neka istraivanja kao Sekuli i sur. (2013); Gutgesell i sur.
(1996) su utvrdila da intenzivnije bavljenje sportom i razliitim tjelesnim aktivnostima dovodi do
poveanja uporabe supstanci, cigareta i alkohola.
Kao i kod sportske i tjelesne aktivnosti, tako i kod odnosa religioznosti prema uporabi supstanci, cigareta i alkohola postoje istraivanja sa razliitim zakljucima Mason i sur. (2011); Bachman
i sur. (2011).
Pouzdanost test-retest metode moe biti pod utjecajem mnogih imbenika. Neki od najvanijih su razliito tumaenje i razumijevanje pitanja, zatim razliito poimanje znaaja dogaaja iz
prolosti memorija (Liu i sur., 2010; Otter i sur., 1995). Kako anketa obuhvata pitanja iz vie oblasti ivota ispitanika, ne moe se niti oekivati identina pouzdanost odgovora. Razliita priroda ili
karakter estica koje su mjerene moe takoer utjecati na pouzdanost test-retesta (Wikman i Warneryd, 2010). Treba naglasiti da su prema nekim pitanjima ispitanici imali subjektivan odnos. Specifinost ovog istraivanja je da je sprovedeno u multikulturalnoj i multireligijskoj sredini.
Cilj ovog istraivanja je utvrditi pouzdanost i valjanost test-retest upitnika o uspjehu u koli,
sportskim aktivnostima, obiteljskim imbenicima, uporabi supstanci i religioznosti kod adolescenata.
300
Pouzdanost i valjanost upitnika za procjenu konzumiranja supstanci kod adolescenata
METOD
Istraivanje je provedeno na uzorku od 66 uenika (28 uenika i 38 uenica) srednje kole
Katolikog kolskog centra Sveti Pavao, uzrasne kategorije od 17 - 18 godina iz Zenice (Bosna i
Hercegovina). Svi ispitanici su bili trei razred srednje kole u akademskoj 2013/2014 kolskoj godini. Inicijalno testiranje u kome je dobrovoljno pristupio/la 71 uenik/ca, sprovedeno je na poetku
drugog polugodita. Nakon 3 mjeseca na kraju drugog polugodita provedeno je drugo testiranje u
kome je anketirano 66 uenika/ca, dok su 4 uenika/ce bili odsutni iz kole. Ispitanici su anketirani
primjenom anonimnog upitnika. Upitnik se generalno sastojao od veeg broja pitanja s odgovorima
zatvorenog tipa. Ispitanici su odgovarali na pitanja iz podruja socio-demografskih karakteristika,
kolskih faktora, niza sportskih faktora, faktora obiteljskih imbenika i roditeljskog nadzora, zatim
faktora o uporabi supstanci (osobno i u obitelji), kao i na nekoliko pitanja o religioznosti.
Socio-demografski pokazatelji
Socio-demografske varijable u ovom istraivanju ukljuivale su dob i spol.
kolski faktori
kolski faktori ukljuivali su varijable o uspjehu (prosjek ocjena) na kraju prole kolske godine
(ljestvica sa 5 ponuenih odgovora, od 1 - to je nedovoljno, do 5 - to je odlino), ukupno odsustvo
iz kole (ljestvica sa 4 ponuena odgovora u rasponu od Gotovo nikada do esto), neopravdani
izostanci iz kole (ljestvica sa 5 ponuenih odgovora od Manje od 5 do 20 i vie) i vladanje na
kraju kolske godine (ljestvica sa 5 ponuenih odgovora od Odlino do Nedovoljno).
Sportski faktori
Sportski faktori ukljuivali su varijable o aktivnom bavljenju u individualnom ili timskom
sportu (3 rangirana ljestvica od Da, jo uvijek se bavim do Ne), duini bavljenja sportom (4
- rangirana ljestvica od nisam se bavio/la do vie od 5 godina), postignutom rezultatu (4 - rangirana ljestvica od nisam se natjecao/la do dravna reprezentacija) te bavljenju nekim oblikom
rekreativne aktivnosti (4 rangirana ljestvica od Da do Ne).
Faktor obiteljskih imbenika i roditeljskog nadzora
Ispitanici su odgovarali na pitanja o tome da li ive sa jednim, oba ili ne ive sa roditeljima. Pored toga, odgovarali su na pitanja o materijalnom statusu roditelja sa ponuenim odgovorima da je
ispodprosjean, prosjean i nadprosjean. Takoer su izvijestili i o razini obrazovanja svojih roditelja
(odvojeno za majku i oca) koristei 4 rangiranu ljestvicu sa ponuenim odgovorima: osnovna kola, srednja, via i visoka struna sprema. Kako za obrazovanje, tako i za pitanja o tome da li su majka
i otac pua ispitanici su imali mogunost zaokruivanja sljedeih odgovora: Da; Prestao/la; Ne.
Nadzor roditelja nad djecom (ispitanicima) evidentiran je pomou sljedea etiri pitanja: (1)
Koliko esto dolazite u sukob sa roditeljima?; (2) Koliko esto vai roditelji odsustvuju iz kue
(ukljuujui i posao)?; (3) Koliko vas vai roditelji ispituju o vaim prijateljima, ocjenama u koli,
problemima i slinim stvarima? (ispitanici su zaokruivali odgovore na 4 rangiranoj ljestvici sa
Nikada/Uglavnom nikada do esto) i (4) Kako bi ocijenili brigu svojih roditelja o vama i vaem
ivotu? (odgovori na pitanja na koja su ispitanici odgovarali su glasili: moji roditelji se uope ne
brinu, ne brinu dovoljno, u principu dobro brinu i jako puno brinu o meni).
Supstance
Varijable uporabe supstanci konkretno se odnose na uporabu cigareta, alokohola i droga.
Uporaba cigareta mjeri se na 5-razinskoj ljestvici (od Nisam nikad puio do Puim vie od 10
cigareta dnevno). Varijabla o alkoholizmu definira se primjenom AUDIT ljestivce (Luchters i sur.,
2011; Pallesen i sur., 2006). U ovom upitniku ispitanici su odgovarali na 10 pitanja i rezultati na odgovore za svako pitanje su se rangirali od 0 do 4. Subskala za konzumaciju droga ukljuivala su pitanja o
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konzumaciji efedrina, kokaina, speed-a, ecstasy-a, marihuane, haia, LSD, heroina, ketamina, GHB,
sredstva za smirenje (valium, rhynopol, vicodin i sl.) i inhalante (ljepilo, boja, nitro i sl.). Raspon odgovora za svako pitanje o drogama bodovao se od 1 (Nikada nisam koristio/la) do 7 (40 puta i vie).
Religioznost
Za procjenu religioznosti koriten je upitnik Santa Clara o snazi religijskih uvjerenja (SCSRF)
koji mjeri intenzitet vjere bez pretpostavke da li je osoba religiozna ili nije (avar i sur., 2012). Sastoji
se od 10 tvrdnji odnosno estica (npr. Molim se svaki dan) za koje su ponueni odgovori bili rasporeeni na Likertovoj ljestvici od 4 stupnja, gdje je 1. znailo potpuno se slaem, a 4. - potpuno se
NE slaem. Odgovori na sva pitanja su bili obrnuto bodovani npr. 1. Moja vjera mi je vrlo vana sa
4 boda, a 4. Moja vjera mi nije vana sa 1 bodom.
Sve varijable osim AUDIT ljestvice o alkoholizmu i SCSRF ljestvice su identificirane kao neparametrijske. Metode obrade rezultata u ovom istraivanju ukljuivale su neparametrijske (identini
odgovori u prvom i drugom testiranju, te Spearmanov rang koeficijent korelacije) i parametrijske
(Pearsonov koeficijent korelacije) analize povezanosti izmeu prvog i drugog testiranja za utvrivanje pouzdanosti test-retest upitnika. Na multivarijatnom nivou faktorskom analizom sa varimax
normalized rotacijom utvrena je valjanost dijela pitanja iz anketnog upitnika na osnovu rezultata
iz prvog testiranja. Statistika znaajnost pouzdanosti i valjanosti determinirana je na nivou signifikantnosti od 95%. Koriteni softverski program za obradu statistikih podataka u ovom istraivanju
je STATISTICA (StatSoft, Tulsa, OK) verzija 11.0.
REZULTATI
Stupanj identinosti odgovora u test-retestu kree se u rasponu od 0.35 1.00. Najvei stupanj identinosti odgovara u test-retestu pokazao se u grupi pitanja o koritenju supstanci, a to su:
kokain, ecstasy, heroin, ketamin i ghb. Najmanji stupanj identinosti odgovora je dobiven u pitanju
o bavljenju nekim oblikom rekreacije.
Primjenom Spermanovog koeficijenta ranga korelacije dobivene su umjerene do visoke (0.470.93) statistiki znaajne povezanosti izmeu prvog i drugog testiranja u svim varijablama. Umjerene statistiki znaajne povezanosti zabiljeene su u grupi pitanja koja se odnose na zadovoljstvo svojim izgledom, odsustvo iz kole i odnos sa roditeljima. Najvea povezanost dobivena je u pitanjima
o stupnju obrazovanja roditelja i o sportu.
Pearsonova korelacija u AUDIT ljestvici o alkoholizmu pokazala je umjerenu povezanost
(0.63), dok je SCSRF pokazala najveu povezanost (0.92).
302
Tablica 1. Pouzdanost mjernih instrumenata anketnog upitnika

IDENTINI
ODGOVORI
U TESTRETESTU
Spearmanov
rang
korelacije
Pearsonova
korelacija
0.86
0.89
Koliko ste odsustvovali iz kole u protekloj godini
0.58
0.47
Koliko ste imali neopravdanih sati na kraju protekle

kolske godine
0.86
0.49
Vladanje na kraju kolske godine bilo mi je
0.92
0.64
Jeste li se ikada aktivno bavili nekim individualnim

sportom
0.74
Jeste li se ikada aktivno bavili nekim timskim sportom
0.85
Koliko dugo ste se bavili sportom
0.85
0.93
0.82
0.87
0.35
ivim sa jednim, oba ili ne ivim sa roditeljima
0.97
Materijalni status obitelji u kojoj ivim opisao bih kao
0.97
0.79
Stupanj obrazovanja oca
0.86
0.83
Stupanj obrazovanja majke
0.89
0.92
Koliko esto dolazite u sukob sa roditeljima
0.65
0.79
Koliko esto vai roditelji odsustvuju iz kue
0.55
0.54
0.73
0.52
0.62
0.55
Da li je majka pua
0.89
Da li je otac pua
0.91
Puite li
0.73
0.63
Efedrin
0.98
Kokain
1.00
Speed
0.94
Ecstasy
1.00
Marihuana
0.83
Hai
0.95
Lsd
0.97
Heroin
1.00
Ketamin
1.00
Ghb
1.00
Sredstva za smirenje, valium, rhynopol, vicodin
0.86
Inhalanti, ljepilo, boja, nitro
0.95
0.92
Uspjeh koji ste ostvarili na kraju prole kolske godine

bio je
Najvii rang natjecanja na kojem ste ikada nastupili u

svojoj sportskoj karijeri
Bavite li se nekim oblikom rekreacije, koji se ne bi mogao
karakterizirati kao timski odnosno individualni sport
Kako bi ocijenili brigu svojih roditelja o vama i vaem

ivotu
Koliko vas vai roditelji ispituju o vaim prijateljima,
ocjenama u koli, problemima i slinim stvarima
Ukupna audit ljestvica o konzumiranju alkohola i

posljedicama opijanja
Santa Clara ljestvica o snazi religijskih uvjerenja (SCSRF)

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Faktorska analiza primijenjena na etiri pitanja o uspjehu u koli, ekstrahirala je jedan znaajan faktor. Pitanja o uspjehu i odsustvu iz kole u protekloj godini imala su daleko manje projekcije
na faktor u odnosu na pitanja o neopravdanim satima i vladanju.
Rezultati faktorske analize u tablici 3 ukazuju na postojanje dva faktora aktivnosti, sportske
uspjenosti i rekreacije. Na prvi faktor najveu projekciju su imala pitanja o sportu, a u drugom faktoru se izdvojilo pitanje o rekreaciji.
Faktorska analiza primijenjena na grupu pitanja vezana za roditelje ekstrahirala je dva faktora.
Prvi faktor moe se nazvati brigom roditelja, dok se u drugom faktoru izdvojilo pitanje o odsustvu
roditelja.
Tablica 2. Faktorska analiza kolskog uspjeha
Faktor
Varijable
Faktor kolskog uspjeha
Uspjeh koji ste ostvarili na kraju prole kolske

godine bio je
-0.44
Koliko ste odsustvovali iz kole u protekloj godini
-0.57
Koliko ste imali neopravdanih sati na kraju protekle

kolske godine
-0.80*
Vladanje na kraju kolske godine bilo mi je
-0.87*
Expl.Var
1.92
Prp.Totl
0.48
Tablica 3. Faktorska analiza aktivnosti, sportske uspjenosti i rekreacije s varimax rotacijom

Varijable
Faktor 1
Faktor 2
Jeste li se ikada aktivno bavili nekim

individualnim sportom
-0.58
0.56
Jeste li se ikada aktivno bavili nekim

timskim sportom
-0.74*
-0.03
Koliko dugo ste se bavili sportom
0.93*
-0.09
Najvii rang natjecanja na kojem ste

ikada nastupili u svojoj sportskoj karijeri
0.84*
-0.08
Bavite li se nekim oblikom rekreacije, koji

se ne bi mogao karakterizirati kao timski
odnosno individualni sport
0.07
0.93*
Expl.Var
2.45
1.20
Prp.Totl
0.49
0.24
Faktor aktivnosti,
sportske
uspjenosti i
rekreacije
304
Tablica 4. Faktorska analiza sukoba sa roditeljima i brige roditelja o ispitaniku s varimax rotacijom
Varijable
Faktor 1
Faktor 2
Koliko esto dolazite u sukob sa

roditeljima
-0.18
-0.36
Koliko esto vai roditelji odsustvuju iz

kue
0.12
-0.93*
Kako bi ocijenili brigu svojih roditelja o

vama i vaem ivotu
0.85*
0.02
Koliko vas vai roditelji ispituju o

vaim prijateljima, ocjenama u koli,
problemima i slinim stvarima
0.82*
0.12
Expl.Var
1.44
1.02
Prp.Totl
0.36
0.25
Faktor sukoba
sa roditeljima i
brige roditelja o
ispitaniku
DISKUSIJA
Test-retest rezultati su pokazali umjerenu do visoku pouzdanost. Odgovori na pitanja o bavljenju nekim oblikom rekreacije pokazali su nizak postotak slaganja. U faktorskoj analizi za kolski
uspjeh dobiven je samo jedan faktor, to nam govori da je to stvarno faktor kolskog uspjeha. Bavljenje rekreacijom je latentna dimenzija koja oito nije vezana sa faktorom sportske aktivnosti. Odsustvo roditelja nije pokazalo povezanost sa stavovima ispitanika o brizi roditelja.
Kada je rije o koritenju supstanci, najvee razlike u ova dva testiranja uoavaju se kod konzumiranja marihuane i sredstava za smirenje. Jedan od razloga je taj da su to lako dostupne i jeftine
supstance, pa je za pretpostaviti da je dolo do poveanja konzumiranja istih. Konzumiranje cigareta
od strane ispitanika je daleko manje pod utjecajem puenja roditelja u odnosu na neke druge faktore kao to su npr. prestanak bavljenja sportom i rekreacijom. Dosadanja istraivanja Sekuli i sur.,
(2013); Kulig i sur., (2003), potvruju da je upravo ovo period ivota u kojem se najee dogaaju
eksperimentiranja sa odreenim supstancama i ovisnostima. S obzirom na nizak koeficijent slaganja
u pitanju o bavljenju nekim oblikom rekreacije, moe se pretpostaviti da su jedan od glavnih razloga
i vee kolske obaveze na kraju kolske godine. U pitanju ivim sa jednim, oba ili ne ivim sa roditeljima je zabiljeena visoka pouzdanost, pa je taj status ispitanika imao zanemariv utjecaj na ostale
varijable. Za oekivati je bilo da u periodu od tri mjeseca nee doi do znaajnih promjena u odgovorima na pitanja kod veine ispitanika.
Odgovori na pitanja koja sadre injenino stanje kao to su: koliko ste se dugo bavili sportom,
stupanj obrazovanja majke i slina pitanja pokazali su visoku pouzdanost izraenu preko Spermanovog koeficijenta korelacije. Do oekivano smanjene pouzdanosti dolo je u odgovorima na pitanja
kojima ispitanici izraavaju svoje stavove kao to su: koliko ste odsustvovali iz kole u protekloj godini, kako bi ocijenili brigu svojih roditelja o vama i vaem ivotu i slina pitanja. Razlog tome je to
to nisu parametri koji se trajno pamte, jer se oni stalno mijenjaju. Veina stavova je pod utjecajem
trenutnog raspoloenja pojedinca, situacije u drutvu i ostalih vanjskih faktora (Sekuli i sur., 2012;
Modri i sur., 2011; Moore i Werch, 2005).
Audit ljestvica o konzumiranju alkohola i posljedicama opijanja nije pokazala visoku pouzdanost, to je uglavnom i oekivano. Iako je period od tri mjeseca relativno kratak, ispitanici su
u ova dva anketiranja bili u znatno razliitim situacijama. Kraj kolske godine mnoge je opteretio
kolskim obavezama, tako da je za ostale aktivnosti bilo neto manje vremena. Ova varijabla je pod
znaajnim utjecajem okoline, koja moe da djeluje u pozitivnom i negativnom smislu. Uvidom u
SCSRF moe se uoiti visoka i zadovoljavajua povezanost izmeu prvog i drugog anketiranja, to
nam govori o visokoj pouzdanosti ovog mjernog instrumenta. Normalno je da postoje neke razlike
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u smislu vjerovanja i nevjerovanja iako se ovjek nije promijenio, nego on samo drugaije doivljava
svoje vjerovanje nakon tri mjeseca. Religioznost je takoer pod utjecajem okoline, ali je u odnosu na
konzumiranje alkohola daleko tromija u smislu promjena.
Faktor kolskog uspjeha u faktorskoj analizi daleko vie opisuju manifestne varijable vladanja i
neopravdanih sati u odnosu na ocjene i odsustva uenika. Moe se zakljuiti da ispitanici koji imaju
manji broj neopravdanih asova imaju odlino vladanje, i obrnuto.
Faktorskom analizom grupe pitanja o aktivnosti, sportskoj uspjenosti i rekreaciji kod adolescenata ekstrahirane su dvije latentne dimenzije. etiri manifestne varijable koje izravno definiraju sportske aktivnosti formirale su prvi, a varijabla bavljenja rekreacijom je formirala drugi faktor.
Bavljenje rekreativnom aktivnou ispitanika ne treba gledati kao varijablu koja je vezana sa ostalim
sportskim varijablama. Za pretpostaviti je da aktivno bavljenje sportom iskljuuje istovremeno upranjavanje rekreacije. Meu ispitanicima su i uenici koji pohaaju srednju kolu sportskog usmjerenja, to je takoer moglo imati utjecaja na rezultate u statistikim analizama.
U faktorskoj analizi sukoba sa roditeljima i brige roditelja o ispitaniku formirana su dva faktora. Na prvu glavnu komponentu najveu projekciju imaju varijable briga roditelja o ispitaniku, te
ispitivanje roditelja o aktuelnim dogaajima u ivotu ispitanika. U veini sluajeva briga roditelja podrazumijeva i nastojanje da se dobije to vie informacija o deavanjima u ivotu ispitanika. U drugoj
glavnoj komponenti izdvojila se varijabla odsustvovanje roditelja. Varijabla koliko esto vai roditelji
odsustvuju iz kue nije vezana sa preostale tri varijable iz ove grupe pitanja, to je sasvim normalno.
esti sukobi sa roditeljima ne podrazumijevaju da isti esto odsustvuju, da se ne brinu za ispitanika
ili da se ne raspituju o njegovom ivotu.
ZAKLJUAK
U ovom istraivanju oekivala se vea pouzdanost u odgovorima na pitanja o kolskim faktorima, s obzirom da je u pitanju homogeni uzorak. Iako su u ovom radu navedeni odreeni razlozi
manje pouzdanosti, u narednim istraivanjima ovu injenicu bi trebalo detaljnije analizirati.
Zadovoljavajua pouzdanost se pokazala u varijablama vezanim za sportske aktivnosti, ali treba uzeti u obzir da je ovo uzrasni period kada mnogi ispitanici odluuju o nastavku ili prestanku
bavljenja sportom.
Za naredna istraivanja potrebno bi bilo precizirati pitanje o rekreaciji iz ove studije, po potrebi poveati broj pitanja kako bi dobili uvid u sadraj, intenzitet i uestalost bavljenja ovom aktivnou (koliko se ispitanik stvarno bavi nekim oblikom rekreacije i da li se ta aktivnost moe nazvati
rekreacijom). Buduim longitudinalnim istraivanjima utvrdilo bi se da li su neki procesi kao to su
bavljenje rekreacijom i sportom trajni ili privremeni.
Niska pouzdanost mjernog instrumenta kojim se utvrivalo konzumiranje alkohola, vjerovatno podrazumijeva da su se izmeu dva testiranja desile znaajne promjene.
Najvea pouzdanost utvrena je u grupi pitanja o upotrebi supstanci (droga). Izuzetak je konzumiranje marihuane, koja je inae najzastupljenija od svih ostalih supstanci.
Izjave ispitanika o religijskim uvjerenjima takoer su pokazale visoku pouzdanost prikazanu
kroz Pearsonov koeficijent korelacije.
Provjera valjanosti faktorskom analizom pokazala je da su varijable rekreacija i odsustvo roditelja iz kue zasebne oblasti koje zahtjevaju i poseban tretman.
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Nedim Sisic, Damir Sekulic, Marino Krespi
UDK 796.011.5-053.6
RELIABILITY AND VALIDITY OF THE QUESTIONNAIRE

OF SUBSTANCE USE AND MISUSE IN ADOLESCENTS

University of Split, Faculty of Kinesiology, Split, Croatia
INTRODUCTION
Adolescency is a period of developmental transition between a childhood and adulthood, which includes more physical, intelectual, personal and social developmental changes. Constant experimenting with the new roles and slowly abandoning old ones are some of the basic characteristics of
adolescency period, which many call the period of rebellion, period of confront to every authority or
ambiguous person. In theory, period of adolescence has clearly defined age limits, that are divided
into early (period from 12 to 15 years), middle (period from 15 to 21 year) and late adolescency (period from 21 to 25-26 age), but individually observed, this limit is not so much clear.
Modern lifestyle includes regular sports and physical activites that are related to many health benefits like reduced risk of heart disesases, diabetes, overweight, cancer, arthritis, depression,
anxiety, mood disorders and cognitive damages (Penedo et al., 2005; Pate et al., 1995). Conclusions
about sport influence and different physical activites in period of adolescence are different, depending on gender, age, regional and other affiliation. Some of the researches have shown that intensive
practice of sport and various physical activites lead to reduced use of substances, cigarettes and alcohol Sekulic et al., (2012); Guo et al., (2012); Videmsek et al., (2000); Feron et al., (1999). Conclusions
of some researches are opposite of those from Sekulic et al., (2013); Gutgessel et al., (1996).
As with sports and physical activity, as well as in the relationship between religiosity towards
the use of substances, cigarettes and alcohol there are studies with different conclusions Mason et
al., (2011); Bachman et al., (2011).
Reliability of test-retest method can be influenced by many factors. Some of the most important are different interpretation and understanding of questions, different comprehension of important events from the past-memory (Liu et al., 2010; Otter et al., 1995). How survey includes questions
from different areas of life of the examinee, identical reliability of answers cannot be expected. Different nature or character of measured particles can also influence on test-retest reliability (Wikman
and Warneryd, 2010). It should be emphasized that the examinee had a subjective relations towards
some questions. Specificity of this research is that it was done in multicultural and multireligious
environment.
The aim of this research is to define reliability and validity of test-retest questionnaire about
success in school, sport activities, parental factors, use of substances and religiousness with adolescents.
308
Reliability and Validity of the Questionnaire of Substance Use and Misuse in Adolescents
METHOD
The research was conducted on the sample of 66 students (28 male and 38 female students)
of Catholic school centre Saint Pavao high school, age category 17-18 years from Zenica (Bosnia
and Herzegovina). All the examinee was third grade of high school in 2013/2014 academic year.
Initial testing in which voluntarily joined 71 students, was conducted at the beginning of a second
semester. After three months at the end of second semester other research was conducted in which
66 students were interviewed, while four students were absent from school. The examinees were interviewed by using an anonymous questionnaire. The questionnaire consisted of a greater number of
questions with closed answers. Examinee answered the questions from the field of socio-demographic characteristics, school factors, series of sport factors, parental factors and control, then factors
about use of substances (personally and in the family) as well as some questions about religiosity.
Socio-demographic indicators
Socio-demographic variables in this research included age and gender.
School factors
School factors included variables about success (grade standard) at the end of a school year
(scale of 5 possible answers, from 1 - which is not enough, to 5 - which is excellent), total absence
from school (scale of 4 possible answers in the range of Almost never toOften), unjustified absence from school (scale of 5 possible answers from less than 5 to 20 and more) and behavior at the
end of a school year (scale of 5 possible answers from excellent to not enough).
Sport factors
Sport factors included variables about active engagement in individual or team sports (3 - range scale from Yes, I am still active till No), time of practicing sport (4 range scale from didnt
practice till more than 5 years), achieved result (4 - range scale from didnt compete till national
team) and doing some sort of recreational activity (4 - range scale from Yes to No).
Parental factors and control
Examinee answered questions about whether they live with one, both or they dont live with
their parents. Besides that, they answered questions about financial status of their parents with possible answers that it is below average, average and above average. They also reported about level of
education of their parents (separately for father and mother) using 4 - range scale with possible answers: elementary school, high school, college education and university degree. As for the education
as well as for questions whether their parents are smokers examinee had the opportunity to circle
following answers: Yes; Quit; No.
Parental control over the children (the examinee) was recorded using the following four questions: (1) How often do they argue with their parents?; (2) How often are your parents absent
from home (including job)? ; (3) How often do you parents ask you about your friends, grades, problems and similar things? (The examinee circled the answers on 4 - range scale with Never/Mostly
never to Often) and (4) How would you evaluate your parents concern about you and your life?
(the answers to the questions examinee were answering were: my parents dont worry at all, dont
worry enough, they do worry and they worry very much about me).
Substances
Variables of substance use are specifically related to cigarettes, alcohol and drugs use. Use of
cigarettes is measured on a 5 level scale (from never smoked to smoke more than 10 cigarettes a
day). Variable of alcohol use is defined with the application of AUDIT scale (Luchester et al., 2011;
Pallesen et al., 2006). In this questionnaire the examinee were answering on 10 different questions
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and the results for the questions were ranged from 0 to 4. The sub-scale for the drug use included
questions about consuming efedrin, cocain, speed, ecstasy, marijuana, hashish, LSD, heroine, ketamine, GHB, tranquilizers (valium, rhynopol, vicodin etc.) and inhalants (glue, color, nitro etc.). The
range of answers for every question about drugs was scored from 1 (I never used it ) to 7 (40 times
and more).
Religiosity
For the assessment of religiosity was used Santa Clara Strength of Religious Faith (SCSRF)
questionnaire that measures intensity of faith without the assumption if the person is religious or
not was used for the evaluation of religiosity (Cavar et al., 2012). It consists of 10 claims or particles
(for example I pray every day) for which the possible answers were ranged on Likers scale of four
degrees, where 1 meant I totally agree and 4 I totally disagree. The answers for all of the questions
were conversely scored, for example 1. My faith is very important to me with 4 points and 4. My faith
is not important to me with 1 point.
All the variables except for AUDIT scale on alcoholism and SCSRF scale were identified as
nonparametric. Method of analysis in this study included a nonparametric (identical responses in
the first and second test, and Spearmans rank correlation coefficient) and parametric (Pearsons
correlation coefficient) analyzes of the correlation between the first and second testing for determining test-retest reliability of the questionnaire. On the multivariate level factor analysis with varimax normalized rotation was used for validity of the parts of questions that is determined based on
the results from the first testing. Statistical significance of reliability and validity is determined by the
level of significance of 95%. Software that was used for processing statistical data in this research is
STATISTICA (StatSoft, Tulsa, OK) 11.0 version.
RESULTS
The degree of identity of responses in test-retest varies in the range of 0.35 to 1.00. The highest
range of authenticity of answers in test-retest was obtained in the group of questions about use of
substances and those are: cocaine, ecstasy, heroine, ketamine and GHB. The lowest level of authenticity of answers was obtained in the question about doing some form of recreation.
Applying Spearmans coefficient of correlation rang, moderate to high correlations were obtained (0.47-0.93) between the first and second test in all variables. Moderate statistically significant
correlations were observed in the group of questions related to the satisfaction of their appearance,
absence from school and relationship with parents. The most frequent correlation was found regarding questions about the level of education of their parents and about sports.
Pearson correlation in the AUDIT scale of alcoholism showed a moderate correlation (0.63),
while SCSRF showed the highest correlation (0.92).
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Table 1. Reliability of measuring instruments in survey questionnaire
Success you achieved at the end of last school year was

How long were you absent from school last year
How many unjustified absences you had at the end of
last school year
Behaviour at the end of school year was
IDENTICAL
ANSWERS
IN TESTRETEST
Spearmans
correlation
rang
Pearsons
correlation
0.86
0.89
0.58
0.47
0.86
0.49
0.92
0.64
Did you ever do some individual sport actively
0.74
Did you ever do some team sport actively
0.85
How long have you played sport
0.85
0.93
0.82
0.87
0.35
0.97
Financial status of a family I live with would describe as
0.97
0.79
Fathers education level
0.86
0.83
Mothers education level
0.89
0.92
How often do you argue with your parents
0.65
0.79
How often are your parents absent from home
0.55
0.54
0.73
0.52
0.62
0.55
0.89
Is your father a smoker
0.91
Do you smoke
0.73
Highest rank of competing on which you ever perfomed

in your sporting career
Do you do any form of recreation that could not be
characterized as individual or team sport
I live with one, both or dont live with my parents
How would you grade your parents concern about you

and your life
How often do your parents ask you about your friends,
grades, problems and other things
Is your mother a smoker
Overall AUDIT scale on consuming alcohol and

consequences of drinking
Efedrin
0.63
0.98
Cocaine
1.00
Speed
0.94
Ecstasy
1.00
Marijuana
0.83
Hashish
0.95
Lsd
0.97
Heroine
1.00
Ketamine
1.00
Ghb
1.00
Tranquilizers valium, rhynopol, vicodin
0.86
Inhalants, glue, color, nitro
0.95
0.92
Santa Clara scale about Strength of Religious Faith

(SCSRF)
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Factor analysis applied on four questions about success in school, extracted one significant factor. Questions about success and absence from school in the last year have had far fewer projections
to the factor with regard to questions about unjustified hours and behavior.
The results of factor analysis in table 3 indicate the existence of two activity factors, sport success and recreation. Questions about sport had the biggest projection in the first factor, and in the
second factor questions about recreation seem to have sorted out.
Factor analysis applied to a group of questions related to parents extracted two factors. The
first factor can be called parents concern, while in the second factor the question about parents absence seceded.
Table 2. Factor analysis of school success
Factor
Variables
Factor of school success
Success you achieved at the end of last school year

was
-0.44
How long have you been absent from school in

the last year
-0.57
How many unjustified hours you had at the end of

last school year
-0.80*
My behaviour at the end of school year was
-0.87*
Expl.Var
1.92
Prp.Totl
0.48
Table 3. Factor analysis of activities, sports success and recreation with varimax rotation
Variables
Factor 1
Factor 2
Did you ever do some individual sport

actively
-0.58
0.56
Did you ever do some team sport actively
-0.74*
-0.03
How long have you played sport
0.93*
-0.09
Highest rank of competing on which you

ever perfomed in your sporting career
0.84*
-0.08
Do you do any form of recreation that

could not be characterized as individual
or team sport
0.07
0.93*
Expl.Var
2.45
1.20
Prp.Totl
0.49
0.24
Factor of activity,
sport success and
recreation
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Table 4. Factor analysis of conflict with parents and parents concern about the examinee with
varimax rotation
Variables
Factor 1
Factor 2
How often do you argue with your

parents
-0.18
-0.36
How often are your parents absent from

home
0.12
-0.93*
How would you grade your parents

concern about you and your life
0.85*
0.02
How often do your parents ask you about

your friends, grades, problems and other
things
0.82*
0.12
Expl.Var
1.44
1.02
Prp.Totl
0.36
0.25
Factor of conflict
with parents and
parents concern
about the examinee
DISCUSION
Test-retest results showed moderate to high reliability. Answers to the questions about doing
some type of recreation showed low percentage of agreement. In factor analysis about school success
only one factor was obtained, which tells us that it is really a factor of school success. Recreation practice is latent dimension which obviously is not connected to sport activity factor. Parents absence
did not show connection with attitudes of the examinee about parents concern.
When it comes to use of substances, the biggest differences in these two testing can be seen
in using marijuana and tranquilizers. One of the reasons is that they are easily accessible and cheap
substances, so it can be assumed that there was an increase in their consumption. Cigarette smoking
by the examinee is far less influenced by parental smoking in relation to other factors such as for
example termination of doing some sport and recreation. Thus far researches Sekulic et al., (2013);
Kulig et al., (2003), confirm that this is exactly the period of life in which experimenting with certain
substances and addictions is most often. Due to the low coefficient of agreement in terms of how
to deal with some form of recreation, it can be assumed that one of the main reasons is the greater
school commitments at the end of the school year. In the question I live with one, both or I dont
live with my parents high reliability was measured, so that particular status of the examinee had a
negligible influence on other variables. It was expected that within three months there will be no
significant changes in the answers with the majority of respondents.
Answers to questions that contain the facts such as: how long did you engage in sports, educational level of mother and similar questions showed high reliability expressed through Spermans
correlation coefficient. Expected reduced reliability arose in response to questions where respondents express their views, such as: how long have you been absent from school in the past year, how
would you grade you parents concern about you and your life and other similar questions. A reason
for this is that those are not the long term parameters, because they change constantly. Most of the
attitudes are under the influence of current mood of an individual, situation in the country and other
outdoor factors (Sekulic et al., 2012; Modric et al., 2011, Moore and Werch, 2005).
Audit scale about alcohol consumption and consequences of drinking did not show high reliability, which was mostly expected. Even though the period of three months is relatively short,
examinee were in significantly different situations in these two questionnaires. The end of a school
year put a lot of pressure on many, so they had less time for other activities. This variable is under the
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significant influence of environment that can act in a positive or negative sense. With the review of
the SCSRF the high and satisfactory connection between the first and second survey can be observed, which tells us about the high reliability of the measuring instrument. It is normal that there are
some differences in the sense of believing and non-believing even though the man has not changed,
but just perceives his belief differently after three months. Religiosity is also under the influence of
environment, but in the relation to alcohol consumption is far more lethargic in terms of changes.
Factor of school success in factor analysis far more describes manifest variables of behavior
and unjustified hours in relation to the assessment and the absence of pupils. It can be concluded
that respondents who have fewer unjustified hours have excellent behavior, and vice versa.
With factor analysis of a group of questions about activities, sports and recreation success in
adolescents two latent dimensions were extracted. Four manifest variables that directly define sports
activities formed first, and variable dealing with recreation formed a second factor. Doing a recreational activity of the examinee does not need to be observed as variable that is connected to other
sport variables. We can assume that active involvement in sport excludes at the same time practicing
recreation. Among the examinee were the students who attend sport oriented high school, which
also could have had the influence on the results in statistical analysis.
In the factor analysis of conflicts with a parents and parents concern about the examinee, two
factors were formed. On the first main component the biggest projection have variables of parents
concern about examinee and the parents questioning about current life events in the life of examinee. In most cases parents concern includes endeavor to get as much information in the life of examinee as possible. In the second main component variable that allocated is the absence of parents.
Variable how often are you parents absent from home is not connected to the remaining three variables from this group, which is completely normal. Frequent conflicts with parents do not imply that
they are often absent, that they dont care about the examinee or that they dont ask about their life.
CONCLUSION
In this research higher reliability in the answers about school factors was expected, given that
this is a homogeneous sample. Even though we have stated certain reasons of less reliability in this
paper, this fact should be further examined in future researches.
Satisfactory reliability is shown in variables connected to sport activities, but should be considered that this is age period when many of the examinee decide on the continuation or termination
of sport.
For further researches question about the recreation of this study should be specified, if necessary increase the number of questions in order to get insight into the content, intensity and frequency of carrying out this activity (how often does the examinee actually do some recreational activity
and if that activity can be called recreation). Future longitudinal research survey would determine
whether some processes such as engaging in recreation and sports are permanent or temporary.
Low reliability of the measuring instrument which was used to determine their alcohol consumption probably means that between two testings significant changes took place.
The highest reliability was determined in the group of questions about use of substances
(drugs). The exception is consummation of marijuana, which is the most common of all substances.
Respondents statements on religious beliefs have also presented high reliability shown by Pearsons correlation coefficient.
Verification of validity by factor analysis showed that the variables of recreation and parents
absence from the house are separate areas which demand special treatment.
314
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UDK 796.012.1-057.875
ISPOLJAVANJE ANAEROBNIH I AEROBNIH SPOSOBNOSTI

KOD STUDENATA KRIMINALISTIKO POLICIJSKE AKADEMIJE1)

Ministarstvo unutranjih poslova Republike Srbije
UVOD
Da bi bili uspeni u obavljanju policijskih poslova, odnosno da u obavljanju poslova primenjuju policijska ovlaenja, a zbog sloenosti ovih poslova i radnji, kandidati za rad u policiji prilikom
zapoljavanja moraju posedovati odreene psiho-fizike osobine, jer je to zakonski uslov za zasnivanje radnog odnosa u policiji (, ., 2009). Rezultati studije Srensena (2005) sa policijom
Finske su dokazali znaajnu vezu nivoa fizike pripremljenosti policajaca u mlaem uzrastu, odnosno
na poetku profesionalne policijske karijere, u funkciji veoma jake pozitivno prediktivne povezanosti
sa fizikom pripremljenou i odnosa prema fizikom vebanju u starijem, zrelom dobu. Dobijeni
rezultati su pokazali izuzetno znaajnu ulogu obrazaca ponaanja, navika i odnosa prema fizikom
vebanju u sistemu edukacije oficira policije. Takva vrsta linog i profesionalnog odnosa pojedinca,
ali i organizacije, u odnosu na pozitivne stavove o neophodnosti adekvatnog nivoa utreniranosti, to
analogno pretpostavlja i adekvatan posledini morfoloki status, ima veoma vanu zdravstvenu, ali
i socijalno-antropoloku ulogu u profesionalnom statusu policajaca ( ., 2006; Australian Federal Police, 2004; Coldiz, 1999; Lord, 1998; Bonneau, & Brown, 1995; po ,
1985; sve preuzeto od , ., 2010). Obavljanje policijskog posla podrazumeva niz mera i
radnji koje se sprovode u cilju spreavanja, ali i reavanja, moguih incidentnih situacija, a uspenost
reavanja istih u kojima dolazi do upotrebe sredstava prinude uslovljena je time da policijski slubenici treba da budu fiziki sposobni kako bi ispunili profesionalne zahteve (Vukovi i sar., 2011;
Blagojevi i sar., 2006; Anderson 2001; Bonneau & Brown, 1995). Praksa je pokazala da nedovoljan
nivo motorikih, kao i anaerobnih i aerobnih sposobnosti predstavlja limitirajui faktor za kvalitetno
obavljanje svakodnevnih poslova policijskih slubenika, koji se odnose na upotrebu sredstava prinude. Zato se dobar deo studijskih programa osnovnih studija Kriminalistiko-policijske akademije
odnosi se na posebne oblike nastave usmerene na usvajanje profesionalnih vetina neophodnih za
profil policijskih slubenika, i te vetine predstavljaju najprimenljiviji deo praktinih znanja koje
stiu studenti, odnosno budui policijski slubenici koji se koluju na ovoj visokokolskoj ustanovi.
Sastavni deo obrazovnog procesa na osnovnim studijama je i obavezna struna terenska obuka u
letnjim uslovima. Terenska obuka predstavlja jedan od segmenata praktinog obuavanja studenata
Kriminalistiko-policijske akademije (KPA), gde studenti tokom njene realizacije pod specifinim
reimom ivota i rada usvajaju niz praktinih znanja i vetina neophodnih za efikasno obavljanje
poslova i zadataka iz domena Ministarstva unutranjih poslova Republike Srbije (, .,
2011; , 2010). Na terensku obuku, u skladu sa Elaboratom obuke, u Nastavni centar Mi1) Rad je deo Projekta Efekti primenjene zike aktivnosti na lokomotorni, metaboliki, psiho-socijalni i vaspitni status
populacije Republike Srbije pod brojem III47015, a kao deo potprojekta Efekti primenjene zike aktivnosti na lokomotorni, metaboliki, psiho-socijalni i vaspitni status populacije policije R. Srbije koji se nansira od strane Ministarstva prosvete, nauke i tehnolokog razvoja R. Srbije - ciklus naunih projekata 2011-2015.
316
Ispoljavanje anaerobnih i aerobnih sposobnosti kod studenata Kriminalistiko policijske akademije
nistarstva unutranjih poslova Republike Srbije Mitrovo Polje upuuju se studenti tree godine
osnovnih akademskih studija (OA) i druge godine osnovnih strukovnih studija (OS) (http://www.
kpa.edu.rs), gde isti realizuju Elaboratom predviene praktine nastavne sadraje u terenskoj uniformi i pripadajuoj terenskoj obui (terenske izme). Testiranje anaerobnih i aerobnih sposobnosti studenata realizovano je u popodnevnim asovima nakon zavretka nastavnih obaveza a tokom
vannastavnih aktivnosti, odnosno slobodnog vremena studenata (Dimitrijevi i sar, 2011).
Problem ovog istraivanja su fizike sposobnosti policijskih slubenika, u ovom sluaju dve
generacije studenata Kriminalistiko-policijske akademije (KPA) i to studenata osnovnih akademskih i osnovnih strukovnih studija, upuenih na terensku obuku.
Cilj ovog istraivanja je da se utvrdi eventualno postojanje razlika u anaerobnim i aerobnim
sposobnostima dve generacije studenata Kriminalistiko-policijske akademije (KPA) na terenskoj
obuci, i to studenata osnovnih akademskih (OA) i osnovnih strukovnih studija (OS) upuenih na
terensku obuku.
Na osnovu definisanog problema, kao i definisanog cilja istraivanja postavljene su sledee
hipoteze:
H1 - Postoje statistiki znaajne razlike u anaerobnim i aerobnim sposobnostima izmeu
studenata osnovnih akademskih studija (OA) i studenata osnovnih strukovnih studija (OS);
H1/1 - Postoje statistiki znaajne razlike u anaerobnim sposobnostima izmeu studenata
osnovnih akademskih studija (OA) i studenata osnovnih strukovnih studija (OS);
H1/2 - Postoje statistiki znaajne razlike u aerobnim sposobnostima izmeu studenata
osnovnih akademskih studija (OA) i studenata osnovnih strukovnih studija (OS).
METOD
Istraivanje je sprovedeno u toku dve terenske obuke u letnjim uslovima studenata Kriminalistiko-policijske akademije u Nastavnom centru MUP Republike Srbije Mitrovo Polje, u podnoju
planine Go, na oko 700 metara nadmorske visine, sa generacijom studenata druge godine osnovnih
strukovnih studija (OS) u kolskoj 2012/2013 godini i generacijom studenata tree godine osnovnih
akademskih studija u kolskoj 2013/2014 godini. Uzorak istraivanja inilo je 139 studenata (37 studentkinja i 102 studenta) osnovnih akademskih (OA) i osnovnih strukovnih (OS) studija Kriminalistiko-policijske akademije (KPA), starosti od 20 do 27 godina, podeljenih na dva subuzorka, i to: 65
studenata generacije tree godine osnovnih akademskih studija u kolskoj 2013/2014 godini (16 studentkinja i 49 studenata) i 74 studenta generacije druge godine osnovnih strukovnih studija u kolskoj 2012/2013 godini (21 studentkinja i 53 studenta). Za bolji uvid u karakteristike subuzoraka, u
Tabeli 1, pored godina starosti, utvreni su antropometrijski parametri telesna masa i telesna visina,
a na osnovu njihovih vrednosti, izraunat je i parametar za procenu stepena uhranjenosti - indeks
mase tela (BMI - Body Mass Index). Vrednost indeksa mase tela (BMI), izraunavana je formulom
(American College of Sports Medicine, 2006; Heyward & Stolarczyk, 1996):
BMI (kg/m)= TM (kg) / TV (m)
gde je: BMI - indeks mase tela, izraen u kg/m; TM - telesna masa, osnovna mera voluminoznosti
tela, izraena u kg (kilogramima); TV - telesna visina, osnovna mera longitudinalnosti tela, izraena
u m (metrima).
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317
Tabela 1. Karakteristike subuzoraka - studenata osnovnih akademskih i osnovnih strukovnih

studija KPA
SUBUZORCI
N=139
OA
OS
GS
TM
TV
BMI
Mean
SD
Mean
SD
Mean
SD
Mean
SD
65
21,75
0.96
80,45
13.86
180,38
8.67
24,56
2.88
74
20,95
1.04
75,32
12.44
178,72
8.13
23,46
2.49
Legenda: OA - studenti osnovnih akademskih studija, OS - studenti osnovnih strukovnih studija, N - broj studenata;
GS - godine starosti; TM - telesna masa; TV - telesna visina; BMI - indeks mase tela;
Mean - aritmetika sredina; SD - standardna devijacija.
Za utvrivanje razlika izmeu subuzoraka, odnosno generacija studenata, imajui u vidu

terenske uslove rada, od mernih instrumenata, posmatrani su rezultati testova za procenu funkcionalnih sposobnosti, odnosno anaerobnih i aerobnih sposobnosti: test maksimalnih anaerobnih
sposobnosti, po Margariji (MARGAR) i test maksimalnih aerobnih sposobnosti, Astrand step-test
(ASTRAND).
Test maksimalnih anaerobnih sposobnosti, po Margariji, izvodi se na 3-7 stepenika, gde visina
svakog stepenika iznosi od 15 - 17,5 cm. Ispitanik se maksimalnom brzinom penje stepenicama, a
vreme penjanja se meri topericom sa tanou 0,01s (urakovi, 2009). U ovom sluaju, test je
izveden na 7 stepenika visine 17 cm. Zatim se odreuje snaga podizanja tela po formuli:
V = Ukupna visina stepenika (m) x 0,70 / Vreme penjanja (s)
Posle dobijenih rezultata se odreuje apsolutna anaerobna sposobnost (izraava se u kg/m/s)
kao proizvod telesne mase (kg) i snage podizanja tela.
Apsolutni Anaerobni kapacitet (AAK u kg/m/s) = Telesna masa (TM) x Snaga podizanja tela (V)
Na ovaj nain se odreuje brzinski aspekt anaerobnog funkcionalnog kapaciteta.
Astrand step test, test maksimalnih aerobnih sposobnosti, zasniva se na indirektnom odreivanju maksimalne potronje kiseonika (VO2max). Tempo penjanja, na klupicu visine 33cm za ene i
40cm za mukarce, tokom 5 minuta trajanja testa je 22,5 puta u minuti (Marley, & Linnerud, 1976). U
cilju regulisanja ritma penjanja u navedenom ritmu koristio se metronom koji otkucava 90 otkucaja
u minuti. Na osnovu vrednosti pulsa izmerenog 15 sekundi po zavrenom testu i vrednosti telesne
mase, na skali Astrand-Riming-ovog nomograma (slika 1. - http://www.fiziolive.ru) indirektno se
odreuje vrednost maksimalne potronje kiseonika na taj nain to na vertikalnoj liniji mase tela
(1 - mukarci ili ene) naemo taku koja odgovara masi tela ispitanika i spojimo je sa takom na
levoj vertikalnoj liniji (2 - frekvencija pulsa). Veliina maksimalne potronje kiseonika odgovara taki preseka, linije dobijene na prethodno opisan nain i kose linije (3 - VO2max odnosno maksimalna
potronja u l/min), a zatim tu vrednost pretvaramo u vrednost relativne potronje kiseonika - VO2rel
u ml/kg/min (urakovi, 2009; Heimar, i Medved, 1997). Na terenskoj obuci u Nastavnom centru Ministarstva unutranjih poslova na Mitrovom Polju umesto klupica koriene su tribine pored
sportskih terena, za studentkinje visine 33 cm a za studente visine 40 cm.
318
Slika 1. Astrand-Rhyming nomogram za indirektno odreivanje VO2max

(sa korekcionim starosnim faktorom)
GODINE
FAKTOR
25
1,00
35
0,87
40
0,83
45
0,78
50
0,75
55
0,71
60
0,68
65
0,65
Testovi su realizovani u terenskoj uniformi i pripadajuoj terenskoj obui (terenske izme).

Dobijeni podaci obraeni su primenom statistikog programa SPSS Statistics for Windows, Version
20.0 (IBM Corp. Released, 2011), a procedure su obuhvatile osnovne deskriptivne parametre i za
utvrivanje znaajnosti razlika izmeu subuzoraka T-test za nezavisne uzorke.
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319
REZULTATI
Na osnovu rezultata osnovne deskriptivne statistike (Tabela 2.) moemo zakljuiti da je proseno ostvareni rezultat kod ispitanika OA (studenti osnovnih akademskih studija KPA) i OS (studenti osnovnih strukovnih studija KPA) za test MARGAR iznosio MeanSD 47.4211.34 kg/m/s
(kilograma telesne mase po metru u sekundi); 45.7510.74 kg/m/s, respektivno. S druge strane, proseno ostvareni rezultat za test ASTRAND kod ispitanika OA i OS iznosio je MeanSD 56.2610.25
ml/kg/min (mililitara po kilogramu telesne mase u minuti); 5510.84 ml/kg/min, respektivno.
Tabela 2. Osnovni deskriptivni parametri anaerobnih i aerobnih sposobnosti studenata osnovnih
akademskih i osnovnih strukovnih studija KPA
Descriptive Statistics
TESTOVI
SUB
UZORCI
N=139
Min.
Max.
Mean
SD
cV%
Skewness
Statistic Statistic Statistic Statistic Statistic Statistic Statistic
Kurtosis
Std.
Std.
Statistic
Error
Error
MARGAR
(kg/m/s)
OA
65
25.94
72.10
47.42
11.34
24
-.017
.297
-.785
.586
OS
74
26.03
74.66
45.75
10.74
23
.065
.279
-.386
.552
ASTRAND
(ml/kg/min)
OA
65
39.02
77.16
56.26
10.24
18
.058
.297
-1.108
.586
OS
74
26.27
70.51
55
10.84
20
-.502
.279
-.427
.552
Legenda: MARGAR - Margarija test 7 stepenika; ASTRAND - Astrand step test; OA - studenti osnovnih akademskih
studija; OS - studenti osnovnih strukovnih studija; N - broj studenata; Min. - minimalna vrednost; Max. - maksimalna
vrednost; Mean - aritmetika sredina; SD - standardna devijacija; cV% - koeficijent varijacije; Skewness - stepen
nagnutosti; Kurtosis - stepen zakrivljenosti.
Kao to se iz prethodne tabele moe videti studenti osnovnih akademskih studija KPA imaju
vee numerike vrednosti aritmetikih sredina i kod testa MARGAR, kojim se merila anaerobna
sposobnost studenata Kriminalistiko-policijske akademije upuenih na terensku obuku u letnjim
uslovima, i kod testa ASTRAND, kojim se procenjivala aerobna sposobnost studenata Kriminalistiko-policijske akademije upuenih na terensku obuku u letnjim uslovima, u odnosu na studente
osnovnih strukovnih studija KPA. Pojedinano, studenti osnovnih strukovnih studija imaju bolji i
minimalni rezultat (Min.) i maksimalni rezultat (Max.) kod testa MARGAR, u odnosu na studente
osnovnih akademskih studija. S druge strane, studenti osnovnih akademskih studija imaju bolji i
minimalni rezultat (Min.) i maksimalni rezultat (Max.) kod testa ASTRAND, u odnosu na studente
osnovnih strukovnih studija.
Vrednosti koeficijenta varijacije (cV%), tj. relativne mere disperzije i kod testa MARGAR (OA
- 24% vs. OS - 23%) i kod testa ASTRAND (OA - 18% vs. OS - 20%) ukazuju da su obe generacije studenata homogene do izrazito homogene kada su u pitanju i anaerobne i aerobne sposobnosti studenata KPA upuenih na terensku obuku. Koeficijenti nagnutosti i zakrivljenosti (Skewness i Kurtosis)
ukazuju da su rezultati pravilno rasporeeni kod oba testa.
U Tabeli 3. i Grafikonu 1. prikazani su rezultati T-testa za nezavisne uzorke sa razlikama izmeu srednjih vrednosti anaerobnih i aerobnih sposobnosti izmeu subuzoraka, studenata OA i
studenata OS Kriminalistiko-policijske akademije.
Daljom analizom dobijenih rezultata, utvreno je da izmeu subuzoraka, kod testa za procenu
anaerobnih sposobnosti MARGAR, ne postoji statistiki znaajna razlika na nivou 95% verovatnoe,
jer je t=-0,889, na nivou znaajnosti p=0.376.
320
Tabela 3. Znaajnost razlika u anaerobnim i aerobnim sposobnostima studenata osnovnih akademskih (OA) i osnovnih strukovnih studija (OS) Kriminalistiko-policijske akademije
(T-test za nezavisne uzorke)
Independent Samples Test
Mean
TESTOVI
OA
t-test for Equality of Means
OS
Mean
Difference
Std. Error
Difference
-1.67
-1.26
MARGAR
(Equal
47.42 45.75
variances
assumed)
ASTRAND
(Equal
56.26 55
variances
assumed)
95% Confidence Interval of

the Difference
df
Sig.
(2-tailed)
Lower
Upper
1.87
-5.37
2.04
-.889
137
.376
1.80
-4.81
2.29
-.701
137
.484
Legenda: MARGAR - Margarija test 7 stepenika; ASTRAND - Astrand step test; Mean - aritmetika sredina; OA studenti osnovnih akademskih studija; OS - studenti osnovnih strukovnih studija; Mean Difference - razlika izmeu
aritmetikih sredina; Std. Error Difference - standardna greka razlike aritmetikih sredina; t - vrednost t-testa;
df - broj stepeni slobode; p - nivo znaajnosti;
Takoe, statistiki znaajna razlika izmeu dva subuzorka, na nivou 95% verovatnoe, nije
potvrena ni kod testa za procenu aerobnih sposobnosti ASTRAND, jer je t=-0,701, na nivou znaajnosti p=0.484.
Grafikon 1. Razlike izmeu anaerobnih i aerobnih sposobnosti studenata KPA
60
50
40
30
20
10
0
Zbornik radova
MARGAR
ASTRAND
OA
47.42
56.26
OS
45.75
55
321
DISKUSIJA
Uvidom u deskriptivne parametre u Tabeli 3. moe se konstatovati da su vrednosti aritmetikih sredina obe testirane varijable funkcionalnih sposobnosti numeriki neznatno vee kod studenata OA u odnosu na studente OS. Pretpostavka je da je na to, pored malo drugaije koncipiranog programa studija, uticalo aktivnije bavljenje sportom i vea ukljuenost studenata osnovnih akademskih
studija (OA) u sportske sekcije koje postoje na Kriminalistiko-policijskoj akademiji, pogotovo kada
se iz Tabele 1. vidi da su studenti OA i proseno stariji i veeg indeksa telesne mase (BMI).
Obe grupe ispitanika su homogene, na ta upuuju vrednosti koeficijenta varijacije (Peri,
1996). Kod testa ASTRAND postoji izrazita homogenost rezultata studenata OA i OS, dok su kod
testa MARGAR postignuti rezultati studenata OA i OS homogeni do izrazito homogeni. Na osnovu vrednosti Skewness i Kurtosis moe se konstatovati da postoji pravilna distribucija rezultata
(, 2000).
T-testom za nezavisne uzorke vreno je poreenje razlika izmeu aritmetikih sredina dve
generacije studenata KPA, a analiza rezultata pokazala je da kod testova za procenu anaerobnih
(MARGAR) i aerobnih (ASTRAND) sposobnosti ne postoje statistiki znaajne razlike izmeu studenata OA i studenata OS.
U vezi sa tim, moe se rei da poveani obim fizikih aktivnosti kojima su studenti bili izloeni
tokom terenske obuke (jutarnje vebanje; dugotrajna peaenja pod optereenjem sa opremom terenska uniforma sa pripadajuom terenskom obuom - terenskim izmama, opasa sa pitoljem
i rezervnim okvirima, borbeni lem, automatska puka i rap sa rezervnim okvirima i priborom za
ienje naoruanja, borbeni ranac; kretanje po brdsko-planinskom terenu po ureenim i van ureenih peakih staza; upotreba vatrenog oruja; izvoenja strojeve i taktike obuke, kao i obuke
iz operativnih policijskih vetina - OPV, i dr.), kao i to da su testiranja vrena pretposlednjeg dana
terenske obuke u letnjim uslovima, hipotetiki mogu biti razlozi ne postojanja statistiki znaajnih
razlika izmeu studenata osnovnih akademskih i osnovnih strukovnih studija KPA. U prilog tome
je i injenica da to su fizike aktivnosti zastupljenije u odnosu na profesionalno-radne zahteve, to
fizika pripremljenost pojedinca uslovljeno mora biti na odgovarajuem nivou (Collingwood, 1988).
Razlog za ovakav rezultat najverovatnije se nalazi u ujednaenoj selekciji kandidata na prijemnom ispitu za upis na KPA gde se vri testiranje odreenih motorikih sposobnosti, kao i u stalnom
praenju nivoa fizikih sposobnosti tokom svake godine studija (Jankovi i sar., 2013; .,
2010).
Neznatno bolji rezultati studenata tree godine OA u odnosu na studente druge godine OS
kod oba testa funkcionalnih sposobnosti, razlikuju se od istraivanja Blagojevia (2002), gde se u
odnosu na poetak studiranja i prvu godinu studija u nastavku studiranja linearno smanjuje uticaj
predmeta Specijalno fiziko obrazovanje (SFO) i bazino-motorikih sposobnosti (BMS), odnosno
opte fizike pripreme radi poveanja obima nastave usmerene ka usavravanju specifinih vetina
SFO.
Postignuti rezultati studenata KPA, kod testa MARGAR, na viem nivou su u odnosu na rezultate mladih vaterpolista u istraivanju Jankovi i Aleksandrovi (2006), ali i znatno slabiji od rezultata testiranih hokejaa u Indiji - seniora, juniora i studenata (Bhanot & Sidhu, 1983). Prema Milenkovi et al. (2009) mladi fudbaleri imaju sline vrednosti maksimalne anaerobne moi (MARGAR)
kao i studenti KPA. Test maksimalne anaerobne moi, po Margariji preporuuje se za potrebe dijagnostike anaerobne komponente funkcionalnih sposobnosti u nastavi i trenanom radu (Brankovi
i Stojiljkovi, 2006).
Vrednosti relativnog utroka kiseonika studenata KPA indirektno dobijene testom ASTRAND,
prema Markoviu i Bradiu (2008) nie su od vrednosti fudbalera bez obzira na njihovu poziciju u
timu, ali su po Dujmoviu (2000, preuzeto od Tomako, & okii, 2011) na nivou kvalitetnih amatera i perspektivnih juniora. Rezultati ASTRAND testa studenata Kriminalistiko-policijske akademije
na slinom nivou su sa rezultatima studije Sharkey (1970) sa studentima Montana Univerziteta u
322
SAD gde je istraivan efekat treninga na planiranje vebanja. Vrednosti Astrand step-testa, tj. indirektno dobijene relativne potronje kiseonika poeljno je ipak uzeti sa malom rezervom zbog procene greke od 10% kod dobro utreniranih, odnosno do 15% kod neutreniranih pojedinaca (http://
www.yumpu.com/it), medjutim imajui u vidu da je ovaj terenski test vrlo primenljiv za oba pola i
sve uzrasne kategorije, ne treba ga potpuno iskljuiti.
ZAKLJUAK
Dva su razloga za testiranje fizikih sposobnosti u policiji. Prvi razlog je nesigurnost da potencijalni i postojei policajci imaju minimalni nivo fizike sposobnosti da obavljaju svoju dunost u
zatiti javne bezbednosti. Drugi razlog je da se naglasi znaaj fizike aktivnosti po zdravlje (Bonneau
& Brown, 1995).
Terenska obuka kao poseban oblik nastave na Kriminalistiko-policijskoj akademiji ima znaajnu ulogu u edukaciji studenata i njihovoj pripremi za obavljanje poslova u Ministarstvu unutranjih poslova ( ., 2011). trajanja obuke jutarnjim vebanjem podie se
nivo opte fizike spremnosti studenata, neophodan za adekvatno uvebavanje praktinih znanja i
vetina.
Takodje, obzirom da su u skladu sa Programu strunog usavravanja policijskih slubenika
Ministarstva unutranjih poslova Republike Srbije (2013, 2014) policijski slubenici u obavezi da
sami odravaju svoj bazini motoriki status, odnosno fiziku kondiciju, tako su i studenti obe generacije studija pre obuke morali da podignu sopstveni nivo fizikih sposobnosti kako bi to uspenije
savladali sve postavljene zadatke na terenskoj obuci i stekli neophodna znanja i vetine za obavljanje
policijskog posla.
Na osnovu rezultata istraivanja moe se zakljuiti da ne postoji statistiki znaajna razlika
izmeu dva tretirana subuzorka, koji su inili studenti KPA OA i OS studija u situaciji ispoljavanja
aerobnih i anaerobnih potencijala, u ovom sluaju merenih testom maksimalnih anaerobnih sposobnosti, po Margariji, i testom maksimalnih aerobnih sposobnosti, Astrand step-test.
Imajui u vidu da se tokom studija na Kriminalistiko-policijskoj akademiji velika panja poklanja praenju nivoa fizikih sposobnosti studenata, ali ne i tokom terenske obuke u letnjim uslovima, poeljno bi bilo u narednom periodu, tokom terenske obuke, uvesti praenje nivoa motorikog
ali i funkcionalnog prostora studenata, odnosno buduih policijskih slubenika koji se koluju na
ovoj visokokolskoj ustanovi, u terenskim uslovima, izmeu ostalog koristei i terenske testove koji
su primenjeni u ovom radu.
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soccer players (Uticaj trenanog procesa u pripremnom periodu na razvoj funkcionalnih sposobnosti mladih fudbalera). U: Mikalaki, M. (Ur.), Zbornik radova 1st International Scientific
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maksimalnog primitka kiseonika u nogometu. U: Findak, Vladimir (ur.), Zbornik radova 20.
ljetne kole kineziologa Republike Hrvatske - Pore, 376-383, Zagreb: Hrvatski kinezioloki savez.
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Bojan Mitrovic, Goran Vuckovic
UDK 796.012.1-057.875
DEMONSTRATION OF ANAEROBIC AND AEROBIC ABILITIES

AMONG THE STUDENTS OF POLICE ACADEMY1)
Bojan Mitrovic, Goran Vukovic

Ministry of Interior of the Republic of Serbia,
Academy of Criminalistic and Police Studies, Belgrade, Serbia,
INTRODUCTION
In order to successfully perform police duties, and to apply police powers, due to the complexity of these tasks and activities, candidates for work in the police must possess certain psycho-physical characteristics, because this is a legal requirement for employment in the police (Dujkovic et
al., 2009). Results of the study by Srensen (2005) with the police of Finland proved that there is a
significant relationship between the physical fitness level of police officers in the younger age or at
the beginning of their professional police career, in the function of a very strong positive predictive
association with physical preparedness, and the attitude towards physical exercise in older, mature
age. The results showed a highly significant role of behavior patterns, habits and attitudes towards
physical exercise in the system of education of police officers. Such kind of personal and professional attitude of individuals, but also the organizations, compared to positive opinions about the
necessity of an adequate level of training, which by analogy presupposes adequate resultant morphological status, plays a very important health and socio-anthropological role in the professional
status of police officers (Blagojevic et al., 2006; Australian Federal Police, 2004; Coldiz, 1999; Lord,
1998; Bonneau & Brown, 1995; according to Milosevic, 1985, all taken from Dopsaj et al., 2010).
Police work involves a series of measures and actions undertaken to prevent and resolve potential
incidents, but the successfulness of these situation (in which occurs use of force) is conditioned by
the fact that police officers need to be physically fit in order to meet the professional requirements
(Vuckovic et al., 2011; Blagojevic et al., 2006; Anderson, 2001; Bonneau & Brown, 1995). Practice has
shown that inadequate level of motoric, as well as anaerobic and aerobic abilities present the limiting
factor for the quality of daily work of police officers, relating to the means of force. Therefore, a great
part of the study programs of the basic studies at the Academy of Criminalistics and Police Studies
(former Police Academy) refer to special forms of education aimed at the adoption of professional
skills necessary for the profile of police officers, and those skills represent the most applicable part
of the practical knowledge to be acquired by students or future police officers who are educated at
this institution of higher education. An integral part of the educational process at the undergraduate level is mandatory professional field training in summer conditions. Field training is one of the
segments of practical training of students at Academy of Criminalistics and Police Studies (ACPS),
where students under specific regime of living and working adopt a series of practical knowledge and
skills necessary for the efficient performance of tasks within the domain of the Ministry of Interior,
Republic of Serbia (Milojevic et al., 2011; Milojevic, 2010). In accordance with the Elaborat of the
The paper has resulted from the project entitled The Effects of Applied Physical Activity on the Locomotive, Metabolic,
Psycho-Social and Educational Status of the Population in the Republic of Serbia reg. no. III47015, as part of the subproject entitled The Effects of Applied Physical Activity on the Locomotive, Metabolic, Psycho-Social and Educational
Status of the Police Population in the Republic of Serbia, financed by the Ministry of Science and Technology Development of the Republic of Serbia - The Cycle of Scientific Projects 2011-2015.
1)
326
Demonstration of Anaerobic and Aerobic Abilities Among the Students of Police Academy
training, students are sent to Ministry of Interiors Training Center Mitrovo polje, Republic of Serbia, during the third year of basic academic studies (OA) and the students of the sophomore year of
basic vocational studies (OS) (http://www.kpa.edu.rs), where they implement practical educational
contents predicted by Elaborat, in a field uniform and the corresponding field footwear (field boots).
The testing of anaerobic and aerobic abilities of students is realized in the afternoon, after attending
lessons, during extracurricular activities or their leisure time (Dimitrijevic et al, 2011).
The problem of this research are the physical abilities of the police officers, in this case of the
two generations of students at Academy of Criminalistics and Police Studies (ACPS), namely the
students of basic academic and basic vocational studies, who were referred to field training.
The aim of this study was to determine the possible existence of differences in anaerobic and
aerobic abilities among two generations of ACPS students on field training exercise, namely students
of basic academic (OA) and basic vocational studies (OS) sent to the field training exercise.
After a defined the problem and the aim of this study the following hypotheses have been set:
H1 - There are statistically significant differences in anaerobic and aerobic abilities between
the students of basic academic studies (OA) and basic vocational studies (OS);
H1/1 - There are statistically significant differences in anaerobic abilities between the students
of basic academic studies (OA) and basic vocational studies (OS);
H1/2 - There are statistically significant differences in aerobic abilities between the students of
basic academic studies (OA) and basic vocational studies (OS).
METHOD
The research was conducted during two field trainings in summer conditions for the students
of Academy of Criminalistics and Police Studies (ACPS), at the Ministry of Interiors Training Center
Mitrovo Polje of the Republic of Serbia, at the foot of mountain Goc, about 700 meters above sea
level, with the generation of students in the sophomore year of basic vocational studies (OS) in the
academic year 2012/2013, and the generation of students in the third year of basic academic studies
in the academic year 2013/2014. The study sample consisted of 139 students (37 female and 102
male) at the basic academic studies (OA) and at basic vocational studies (OS) at Academy of Criminalistics and Police Studies (ACPS), aged 20 to 27, who were divided into two subsamples, namely:
65 students from the generation at the third year of basic academic studies in the academic year
2013/2014 (16 female students and 49 male students), and 74 students from the generation at the
sophomore year of basic vocational studies in the academic year 2012/2013 (21 female and 53 male
students). For more review into the characteristics of subsamples in Table 1, in addition to age, anthropometric parameters of body mass and height were determined, and based on their values, the
parameter for the assessment of nutritional status level was determined - body mass index (BMI).
The value of body mass index (BMI) is calculated according to the following formula (American
College of Sports Medicine, 2006; Heyward & Stolarczyk, 1996):
BMI (kg / m) = BW (kg) / BH (m)
meaning: BMI - body mass index, expressed in kg / m; BW - body weight, the basic measure body
volume, expressed in kg (kilograms); BH - body height, body longitudinally fixed rate, expressed in
m (meters).
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327
Table 1. Characteristics of the subsamples - students of basic academic and basic vocational studies at ACPS
SUBSAMPLES
N=139
OA
OS
AGE
BW
BH
BMI
Mean
SD
Mean
SD
Mean
SD
Mean
SD
65
21,75
0.96
80,45
13.86
180,38
8.67
24,56
2.88
74
20,95
1.04
75,32
12.44
178,72
8.13
23,46
2.49
Legend: OA - students of basic academic studies, OS - students of basic vocational studies, N - number of students;
BW - body weight; BH - body height; BMI - body mass index; Mean - arithmetic mean; SD - standard deviation.
To determine the difference between subsamples, ie. generation of students, given the field
conditions, of measuring instruments, test results were observed for the assessment of functional ability, anaerobic and aerobic capacity, respectively: maximum anaerobic capacity test, according to Margari (MARGAR) and maximum aerobic capacity test, according to Astrand step-test
(ASTRAND).
Maximum anaerobic capacity test, by Margari, is performed at the height of 3-7 steps, where
each step is 15 - 17.5 cm high. Student climbs on the steps at maximum speed, and the climbing
time is measured with a stopwatch with accuracy of 0,01s (Djuraskovic, 2009). In this specific case,
the test included 7 steps at the height of 17 cm. Then the lifting power of the body is determined
according to the formula:
V = total height of the steps (m) x 0.70 / Climbing time (s)
After the obtained results, the absolute anaerobic capacity is determined (expressed in kg/
m/s) as the product of body weight (kg) and the lifting power of the body.
Absolute anaerobic capacity (AAC in kg/m/s) = Body weight (BW) x Power lifting body (V)
In this way we calculate the speed aspect of the anaerobic functional capacity.
Astrand step test, the maximum aerobic capacity test, is based on the indirect determination
of maximum oxygen uptake (VO2max). The pace of climbing, on a step bench 33cm high for women,
and 40cm high for men, for 5 minutes of test duration is 22.5 times per minute (Marley & Linnerud,
1976). To regulate the rhythm of climbing in the specified rhythm, the metronome ticking 90 beats
per minute was used. Based on the measured value of the pulse for 15 seconds after finish of the
test, and the value of body mass, on a scale of Astrand- Rhymings nomogram (Figure 1 - http://
www.fiziolive.ru), the value of maximum oxygen uptake (VO2max) is indirectly determined by finding
a point on the vertical line of body mass (1 - men or women), that corresponds to the body mass of
the students, and connecting it with the point on the left vertical line (2 - pulse frequency). The size
of maximum oxygen uptake corresponds to the intersection point of the line obtained as previously
described, and of the oblique line (3 - VO2max or maximum uptake in l/min), and then that value is
converting into the relative oxygen uptake value - VO2rel in ml/kg/min (Djuraskovic, 2009; Heimar &
Medved, 1997). On the field training in Ministry of Interiors Training Center Mitrovo Polje of the
Republic of Serbia, stands next to the sports grounds were used instead of step benches, 33 cm high
for female students, 40 cm high for male students.
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Figure 1. Astrand-Rhymings nomogram for indirectly determination VO2max

(a correction factor of age)
AGE
FACTOR
25
1,00
35
0,87
40
0,83
45
0,78
50
0,75
55
0,71
60
0,68
65
0,65
Tests were carried out in a field uniform and the corresponding field training footwear (field boots). The obtained data were analyzed using the statistical program SPSS Statistics for Windows, Version 20.0 (IBM Corp. Released, 2011), and the procedures included the basic descriptive parameters
for determining the significance of differences between subsamples T-test for independent samples.
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329
RESULTS
Based on the results of basic descriptive statistics (Table 2), we can conclude that the average
result achieved among students of OA (students of basic academic studies at ACPS) and OS (students of basic vocational studies at ACPS) for the MARGAR test was Mean SD 47.42 11.34 kg/
m/s (kilograms of body mass per meter per second); 45.75 10.74 kg/m/s, respectively. And average
result achieved for the ASTRAND test among students of OA and OS was Mean SD 56.26 10.25
ml/kg/min (milliliters per kilogram of body mass per minute); 55 10.84 ml/kg/min, respectively.
Table 2. Basic descriptive parameters of anaerobic and aerobic abilities students of basic academic
and basic vocational studies at ACPS
Descriptive Statistics
TESTS
SUB
SAMPLES
N=139
Min.
Max.
Mean
SD
cV%
Skewness
Statistic Statistic Statistic Statistic Statistic Statistic Statistic
Kurtosis
Std.
Std.
Statistic
Error
Error
MARGAR
(kg/m/s)
OA
65
25.94
72.10
47.42
11.34
24
-.017
.297
-.785
.586
OS
74
26.03
74.66
45.75
10.74
23
.065
.279
-.386
.552
ASTRAND
(ml/kg/min)
OA
65
39.02
77.16
56.26
10.24
18
.058
.297
-1.108
.586
OS
74
26.27
70.51
55
10.84
20
-.502
.279
-.427
.552
Legend: MARGAR - Margaria test of 7 stairs; ASTRAND - Astrand step test; OA - students of basic academic studies,
OS - students of basic vocational studies; N - number of students; Min. - minimum value;
Max. - maximum value; Mean - arithmetic mean; SD - standard deviation;
cV% - coefficient of variation; Skewness - degree of inclination; Kurtosis - degree of curvature.
As seen from the previous table, students of basic academic studies (OA) have higher values
of arithmetic means, both at MARGAR test (which measures the anaerobic ability of students at
ACPS, who were sent to field training in summer conditions), and at ASTRAND test (which measures aerobic ability of students at ACPS, sent to field training in summer conditions, compared to
students of basic vocational studies at ACPS). Individually, students of vocational studies also have
better minimum score (Min.) and maximum score (Max.) at MARGAR test, compared to students
of basic academic studies. On the other hand, students of basic academic studies have better minimum score (Min.) and maximum score (Max.) at ASTRAND test, compared to students of basic
vocational studies.
The values of the coefficient of variation (cV%), ie. the relative measure of dispersion both at
MARGAR test (OA - 24% vs. OS - 23%) and at ASTRAND test (OA - 18% vs. OS - 20%) indicate that
both generations of students are homogeneous to extremely homogeneous in terms of the anaerobic
and aerobic ability of students at ACPS sent to field training. The coefficient of inclination Skewness
and the coefficient of curvature Kurtosis indicate that the results are properly distributed in both
tests.
Table 3 and Graph 1 show the results of the T-test for independent samples with differences
between the mean values of anaerobic and aerobic abilities between subsamples of OA and OS students at ACPS.
By further analysis of the achieved results, it was found that between subsamples, at the test
for assessing anaerobic ability MARGAR, there was no statistically significant difference at 95% probability level, because t=-0.889, at a significance level of p = 0.376.
330
Table 3. The significance of differences in anaerobic and aerobic abilities students of basic academic (OA) and basic vocational studies (OS) at Academy of Criminalistics and Police
Studies (T-test for independent samples)
Independent Samples Test
Mean
TESTS
t-test for Equality of Means

Mean
Std. Error
Difference Difference
OA
OS
MARGAR
(Equal
variances
assumed)
47.42
45.75
-1.67
ASTRAND
(Equal
variances
assumed)
56.26
55
-1.26
95% Confidence Interval of

the Difference
df
Sig.
(2-tailed)
Lower
Upper
1.87
-5.37
2.04
-.889
137
.376
1.80
-4.81
2.29
-.701
137
.484
Legend: MARGAR - Margaria test of 7 stairs; ASTRAND - Astrand step test; Mean - arithmetic mean;
OA - students of basic academic studies, OS - students of basic vocational studies; Mean Difference - difference
between arithmetic means; Std. Error Difference - standard error difference between arithmetic means;
t - t-test value; df - number degree of freedom; p - level of significance;
Also, a statistically significant difference between the two subsamples, at 95% probability, was
neither confirmed at the test for assessing aerobic ability ASTRAND, because t=-0.701, at a significance level of p=0.484.
Graph 1. Differences among anaerobic and aerobic abilities students at ACPS
60
50
40
30
20
10
0
Zbornik radova
MARGAR
ASTRAND
OA
47.42
56.26
OS
45.75
55
331
DISCUSSION
After examining the descriptive parameters in Table 3, it can be concluded that the values of
the arithmetic mean of both tested variables of functional capacities are numerically insignificantly
higher in OA students compared to OS students. The assumption is that what contributed to this,
in addition to a different concept of the study program, was actively doing sports and greater involvement of students of basic academic studies (OA) in the sports sections available at Academy of
Criminalistics and Police Studies, especially when from Table 1 it can be seen that the OA students
are on average older and with a higher body mass index (BMI).
Both groups of students were homogeneous, as suggested by the values of the coefficient of
variation (Peric, 1996). At ASTRAND test there is a striking homogeneity of the results between
OA and OS students, while at MARGAR test, the achieved results between OA and OS students
are homogeneous to highly homogeneous. Based on the values of Skewness and Kurtosis, it can be
concluded that there is an equal distribution of the results (Petkovic, 2000).
The T-test for independent samples was used for comparing the differences between arithmetic means of two generations of students at ACPS, and the analysis of the results showed that in tests
for the assessment of anaerobic (MARGAR) and aerobic (strand) abilities, there are no statistically
significant differences between OA and OS students.
In regard to this, we can say that the increased volume of physical activities to which the
students were exposed during field training (morning exercise, prolonged walking under load with
equipment - field uniform with corresponding field footwear - field boots, official belt with gun and
spare frames, combat helmet, machine gun and spare frames and accessories for cleaning weapons,
combat rucksack, move through the hilly and mountainous terrain on and off footpaths, use of firearms; performing of military and tactical training as well as training in operational policing skills
- OPS, etc.), and the fact that the testing was done on the day before the last day of field training in
summer conditions, hypothetically could be the reasons for not resulting in the statistically significant difference between OA and OS students at ACPS. This is supported by the fact that, the more
frequent physical activity in relation to professional and operating requirements, physical preparedness of an individual must be at the appropriate level (Collingwood, 1988).
The reason for such a result is likely to be in the uniform selection of candidates in the entrance exam for admission to the ACPS, where certain motor abilities are tested, as well as in the
constant monitoring of the level of physical abilities during each year of the study (Jankovic et al.,
2013; Dopsaj et al., 2010).
Slightly better results of third year OA students compared to students in the sophomore year
OS students, in both functional abilities tests, are different from research by Blagojevic (2002), where
in relation to the start of the studies and from the first academic year of studies onwards, the impact of the subjects Special Physical Education (SPE) and basic motor abilities (BMA) is reduced, ie.
general physical preparation in order to increase the number of classes aimed at improving specific
SPE skills.
The achieved results with ACPS students, at MARGAR test, are at a higher level compared
to the results of young waterpolo players in the research by Jankovic and Aleksandrovic (2006), but
significantly weaker than the results of the tested hockey players in India - seniors, juniors and students (Bhanot & Sidhu, 1983). According to Milenkovic et al. (2009), the young football players have
similar values of maximum anaerobic power (MARGAR) as well as ACPS students. The test of maximum anaerobic power, by Margari, is recommended for the diagnostics of anaerobic components
of functional abilities in teaching and training process (Brankovic and Stojiljkovic, 2006).
The values of relative oxygen uptake of ACPS students, indirectly obtained at ASTRAND test,
according to Markovic and Bradic (2008), are lower than the value of football players regardless of
their position on the team, but according to Dujmovic (2000, taken from Tomasko & Sokicic, 2011)
they at the level of quality amateurs and promising juniors. Results of ATRAND test of students
332
at ACPS are at a similar level with the results of the study Sharkey (1970) with students from the
University of Montana in the United States, where they researched the effect of training on exercise
planning. The values of Astrand-step test, ie. indirectly obtained relative oxygen uptake, should be
taken with reserve due to the small estimation error of 10% in well-trained, or up to 15% in non-trained individuals (http://www.yumpu.com/it). However, bearing in mind that this field test is very
applicable to both genders and all age categories, it should not be totally excluded.
CONCLUSION
There are two reasons for testing the physical abilities in the police. The first reason is the
uncertainty that potential and employed police officers have a minimum level of physical ability to
perform their duty to protect the public safety. Another reason is to accent the importance of physical activity to health (Bonneau & Brown, 1995).
Field training as a special form of education at Academy of Criminalistics and Police Studies
has an important role in educating students and preparing them for professional police tasks in the
Ministry of Interior (Milojevic et al., 2011). During the training, morning exercise raises the level of
general physical preparedness of students, which is necessary for the adequately exercise of practical
knowledge and skills.
Also, given that in accordance with the Professional Development Program for Authorized
Officers of the Ministry of Interior of the Republic of Serbia in 2013. and 2014. (2013, 2014), police
officers are obliged to maintain their basic motoric status on their own, or physical fitness, so the
students of both generations at studies before the training had to raise their level of physical ability,
in order to master all the tasks assigned to field training as successfully as possible, and acquire the
necessary knowledge and policing skills.
Based on the research results, it can be concluded that there is no statistically significant difference between the two treated subsamples, which consisted of OA and OS students at ACPS, in the
situation of manifesting anaerobic and aerobic potential, in this case the maximum anaerobic capacity measured by test by Margari, and the maximum aerobic capacity test, the Astrand-step test.
Bearing in mind that during studies at the Academy of Criminalistics and Police Studies, great
attention is paid to monitoring the level of physical abilities of students, but not during field training
in summer conditions, it would be desirable that in the future, during field training, monitoring the
level of motoric and functional space of students, or of future police officers who are educated at this
institution of higher education, is introduced in field conditions, among other things, using the field
tests that have been applied in this paper.
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26. Peri, D., (1996). Operacionalizacija 2: Statistike aplikacije u istraivanjima fizike kulture.
Beograd:FINE Graf.
27. Petkovi, D. (2000). Metodologija istraivanja u fizikoj kulturi (prirunik za studente poslediplomskih studija). Ni: Fakultet fizike kulture.
28. Professional Development Program for Authorized Officers of the Ministry of Interior of the
Republic of Serbia for 2013, (2013).
29. Professional Development Program for Authorized Officers of the Ministry of Interior of the
Republic of Serbia for 2014. (2014).
30. Sharkey, Brian. J. & Montana Univ. Foundation, Missoula (1970).A Study of the Relationship of
the Intensity of Physical Exercise and the Length of Time Physical Exercise is Performed and Its
Effect on the Development and Maintenance of the Fitness of the Heart and Lungs. Distributed by
ERIC Clearinghouse, [Washington, D.C.].
31. Tomako, J., & okii,M. (2011). Vanost dijagnostike i primjena terenskih testova za procjenu
maksimalnog primitka kiseonika u nogometu. U: Findak, Vladimir (ur.), Zbornik radova 20.
ljetne kole kineziologa Republike Hrvatske - Pore, 376-383, Zagreb: Hrvatski kinezioloki savez.
32. Vukovi, G., Blagojevi, M., Dopsaj, M. (2011). Specijalno fiziko obrazovanje 2. Beograd:
Kriminalistiko-policijska akademija.
Zbornik radova
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Darko Stojanovi
UDK 796:37
EFEKTI ASA SPORTSKIH AKTIVNOSTI

U NASTAVI FIZIKOG VASPITANA
Darko Stojanovi
Univerzitet u Niu, Fakultet sporta i fizikog vaspitanja, Ni, Republika Srbija
UVOD
Osnovni cil nastave fizikog vaspitanja je da se organizovanim procesom nastave izvri
pozitivan uticaj na psihosomatski status uenika i da se pomou transformacije somatskog statusa
vri korekcija uticaja biolokih inilaca, za koje je utvreno da u vreme intenzivnog rasta i razvoja
nisu dovolni. Nastava fizikog vaspitanja ima znaajan udeo i u obrazovanju pojedinca, i ima za
cil da pomou adekvatnih fizikih aktivnosti doprinese optimalnom razvoju mogunosti pojedinca,
njegov rast i razvoj, fizike i psihosocijalne osobine (Hardman, 2007). kolsko fiziko vaspitanje,
njegova praktina i vaspitna usmerenost i rezultati koji se njime postiu predstavlaju vrlo kompleksni
fenomen koji zahteva plansko i sistematsko izuavanje svih njegovih aspekata i sastavnih delova u
funkciji optimalizacije nastavnog procesa (Anastasovski i sar., 2000).
Redovna fizika aktivnost u detinjstvu prua neposredne zdravstvene beneficije, kroz pozitivni
uticaj na grau tela i razvoj miinog i skeletnog sistema (Malina & Bouchard, 1991), no ipak,
nastava fizikog vaspitanja ne daje one efekte koji se od nje oekuju. Na osnovu podataka iz naunih
istraivanja o karakteru i kvalitetu kolskog fizikog vaspitanja (Todorovski, 1994; Sallis et al., 1997;
Stojanovi, 1998; Brankovi, 2001; Milenkovi, 2002; Dragi, 2003; Koutedakis & Bouziotas, 2003;
Jurg et al., 2006; Stamatovi i ekeli, 2006), moe da se zaklui da ono ne samo da nije dovolno
orjentisano na sistematsko i svestrano telesno vebanje, nego i da mu nedostaje odgovarajui
intenzitet koji bi izazvao nadraaje koji bi bili u funkciji unapreivanja fizikog razvoja i fizikih
sposobnosti uenika (Madi i Dragi, 1989; Pate et al., 2006). Neke od navedenih komponenata su
bile predmet istraivanja izvesnog broja domaih i stranih autora, meutim, pitanje modaliteta i
obima optereenja na asovima (Pate et al., 2006), metoda za njegovo odreivanje i doziranje nije
izueno u zadovolavajuem obimu, jer predstavla vrlo sloen proces i ostaje neiscrpan izvor za dale
izuavanje i dobijanje sve preciznijih reenja.
Aktuelni nastavni plan i program fizikog vaspitanja za osmogodinje kole predvia realizaciju
nastave fizikog vaspitanja sa fondom od dva asa nedelno na kojima se ostvaruju zadaci i sadraji
zajednikog nastavnog programa i sa po jednim asom sportskih aktivnosti nedelno na kojima se
ostvaruje poseban sportski program. Iz tih razloga je potrebno kroz pedagoki eksperiment proveriti
u praksi da li posebno programirana nastava koja se odvija na asu predvienom za sportske
aktivnosti uenika ima znaajniji uticaj na istraivane dimenzije psihosomatskog statusa uenika, za
razliku od nastave koja se realizuje u okviru fonda od dva asa fizikog vaspitanja nedelno.
Problem ovog rada je analiza rezultata istraivanja objavlenih u periodu od 1997. do 2012.
godine, koja su se bavila efektima asa sportskih aktivnosti u nastavi fizikog vaspitanja kod uenika
osnovnih kola.
Cil rada je da se prikupe i anliziraju rezultati i zakluci do kojih su doli autori radova koji su
uvreni u ovo istraivanje, i da se da kritiki osvrt na ista.
336
Efekti asa sportskih aktivnosti u nastavi fizikog vaspitana
METOD
Za prikuplanje i analizu dosadanjih istraivanja u ovom radu, koji je obuhvatio 16 radova,
korieni su metod selekcije, deskriptivni metod, metod sistematizacije, metod analize i sinteze i
metod komparacije. Deskriptivna metoda je postupak jednostavnog opisivanja ili oitavanja injenica, procesa i predmeta u prirodi i drutvu te njihovih empirijskih potvrivanja odnosa i veza, ali bez
znanstvenog tumaenja i objanjenja. Ova metoda primenjuje u poetnoj fazi naunog istaivanja,
a ima veu vrednost ako je jednostavno opisivanje povezano s objanjenjima o uoenim vanijim
obelejima opisivanih injenica, predmeta i procesa, njihovih zakonitosti i uzronih veza i odnosa.
Metod selekcije se odnosi na odabir radova. Metoda analize je postupak naunog istraivanja ralanjivanjem sloenih pojmova, sudova i zakluaka na njihove jednostavnije sastavne delove i elemente. Analiza je, prema Hegelu, postupak milenja u kretanju od posebnog ka optem ili izvoenje
teorema iz aksioma po utvrenim pravilima. Analiza je proces redukcije nejednakoga na sve veu
jednakost. Metoda sinteze je postupak naunog istraivanja i objanjavanja stvarnosti putem sinteze
jednostavnih sudova u sloenije. Sinteza je nain sistematizovanja znanja po zakonitostima formalne
logike, kao proces izgradnje teorijskog znanja u pravcu od posebnog ka optem, odnosno od vrste
prema rodu. Predmet istraivanja komparativne metode su indentinosti, slinosti i razlike pojava i
procesi. Samouporeivanjem moemo utvrditi da li su indetnini, slini, odnosno razliiti i u emu.
Isto se odnosi na uporeivanje procesa sa ve utvdenim standardima. Meutim, nuno je napraviti
razliku izmeu indentinosti, slinosti i razlika. Metod sistematizacije je razvrstavanje, klasifikovanje i grupisanje predmeta i pojava.
Prilikom prikuplanja dosadanjih istraivanja korieni su internet pretraivai Pub-med,
Mendeley, Google scholar kao i baza podataka Kobson. Pretraivane su klune rei: fiziko
vaspitanje, sportske aktivnosti, efekti programa. Pretraga je ograniena na radove u poslednjih
12 godina, osim rada (Sallis et al., 1997), koji je uzet u obzir zbog velikog uzorka ispitanika, te se
moe smatrati za dobru teorijsku bazu ovog preglednog rada. Sva istraivanja su vezana za uzorak
ispitanika uenika osnovnih kola.
REZULTATI
Prikuplena istraivanja koja su koriena za ovaj rad prikazana su na tabeli br. 1. Za svako
istraivanje prikazani su parametri: uzorak ispitanika (broj, uzrast, pol i zdravstveni status) i
eksperimentalni tretman (trajanje programa, broj grupa eksperimentalnih i kontrolnih i primenjeni
program vebanja).
Zbornik radova
337
Darko Stojanovi
Tabela 1. Prikaz prikuplenih i analiziranih radova

Sample Characteristics
Author & Year
Sallis, J. et al.
(1997)
Kati, R. et al.
(2002)
Milanovi, I.
(2007)
Male, B. et al.
(2007)
Jurak, G. et al.
(2007)
955
178
538
82
328
Age
10-11
9-10
7-10
Gender
/W
M/W
M/W
Experimental treatment
Duration
24 months
6 months
Number of
groups
2 EXP
1 CON
1 EXP
1 CON
Exercise programe
Results
Students spent more

minutes per week being
physically active in
specialist-led (40 min)
and teacher-led (33 min)
physical education classes
than in control classes
(18 min; P < .001). After
Additional sports games
2 years, students in the
specialist-led condition
were superior to students
in the control condition
on abdominal strength
and endurance (P < .001)
and cardiorespiratory
endurance (P < .001).
Athletic training
program
Exp. group were

superior than control
group in endurance,
explosive strength,
repetitive strength and
coordination (P < .001)
3 months
2 EXP
2 CON
Agility polygon
Exp. groups were

groups in speed, agility,
flexibility, coordination,
endurance and explosive
strength (P< .001)
9 months
1 EXP
1 CON
Additional athletic
exercise
Exp. group were superior

than control group in
all variables for motor
abilities.
4 years
1 EXP
1 CON
Exp. group were superior

than control group in
hand tapping, obstacle
Additional class hours of
course backward, forward
sports
bend on a bench, running
600m and body weight.
(P< .05)
Exp. groups were
groups in coordination,
balance and standing long
jump (p< .001)
Petrovi, A.
(2010)
58
13
M/W
3 months
2 EXP
2 CON
Milenkovi, D.
et al. (2011)
100
14
3 months
1 EXP
1 CON
Brankovi, N.
et al. (2011)
26
13-14
2 months
1 EXP
Additional athletic
exercise
Functional abilities
V02M, Margaria test and
vital lung capacity (p<05)
Ljubojevi, M.,
Vinji, D., &
Ili, J. (2011)
67
14
18 weeks
1 EXP
1 CON
Basketball program
Sports for athletes
EXP superior than CON

in all motor abilities tests.
338
Gymnastics program
exercise with music
Additional PE classes of EXP superior than CON

football
in all tests (P<.001)
Mandari, S. et
al. (2011)
31
14
2 months
1 EXP
1 CON
Zrnzevi, N.
& Zrnzevi, J.
(2011)
97
9 months
1 EXP
1 CON
Dibri, D. et
al. (2011)
153
18 weeks
2 EXP
1 CON
Specific PE classes
of high-low aerobic
program
EXP superior than

CON in morphologic
characteristic, functional
and motor abilities.
Additional exercise from

athletics, sport games
in all motor abilities tests
and dancing.
Additional PE class

(Eurofit) (p<.001)
Two additional PE
classes - basketball

in all motor abilities test,
and from morphological
measurements only
circumference of forearm.
Ljubojevi, M.,
Vinji, D. &
Ili, J. (2012)
140
13
M/W
18 weeks
1 EXP
1 CON
Milanovi, S.
(2012)
60
10
1 EXP
1 CON
Loli, V. i sar.
(2012)
66
12
18 weeks
1 EXP
1 CON
Additional PE with 33
classes with circle
traning

in all functional abilities
tests. P< .05
1 EXP
High-low aerobic
program
EXP superior than

CON in morphologic
characteristic, functional
and motor abilities.
Mandari, S. i
Sibinovi, A.
(2012)
30
13
Two additional activities EXP superior than CON

elementary games
U ovu grupu istraivanja spadaju radovi koji podrazumevaju efekte asa sportskih aktivnosti
u nastavi fizikog vaspitanja. Vebe koje su bile ukluene u eksperimentalne programe fizike aktivnosti u okviru dodatnih nastavnih aktivnosti bile su raznovrsne: sportske igre, elementarne igre,
sadraji atletike, koarke, fudbala, gimnastike, ritmike, plesa, aerobika i poligon okretnosti. Ova grupa obuhvata esnaest istraivanja.
Broj ispitanika u radovima bio je razliit, od 26 koliko je bilo u radu (Brankovi, Milenkovi i
Loli, 2011) do 955 koliko je bilo u radu (Sallis, McKenzie, Alcaraz, Kolody, Faucette & Hovell, 1997).
Polna pripadnost je takoe raznovrsna, u etiri rada ispitanike je inila grupa deaka (Milenkovi,
Pelemi i Brankovi, 2011; Brankovi i sar., 2011; Milanovi, 2012; Loli V., Goranovi, Bajri, i Loli
D., 2012), u sedam radova ispitanici su bile pripadnice enskog pola (Kati, Male i Mileti, 2002;
Male, uvela i Ravani, 2007; Ljubojevi i Vinji, 2011; Dibri, Pojski, Ferhatbegovi, Gani,
Hasanbegovi i Terzi, 2011; Mandari i Sibinovi, 2012) i u pet radova uzorak ispitanika bio je
meovit (Sallis et al., 1997; Milanovi, 2007; Jurak, Kova i Strel, 2007; Petrovi, 2010; Ljubojevi,
Vinji i Ili, 2012).
Trajanje primenjenih programa u radovima bilo je razliito i kretalo se od najmanje dva
meseca (Brankovi i sar., 2011; Mandari, Sibinovi, Mikalaki i Stojilkovi, 2011), pa do etiri godine u longitudinalnom istraivanju (Jurak i sar., 2007). U veini radova primenjeni program
vebanja trajao je 18 nedela ili jedno polugodite, s obzirom da su eksperimentalni programi u
veini sluajeva implementiran kao dodatak redovnoj nastavi fizikog vaspitanja u osnovnim kolama, ovaj period se smatra najbolim periodom za dobijenje efekata dodatnog fizikog vebanja
na transformaciju antropometrijskih karakteristika i motorikih sposobnosti kod uenika osnovnih
kola. U istraivanjima (Milanovi, 2012; Mandari i Sibinovi, 2012) nije konkretno navedeno
vreme trajanja programa fizikog vebanja.
U 14 radova su pored eksperimentalnih obuhvaene i kontrolne grupe, dok je kod ostalih dva
bilo obuhvaena samo jedna eksperimentalna grupa.
Zbornik radova
339
Darko Stojanovi
EFEKTI ASA SPORTSKIH AKTIVNOSTI U ODNOSU NA UZRAST

Navedena istraivanja su se bavila efektima dodatnih sportskih aktivnosti uenika osnovnih
kola, uzrasta od 7 do 14 godina. Mnogi autori navode ovaj period kao senzibilni period to se tie
rasta i razvoja bazinih i specifinih motorikih sposobnosti. Za uzrast od 7-8 godina u istraivanjima (Kati i sar., 2002; Male i sar., 2007; Zrnzevi i sar., 2011) su dobijeni pozitivni efekti kod testova
motorikih sposobnosti: izdrlivost, eksplozivna snaga, repetativna snaga (Kati i sar., 2002), dok su
pozitivni efekti u svim testovima motorikih sposobnosti pronaeni u istraivanjima (Male i sar.,
2007; Zrnzevi i sar., 2011). U radovima (Jurak i sar., 2007; Zrnzevi i sar., 2011) su takoe doli do
pozitivnih efekata na razvoj frekvencije i koordinacije pokreta. U istraivanju (Dibri i sar., 2011)
primenom treeg asa fizikog vaspitanja dobijeni su statistiki znaajni rezultati u svim Eurofit
testovima motorikih sposobnosti. Za uzrast od 9-10 godina, dobijeni su rezultati u istraivanjima
(Milanovi, 2007; Milanovi, 2012; Sallis et al., 1997), koji su pozitivno uticali na razvoj sledeih motorikih sposobnosti: abdominalna snaga (Sallis et al., 1997), izdrlivost (Sallis et al., 1997; Milanovi, 2007), agilnost, fleksibilnost i eksplozivna snaga u istraivanju (Milanovi, 2012). Efekte dodatnih asova u nastavi fizikog vaspitanja na uzrastu od 11-12 godina istraivali su (Loli i sar., 2012;
Sallis et al., 1997). Dobijeni su znaajni rezultati u razvoju funkcionalnih sposobnosti (Loli i sar.,
2012) i razvoju abdominalne snage, izdrlivosti i kardiorespiratorne izdrlivosti (Sallis et al., 1997).
Vei broj radova navedenih u tabeli, su se bavili istraivanjem uzrasta od 13-14 godina, kao senzibilni
period rasta i razvoja kompletne linosti uenika. U ovom periodu dobijeni su rezultati koji ukazuju
na pozitivni uticaj na razvoj koordinacije, ravnotee i eksplozivne snage nogu (Petrovi, 2010). Doprinos u razvoju svih motorikih sposobnosti prijavljen je u istraivanju (Milenkovi i sar., 2011). U
istraivanju Brankovi i sar. (2011) pobolane su funkcionalne sposobnosti u testovima VO2MAX,
Margarija i vitalni kapacitet plua. U dva istraivanja (Ljubojevi i sar, 2011; Ljubojevi i sar., 2012)
dobijeni su pozitivni efekti na razvoj svih motorikih sposobnosti uenika. U istraivanju (Mandari
i sar., 2012) pobolane su funkcionalne i motorike sposobnosti kao i morfoloke karakteristike.
EFEKTI ASA SPORTSKIH AKTIVNOSTI U ODNOSU NA POL
Najbolju sliku o efektima asa sportskih aktivnosti u odnosu na pol, moemo dobiti
analizom radova gde se primenjivao eksperimentalni program istovremeno na uenike i uenice
istog uzrasta. Kada je re o motorikim sposbnostima, u istraivanju Jurak i sar. (2007) na uzrastu od 7-10 godina, dobijeni su statistiki znaajni rezultati kod telesne teine u korist uenika, a
ostale varijable: koordinacija, abdominalna snaga i izdrljivost su statistiki znaajne u korist oba
pola. Slini rezultati za razvoj koordinacije, ravnotee i eksplozivne snage kod oba pola, pronaeni
su u istraivanju Petrovi (2010). Superiorniji rezultati uenika u odnosu na uenice u vertikalnom
skoku, idrljivost u snazi, agilnosti i koordnaciji pronaeni su u radu Milanovi (2007), dok su slini
rezultati, u korist oba pola, dobijeni kod sprinterske brzine i fleksibilnosti. U istraivanju Ljubojevi
i sar. (2012) na uzrastu od 13-14 godina, primeeno je vie pozitivnih efekata kod devojica nego kod
deaka. Ovo se objanjava visokim nivoom motorikih sposobnosti kod deaka ve na inicijalnom
merenju. Kada je re o intenzifikaciji asa sportskih aktivnosti rezultati iz istraivanja Petrovi (2010)
ukazuju na to da deaci provode vie aktivnog vremena vebanja u odnosu na devojice. Na osnovu
navedenih istraivanja moe se zakljuiti da, nebitno o kom uzrastu se radi, odreenim programima
moe se pozitivno u manjoj ili veoj meri uticati na razvoj motorikih sposobnosti kod uenika, a
naroito u veoj meri uticati na razvoj kod uenica zbog nieg nivoa motorikih sposobnosti u tom
dobu, kao i manjeg interesovanja za aktivno vreme vebanja tokom asa.
EFEKTI ASA SPORTSKIH AKTIVNOSTI U ODNOSU NA DUINU PROGRAMA
Dosadanja istraivanja su pokazala da se eksperimentalnim tretmanom u vidu dodatnih
sportskih aktivnosti moe uticati na transformaciju morfolokih karakteristika, funkcionalnih i motorikih sposobnosti uenika osnovnih kola. Znaajnija transformacija zavisi od duine eksperimentalnog tretmana. Do boljih rezultat su doli autori istraivanja kod kojih je eksperimentalni program trajao tokom cele kolske godine ili vie (Sallis et al., 1997; Kati i sar., 2002; Male i sar., 2007;
340
Jurak i sar., 2007) nego kod autora koji su istraivanje sprovodili u trajanju od tri meseca (Milanovi,
2007; Petrovi, 2010; Milenkovi i sar., 2011) do 18 nedelja (Ljubojevi i sar., 2011; Dibri i sar.,
2011; Ljubojevi i sar., 2012; Loli i sar., 2012; Zrnzevi i sar., 2011).
EFEKTI ASA SPORTSKIH AKTIVNOSTI U ODNOSU NA SADRAJE PROGRAMA
U ovom radu su navedena istraivanja koja su se bavila efektima raznovrsnih programa u nastavi fizikog vaspitanja na funkcionalne i motorike sposobnosti uenika osnovnih kola, kao vid
redovnih i dodatnih nastavnih sadraja iz sportskih igara, atletike, koarke, fudbala, gimnastike uz
muziku, poligona i hi-low aerobika. Svi navedeni programi su ostvarili pozitivne efekte u veoj ili
manjoj meri na transformaciju sposobnosti uenika. Sadraji iz sportskih igara su pronaeni u istraivanjima (Sallis et al., 1997, Jurak i sar., 2007, Zrnzevi i sar., 2011) i pozitivno su uticali na razvoj
abdominalne snage, izdrljivosti, kardiorespiratorne izdrljivosti, frekvencije i koordinacije pokreta.
U istraivanjima gde su primenjivani sadraji iz atletike dobijeni su pozitivni rezultati na razvoj izdrljivosti, eksplozivne snage, repetetivne snage i koordinacije (Kati i sar., 2002), na sve motorike
sposobnosti (Male i sar., 2007, Zrnzevi i sar., 2011) i na funkcionalne sposobnosti: V02MAX, Margarija, vitalni kapacitet plua (Brankovi i sar., 2011). Poligon spretnosti (Milanovi, 2007) je dao
pozitivne efekte na razvoj brzine, agilnosti, koordinacije, izdrljivosti i eksplozivne snage. Sadraji iz
fudbala su primenjeni u istraivanjima Milenkovi i sar. (2011) i Loli i sar. (2012), gde su programi
dali pozitivne efekte na razvoj svih motorikih sposobnosti. Sadraji iz koarke su primenjeni u dva
rada Ljubojevi i sar. (2011; 2012), koji su dali pozitivne efekte na razvoj svih motorikih sposobnosti
kod deaka u manjoj, i kod devojica u veoj meri. Kod deaka je zabeleen porast cirkularne dimenzije podlaktice. U istraivanju Petrovi (2010) su primenjivani sadraji iz gimnastike uz muziku,
koji su znaajno uticali na razvoj koordinacije, ravnotee i eksplozivne snage nogu. Hi-low aerobik
program je primenjen u istraivanjima Mandari i sar. (2011a; 2011b; 2012) i dao je veoma dobre
rezultate na morfoloke karakteristike, funkcionalne i motorike sposobnosti kod uenica osnovnih
kola. Rezultati su znaajniji u odnosu na prethodne navedene sadraje to se tie devojica. Istraivanje je pokazalo da se primenom hi-low aerobika moe znaajno uticati na somatski status devojica. Iz prethodno navedenih istraivanja se moe zakljuiti da kvalitetnom primenom bilo kog od
navedenih sadraja moemo povoljno uticati na somatski status uenika i uenica osnovnih kola.
ZAKLJUAK
U ovom preglednom radu je istraivana problematika koja se odnosi na efekte posebno
definisanih programa sa nastavnim sadrajima iz sportskih aktivnosti u formi dodatnih nastavnih
aktivnosti ili treeg asa fizikog vaspitanja nedelno na transformaciju motorikih sposobnosti
kod uenika osnovnih kola. Primenjeni eksperimentalni postupci su pozitivno uticali na promene
u analiziranom motorikom prostoru kod ispitanika eksperimentalnih grupa u svim prikuplenim
istraivanjima. Generalno se moe konstatovati da primena ovakvih eksperimentalnih programa,
koji se sastoje od dopunskih aktivnosti sa sadrajima iz atletike, koarke, fudbala, gimnastike, ritmike,
plesa, aerobika, raznih poligona spretnosti i okretnosti primenjenih na treem asu fizikog
vaspitanja, pozitivno utiu na razvoj motorikih sposobnosti kod uenika osnovnih kola.
Prikazana istraivanja predstavlaju dobar primer da uenici koji su uklueni u razne oblike
fizikog vebanja putem dodatnih nastavnih aktivnosti u fizikom vaspitanju, mogu da dovedu do
pobolanja svog zdravstvenog stanja, u smislu pravilnog rasta i razvoja. Fizika aktivnost dece ovog
doba, naroito dece sedmog i osmog razreda koja se nalaze u periodu ubrzanog biolokog razvoja,
predstavla bitan faktor za razvoj biopsihosocijalnih osobenosti deje linosti. Dopunska fizika
aktivnost izvan redovne nastave fizikog vaspitanja, u sluaju sa sadrajima iz raznovrsnih sportskih
aktivnosti, je u velikom stepenu praktino primenliva, to je potvreno prikazanim istraivanjima, i
korisna za pospeivanje i usavravanje biomotorikih kvaliteta uenika.
Iz tih razloga nastavni programi iz fizikog vaspitanja u obrazovanju treba putem pedagokih
eksperimenata na bazi naunih saznanja permanentno da se inoviraju i osavremenjavaju. Nastava
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Darko Stojanovi
fizikog vaspitanja u fokusu svojih istraivanja treba na prvo mesto da stavla efektivnost metoda i
nastavnih sadraja organizovanog procesa fizikog vebanja, drugim reima, intenzifikaciju asova
nastave fizikog vaspitanja.
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UDK 796:37
THE EFFECTS OF SPORTS ACTIVITY CLASSES

WITHIN THE PHYSICAL EDUCATION CURRICULUM
Darko Stojanovic
University of Nis, The Faculty of Sport and Physical Education, Ni, Serbia
INTRODUCTION
The basic aim of physical education classes is to use an organized teaching process to achieve
a positive effect on the psycho-somatic status of school children and to use the transformation of
the somatic status to correct the influence of biological factors, which have been determined to be
insufficient during periods of intense growth and development. Physical education classes have a
significant role in the education of an individual. Their aim is to use adequate physical activities to
contribute to the optimum development of an individual, his growth and development, physical and
psycho-social features (Hardman, 2007). The physical education curriculum, its practical and educational focus and the results which it helps to achieve, represents a very complex phenomenon which
requires a planned and systematic study of all its aspects and constituent parts in the function of the
optimization of the teaching process (Anastasovski et al., 2000).
Regular physical activity during childhood brings with it certain health benefits, through its
positive influence on body build and the development of the muscle and skeletal system (Malina
& Bouchard, 1991). However, physical education classes do not lead to the desired effects. Based
on various research data regarding the character and quality of the physical education curriculum
(Todorovski, 1994; Sallis et al., 1997; Stojanovi, 1998; Brankovi, 2001; Milenkovi, 2002; Dragi,
2003; Koutedakis & Bouziotas, 2003; Jurg et al., 2006; Stamatovi & ekeli, 2006), we can conclude
that it is not only insufficiently oriented towards systematic and widespread physical exercise, but
that it lacks the necessary intensity which could lead to stimuli that would improve the physical development and the physical skills of school children (Madi & Dragi, 1989; Pate et al., 2006). Some
of the aforementioned components were the subject matter of studies carried out both locally and
abroad; however, the question of the modality and extent of the load during physical education class
(Pate et al., 2006), the manner in which it is determined and its dosing were not sufficient, since load
represents a very complex process and remains an inexhaustible source of further research and of
increasingly precise solutions.
The current physical education curriculum which is being used in elementary schools make
provisions for physical education classes twice weekly, including tasks and content from the joint
curriculum, and for one class of sports activities weekly with the aim of realizing a particular sports
program. For these reasons it is necessary to conduct a pedagogical experiment to test, in practice,
whether the specially programmed curriculum which takes place during the preplanned class activities has a significant effect on the studied psychosomatic status of school children, when compared
to the bi-weekly physical education classes.
The subject matter of this paper is the analysis of the research results published from 1997
to 2012, which dealt with the effects of sports activity classes as a part of the physical education
curriculum among elementary school children. The aim of this paper is to combine and analyze the
results and conclusions of the authors of these papers, and to provide a critical account of these data.
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The Effects of Sports Activity Classes Within the Physical Education Curriculum
METHOD
In order to collect and analyze the studies carried out to date, research that included 16 published papers, we used the selection method, descriptive method, the method of systematization,
the method of analysis and synthesis and the method of comparison. The descriptive method is a
procedure of simple description or collection of facts, processes and objects in the environment
or society, and thus the empirical verification of the relationships or connections, but without any
scientific explanation or analysis. This method is applied in the initial phases of scientific research,
and has a greater advantage if the simple description is accompanied by explanations of the determined characteristics of the described facts, objects and processes, the laws they abide by and their
cause and effect relationships. The selection method refers to the selection of papers. The method
of analysis is a scientific research procedure which is based on the breakdown of complex concepts,
conclusions and judgments into their simpler constituent elements and parts. Analysis is, according
to Hegel, the procedure of thinking while moving from the particular to the general, or the extraction of theorems from axioms based on determined rules. Analysis is the process of reduction of the
unequal to an increasing level of equality. The method of synthesis is a scientific research process
which explains reality through the synthesis of simple judgments into more complex ones. Synthesis
is a means of systematizing knowledge based on the laws of formal logic, is a process of the construction of theoretical knowledge from the particular towards the more general, that is, from the type to
the species. The method of comparison focuses on identity, similarity and differences in occurrences
and processes. Self-comparison can be used to determine whether they are identical, similar, that is,
different and how. This also refers to the comparison of a process to the previously determined standards. However, it is necessary to make a distinction between identity, similarity and differences. The
method of systematization is the separation, classification and grouping of entities and occurrences.
When collecting the studies that were the focus of our research, we used the internet database
search engines such as Pub-med, Mendeley, Google scholar as well as the Kobson database.
We performed a key-word based search: physical education, sports activities, program effects. The
search was limited to papers published in the past 12 years, except for Sallis et al. (1997), which was
included for consideration due to the large size of the participant sample, which provided a good
theoretical basis for a survey paper. All the studies included samples of elementary school children.
RESULTS
The collected studies which were used in this paper are shown in table 1. For each study we
showed the following parameters: the sample of participants (number, age, gender and health status)
and the experimental treatment (the duration of the program, the number of groups experimental
and control and the applied exercise program).
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Table 1. An overview of the collected and analyzed papers

Author & Year
Sallis, J. et al.
(1997)
Kati, R. et al.
(2002)
Sample Characteristics
N
955
178
Age
10-11
Experimental treatment
Exercise
programe
Results
2 EXP
1 CON
Additional
sports games
Students spent more minutes

per week being physically active
in specialist-led (40 min) and
teacher-led (33 min) physical
education classes than in control
classes (18 min; p < .001).
After 2 years, students in the
specialist-led condition were
superior to students in the control
condition on abdominal strength
and endurance (p < .001) and
cardiorespiratory endurance
(p < .001).
6 months
1 EXP
1 CON
Athletic
training
program
Exp. group were superior than

control group in endurance,
explosive strength, repetitive
strength and coordination
(p < .001)
Gender Duration
/W
24 months
Number of
groups
Milanovi, I.
(2007)
538
9-10
M/W
3 months
2 EXP
2 CON
Male, B. et al.
(2007)
82
9 months
1 EXP
1 CON
Jurak, G. et al.
(2007)
328
7-10
M/W
Exp. groups were superior than

control groups in speed, agility,
Agility polygon
flexibility, coordination, endurance
and explosive strength (p< .001)
Additional
athletic
exercise

control group in all variables for
motor abilities.
4 years
1 EXP
1 CON

Additional
control group in hand tapping,
class hours of obstacle course backward, forward
sports
bend on a bench, running 600m
and body weight. (p< .05)
Gymnastics
program
exercise with
music
Exp. groups were superior than

control groups in coordination,
balance and standing long jump
(p< .001)
Petrovi, A.
(2010)
58
13
M/W
3 months
2 EXP
2 CON
Milenkovi, D.
et al. (2011)
100
14
3 months
1 EXP
1 CON
Additional
PE classes of
football
EXP superior than CON in all tests

(p<.001)
Brankovi, N.
et al. (2011)
26
13-14
2 months
1 EXP
Additional
athletic
exercise
Functional abilities
V02M, Margaria test and vital lung
capacity (p<05)
18 weeks
1 EXP
1 CON
Basketball
program
Sports for
athletes
EXP superior than CON in all

motor abilities tests.
2 months
1 EXP
1 CON
Specific PE
classes of highlow aerobic
program
EXP superior than CON in

morphologic characteristic,
functional and motor abilities.
Ljubojevi, M.,
Vinji, D., &
Ili, J. (2011)
Mandari, S. et
al. (2011)
346
67
31
14
14
1 EXP
1 CON
Additional
exercise from
athletics, sport
games and
dancing.

motor abilities tests
18 weeks
2 EXP
1 CON
Additional PE
class

motor abilities tests (Eurofit)
(p<.001)
18 weeks
1 EXP
1 CON

Two additional
motor abilities test, and from
PE classes morphological measurements only
basketball
circumference of forearm.
1 EXP
1 CON
Two additional
activities
elementary
games

motor abilities tests
Additional PE
with 33 classes
with circle
traning

functional abilities tests. p< .05
High-low
aerobic
program
EXP superior than CON in

morphologic characteristic,
functional and motor abilities.
Zrnzevi, N.
& Zrnzevi, J.
(2011)
97
9 months
Dibri, D. et
al. (2011)
153
Ljubojevi, M.,
Vinji, D. &
Ili, J. (2012)
Milanovi, S.
(2012)
140
60
13
10
M/W
Loli, V. i sar.
(2012)
66
12
18 weeks
1 EXP
1 CON
Mandari, S. i
Sibinovi, A.
(2012)
30
13
1 EXP
This group of studies included research on the effects of sports activity classes within the
physical education program. The exercises which were included in the experimental program of
physical education as a part of the additional educational activities varied: sports games, basic games, athletic content, basketball, football, gymnastics, rhythmics, dance, aerobics and the obstacle
course. This group included sixteen studies.
The number of participants varied, ranging from 26 as in the study of Brankovi, Milenkovi &
Loli (2011) up to 955 as found in the study of Sallis, McKenzie, Alcaraz, Kolody, Faucette & Hovell
(1997). The gender of the participants also varied, and in four studies the participants were all male
(Milenkovi, Pelemi & Brankovi, 2011; Brankovi et al., 2011; Milanovi, 2012; Loli V., Goranovi,
Bajri, & Loli D., 2012), in seven of the papers the participants were female (Kati, Male & Mileti,
2002; Male, uvela & Ravani, 2007; Ljubojevi & Vinji, 2011; Dibri, Pojski, Ferhatbegovi,
Gani, Hasanbegovi & Terzi, 2011; Mandari & Sibinovi, 2012), and in five of the studies the
sample of participants was mixed in terms of gender (Sallis et al., 1997; Milanovi, 2007; Jurak, Kova
& Strel, 2007; Petrovi, 2010; Ljubojevi, Vinji & Ili, 2012).
The duration of the applied programs was different and ranged from at least two months
(Brankovi et al., 2011; Mandari, Sibinovi, Mikalaki & Stojilkovi, 2011), up to four year in the
longitudinal study ofJurak et al. (2007). In most of the papers the applied exercise programs lasted
for 18 weeks or one school term, considering that the experimental programs in most cases were
implemented in addition to regular physical education classes in elementary schools. This period is
considered the most suitable for obtaining effects from additional physical exercise on the transformation of anthropometric characteristics and motor skills of elementary school children. In the studies carried out by Milanovi (2012) and Mandari & Sibinovi (2012) the duration of the physical
exercise program was not noted.
In 14 of the papers, in addition to the experimental groups, control groups were included as
well, while in the other two only one experimental group was included.
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The effects of sports activities classes in relation to age

The aforementioned studies dealt with the effects of additional sports activities of elementary
school children aged 7 to 14. Numerous authors cite this period as a sensitive period in terms of the
growth and development of basic and specific motor skills. For the ages of 7-8, in several studies
(Kati et al., 2002; Male et al., 2007; Zrnzevi et al., 2011) positive effects of the tests of motor skills
were obtained: endurance, explosive strength, repetitive strength (Kati et al., 2002), while positive
effects on all the tests of motor skills were determined in the two of the studies (Male et al., 2007;
Zrnzevi et al., 2011). In the work of Jurak et al. (2007) and Zrnzevi et al. (2011) positive effects on
the development of movement frequency and coordination were also determined. In the research
of Dibri et al. (2011), through the application of a third physical education class, the authors obtained statistically significant results in all the Eurofit tests of motor skills. For the ages of 9-10, the
results obtained in several studies (Milanovi, 2007; Milanovi, 2012; Sallis et al., 1997), indicated
a positive effect on the development of the following motor skills: abdominal strength (Sallis et al.,
1997), endurance (Sallis et al., 1997; Milanovi, 2007), agility, flexibility and explosive strength in the
research of Milanovi (2012). The effects of additional physical education classes for the ages of 1112 were studied by Loli et al. (2012) and Sallis et al. (1997). Significant results were obtained in the
development of functional abilities (Loli et al., 2012) and the development of abdominal strength,
endurance and cardio-respiratory endurance (Sallis et al., 1997). Most of the studies included in the
table included participants of the ages of 13-14, indicating this to be the sensitive period of growth
and development of the entire personality of the child. In this period the obtained results indicate a
positive influence on the development of coordination, balance and explosive leg strength (Petrovi,
2010). A contribution to the development of all motor skills was reported in the study of (Milenkovi
et al., 2011). In the study of Brankovi et al. (2011) the functional abilities in the test of VO2MAX,
Margaria and vital lung capacity were improved. In two of the studies (Ljubojevi et al., 2011; Ljubojevi et al., 2012) positive effects on the development of all motor skills of the school children were
obtained. In the study of Mandari et al. (2012) the functional and motor skills, as well as the morphological characteristics, were improved.
The effects of sports activities classes in terms of gender
The best insight into the effects of sports activity classes in terms of gender can be obtained by
analyzing the studies where the experimental program was used at the same time among both male
and female students of the same age. In the case of motor skills, in the study of Jurak et al. (2007) on
the age group of 7-10, statistically significant results were obtained for body weight in favor of the
male students, and for the remaining variables: coordination, abdominal strength and endurance, a
statistically significant difference in favor of both genders was determined. A similar result on the
development of coordination, balance and explosive strength of both genders was determined in the
study of Petrovi (2010). Superior results of the school children in terms of the vertical jump, strength endurance, agility and coordination were determined in the work of Milanovi (2007), while
similar results, in favor of both genders, were obtained for sprint speed and flexibility. In the study of
Ljubojevi et al. (2012) on the age group of 13-14, we noticed more positive effects among the girls
than the boys. This is explained by the high level of motor skills among the boys at the initial measuring. In the case of the intensification of the sports activity classes, the research results of Petrovi
(2010) indicate that the boys spend a lot more active time exercising as compared to the girls. Based
on the aforementioned study, we can conclude that, irrespective of age, certain programs can be
used to positively affect, to a greater or lesser extent, the development of motor skills among school
children, with an particularly great effect on the development of female school children due to their
low level of motor skills at that age, as well as decreased interest for active in-class exercise.
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The effects of sports activities classes in terms of the duration of the program
The studies carried out to date have shown that experimental treatment in the form of additional sports activities can influence the transformation of the morphological characteristics, functional and motor skills of the elementary school children. A more significant transformation depends
on the duration of the experimental treatment. Better results were obtained during the course of
research where the experimental program lasted for the entire school year or more (Sallis et al., 1997;
Kati et al., 2002; Male et al., 2007; Jurak et al., 2007) than in the case of authors who carried out
research for a period of three months (Milanovi, 2007; Petrovi, 2010; Milenkovi et al., 2011) or
up to 18 weeks (Ljubojevi et al., 2011; Dibri et al., 2011; Ljubojevi et al., 2012; Loli et al., 2012;
Zrnzevi et al., 2011).
The effects of sports activities classes in relation to the program content
In this paper, we included studies which dealt with the effects of various programs included in
the physical education curriculum on the functional and motor skills of elementary school students,
in the form of regular and additional curriculum content from sports games, athletics, basketball, football, gymnastics to music, the obstacle course and hi-low aerobics. All of the aforementioned programs were realized with positive effects, to a smaller or greater extent, on the transformation of the
abilities of school children. The content from sports games is was found in the studies of Sallis et al.
(1997), Jurak et al. (2007), Zrnzevi et al. (2011) and had a positive effect on the development of abdominal strength, endurance, cardiorespiratory endurance, movement frequency and coordination.
In the studies which included content from athletics, positive results were obtained for the development of endurance, explosive strength, repetitive strength and coordination (Kati et al., 2002), and
a positive effect on all the motor skills (Male et al., 2007, Zrnzevi et al., 2011) and functional skills:
V02MAX, Margaria, vital lung capacity (Brankovi et al., 2011). The obstacle course (Milanovi,
2007) had a positive effect on the development of speed, agility, coordination and explosive strength.
Football content was used in the studies of Milenkovi et al. (2011) and Loli et al. (2012), where
the program had a positive effect on the development of all the motor skills. Basketball content was
included in two studies carried out by Ljubojevi et al. (2011; 2012), which showed a positive effect
on the development of all motor skills in the case of the boys to a smaller extent, and the girls to a
greater extent. In the case of the boys, an increase in the circular dimensions of the lower arm was
noted. In the study carried out by Petrovi (2010) the applied content from gymnastics to music had
a significant effect on the development of coordination, balance and explosive leg strength. The hilow aerobic program was used in the studies carried out by Mandari et al. (2011a; 2011b; 2012) and
gave very good results for the morphological characteristics, functional and motor skills of elementary school girls. The results were more significant when compared to the aforementioned content in
the case of the girls. The research showed that by using hi-low aerobics we could significantly affect
the somatic status of girls. From the previously mentioned studies we could conclude that the high
quality application of any aforementioned content could have a positive effect on the somatic status
of male and female elementary school students.
Zbornik radova
349
Darko Stojanovi
CONCLUSION
In this survey paper we studied the effects of specially defined programs as a part of curriculum content based on sports activities, in the form of additional activities or the third weekly physical education classes, on the transformation of motor skills among elementary school children. The
applied experimental procedures had a positive effect on the changes in the analyzed motor space
of the participants in the experimental groups in all the collected studies. Generally speaking, we
can conclude that the application of these experimental programs, which consist of additional activities based on sports content, basketball, football, gymnastics, rhythmics, dance, aerobics, various
obstacle courses and agility, included in the third physical education class have a positive effect on
the development of motor skills of elementary school children.
The analyzed studies represent a good example that school children included in various forms
of physical exercise through additional curricular activities as a part of physical education can benefit from an improvement in their health status, in the sense of proper growth and development. The
physical activity of children of this age, especially children who are seventh and eighth graders in the
period of increased biological development, represents an important factor in the development of
biopsychosocial features of a childs personality. Additional physical activity outside regular physical
education classes, consisting of content from various sports activities is to a great extent applicable,
which was confirmed in the analyzed studies, and useful for the improvement and increased success
of the biomotor quality of school children.
For these reasons, the physical education curriculum should, through pedagogical experiments based on scientific research, constantly undergo processes of innovation and modernization.
Physical education classes, which were the subject matter of this research, should focus on the effectiveness of the method and curriculum content of organized physical exercise, or in other words,
the intensification of physical exercise classes.
350
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Zbornik radova
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UDK 371.3:796
EVALUACIJA PREDMETA FIZIKO VASPITANJE-IZABRANI SPORT

U OSNOVNOJ KOLI
Dragoljub Vinji1, Zoran Sretenovi2

2
Prosvetni savetnik, Kragujevac, Srbija
UVOD
Predmet Fiziko vaspitanje-izabrani sport je obavezan izborni predmet koji se realizuje u
petom, estom, sedmom i osmom razredu osnovne kole.
Program predmeta realizuje se sa jednim asom nedeljno tokom kolske godine.
Broj asova po razredima (izvod iz nastavnog plana za drugi ciklus obrazovanja i vaspitanja)
FIZIKO VASPITANJE IZABRANI SPORT

Razred
Peti
esti
Sedmi
Osmi
Broj asova nedeljno
Broj asova godinje
36
36
36
34
Obavezni program predmeta Fiziko vaspitanje-izabrani sport ine programski sadraji sporta ili sportske grane koji-u kola nudi kao izbor uenicima u skladu sa objektivnim mogunostima. Program predmeta sainjava aktiv nastavnika fizikog vaspitanja,
odnosno nastavnici fizikog vaspitanja. Sadraje obaveznog programa-izabrane sportske grane
programiraju i planiraju nastavnici fizikog vaspitanja u skladu sa osnovnim karakteristikama izabranog sporta, uzrastom, postojeim znanjima i sposobnostima uenika i materijalnom opremljeniu kole. Program izabrane sportske grane realizuju nastavnici-profesori fizikog vaspitanja.
Program izabrane sportske grane odnosi se na sportove za koje kola ima uslova.
Program mogu da ine sadraji sportova:
1. Sportovi ije koji se nalaze u programima fizikog vaspitanja od etvrtog do osmog razreda:
Atletika, Gimnastika, Ritmika gimnastika, Ples, Mali fudbal, Rukomet, Koarka, Odbojka;
2. Sportovi koji su u programu takmienja odobrenih od ministarstva prosvete;
3. Sportovi koji su u programima takmienja Saveza za kolski sport i olompijsko vaspitanje
Srbije; Atletika, Streljatvo, Plivanje, Odbojka, Koarka, Rukomet, Mali fudbal, Stoni tenis
i Gimnastika.
4. Sportovi za koje postoje odgovarajui prirodni i materijalni uslovi: skijanje, veslanje
5. I drugi sportovi koje se mogu realizovati u skladu sa uslovima kojima kola raspolae.
354
Evaluacija predmeta fiziko vaspitanje-izabrani sport u osnovnoj koli
Cilj i zadaci ovog predmeta su u funkciji vaspitno-obrazovnog podruja fizikog vaspitanja.

Funkcija predmeta je produbljivanje fizikog obrazovanja uenika putem izabrane grane sporta: razvoja fizikih sposobnosti, sportsko-tehniko osposobljavanje uenika u sportu i doprinos sticanju
znanja i navika u oblasti fizikog vaspitanja. Koncepcija predmeta, je zasnovana i na dosadanjim
istraivanjima u kojima je dokazan pozitivan uticaj naglaene primene jednog sporta u nastavi fizikog vaspitanja (Arunovi, 1978; Milanovi, 1987; Popmihajlov1978; Klojnik,1979; Arunovi, 1982;
Dimova, 1983; Obradovi,1984; Tomi 1989; Jovanovi, 1999; ekelji, 2007; Ljubojevi,2011.).
Od kada je predmet konstituisan ne postoje pokazatelji koji govore o njegovoj realizaciji u
praksi. Postoji potreba za njegovom evaluacijom iz razliitih uglova.
Predmet istraivanja je evaluacija predmeta na osnovu sagledavanja elemenata planiranja i
realizacije u skladu sa uputstvima. Praeni su planiranje nastave, realizacija nastave i usklaenost
predmeta sa iskazanim interesovanjima uenika. Cilj istraivanja je dobijanje objektivne slike o
domaajima predmeta. Istraivanje je sprovedeno na uzorku 41 kole. Istraivanjem je obuhvaeno
951 uenik, oba pola (481uenica i 470 uenika osmog razreda koji su predmet imali od 5. do 8. raz.
METOD
Instrumenti istraivanja su namenski upitnik od 8 pitanja i validan protokol za praenje programa rada kole koje koristi Ministarstvo prosvete, nauke i tehnolokog razvoja Republike Srbije.
Zavisne varijable istraivanja su: planiranje nastave predmeta fiziko vaspitanje-izabrani sport
i realizacija nastave predmeta fiziko vaspitanje-izabrani sport.
Nezavisne varijable istraivanja su pol uenika, lokacija kole i uslovi za realizaciju nastave
fizikog vaspitanja.
Planiranje nastave sagledavano sledeim kriterijumima: postojanje plana predmeta; postojanje kontinuiteta u planiranju predmeta od 5 8 razreda; ponudu dva individualna sporta i dve
sportske igre u kolskom programu; postojanje izbora u skladu sa uputstvom, planiranje takmienja.
Kriterijumi za sagledavanje realizacije su: ispotovanost preporuka za izjanjavanje uenika;
ponuda predvienog broja sportova; organizovanje unutarodelenjskih i meuodelenjskih takmienja u koli; aktivno bavljenje sportom uenika u slobodno vreme; rekreativno bavljenje uenika
fizikom aktivnou u slobodno vreme.
REZULTATI
Rezultati istraivanja dati su tabelarno na osnovama deskriptivne statistike (distribucija frekvencija i procentni raun).
Zbornik radova
355
Tabela 1. Pregled rezultata istraivanja na osnovu odgovora uenika iz upitnika
Nain opredeljivanja
za sport
Ponueni sportovi
Imaju ekipe i takmie

se na asu
U koli se organizuju
takmienja po
odelenjima
Rad na asovima je
uticao da se bavim
sportom/rekreacijom
Aktivno se u klubu
bavi sportom
Rekreativno vebanje u
slobodnom vremenu
elje uenika za
bavljenje nekim od
sportova ako bi za to
bilo uslova u koli
356
Na osnovu pismene ankete
175
18,4%
Na osnovu usmenog predloga

nastavnika
388
40,8%
Nije se izjanjavalo
388
40,8%
Ukupno
951
100%
Atletika 30,7 %; Gimnastika 20,2%; Plivanje 14,4%; Stoni Tenis 33,9%

Rukomet 56,9% Koarka 84,3%; Odbojka 97%; Mali fudbal 57,5% odgovora
uenika.
Da
Ne
951 ili 100 %
Da
Ne
249 ili 26,2%
702 ili 73,8%
Da
Ne
407 ili 42,8%
544 ili 57,2%
Da
Ne
269 ili 28,3%
682 ili 71,7%
Da
Ne
333 ili 35%
618 ili 65%
Atletika 1,5% ; Rukomet 2,4%; Koarka 6,7%; Odbojka 9,9%; Fudbal 13,5%;
Plivanje 45,6%; Gimnastika 2,7%; Tenis 9,3%; Stoni tenis 3,6%;
Streljatvo 1,1%; Biciklizam 0,5%; Karate 0,6%; Badminton 0,1%; Vaterpolo 1,1%;
Rvanje 0,2%; Ne bih se bavio ni jednim sportom 1,3%
Evaluacija predmeta fiziko vaspitanje-izabrani sport u osnovnoj koli
Tabela 2. Pregled rezultata istraivanja uvidom u pedagoku dokumentaciju (protokol za praenje

programa rada kole)
Ponueni sportovi u
kolskom programu
Pregled sportova iz
kolskog programa
koji su ponueni
uenicima
Pregled planiranih
takmienja prema
globalnom planu
Atletika 35,71%; Gimnastika 19,04%; Plivanje 0,47%; Stoni tenis 28,57%; Ritmika
gimnastika 0,23%; Rukomet 57,14%; Koarka 76,19%;
Odbojka 61,19%; Mali fudbal 54,76%
Dva individualna sporta
11 kola
26,83%
Dve sportske igre
41kola
100%
100%
Preporueni sportovi iz programa fiziko

vaspitanje izabrani sport
Unutarodelenjska takmienja
41
100%
Meuodelenjska takmienja
19,51%
Postojanje operativnih
planova za predmet i
zastupljenost elemenata
planiranja u njima.
Sve kole imaju operativne planove, ali ni u jednom nije planiran razvoj
fizikih sposobnosti. Svi planovi sadre elemente tehnike i taktike koje
doprinose obrazovanju uenika. Nema planiranja produbljenijeg teorijskog
obrazovanja uenika.
Korienje operativnih
planova izbornog predmeta
za kontinuirano planiranje
Nije pronaeno da se planovi iz prethodne godine koriste kao osnova za

planiranje u narednoj godini
Nema kontinuiteta u planiranju pedmeta fiziko vasitanje-izabrani sport
ZAKLJUAK
Na osnovu rezultata istraivanja mogu se izvui sledei zakljuci:
Primeeno je da uenici nisu u prilici da biraju sportske grane koje ve nisu u sadraju programa fizikog vaspitanja. kole su u deficitu sa prostorornih uslova za realizaciju predmeta. Problematini su nain izbora sportske grane od strane uenika, broj sportova koji se uenicima nudi kao i
izrade planova rada koji nemaju sve strukturne elemente (godinji plan, operativni plan), realizacija
odelenjskih i meuodelenjskih takmienja u izabanoj sportskoj grani i kontinuit u planiranju predmeta. Istraivanje je pokazalo da se predmet ne realizuje u potpunosti sa koncepcijom predmeta.
Nisu ispotovane poruke za planiranje i realizaciju. U planiranju i realizaciji ima velikih razlika od
kole do kole. Predmet nema presudnu ulogu u opredeljenju uenika da se bave sportom. Predmet
ne zadovoljava elje uenika da se bave izabranim sportom.
Preporuke za praksu su :
Da uenici imaju mogunost da zadre izabranu sportsku granu ili izaberu drugu u svakoj
narednoj kolskoj godini;
Planiranje nastave prilagoditi u to veoj meri nastavi fizikog vaspitanja i konkretnim
uslovima za realizaciju;
Plan rada predmeta treba da sadri razvoj fizikih sposobnosti, sportsko-tehniko
obrazovanje, individualnu i kolektivnu taktiku, teorijsko obrazovanje, pravila sporta i
organizaciju uenikih takmienja;
Obavezno voenje evidencije o postignuima svakog uenika kako bi bili osnova za
pravljenje novih programa;
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357
Nastojati da se odri kontinuitet u planiranju kod onih odelenja koja upranjavaju isti sport
kroz vie godina;
Usklaivanje sadraja predmeta sa sadrajima predmeta fiziko vaspitanje i ;
Da takmienja unutar predmeta budu sastavni deo programa zatite uenika od nasilja u
koli tako ali i sastavni deo programa nedelje kolskog sporta.
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nakon estomesene primene programa pionirske rukometne kole, Magistarska teza, Fakultet
za fiziku kulturu, Beograd.
9. Sretenovi, Z.(2012). Planiranje nastave fiziko vaspitanje-izabrani sport, Fizika kultura 2, Beograd.
10. ekelji, G.(2007). Efekti primene osnovnih elemenata koarke kao nastavnog sadraja asova
fizikog vaspitanja kod uenika etvrtog razreda osnovne kole(doktorska disertacija). Fakultet
sporta i fizikog vaspitanja, Beograd.
lanak predstavlja rezultat rada na projektima Unapreivanje kvaliteta i dostupnosti obrazovanja u procesima
modernizacije Srbije, broj 47008 (2011-2015), i Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki, psihosocijalni i vaspitni status populacije Republike Srbije br. III47015 (2011-2015), iju realizaciju finansira Ministarstvo
prosvete i nauke Republike Srbije iju realizaciju finansira Ministarstvo prosvete i nauke Republike Srbije.
358
Evaluation of Subject Physical Education -Elected Sport in Elementary Schools
UDK 371.3:796
EVALUATION OF SUBJECT PHYSICAL EDUCATION -ELECTED

SPORT IN ELEMENTARY SCHOOLS
Dragoljub Visnjic1, Zoran Sretenovic2

1

2
Educational Advisor, Kragujevac, Serbia
INTRODUCTION
Subject Physical education-chosen sport is a compulsory optional subject wich is realized in
the fifth, sixth, seventh and eighth grade in elementary school. Program of this subject is realized
with one class per week during the school year.
Number of classes per grade ( excerpt from the curriculum for the second cycle of education )
PHYSICAL EDUCATION - MANDATORY SPORT
Grade
Fifth
Sixth
Seventh
Eighth
Number of classes per

week
The number of hours

per year
36
36
36
34
Compulsory program fot subjest Physical education - chosen sport is made bzy programming facilities of sport or sports field in which the school offers to students as choice, consistent with the objective possibilities.The program of subject is made by active of physical education
teachers, or teachers of physical education. Facilities of mandatory program are selected programmed and planned by physical education teachers in accordance with the basic characteristics of the
chosen sport, age, existing knowledge and skills of students and equipment in school. The program
of selected sports field are implemented by teachers of physical education The program of selected
sports field refers to the sports that the school has conditions to realize.
The program can be made by sports facilities:
1. Sports that are in programs of physical education from fourth to eighth grade : Athletics,
Gymnastics, Rhythmic gymnastics, dance, football, handball, basketball, volleyball;
2. Sports that are in competition program approved by the Ministry of Education;
3. Sports that are in the competition program Alliance for School Sport and Education
olimpic educatin of Serbia; Athletics, Archery, Swimming, Volleyball, Basketball,
Handball, Futsal, Table Tennis and Gymnastics.
4. Sports for which there are adequate natural and material conditions: Alpine skiing, boating
5. Other sports that can be realized in accordance with the terms which school offers.
Zbornik radova
359
Dragoljub Visnjic, Zoran Sretenovic
The aim and tasks of thissubject are in function of the educational field of physical education.
The function of this subject is deepening physical education of students through selected field of
sport : the development of physical skills, sports and technical training students in sports and contribute to their knowledge and their habits in the field of physical education. The concept of the subject
is based on previous research in wich a positive impact in application of one sport in physical education is proved( Arunovi, 1978; Milanovic, 1987; Popmihajlov1978; Klojnik, 1979; Arunovi, 1982;
Dimova, 1983; Obradovic, 1984; Tomic 1989; Jovanovic, 1999; ekelji, 2007; Ljubojevi, 2011.).
Since the subject is constituted, there are no indications that tells about its implementation in
practice. There is a need for its evaluation from different angles.
The research topic is the subject evaluation based on the analysis of elements of planning and
implementation in accordance with the instructions. We assessed the planning of teaching, teaching
of subjects and compatibility with the expressed interests of students. The aim of the research is to
obtain an objective picture of some range of this subject.Reserch was conducted on a sample of 41
schools. It included 951 students of both sexes ( 481 girl and 470 boys in eighth grade who had this
subject from 5. to 8. grade).
METHOD
Research instruments are specifically questionnaire of 8 questions and valid protocol for monitoring school work program that is used in the Ministry of Education of the Republic of Serbia.
Dependent variables of research : planning the teaching of physical education and sport elected and realization of teaching physical education elected sport.
Independent variables of research were gender of students, school location and conditions for
teaching physical education.
Lesson planning is disputed considering the following criteria: a plan of subject; there is continuity in planning cases of 5.- 8. grade; offer of two individual sport and two sports games in the school program; the existence of elections in accordance with the instructions, planning competitions.
Criteria for consideration of implementation are:to respect recommendations for profess students; offer predicted number of sports; organizing competition between classes in school; active
participation in sports of students in their spare time; recreational physical activity in their leisure
time.
RESULTS
Research results were tabular presented on the basis of descriptive statistics ( frequency and
percentage distribution of the account ).
360
Table 1. Summary of results of research based on student responses to questionnaires
The way of electing the

sport
Offered sports
They have a team and
they compete in the
classes
Competitions by wards
are organiyed in school
Class work is influenced
to do sports / recreation
We are actively engaged
in club sport
Recreational exercise
during leisure time
Wishes for students
the opportunity to play
sports if you would to
any conditions in the
school
Zbornik radova
Based on a written survey
175
18,4%
Based on the proposal of teachers
388
40,8%
Not declared itself
388
40,8%
Total
951
100%
Athletics 30.7 %; Gymnastics 20.2 %; Swimming 14.4 %; Table Tennis 33.9 %

Basketball Handball 56.9% 84.3 %; Volleyball 97 %; Futsal 57.5 % of student
responses.
Yes
No
951 ili 100 %
Yes
No
249 or 26,2%
702 or 73,8%
Yes
No
407or 42,8%
544 or 57,2%
Yes
No
269 or 28,3%
682 or 71,7%
Yes
No
333or 35%
618 or 65%
Athletics 1.5 %; Handball 2.4%; Basketball 6.7%; Volleyball 9.9%; Soccer 13.5 %;
Swimming 45.6 %; Gymnastics 2.7%; Tennis 9.3%; Table Tennis 3.6%;
Archery 1.1%; Cycling 0.5 %; Karate 0.6 %; Badminton 0.1%; Water polo 1.1%;
Wrestling 0.2 %; I would not be dealt with by a single sport 1.3%
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Dragoljub Visnjic, Zoran Sretenovic
Table 2. Summary of results of research examining the pedagogical documentation (protocol for
monitoring school work program )
Athletics 35.71 %; Gymnastics 19.04%; Swimming 0.47 %; Table Tennis 28.57
Offered sports in the school
%; Rhythmic gymnastics 0.23 %; Handball 57.14 %; Basketball 76.19 %;
program
Volleyball 61.19 %; Futsal 54.76 %
An overview from school

sports programs that are
offered to students
Two individual sports
11schools
26,83%
Two sports games
41schools
100%
100%
Recommended sports programs of physical

education sport elected
An overview of the
competition to the global
level competition
In classes
41
100%
Between classes
19,51%
The existence of operational

Plans for the subject and
the representation of the
planning element in them.
All schools have operating plans but not in any,development of physical skills
is not planned. All plans include elements of tactics and techniques that
contribute to the education of students. No planning of deepened theoretical
education of students.
Using operational
plans elective course
for continuous planning
1. Not found that the plans of the previous year are used as a basis for
planning for the next year
2. There is no continuity in planning a subject of physical vasitanje sport
elected
CONCLUSION
Based on the results of the research following conclusions can be drawn:
It was noted that students are not able to choose sports that are not already in the content
of the physical education program. Schools have a deficit with space conditions for the realization
of the subject. There is a problem with method of electing the sports field by students, the number
of sports that are offered to them as well as the preparation of work plans that do not have all the
structural elements (yearly plan, operational plan ), the realization of classes and between classes
competition in the elected sport field and continuity in planningof subject. Research has shown that
the subject was not fully realized with its concept. Messages for planning and implementation are
not respected.The planning and implementation has major differences from school to school. The
subject does not have a decisive role in the determination of students to be involved in sports. The
case does not satisfy the desire of students to deal with the chosen sport.
Recommendations for practice are:
Students have the opportunity to retain their chosen sport or choose another in each of the
next school year;
Planning sholud continue to adapt as much as possible the physical education classes and
specific conditions for implementation;
Plan work should include the development of physical skills, sports and technical
education, individual and collective tactics, theoretical education, rules of the sport and
the organization of student competitions;
Keep records of achievement of each student in order to be the basis for the creation of
new programs;
362
Strive to maintain continuity in the planning of those classes who practice the same sport
for several years;
Alignment of content items with the contents of physical education, and;
The competition within the subjects should be an integral part of a program to protect
students from violence at school but also should be integral part of the school sports week.
REFERENCES
1. Arunovi, D. (1978). Uticaj posebno programirane nastave fizikog vaspitanja (sa akcentom na
koarku) na neke motorike sposobnosti uenika uzrasta 15-16 godina (magistarski rad). Fakultet
fizikog vaspitanja, Beograd.
2. Arunovi, D. (1982). Program odbojke u jednogodinjem ciklusu izborne nastave i njegov doprinos fizikom vaspitanju uenika prve faze usmerenog obrazovanja (doktorska disertacija).
Fakultet fizike kulture, Beograd.
3. Jovanovi, D. (1999). Efekti nastavnih sadraja koarke u transformaciji psiholokog statusa
uenika u nastavi i vannastavnim aktivnostiman (doktorska disertacija). Fakultet fizike kulture,
Novi Sad.
4. Klojnik,A.(1979). Uticaj nekih sportskih grana na psihosomatski status uenika. Kinezologija,
1-2, Zagreb.
5. Ljubojevi, M.(2011). Efekti nastavnog predmeta-Sport za sportiste(koarka) na morfoloke
karakteristike i motorike sposobnosti uenika osmog razreda osnovne kole (magistarska teza).
Fakultet sporta i fizikog vaspitanja, Beograd.
6. Milanovi, LJ.(1987). Alternativni program u redovnoj nastavi fizikog vaspitanja i njegov uticaj
na reavanje osnovnih zadataka ovog podruja kod uenika sedmog razreda osnovne kole (doktorska disertacija). Fakultet fizike kulture, Beograd.
7. Obradovi, S.(1984). Uspenost razliitih reima jednogodinje obuke i igre fudbala i koarke u
reavanju zadataka fizikog vaspitanja uenika osmog razreda osnovne kole (doktorska disertacija). Fakultet za fiziko vaspitanje, Beograd.
8. Popmihajlov,D.(1978). Kvantitativne promene standardnih biomotorikih dimenzija kod uenika
nakon estomesene primene programa pionirske rukometne kole, Magistarska teza, Fakultet
za fiziku kulturu, Beograd.
9. Sretenovi, Z.(2012). Planiranje nastave fiziko vaspitanje-izabrani sport, Fizika kultura 2, Beograd.
10. ekelji, G.(2007). Efekti primene osnovnih elemenata koarke kao nastavnog sadraja asova
fizikog vaspitanja kod uenika etvrtog razreda osnovne kole(doktorska disertacija). Fakultet
sporta i fizikog vaspitanja, Beograd.
The article presents the results of the project Improving the quality and accessibility of education in the processes of
modernization of Serbia , No. 47008 (2011-2015), and The effects of physical activity applied to locomotion, metabolic,
psycho - social and educational status of the population of the Republic of Serbia no. III47015 ( 2011-2015 ), whose
implementation is financed by the Ministry of Education and Science of the Republic of Serbia.
Zbornik radova
363
UDK 799.921
MERE BEZBEDNOSTI U PRAKTINOJ NASTAVI SKIJANJA

STUDENATA FSFV-a U BEOGRADU

UVOD
Skijanje se u svim strunim i zakonskim dokumentima tretira kao sport sa poveanim rizikom
od povreivanja. U poslednjih 30 godina broj povreda se znaajno smanjio, za 50-70%. Broj povreda,
pre 1970. godine, iznosio je 5 do 8, a prema analazima iz 2010. godine taj broj je iznosio 2,5 povreda
na 1000 skijakih dana. Smanjenje broja povreda se moe pripisati, pre svega, napretku u tehnologiji
izrade opreme za skijanje i poboljanju njenih karakteristika, boljem ureenju ski staza, korienjem
zatitne opreme a pre svega, preduzimanju opsenijih mera za poboljanje bezbednosti i sigurnosti
svih uesnika.
Mere bezbednosti su regulisane kroz tri nivoa: mere koje propisuje drava, mere koje preduzimaju organizatori pruanja usluga na skijalitima i, na kraju, sami skijai. Drava propisuje zakone
i podzakonska dokumenta i organizuje nadzor nad njihovim sprovoenjem. Vlasnici skijalita i organizatori pruanja usluga u skijanju obuhvataju javna preduzea, drutvene organizacije, ski kole,
klubove i obrazovne institucije koje donose interne pravilnike i organizuju mere bezbednosti za realizaciju svojih programa rada na skijalitu. Sami skijai su odgovorni za svoje ponaanje i potovanje
propisanih normi.
Dravne institucije kao to su Fakulteti sporta i fizikog vaspitanja, Vojna gimnazija, Vojna
akademija, organizacione jedinice Ministarstva unutranjih poslova i pojedine privatne obrazovne
institucije koje se bave kolovanjem strunih kadrova imaju u svojim nastavnim planovima i progamima skijanje kao oblast obuavanja. Ove institucije, sa odreenim specifinim razlikama, osposobljavaju struni kadar u domenu tehnike, metodike, organizacione i bezbednosne kompetentnosti.
Navedene institucije osim potovanja optih zakonskih normi treba da poseduju interne pravilnike
kao i da u planu rada obrauju oblast bezbednosti.
Predmet rada je problem rizika i bezbednosti u praktinoj nastavi TiM skijanja studenata
fakulteta sporta i fizikog vaspitanja iz Beograda. Cilj rada je da se na osnovu analize normativnih
dokumenata i organizacije nastave na predmetu TiM Skijanja Fakulteta sporta i fizikog vaspitanja u
Beogradu utvrdi u kojoj meri su, u navedenim dokumentima, obuhvaeni problemi bezbednosti na
nastavi, koji su nedostaci i koje mere bi trebalo uvesti.
364
Mere bezbednosti u praktinoj nastavi skijanja studenata FSFV-a u Beogradu
METOD
U radu je primenjen metod deskriptivne analize sadraja dokumenata. Analizirani su
dokumenti Ministarstva (zakoni i pravilnici) dokumenta Fakulteta sporta i fizikog vaspitanja iz
Beograda.
Nastava skijanja na fakultetu sporta i fizikog vaspitanja
Alpsko skijanje, kao sportska i sportsko-rekreativna aktivnost se izuava na Fakultetu sporta i
fizikog vaspitanja Univerziteta u Beogradu u okviru predmeta Teorija i metodika skijanja. Nastava
je organizovana kroz teorijska predavanja na fakultetu (30 asova) i praktinu nastavu (45 asova)
koja se realizuje u formi terenske nastave, odnosno dva kursa od po 7 dana u skijakom centru. Ciljevi predmeta su, izmeu ostalih, sticanje 4 kompetentnosti u nastavi skijanja: tehnika, organizaciona, metodika i bezbednosna.
Rizici u nastavi skijanja
Bezbednosnoj kompetentnosti se pridaje veliki znaaj imajui u vidu da organizacija i realizacija terenske nastave skijanja nose sa sobom odreeni broj rizika u pogledu bezbednosti. U rizike
se mogu ubrojati svi faktori koji mogu dovesti do povreivanja i pogoranja zdravstvenog stanja
(Grafikon 1).
Poveana nadmorska visina, zbog smanjenog parcijalnog pritiska O2 (razreen vazduh), moe
uticati na bre zamaranje a time i na smanjenu ukupnu fiziku i radnu sposobnost. Nadmorska visina i velika snena povrina uslovljavaju pojaano sunano zraenje (albedo efekat) i rizike dobijanja
opekotina i sunanog slepila. Kao posledica hladnoe moe doi do pojave promrzlina i smrzavanja.
Pojava niske oblanosti (magla) moe proizvesti gubitak orijentacije u prostoru i vremenu. Temperatura i vlanost vazduha, uz pojaanu fiziku aktivnost, moe dovesti do ispoljavanja pojedinih stanja
i oboljenja kao to su: astmatini napad, srani udar, epileptini napad, krvarenja kod hemofiliara,
dijabetes...
Korienje specifine opreme, pre svega skija, cipela i vezova omoguava efikasno i bezbedno
skijanje, ukoliko je oprema prilagoena pojedincu. Nepravilan izbor opreme i njeno neadekvatno
podeavanje poveava rizik od povreivanja. Duina i radijus skija, krutost i komfor cipela a pre svega, podeavanje vezova prema fizikim karakteristikama i nainu skijanja moraju biti prilagoeni nameni, telesnim karakteristikama i motorikim sposobnostima svakog pojedinca. Na znaaj opreme
ukazuju rezultati istraivanja prema kojima je u 44% sluajeva uzrok povreivanja bila neadekvatna
oprema (Ropret & upi, 2014)
Kretanje veom brzinom, po podlogama i promenljivom reljefu koji nisu standardni, dovodi
do izlaska iz sfere sigurnosti a time i poveava ansu za neeljenim efektima, odnosno povredama.
Posedovanje odreenog nivoa motorikih vetina, navika i znanja su preduslov za bezbedno skijanje.
Skija koji poseduje potreban nivo sposobnosti moe na vreme da reaguje, da proceni i kontrolie
brzinu kretanja.
Skijanje na ureenim ili neureenim stazama, zbog loe procene sposobnosti ili uslova staza
moe rezultirati padovima ili sudarima sa drugim skijaima, objektima i predmetima na stazi.
Zbornik radova
365
Grafikon 1. Rizici u skijanju
Korienje sredstava vertikalnog transporta nosi odreene rizike. Za bezbedno korienje

sredstava vertikalnog transporta potrebno je posedovanje odreenog nivoa vetina i motorikih
sposobnosti (snage, koordinacije). Neophodna su i odreena znanja o nainu korienja i obaveznim
pravilima ponaanja.
Tokom nastave skijanja na ureenim stazama i van njih, skijai su izloeni rizicima sudara sa
drugim skijaima, izletanju sa staze i sudarima sa predmetima uz stazu ili nailaskom na snene lavine
i lednjake pukotine.
Na osnovu iznetog moe se zakljuiti da postoje mnogobrojni objektivni rizici u nastavi skijanja i da se moraju preduzeti mere bezbednosti u cilju prevencije povreivanja. Mere bezbednosti se
moraju predvideti zakonskim normama (Ministarstva) i internim pravilnicima organizatora skijalita (Javno preduzee skijalita Srbije) i same nastave (Fakultet).
Normativna dokumenta i mere od znaaja za bezbednost na nastavi skijanja
Postoji niz dokumenata koji obuhvataju oblast bezbednosti i od znaaja su za realizaciju praktine nastave skijanja:
A) Normativna dokumenta (Zakon o javnim skijalitima, Pravilnik o ekskurzijama)
B) Struno aplikativna dokumenta (Nastavni plan i program FSFV, Plan i program predmeta
TiM skijanja, Pravilnik o terenskoj nastavi, Disciplinski pravilnik FSFV)
C) Line mere studenata
A) Normativna dokumenta
Zakon o javnim skijalitima - sa aspekta bezbednosti propisuje mere koje se odnose na ureenje i obeleavanje skijalita, organizovanje slube prve pomoi i zdravstvenih ustanova, pravila
ponaanja na skijalitu i mere bezbednosti koje moraju da potuju svi koji vre obuavanje skijanja
na skijalitu:
poslove obuavanja skijanja mogu da vre samo struno osposobljena lica
voe grupa (nastavnici, instruktori) moraju da potuju metodika pravila u radu, grupe
formiraju prema znanju skijanja, kao i da sa sobom nosi priruni komplet prve pomoi
organizacije koje sprovode nastavu skijanja moraju imati zakljuen ugovor o osiguranju
svojih uenika
kupovinom ski karte skijai su osigurani u sluaju povreivanja
366
Zakon propisuje pravila ponaanja na skijalitu: obzir prema drugim skijaima; odgovorno i
bezbedno skijanje; procena svojih mogunosti, i dr.
Pravilnik o eksurzijama - iako se ne odnosi na nastavu studenata, moe predstavljati dobar
osnov za organizaciju terenske nastave. Pravilnik propisuje odreivanje odgovornih lica, obavezu
osiguranja, proveru zdravstvene sposobnosti uenika i mere bezbednosti putovanja.
B) Aplikativna dokumenta
Pravilnik o terenskoj nastavi FSFV - propisuje potovanje optih normi ponaanja: ouvanje
ugleda Fakulteta i potovanje pravila u vezi sa nastavom. Pravilnik ne precizira nikakve blie mere
u vezi sa bezbednosti na nastavi.
Nastavni plan i program predmeta TiM skijanje- predvia, kao krajnji ishod, sticanje tehnike, metodike, organizacione i naroito bezbednosne kompetentnosti. Teorijska predavanja o
bezbednosti obuhvataju fond od 5 asova to iznosi oko 18% predavanja. Osim teorijskih, oblast bezbednosti se obrauje i na praktinim predavanjima (obrazovni aspekt) kao i kroz oigledne primere
tokom svakodnevne praktine nastave u uslovima realne pedagoke situacije (aplikativni aspekt).
Teme su usmerene na upoznavanje sa normativnim dokumentima koji se odnose na organizaciju i
bezbednost u terenskoj nastavi skijanja, rizicima u okviru same nastave na snegu i merama bezbednosti (Tabela 1).
Tabela 1. Obrazovni i vaspitni aspekti programa predmeta Teorija i metodika skijanja na Fakultetu
sporta i fizikog vaspitanja u prostoru bezbednosti
Nastava
Obrazovni aspekt
Aplikativni aspekt
Zakonska regulativa
Primena zakonskih normi u organizaciji zimovanja,

putovanja, praktinoj nastavi
Rizici i upravljanje
rizikom na snegu
TEORIJSKA
Mere bezbednosti i
prevencije
Mere i postupci prve
pomoi
TEORIJSKA
I
PRAKTINA
T
E
M
E
Izbor i prilagoavanje
opreme
Formiranje i voenje
nastavnih grupa
i
nastava sa uenicima
s posebnom brigom u
nastavnom radu
Orjentacija i snalaenje
u planini
PRAKTINA
Dnevna organizacija
rada i odmora
Mere bezbednosti na
skijalitu
Sistem rada skijalita
Zbornik radova
Nastava u okruenju rizika

Preventivno i odgovorno ponaanje na planini u zimskim
uslovima
Fizika priprema za zimske aktivnosti na planini
Organizacija preventivnih lekarskih pregleda
Upoznavanje sa nainom rada slube Gorske Slube
Spasavanja (GSS); sistemi javljanja i uzbunjivanja; prikaz
funkcionisanja GSS na terenu
Organizacija iznajmljivanja skijake opreme i provera
ispravnosti
Primena pedagokih principa i mera bezbednosti u radu
sa grupama
Formiranje grupa u odnosu na znanje, sposobnosti i
zdravstveni status
Izbor saradnika i unifikacija
Primena liste zadataka-checklist
Upoznavanje sa geografskim, ekolokim, kulturolokim i
istorijskim karakteristikama lokalne sredine
Upoznavanje sa specifinostima datog skijalita
Organizacija dnevnog programa rada
Sistem rada lekara
Upoznavanje sa organizacijom rada skijalita u funkciji
vee bezbednosti
367
Realizacija nastave obuhvata i izbor i pripremu saradnika-voa odeljenja. U okviru priprema

nastave nastavnici se, pre skijanja, upoznavaju sa svim elementima bezbednosti.
Nastavnici i studenti su upoznati sa protokolima u sluaju neeljenih situacija. Protokoli predviaju mere i postupke prve pomoi, obavetavanja. Tokom nastave postoji saradnja sa nadlenim
slubama: GSS, policija i redari na stazi.
Rad sa uenicima s posebnom brigom (povreeni, u procesu rehabilitacije, sa zdravstvenim
problemima i sl.) regulisan je izdvajanjem u posebne grupe.
Slobodno skijanje je usklaeno sa nivoom znanja skijanja i kontrolisano na taj nain to se
moe realizovati samo na prigodnim stazama i ne praktikuje se u vreme kada kod studenata nastupa
zamor (posle podne).
Zdravstvena sluba je regulisana radom fakultetskog lekara koji vodi rauna o zdravstvenim
problemima studenata. Lekar sarauje sa slubom GSS i lokalnom ambulantom. Fakultet ima prirunu apoteku i sredstva imobilizacije koja se nabavljaju periodino na linu inicijativu predmetnog
nastavnika. Nastavnici i lekar su povezani sredstvima veze. Lekar je upoznat sa vrstama optereenja
na nastavi. Studenti koji imaju zdravstvene probleme, pre polaska na nastavu, se upuuju na pregled
lekaru specijalisti, koji daje svoje miljenje i terapiju kako bi mogli da prate nastavu. Reim radnog
vremena podrazumeva neformalno 24-asovno deurstvo kao i dnevne termine rada lekara.
Na praktinoj nastavi, studenti se upoznaju sa principima orijentacije i snalaenja na planini
kroz poznate objekte, sistem signalizacije na samoj stazi i nainima.
Kroz teme o fizikim sposobnostima znaajnim za skijanje istie se znaaj fizike pripreme,
sposobnost njene procene, uvaavanje oseaja zamora, kao i negativan uticaj alkohola na bezbednost
u skijanju.
Dnevni program rada je prilagoen obavezama nastave kao i obaveznom odmoru i oporavku.
C) Line mere studenata
Na teorijskoj nastavi studentima se naglaava da je svest o linoj odgovornosti i obavezi pridravanja pravilima najbolji vid bezbednosti. Studenti se upoznavaju sa obaveznim i preporuenim
merama koje pojedinac preduzima u cilju line bezbednosti. Mere i postupci se obrauju sa aspekta:
opreme, vetine skijanja i odreenih znanja:
noenje adekvatne odee (funkcionalne, termo i hidro-izolacijske karakteristike)
korienje zatitne opreme sa sertifikatom o ispunjenosti nacionalnih ili meunarodnih
standarda: kaciga, zatita za zglob ake snoubordera, zatita za kimeni stub nije
obavezno, po linom izboru)
korienje adekvatne opreme (skije, cipele, vezovi). Sve mora biti prilagoeno individualnim
karakteristikama: morfolokim karakteristikama (telesna masa, visina), znanju skijanja,
motorikim sposobnostima (snazi, izdrljivosti, koordinaciji), uslovima na stazi (snena
podloga, ureenost staza), nainu skijanja (stil skijanja), znanju skijanja (poetnik,
napredan, ekspert)
skijanje u sferi line sigurnosti (usklaeno sa znanjem skijanja, trenutnim psihofizikim
sposobnostima, prilagoeno uslovima na stazi stepenu teine staze, stanju snene
podloge, okruenju drugih skijaa)
upoznavanje sa meteorolokom situacijom (magla, padavine, vetar, jako sunano zraenje)
upoznavanje sa stanjem na stazama (zatvorene staze/iare, radno vreme)
upoznavanje sa pravilima ponaanja na stazama i potovanje pravila i signalizacije
prilagoavanje ishrane, hidratacija, zabrana konzumiranja alkohola
u sluaju uea ili prisustva nekoj povredi ili vanrednoj situaciji, primena postupaka prve
pomoi, legitimisanje i davanje izjave nadlenom licu
368
Nedostaci normativnih dokumenata

Analizom pomenutih dokumenata uoeni su odreeni nedostaci:
pitanje iznajmljivanja skijake opreme i njeno podeavanje prema individualnim
karakteristikama studenata je neregulisano. Imajui u vidu da ne postoje propisani
standardi, proveru opreme vre nastavnici pri emu ostaje nedefinisano ko je odgovoran
ukoliko, zbog neadekvatne opreme, doe do povrede
u Pravilniku o terenskoj nastavi nije predvien
plan aktivnosti u sluaju kada je naruena bezbednost uesnika u nastavi
obaveza fakulteta da obezbedi neophodna medicinska sredstva
obaveza osiguranja svih uesnika u nastavi (studenti, nastavnici i saradnici)
definisanje terenske nastave kao jedinstvenog pedagokog procesa koji, pored
nastavnih sadraja, obavezuje studente na potovanje pravila ponaanja a naroito
pravila o bezbednosti i u slobodno vreme a ne samo tokom nastave;
obaveza sistematskog zdravstvenog pregleda ili obavezu prijavljivanja svih bolesti i
povreda koje mogu uticati na realizaciju nastave;
angaovanje strunih lica za orjentaciju u prirodi
Dosadanja praksa je pokazala da je potrebna specifina fizika priprema za fizike napore
koje iziskuje nastava skijanja
ZAKLJUAK
Skijanje je aktivnost sa poveanim stepenom rizika od povreivanja zbog ega bi bezbednosna komponenta trebalo da bude detaljno obraena u svim zakonskim dokumentima, pravilnicima
Fakulteta kao i sadrajima programa predmeta TiM skijanja.
Analiza normativnih i aplikativnih dokumenta pokazala je da je najvei deo pitanja bezbednosti u nastavi skijanja obuhvaen dokumentima. Na teorijskoj nastavi predmeta oblast bezbednosti
je podrobno obraena. Na praktinoj nastavi, kao objektivnoj pedagokoj situaciji, studentima se
ukazuje na sve aspekte rizika i mera bezbednosti.
U okviru analize dokumanata uoeni su nedostaci u pogledu odgovornosti kod iznajmljivanja
opreme (zakonska dokumenta), regulisanja nabavke medicinskih sredstava, obaveznog preventivnog
lekarskog pregleda u skladu sa specifinostima nastave, obaveze osiguranja svih uesnika u nastavi,
angaovanja strunih lica za uskospecifine sadraje u nastavi (aplikativna doumenta) kao i regulisanje kondicione pripreme za specifine napore na nastavi.
Navedene predloge je potrebno usvojiti i primeniti u adekvatnoj formi kako bi se obezbedila
bezbednost studenata u najveoj moguoj meri
LITERATURA
1. Nastavni plan i program Fakulteta sporta i fizikog vaspitanja Univerziteta u Beogradu Kurikulum (2014). FSFV. Beograd
2. Pravilnik o eksurzijama Prosvetni glasnik br. 1/2009.
3. Pravilnik o terenskoj nastavi, FSFV (odluka NNV FSFV 02-1935-5 od 13.7.2009)
4. Ropret R . & Janakovi-upi D (2014) Povrede u skijanju i snoubord: zakonska regulativa i
bezbednost na skijalitima u Srbiji. Fizika kultura 68(2): 176-186
5. Zakon o javnim skijalitima. Slubeni glasnik RS, br. 46/2006
Zbornik radova
369
Vedrana Velimirovic, Katarina Vicentic, Robert Ropret
UDK 799.921
SAFETY MEASURES FOR PRACTICAL SKIING TEACHING

FOR STUDENTS OF FSFV IN BELGRADE

INTRODUCTION
Skiing in all professional and legal documents is treated as a sport with increased risk from
injury. In the last 30 years the number of injuries was significantly reduced by 50-70%. Number of
injuries, before 1970, was 5 to 8, and according to analyses from 2010, that number was 2.5 injuries
per 1000 ski days. Reducing the number of injuries can be attributed primarily to the progress in the
production technology of equipment for skiing and improving its characteristics, better maintenance of ski slopes, usage of protective clothing, and above all, taking extensive measures to improve the
safety and safety of all participants.
Safety measures are regulated through three levels: the measures prescribed by the government, measures taken by the organizers of ski services in the ski resorts and in the end, skiers themselves. Government prescribes laws and bylaw documents and organizes monitoring of their implementation. Ski resort owners and organizers of the ski services include: public enterprises, social
organizations, ski schools, clubs and educational institutions to adopt internal rules and organize
safety measures for the implementation of its program of work at the resort. Skiers by themselves are
responsible for their behavior and respect for the prescribed norms.
Government institutions such as the Faculty of Sport and Physical Education, Military School, Military Academy, an organizational unit of the Ministry of Internal Affairs and certain private
educational institutions engaged in the education of professional staff, have in their curricula and
programs skiing as a training sector. These institutions, with certain specific differences, trained professional staff in the field of technical, methodological, organizational and safety competence. The
aforementioned institutions, except respect for general legal norms, should have internal policies as
well as to handle the safety measures in work plan.
The topic is the problem of risk and safety in the practical teaching of Theory and Methodology of Skiing (TiM of Skiing) at Faculty of Sport and Physical Education in Belgrade. The aim of this
paper is based on the analysis of the normative documents and the organization of teaching on the
subject of TiM Skiing and determining the extent to which, in these documents, covered issues of
safety in teaching, what are disadvantages and propose additional measures.
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Safety Measures for Practical Skiing Teaching for Students of FSFV in Belgrade
METHOD
The paper applied the method of descriptive analysis of the content of documents. We analyzed the documents of the Ministry (laws and regulations) documents of the Faculty of Sport and
Physical Education in Belgrade.
Skiing teaching in Faculty of Sport and Physical Education
Alpine skiing, as well as competitiv and recreational sports activity is studied at the Faculty of
Sport and Physical Education, University of Belgrade as part of Theory and Methodology of skiing.
Teaching is organized through theoretical lectures at the faculty (30 hours) and practical classes
(45 hours) which are realized in the form of field work, or two courses per week in a ski center. The
goals include, among others, gaining of 4 competences in skiing teaching: technical, organizational,
methodological, and safety.
Risks in skiing teaching
The great importance has been given to the safety competence, regarding that the organization
and implementation of ski fieldwork carry certain numbers of risks in terms of safety. The risks can
be enumerated all the factors that can lead to injury and deterioration of health conditions (Figure 1).
Increased altitude, due to the reduced partial pressure of O2 (diluted air), can affect the fatigue
faster and thus to reduced overall physical and working ability. Altitude and great snow surface condition increased Sunny radiation (albedo effect) and the risk of sunburn and sun blindness. Effects
of cold may produce frostbite or freezing. The occurrence of low cloud cover (fog) can produce disorientation in time and space. The temperature and humidity, with increased physical activity can
lead to the manifestation of certain conditions and diseases, such as asthma attacks, heart attack,
epileptic seizure, bleeding in hemophiliacs, diabetics and others.
Figure 1. Risks in skiing
The use of specific equipment, especially skis, boots and bindings allows efficient and safe
skiing, if it is adjust to the individual. Improper selection of equipment and its inadequate adjustment increases the risk of injury. Length and radius of skis, stiffness and comfort shoes, and above
all, adjusting bindings to the physical characteristics and mode of skiing must be adapted to the
purpose, physical characteristics and motor abilities of each individual. On the significance of the
equipment indicates research results to which it is in 44% of cases the cause of injury was inadequate
equipment (Ropret & upi, 2014).
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371
Moving at higher speeds, by substrates and variable relief that are not standard, leading to the
exit from the sphere of safety and thus increasing the chance of side effects or injuries. Owning a
certain level of motor skills, habits and skills are a prerequisite for safe skiing. A skier who possesses
the required level of capacity may react in time, estimate and control the speed.
Skiing on groomed slopes or disordered skiing slopes due to bad judgment skills or trail conditions, can result in falls or collisions with other skiers, buildings and objects on the track.
Use of vertical transport instrumentality carries certain risks. For safe use of the vertical transport instrumentality is necessary to possess a certain level of skills and motor abilities (strength,
coordination). Certain knowledge about method of use and the mandatory rules of behavior are
necessity.
During class skiing on groomed slopes and beyond, skiers are exposed to the risk of collision
with other skiers, thrown of tracks and collisions with objects along the trail or hitting the avalanche
and ice cracks.
Based on above mentioned it can be concluded that there are numerous objective risks in
skiing teaching and safety measures has to be taken in order to prevent injury. Safety measures must
be anticipated by legal norms (the Ministry) and with internal regulations of the organizers of the ski
resorts (Serbian public ski Resort Company) and the classes by itself (Faculty).
Normative documents and measures of importance for the safety of the ski lessons
There are a number of documents covering the area of safety and are important for the realization of practical skiing teaching:
A) Normative documents (Public ski resorts law, Rules on excursions)
B) Professional Application documents (curriculum FSFV, Program of the course Theory and
Methodology at the Faculty of sport and physical education, Fieldwork regulations, the
Disciplinary Code FSFV)
C) Personal measures of students
A) The normative document
Public ski resorts law - from the aspect of safety prescribed measures relating to the organization and marking of ski slopes, organizing a first aid and medical institutions, rules of behavior on
the ski slopes and the safety measures that must be respected by all who carry out training of skiing
in the ski resort:
ski training activities may be carried out only by qualified persons
group leaders (teachers, trainers) must abide by the rules of methodical work, a group
formed to knowledge of skiing, and carries a handy first aid kit
organizations that implement skiing teaching must have concluded a contract of insurance
with their students
By purchasing the ski ticket ,skiers are insured in case of injury
The Law regulates the rules of behavior in the ski resort: respect for other skiers; responsible
and safe skiing; evaluation of their own capabilities, and other.
Rules on excursions - although not related to teaching for students may constitute a good basis
for the organization of field work. The regulation prescribes the determination of the responsible
persons, the obligation of insurance, health check students abilities and travel safety measures.
372
B) Application document
Rule book on fieldwork FSFV - stipulates respect of the general norms of behavior: maintaining the reputation of the Faculty and respect the rules regarding the teaching. The Rule book does
not specify any closer measures related to safety in the classroom.
Curriculum of TiM Skiing subject - provides for cases, as the ultimate outcome, the acquisition
of technical, methodological, organizational and especially safety competence. Theoretical lectures
on safety include 5 hours classes, which is about 18% of the lectures. Besides the theoretical, area of
safety is processed also in the practical courses (educational aspects) as well as the obvious examples
during every day practical classes in terms of real teaching situation (application aspect). Topics are
aimed at exploring the normative documents relating to the organization and safety in the fieldwork
skiing, risks within the same classes in the snow and safety measures (Table 1).
Table 1. Educational and pedagogical aspects of the program Theory and Methodology of Skiing at
the Faculty of Sport and Physical Education relating to safety
Teaching
Educational aspects
Applicable aspects
Legal regulations
Application of legal norms in organizing winter

holidays, travels, practical teaching
Risk and risk management

Teaching in the risky surrounding
on the snow
Preventive and accountable conduct in the
mountain in winter conditions
Safety and preventive
Physical conditioning for winter activities in the
measures
mountain
THEORETICAL
Organizing of preventive medical examinations

Measures and procedures
of the first aid
THEORETICAL
AND
PRACTICAL
T
O
P
I
C
S
Choice and adjusting of

equipment
Forming and leading of
students groups
and
Forming of specific
groups for students who
experienced injuries
Orientation and finding

ones way out
PRACTICAL
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Daily organization of work

and rest
Acquainting with the mode of work of

Mountain Rescue Service (MRS); systems
of reporting and alarming; account of MRS
functioning on
the terrain
Organizing of ski equipment renting and
checking of functionality
Application of pedagogic principles and safety
measures when working with groups
Forming of groups in respect to knowledge,
abilities and health status
Choice of collaborators and their acquainting
with work criteria
Application of task checklist
Acquainting with geographical, ecological,
culturological and historical characteristics of
local environment
Acquainting with specificities of the ski resort
in question
Organizing of daily work program
System of doctors work
Safety measures at the ski

Acquainting with organization of ski resort
resort
work in the function of higher safety
System of ski resorts work
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Realization of teaching involves the selection and preparation of assistant-leader of the department. In preparation classes, teachers, before skiing, get acquainted with all the elements of safety.
Teachers and students are familiar with the protocols in the event of unwanted situations.
The protocols provide measures and procedures of first aid, notification. During the classes there is
cooperation with the competent services: GSS, police and marshals on the track.
Working with students with special care (injured in the process of rehabilitation, health problems and similar) is regulated by separation to separate groups.
Free skiing is in line with the level of knowledge of skiing and controlled in a manner that can
only be realized at the appropriate paths and do not practice at a time when the students perform
fatigue (afternoon).
The health service is regulated by the work of faculty physicians who cares about the health
problems of students. The doctor cooperates with the service GSS and local first aid station. The Faculty has a first aid kit and immobilization means that are acquired periodically on personal initiative
of the teachers. Teachers and doctor are connected in their communication. The doctor is familiar
with the types of loads in teaching. Students who have health problems, before going to class, are
referred to the review of physician specialists, who gives his opinion and therapy in order to be able
to follow lessons. Mode of working time includes as well informal 24-hour duty as the daily work of
doctors appointments.
On the practical teaching, students will learn the basic principles of orientation and orientation on the mountain through familiar objects, the signaling system on the track and methods.
Through the themes of physical abilities important for skiing, the importance of physical fitness, the ability of its evaluation, taking into account the feelings of fatigue, as well as the negative
impact of alcohol on safety in skiing.
Daily work program is adjusted to teaching program as well as mandatory rest and recovery.
C) Personal measures of students
On the theoretical teaching students emphasized that the awareness of personal responsibility
and obligation to comply with the rules lay down in the best form of safety. Students get acquainted
with mandatory and recommended measures that an individual is taking to personal safety. The measures and procedures to deal with aspects: equipment, skiing skills and specific knowledge:
wearing appropriate clothing (functional, thermal and hydro-insulation characteristics)
the use of protective equipment certified on compliance with national and international
standards: helmet, wrist protection for snowboarders, protection for the spinal cord - not
necessarily, by personal choice)
use of adequate equipment (skis, boots, bindings). Everything must be tailored to the
individual characteristics: morphological characteristics (weight, height), knowledge of
skiing, motor abilities (strength, endurance, coordination), the conditions on the track
(snow surface, the maintaining of slopes), the way of skiing (skiing style), knowledge of
skiing (beginner, advanced, expert)
skiing in the sphere of personal safety (in accordance with the knowledge of skiing, current
mental and physical abilities, adapted to the conditions on the track - the degree of difficulty
slopes, condition of snow base, the environment of other skiers)
introduction to the meteorological situation (fog, rain, wind, bright sunlight radiation)
information on the state of the ski slopes (closed paths / ski lift, working time)
introduction to the rules of behavior on the slopes and respect the rules and signaling
adjustment of nutrition, hydration, the prohibition of alcohol consumption
374
in the case of participation or presence of an injury or emergency situation, application

procedures of first aid, legitimizing and giving statements to the competent person
Disadvantages of normative documents
In the aforementioned documents certain disadvantages are identified:
The issue of renting ski equipment and its adjustment to the individual characteristics of
students is unregulated. Bearing in mind that there are no prescribed standards, testing
equipment is done by teachers and remains undefined who is responsible if, because of
inadequate equipment, an injury occurs
In the Rules of fieldwork is not anticipated:
The action plan in case the compromised safety of participants in teaching
Obligation of Faculty to provide necessary medical resources
Insurance obligations of all participants in teaching (students, teachers and associates)
The definition of fieldwork as a unique pedagogical process which, in addition to
teaching content, obliges students to respect the rules of behavior, and in particular
the rules on safety during leisure time, not just during teaching hours;
The obligation of systematic medical examination or report of all illnesses and injuries
that may affect the implementation of teaching;
The engagement of experts to lecture on orientation in nature
Past practice has shown that specific physical preparation is necessary for the physical
effort that skiing teaching requires
CONCLUSION
Skiing is an activity with increased risk of injury so thats why safety component should be
discussed in detail in all legal documents, regulations of the Faculty and the contents of the subject
of TiM Skiing.
Analysis and application of normative documents showed that most of the safety issues in
skiing teaching are covered by documents. On the theoretical teaching of subjects the safety field is
processed in details. On the practical teaching, as an objective pedagogical situation, students are
indicated to all aspects of risk and safety measures.
Certain disadvantages are identified: the issue of renting ski equipment, necessary medical
resources obligation, insurance obligations of all participants, obligation of systematic medical examination, engagement of experts for some speciffic lecture and necessary of physical conditioning
for the specific effort that skiing requires.
The above proposals has to be adopted and applied in an appropriate form in order to ensure
the safety of students to the fullest extent possible.
REFERENCES
1. Nastavni plan i program Fakulteta sporta i fizikog vaspitanja Univerziteta u Beogradu Kurikulum (2014). FSFV. Beograd
2. Pravilnik o eksurzijama Prosvetni glasnik br. 1/2009.
3. Pravilnik o terenskoj nastavi, FSFV (odluka NNV FSFV 02-1935-5 od 13.7.2009)
4. Ropret R . & Janakovi-upi D (2014) Povrede u skijanju i snoubord: zakonska regulativa i
bezbednost na skijalitima u Srbiji. Fizika kultura 68(2): 176-186
5. Zakon o javnim skijalitima. Slubeni glasnik RS, br. 46/2006
Zbornik radova
375
UDK 796.11:371.3
UTICAJ ELEMENTARNIH I SPORTSKIH IGARA

NA AKTIVNO VREME VEBANJA

Univerzitet u Kragujevcu, Fakultet pedagokih nauka, Jagodina, Srbija
UVOD
Najistaknutiji teoretiari i metodiari u fizikom vaspitanju pokuavali su da najracionalnijom
strukturom asa, dobiju najdue aktivno vreme vebanja i time utiu na pozitivne efekte nastave
fizikog vaspitanja.
Po imlei nastava je jedinstven vaspitno-obrazovni proces u kome se istovremeno usvajaju
znanja, vetine i navike, formiraju psihofizike sposobnosti i izgrauju pozitivni kvaliteti linosti
(imlea, 1971, 238). Jedna od odrednica ukazuje da je fiziko vaspitanje pedagoki proces izgraivanja i oblikovanja celovite linosti primenom odgovarajuih kretnih delatnosti (Leskoek,
1980, str. 24). Nastava fizikog vaspitanja je zasnovana na teorijskim osnovama fizikog vaspitanja i
teoriji vaspitanja i predstavlja jedinstven vaspitno-obrazovni proces koji zahteva sveukupne snage i
sposobnosti uenika, njegovu linost u celini i njegov integralni razvitak (Berkovi, 1978, 15).
U nastavi fizikog vaspitanja, pored tri bitna metodika faktora uenik, nastavnik i nastavno
gradivo pojavljuje se jo jedan znaajan faktor, a to su materijalno-prostorni uslovi za realizaciju
nastave fizikog vaspitanja. Neophodna je konstatacija o materijalno-prostornim uslovima za realizaciju planiranih sadraja nastave fizikog vaspitanja na celoj teritoriji Srbije, te da se nastavni programi prilagode stvarnim materijalnim uslovima. Svaka kola mora dobiti informaciju o tome u koju
kategoriju je svrstan njen objekat i koji tip nastavnog programa treba da realizuje na osnovu nalaza
uraene kategorizacije objekata za nastavu fizikog vaspitanja (Petrovi i sar. 1995).
U veini kola ne postoji usaglaenost uslova za realizaciju nastave fizikog vaspitanja, prema
vaeim normativima, u 7,2% kola objekti za nastavu fizikog vaspitanja ne postoje, u 25,4% nastava
se realizuje u kolskom dvoritu bez prateih prostora, a u 53,9% postojei objekti su u jako loem
stanju. Na osnovu pokazatelja opta konstatcija je da opremljenost kola nije zadovoljavajua i ne
odgovara postavljenim programskim zahtevima nastave fizikog vaspitanja, a ni potrebama uenika
(Nikoli, 2002).
Korisni prostori za vebanje i u zatvorenim i na otvorenim objektima u svih 40 srednjih kola
u Crnoj Gori daleko su ispod donje granice optimalno potrebnih povrina za realizaciju programskih sadraja nastave fizikog vaspitanja. Povrine za nastavu fizikog vaspitanja su, takoe, i ispod
zdravstveno-higijenskog i urbanistikog minimuma (Brajkovi, 1998).
Program nastave fizikog vaspitanja je tako koncipiran da je preko 60% sadraja vezano za realizaciju u zatvorenim sportskim objektima, u kome istovremeno ima nastavu po nekoliko odeljenja
(Milanovi, 2000).
as fizikog vaspitanja nazvan od veine naih metodiara as telesnog vebanja (Mati,
1978; Kragujevi 1991 i Vinji i sar. 2004), predstavlja vreme organizovanog vebanja dece i omladi-
376
Uticaj elementarnih i sportskih igara na aktivno vreme vebanja
ne, pod rukovodstvom za to ovlaenog lica. Karekteristika je postojanje odnosa kretanja interakcija
izmeu uesnika u realizaciji unapred osmiljenog programa, pre svega procesom vebanja (Vinji
i sar. 2004, 284).
Prema tome Cilj fizikog vaspitanja je da raznovrsnim i sistematskim motorikim aktivnostima, u povezanosti sa ostalim vaspitno-obrazovnim podrujima, doprinese integralnom (kognitivnom, afektivnom, motorikom) razvoju linosti uenika, razvoju motorikih sposobnosti, sticanju,
usavravanju i primeni motorikih umenja, navika i neophodnih teorijskih znanja u svakodnevnim i
specifinim uslovima ivota i rada (Slubeni glasnik RS - Prosvetni glasnik).
Strukturom asa fizikog vaspitanja se jo u 16. veku bavio Merkurialis. Ling je struktuirao as
fizikog vaspitanja (vebanja) na pet delova i trajanje pojedinih delova asa usklaeno je sa uzrastom
uenika i duinom asa vebanja (Ili i Mijatovi, 2006). Poetkom dvadesetog veka, Linhart je predlagao skraivanje vremena za vebanje uenika (Milanovi, 1986.). Slinu struktura naoj sreemo
kod austrijskog teoretiara i metodiara fizikog vaspitanja Grolla, u kojoj su zastupljena pet vebanja (delova asa).
Nai istaknuti metodiari priblino isto po trajanju struktuiraju as fizikog vaspitanja (Poli,
1953; epa, 1958; Mejovek, 1962; Mati, 1978; Arunovi, 1982; Tripkovi, 1983; Milanovi, 1986;
Vinji, Mileti i Jovanovi, 2004; Markovi i Vinji, 2008 i Markovi, 2011). Struktura asa je organizacioni plan asa. Ona ukazuje na redosled zadataka i organizaciju asa, zavisi od stvaralake aktivnosti i metodiko-pedagokog iskustva nastavnika i uslovljena je promenama radne sposobnosti
tokom asa (Rodi, 2000).
U okviru fizikog vaspitanja klasian kolski as se obino deli na etiri dela (uvodni, pripremni, glavni i zavrni deo asa). Svaki od tih delova ima svoje posebno zacrtane zadatke, karakteristike njihove realizacije, metodske i organizacione determinante i trajanje.
Svaki as fizikog vaspitanja u veoj ili manjoj meri sadri fizioloka, emocionalna i intelektualna optereenja. Fiziko vebanje na asovima fizikog vaspitanja treba kroz fiziki napor da kompenzuje negativne uticaje, a posebno intelektualnu i emocionalnu zamorenost.
Najee pod optereenjem na asu fizikog vaspitanja se podrazumeva fizioloki aspekt optereenja organizma uenika i izraava se kao vrednost kardiovaskularnih varijabli, pre svega brojem
otkucaja srca u jedinici vremena. Kriva optereenja je grafika forma kojom se najee izraava
fizioloko optereenje uenika na asu fizikog vaspitanja.
Aktivno vreme vebanja je jedan od dva aspekata pomou kojeg se moe posmatrati iskorienost vremena asa fizikog vaspitanja. Aktivno vreme vebanja na asu fizikog vaspitanja bilo je
predmet mnogih dosadanjih istraivanja.
Stanojevi je utvrdio da proseno trajanje asa fizikog vaspitanja iznosi 38.16 minuta, na
rad sa uenicima utroi se 36,33 minuta i to na maksimalno mogue vreme za vebanje koje iznosi
30,34 min. (67,42%), za objanjavanje 1,33 minuta (2,95%), za postrojavanje i pripremanje sprava
4,32 minuta (9.60%). Od ukupno 20% vremena koje se koriste za as, uenicima za vebanje ostaje
9,04 minuta od ukupnih 45 minuta.
Mogua je i ova distribucija vremena vebanja: U odnosu na apsolutno vreme asa od 45 minuta, as je trajao 41,87 minuta (93,04%). Za rad sa uenicima ostaje 27,36 minuta (66,77%), tako da
je aktivno vreme vebanja 19,32 minuta (46,14%) (Findak, 1999.) Aktivno vreme vebanja za uenike
estog razreda je 8,20 minuta (19,63%) a za uenike sedmog razreda je 7,58 minuta (19,16%) (Ivani
i Ackovi, 1969).
Nastavni sadraji utiu na duinu trajanja aktivnog vremena vebanja, tako da na asovima
sa sadrajima iz atletike iskoristi se 13.20 minuta, ili 27.40%, u gimnastici iskoristi se 13.42 minuta,
ili 28.22% i u sportskim igrama 19.50 minuta, ili 41.66% (Mikovic, 1978). Dragi i sar. su na asu sa
nastavnim sadrajima iz atletike (Skok u vis opkoranom tehnikom) dobili apsolutno vreme asa od
39.90 minuta, i aktivno vreme vebanja od 21.39 minuta (47.62%).
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377
Priblino iste rezultate sreemo u istraivanju (Arunovi i sar. 1979) gde je angaovanost na
asu atletike za uenike 15.24 minuta, ili 33.86%, a za uenice 11.50 minuta ili, 25.50%. Razlike izmeu uenika i uenica u odnosu na trajanje vremena aktivnog vremena vebanja zastupljene su i na
asovima sa sadrajima iz koarke, gimnastike i odbojke. Najmanje aktivno vreme vebanja sreemo
na asovima sa sadrajima iz gimnastike, a najvee kod sportskih igara i to prvenstveno kod koarke.
Markovi i sar. (2012) primenom instrumenta SOFIT za procenu aktivnosti uenika i nastavnika na asovima fizikog vaspitanja utvrdili su da je proseno aktivno vreme vebanja uenika na
asovima 17.60 minuta. Pored aktivnog vremena vebanja uenika, posmatrana je struktura asa,
sadraj asa i pedagoka aktivnost nastavnika. to se sadraja asa tie, uenici su u igri proveli 12.20
minuta, u organizaciji asa 11.60 minuta, u vebanju 8.40 minuta i u obuavanju i usavravanju
vetina 3.40 minuta. Nastavnik je na asu fizikog vaspitanja 12.90 minuta posmatrao angaovanje
uenika, 12.40 minuta davao informacije, 6.90 minuta proveo u organizaciji asa, demonstrirao je
obuavane sadraje 2.60 minuta i bodrio uenike 1.60 minuta.
Primenom razliitih metodiko-organizacionih oblika rada, naroito primenom dopunske vebe poveava se aktivno vreme vebanja u glavnom delu asa (Prskalo, 2001; Prskalo i Findak, 2003;
Martinovi, Vinji i Markovi, 2008 i Markovi i Vinji, 2009).
injenica je da razliita struktura asa moe odrediti postignua dece u fizikim aktivnostima
cilj rada je bio da se istrai uticaj elementarnih i sportskih igara na trajanje pojedinih delova asa
fizikog vaspitanja, kao i ukupno aktivno vreme (asa) vebanja uenika mlaeg kolskog uzrasta.
METOD
Istraivanje je realizovano u drugom polugoditu kolske 2013/2014. godine. Posmatrani su
asovi sa sadrajima iz elementarnih igara i sportskih igara. Aktivno vreme vebanja utvrivalo se
odabirom jednog uenika kome se meri i zapisuje vreme vebanja u pojedinim delovima asa, kao i
ukupno aktivno vreme vebanja na asu. Posmatranje i merenje realizovano je na redovnim asovima nastave fizikog vaspitanja. Uzorak ispitanika obuhvatio je 10 uenika. Uenici kome se merilo
aktivno vreme vebanja nisu znali da su objekat posmatranja i merenja. Trajanje pojedinih faza asa
mereno je satom i unoeno u listu. Vremenska artikulacija asa je bila klasina sa trajanjem: uvodni
deo 5 minuta, pripremni deo 10 minuta, glavni deo 25 minuta i zavrni deo 5minuta. Za obradu podataka pored deskriptivne statistike, primenjen je t-test za male nezavisne uzorke
REZULTATI
Uvidom u Tabelu 1. i Tabelu 2. moemo uoiti da se dobijene vrednosti trajanja aktivnog
vremena vebanja po delovima i ukupnog aktivnog vremena vebanja nalaze u relativno moguim i
oekivanim granicama. Najvee odstupanje od srednje vrednosti kod elementarnih i sportskih igara
je kod treeg dela asa i aktivnog vremena vebanja.
Tabela 1. Deskriptivni parametri za faze asova sa nastavnim sadrajima iz elementarnih igara
Mean
Std. Deviation
Minimum
Maximum
Uvodni deo
120.00
60.68
63.00
217.00
Pripremni deo
298.20
126.96
101.00
420.00
Glavni deo
719.80
469.83
189.00
1185.00
Zavrni deo
86.60
39.53
43.00
150.00
1224.60
622.47
409.00
1704.00
Aktivno vreme vebanja
378
Razlika u aktivnom trajanju uvodnog dela asa za 29.60 sekundi je u korist nastavnih sadraja
iz sportskih igara. Kod asova sa nastavnim sadrajima iz elementarnih igara aktivno vreme vebanja
u pripremnom delu je 298.20 sekundi, a kod sportskih igara 281.60, razlika je 16.60 sekundi u korist
nastavnih sadraja sa elementarnim igrama.
Nastavni sadraji iz sportskih igara uslovili su aktivno vreme vebanja u glavnom delu asa od
946.80 sekundi, a nastavni sadraji iz elementarnih igara aktivno vreme vebanja od 719.80 sekundi.
Razlika od 227 sekundi je u korist nastavnih sadraja iz sportskih igara.
Tabela 2. Deskriptivni parametri za delove asova sa nastavnim sadrajima iz sportskih igara
Mean
Std. Deviation
Minimum
Maximum
Uvodni deo
149.60
28.79
120.00
181.00
Pripremni deo
281.60
75.15
181.00
360.00
Glavni deo
946.80
282.29
601.00
1350.00
Zavrni deo
99.40
54.67
62.00
170.00
1477.40
347.98
964.00
1882.00
Razlika u zavrnom delu asa je veoma mala i iznosi svega 13.80 sekundi u korist asova sa
sadrajima iz sportskih igara. Ono to navodi na promiljanje je ukupno aktivno vreme vebanja,
koje kod asova sa nastavnim sadrajima iz sportskih igara iznosi 1477.40 sekundi, a kod asova sa
nastavnim sadrajima iz elementarnih igara 1224.60 sekundi. Razlika je 252.80 sekundi ili 20.64%
1600
1400
1200
1000
Elementarne igre
800
Sportske igre
600
400
200
0
Uvodni deo
Pripremni deo
Glavni deo
Zavrni deo
Aktivno vr vebanja
Grafikon 1. Zastupljenost aktivnog vremena vebanja po delovima asa i aktivno vreme vebanja na asu u
odnosu na nastavne sadraje iz elementarnih igara i sportskih igara
Dijagrami stubaca na Grafikonu 1. pokazuju minimalne razlike aktivnog vremena vebanja u

prvom delu asa i one su u korist nastavnih sadraja iz sportskih igara. Minimalna razlika aktivnog
vremana vebanja u korist sadraja iz elementarnih igara je kod pripremnog dela asa. Najvea razlika aktivnog vremena vebanja je dobijena u glavnom delu asa i ona je u korist nastavnih sadraja
iz sportskih igara. U zavrnom delu se takoe sree mala razlika u aktivnom vremenu vebanja i ona
je u korist sadraja iz sportskih igara. Nastavni sadraji iz sportskih igara uslovili su due trajanje
aktivnog vremena vebanja u odnosu na itav as.
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379
Tabela 3. Analiza razlika trajanja pojedinih delova asova i ukupnog aktivnog vremena na
asovima u odnosu na nastavne sadraje iz elementarnih igara i sportskih igara
t
df
Uvodni deo
0.985
0.353
Pripremni deo
0.252
0.808
Glavni deo
0.926
0.382
Zavrni deo
0.480
0.644
0.793
0.451
Vrednosti t-testa ukazuju da izmeu aktivnog vremena vebanja kod uvodnog dela i ako postoji deskriptivna razlika od 29.60 sekundi ona nije na nivou statistike znaajnosti p=0.353. Nivo
statistike znaajnosti takoe ne postoji ni izmedju aktivnog vremena vebanja sa sadrajima iz elementarnih i sportskih igara u pripremnom delu asa. Razlika od 250 sekundi u glavnom delu asa
u korist sadraja iz sportskih igara nije uslovila statistiki znaajnu razliku p=0.382. Veoma mala
razlika u korist sportskih igara u zavrnom delu asa nije uslovila statistiki znaajnu razliku.
Vrednosti t-testa ukazuju da statistiki znaajna razlika ne postoji ni u duini ukupnog aktivnog vremena vebanja, poto je ostvareni nivo statistike znaajnosti p=0.451
DISKUSIJA
Prema najnovijim pokazateljima Svetske zdravstvene organizacije, nedovoljna fizika aktivnost dece stavljena je na prvo mesto kao rizik od pojave gojaznosti, poremeaja metabolizma, hipertenzije, to jasno govori da se moraju imati jasne sistemske mere za unapreivanje nastave fizikog
vaspitanja i zdravlja dece (Miti, 2012).
Na asovima fizikog vaspitanja vee aktivno vreme vebanja je mnogo tee postii u glavnom
nego u uvodnom i pripremnom delu asa, gde u veini sluajeva preovladava frontalni oblik rada
(Babiak, 2011). Od mnogobrojnih faktora koji utiu na aktivno vreme vebanja naveemo samo
neke i to: program nastave fizikog vaspitanja, materijalno-prostorni uslovi (kola bez terena i sala,
vie odeljenja u sali, nedostatak sprava i rekvizita), metodiko-organizacijski oblici rada (nedovoljna
primena dopunske vebe, stanica i krunog metoda rada), organizacija pre asa (dolazak do prostora
za vebanje, kanjenje nastavnika, presvlaenje uenika, ulazak u salu, pregledanje patika, kanjenje
uenika i dr) i organizacija rada na asu (dug predprvi deo asa, prozivke uenika, duga objanjavanja, ispravke u toku obuavanja novih elemenata, teoretisanje nastavnika, spori prelasci iz jednog u
drugi deo asa, spora prestrojavanja i prelasci iz jednog u drugi oblik rada sa komplikovanim pripremama prostora za rad, rad sa velikim grupama sa dosta stajanja i ekanja u koloni za red za vebanje,
leeran odnos uenika na asu, meovita odeljenja).
Rezultati istraivanja u Kanadi pokazali su da i deaci i devojice ostvare tek neto vie od est
minuta umerene fizike aktivnosti u toku asa fizikog vaspitanja, sa jedva neto vie od 2% uenika
koji zadovoljavaju minimalni dnevni nivo fizike aktivnosti.
Neefikasnos nastave fizikog vaspitanja prvenstveno se ogleda u slabom uticaju na transformaciju motorikih sposobnosti, usled male gustine vebanja, odnosno, kratkog aktivnog vremena
vebanja uenika.
Klasina struktura asa uslovljava razliita trajanja, koja se kreu od 8 do 10 (Hoffmann,
1976), 9-19 minuta (Ivani i Ackovi, 1969) i 1112 minuta (Juras, 1968).
380
Najvee aktivno vreme na asu daje primena krunog treninga. Kruni trening je uvek primenljiv nezavisno od sadraja sportsko-tehnikog obrazovanja. On je direktno usmeren ka razvoju
motorikih sposobnosti uenika (Vinji, Ili i Paji 2012, 138).
Primena dopunskih vebi i stanica takoe utie na poveanje aktivnog vremena vebanja
(Stanojevi, 1965; Prskalo i Findak, 2003; Markovi i Vinji, 2009 i Prskalo, Babin, i Bavevi, 2010).
Dobro izabran je onaj metodiko-organizacioni oblik rada koji doprinosi intenzifikaciji i
optimalizaciji rada te na taj nain i humanizaciji nastavnog procesa i procesa vebanja prilagoavajui
se stvarnim potrebama svakog pojedinog uenika to je preduslov individualizacije, ideala svakog
savremenog koncepta vaspitanja i obrazovanja (Prskalo, Babin i Bavevi, 2010).
ZAKLJUAK
Na osnovu dobijenih rezultata, uoava se due aktivno vreme vebanja na asovima sa sportskim igrama u uvodnom, glavnom i zavrnom delu asa. Due aktivno vreme vebanja sa nastavnim
sadrajima iz elementarnih igara ostvareno je samo u pripremnom delu asa. Ukupno aktivno vreme
vebanja je u korist asova sa nastavnim sadrajima iz sportskih igara i iznosi 24.62 minuta. Pribline
vrednosti su dobijene u istraivanjima (Mikovic, 1978 i Arunovi, 1979), sa primenom nastavnih
sadraja iz koarke. Bez obzira na konstatovane razlike, ne postoji statistiki znaajna razlika izmedju duine aktivnog vremena vebanja po delovima i ukupnog aktivnog vremena vebanja na asu
u odnosu na nastavne sadraje iz elementarnih i sportskih igara. Dobijeni rezultati mogu posluiti,
kao polazna osnova za dalja istraivanja imajui u vidu da je uradjeno na mladjem kolskom uzrastu
i da su pored sportskih igara praene elementarne igre koje su trenutno najzastupljenije u radu sa
uenicima mladjeg kolskog uzrasta, a do sada nisu bile est predmet istraivanja.
Opta konstatacija je da kvalitet nastave, aktivno vreme vebanja i time transformacija motorikih sposobnosti uenika mlaeg kolskog uzrasta, pored materijalno-prostornih i kadrovskih uslova zavisi od briljive, strune i odgovorne pripreme uitelja za svaki as pre same realizacije.
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Rad je realizovan u okviru projekta Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki, psiho-socijalni
i vaspitni status populacije R Srbije pod brojem III47015, a kao deo podprojekta Efekti primenjene fizike aktivnosti
na lokomotorni, metaboliki, psiho-socijalni i vaspitni status kolske populacije R Srbije koji se finansira od strane
Ministarstva za prosvetu i nauku R Srbije Ciklus naunih projekata 2011-2014.
Zbornik radova
383
Zivorad Markovic, Aleksandar Ignjatovic
UDK 796.11:371.3
THE INFLUENCE OF ELEMENTARY AND SPORT GAMES

ON ACTIVE EXERCISE TIME

University of Kragujevac, Faculty of education, Jagodina, Serbia
INTRODUCTION
The most prominent theorists and methodists of physical education have tried, using the most
rational class structure, to get the longest possible active exercise time, and with that have a positive
effect on the classes of physical education.
According to the Simlesa educational program, schooling is a unique educational and upbringing process during which, at the same time, knowledge, skills and habits are accepted, physical
abilities formed and positive personality characteristics developed (Simlesa, 1971, 238).
One of the guidelines indicates that the physical education is a teaching process of building
and developing the complete personality with the application of the adequate physical activity. (Leskoshek, 1980, 24). The physical education program is founded on the fundamentals of physical
education and the theory of upbringing (education) and as such represents a unique educational and
upbringing process which requires the overall strength and abilities of the student, his personality
and integral development (Berkovic, 1978, 15).
Involved in physical education, besides the three important methodic factors the student,
teacher and teaching material, is one more factor, and that is the material and spatial condition in
which the education is carried out in. The remark, regarding the material and spatial conditions needed for the class to be carried out in, is necessary so as to suit the curricula according to them. Every
school needs to get the information, in which category her facilities are in, and which type of physical
education curriculum is best suited for that category (Petrovic, et al. 1995).
In most schools, no unity can be found between the conditions in which the schooling takes
place and the required norms, in 7,2% of the schools, objects required for the realization of physical
education do not even exist, in 25,4% class is carried out in school courtyards without the needed
facilities, and in 52,9% the facilities are not in good shape. According to these indicators, the general
conclusion is that the equipment in schools is not up to standards and does not abide neither the
imposed requirements for physical education, nor the needs of the students (Nikolic, 2002).
Useful exercising space, including both open and enclosed facilities, in all 40 of Montenegros
secondary schools is far under the lowest margin of optimally required surfaces for realization of
physical education. The surfaces for physical education are also under the health and hygiene and
urban minimal standards. (Brajkovic, 1998).
The program of physical education is conceived in such a manner as to have over 60% of its
content linked to the realization in enclosed space in which several classes have lessons (Milanovic,
2000).
384
The Influence of Elementary and Sport Games on Active Exercise Time
The physical education class, also named the physical exercise class by most of our Methodists (Matic, 1978; Kragujevic, 1991 and Visnjic, and associates 2004), represents an organized time
period for children and young, under the supervision of authorized people and staff. The characteristic is an existence of a relation between the interaction of the students, and the realization of a
well-thought-out plan, primarily the exercising process (Visnjic, and ass. 2004, 284).
With that in consideration it can be said that the goal of physical education is to, using various
and systematical motoric activity, in connection with other upbringing and educational fields, contribute to the integral (cognitive, affective, motor) development of a students personality, development of his motor abilities, acquisition, perfection and applying of his motor abilities, habits and necessary theoretical knowledge in everyday and specific conditions of life and labor (official Gazette).
Even in the 16th century, Mercurialis had studied the structure of a physical education class.
Ling structured a physical education class (exercising) in such manner that it had 5 parts, and that
the lasting of those individual parts be coordinated accordingly to the students age and the very lasting of the lesson itself (Ilic and Mijatovic, 2006). At the beginning of the 20th century, Lenard had
suggested shortening the exercising period for students (Milanovic, 1986). We find a similar structure being suggested by the Australian theoretician and Methodist of physical education, Growl, in
which 5 exercises, or parts of the class, present.
Our famous methodists, have the same way of structuring a physical education class (Polic,
1953; Shepa, 1958; Mejovsek, 1962; Matic, 1978; Arunovic, 1982; Tripkovic, 1983; Milanovic, 1986;
Visnjic, Miletic and Jovanovic, 2004 and Markovic and Visnjic 2008). The structure is the organizational part of the class. It indicates to the order of assignments and the organization of the class,
depending on the creative abilities and methodical and pedagogical experience of the teacher, and is
influenced by the changes of work capability during class (Rodic, 2009).
Within every class of physical education, there are usually 4 parts (introductive, preparatory,
main and final part of the class). Every one of these parts has its own specially designed tasks, characteristics of their realization, methodic and organization determinants and lasting.
Every part of physical education, more or less contains physiological, emotional and intellectual stress. Physical exercise during physical exercise class should compensate through physical
stress the negative influence, and especially intellectual and emotional fatigue.
In most cases, under the term stress (load/burden) during physical education class, we mean
the aspect of stressing out the organisms of the students which is expressed as a cardio-vascular
value of variables, mainly by the number of heartbeats per time unit. Incorrect stressing is a graphic
form with which the level of utilization of time can be measured, during physical education class.
Active exercise time is one of two aspects with which we can monitor the well-used time
during a physical education class. Active exercise time during a class, has been a subject of many
studies sover time.
Stanojevic has shown that an average physical education class lasts for 38,16 minutes, the time
spent doing work with students is about 36,33 minutes, and of that a maximum of 30,34 minutes
(67,42%) on exercising, 1,33 minutes (2,95%) on explaining, (9,6%) 4,32 minutes on lineup, equipment preparing. From the 20% of time left which students use for class, only 9,04 minutes out of 45
are left for exercising.
Another time distribution is also possible: in comparison to the absolute time-frame of 45 minutes, the class lasts for 41,87minutes (93,04%). 27, 36 minutes are spent on work with the students
(66,77%), so that active exercise time is 19,32 minutes (46,14%) (Findak, 1997). Active exercise time
for six-grade students is 8,20 minutes (19,63%) and for seven-grade students this is 7,58 minutes
(19,16%) (Ivanic and Ackovic, 1969).
Zbornik radova
385
The contents of lesson also have an effect on the lasting of active exercise time, so that lessons
that include athletics use 19,50 minutes, or 41,66% (Miskovic, 1978).
Dragic and associates got, out of classes which include athletics ( high-jumping using the
straddle technique), 39,90 minutes of total class time, out of which 21,39 minutes was active exercising time (47,62%).
We find similar results in researches (Arunovic and ass. 1979) where the engagement during
athletics class for male students is 15,24 minutes or 33,86% and for female students 11,50 minutes or
25,5% of the time. The differences between male and female students regarding the duration of active
exercise time are seen in classes containing basketball, gymnastics and volleyball. The least active
exercising time is during the classes which contain gymnastics, and the most during those which
contain sports games, especially basketball.
Markovic et al (2012) using SOFIT instruments for evaluation of the students activities during physical education classes have determined that the average active exercising time for physical
exercise is 17,6 minutes. Besides the active exercising time of the students, the structure of the class
itself, its content and the pedagogical activities of the teachers have also been monitored. As for
the content of the class, the students have spent 12,20 minutes playing sports games, 11,6 minutes
in class organization, 8,40 minutes doing exercises and 3,4 minutes in training and perfecting their
skills. The teacher had overlooked the commitment (engagement) of the students for 12,9 minutes,
spent 12,4 minutes giving information, 6,9 organizing (preparing) class, demonstrated the training
content for 2,6 minutes, and encouraged students for 1,6 minutes.
Using different methodical-organizational forms of labor, especially using additional exercises
active exercising time increases during the main part of the class (Prskalo, 2001; Prskalo and Findak,
2003; Martinovic, Visnjic and Markovic, 2008 and Markovic and Visnjic 2008).
The fact is that a different class structure can determine the achievements of the students in
physical activities the goalof the work has been to explore the influence of elementary and sports
games on the duration of physical education classes, along with the complete active exercising time
(of the class) of the younger schoolchildren.
METHOD
The research was realized in the second term of 2013/2014 school year. The lessons with elementary games and sport games were monitored. Active time of exercise was determined by the
choice of one student whose time of exercise in certain parts of the lesson was measured and written
down, as well as total active time of exercising during the lesson. Monitoring and measuring were
realized during physical education lessons. The sample consisted of 10 students. The student whose
time was measured did not know that he was an object of measurement. Some parts of the lesson
were measured by a stopwatch and then the results were written in the list. The time articulation of
the lesson was classic with duration: preparatory part 10 minutes, main part 25 minutes and final
part 5 minutes. For the processing of data descriptive statistics and t-test for small independent
samples were used.
RESULTS
By the insight in Table 1. and Table 2. it can be noticed that the values of duration of active
time of exercise by parts and total active time of exercise are within relatively possible and expected
limits. The biggest deviation from the middle value is for elementary and sport exercises at third part
of the lesson and active time of exercises.
386
Table 1. Descriptive parameters for lessons phases with lesson contents from elementary games
Mean
Std. Deviation
Minimum
Maximum
Introductory part
120.00
60.68
63.00
217.00
Preparatory part
298.20
126.96
101.00
420.00
Main part
719.80
469.83
189.00
1185.00
Final part
86.60
39.53
43.00
150.00
1224.60
622.47
409.00
1704.00
Active time of exercise
The difference in active duration of introductory part of the lesson for 29.60 seconds is in favour of lesson contents from sport games. For lessons with lesson contents from elementary games
active time of exercise in preparatory part is 298.20 seconds, and for sport games is 281.60, the difference is 16.60 seconds in favour of lessons contents with elementary games.
Table 2. Descriptive parameters for parts of the lesson with lesson contents from sport games
Mean
Std. Deviation
Minimum
Maximum
Introductory part
149.60
28.79
120.00
181.00
Preparatory part
281.60
75.15
181.00
360.00
Main part
946.80
282.29
601.00
1350.00
Final part
99.40
54.67
62.00
170.00
1477.40
347.98
964.00
1882.00
Lesson contents from sport games caused active time of exercise in the main part of the lesson
with 946.80 seconds, and lesson contents from elementary games active time of exercise is 719.80
seconds. The difference of 227 seconds is in favour of sport games. The difference in the final part of
the lesson is very small and it is 13.80 seconds in favour of sport games. The thing that leads to consideration is total active time of exercising which for lessons with lessons contents with sport games
is 1477.40 seconds, an for lessons with lessons contents for elementary games is 1224.60 seconds.
The difference is 252.80 seconds or 20.64%
1600
1400
1200
1000
Elementarne igre
800
Sportske igre
600
400
200
0
Uvodni deo
Pripremni deo
Glavni deo
Zavrni deo
Aktivno vr vebanja
Graph 1. The presence of active time of exercise by lesson parts and active time of exercising during lesson
in relation to lesson contents from elementary games and sport games
Zbornik radova
387
Diagrams of the columns in Graph 1. indicate minimal differences of active time of exercising
in the first part of the lesson and they are in favour of lesson plans for sport games. Minimal difference of active time of exercise in favour of elementary games for preparatory part of the lesson.The
biggest difference of active time of exercise was in the main part of the lesson and it is in favour of
lessons contents from sport games. In the final part is a small difference in active time of exercising
and it is in favour of contents from sport games. Lesson contents from sport games resulted in longer
duration of exercising time.
Table 3. The analysis of differences of certain parts of the lesson and total time during lessons in
relation to lesson contents from elementary games and sport games
t
df
Introductory part
0.985
0.353
Preparatory part
0.252
0.808
Main part
0.926
0.382
Final part
0.480
0.644
0.793
0.451
The values of t-test indicate that even though there is descriptive difference of 29.60 seconds
between active time of exercising in introductory part it is on the level of statistical significance
p=0.353. The level of statistical significance also does not exist between active time of exercising with
elementary games and sport games in preparatory part of the lesson. The difference of 250 seconds
in the main part of the lesson is in favour of sport games in the final part of the lesson there was no
statistical significant difference.
The values of t-test indicate that statistically significant difference does not exist in length of
total active time of exercising, since the level of statistical significance is p=0.451.
DISCUSSION
According to the latest indicators of the World Health Organization, insufficient physical activity of children was put in the first place as a risk factor for obesity, metabolism disorder, hypertension, which clearly indicates that people have to take clear systematic measures for the improvement
of physical education and childrens health (Mitic, 2012).
On physical education lessons it is much harder to achieve longer active time of exercising in
the main part of the lesson than in introductory and preparatory part of the lesson, where in most
cases frontal way of work predominates (Babiak, 2011). From many factors which influence active
time of exercising only a few will be mentioned: program of physical education, material spacious
conditions (schools without courts and gyms, more classes in one gym, lack of equipment), methodical-organizational ways of work (insufficient application of additional exercise, stations and circular
method of work), organization before lessons (arriving to the premises for exercising, teachers are
late, changing of students, entering the gym, checking of trainers, students are late) and organization
of work during lessons (long introductory part of a lesson, checking of students, long explanations,
corrections during learning of new elements, theoretical work of teachers, slow shift between lesson
parts, slow realignments and changes from one way to another way of work with complicated preparations of space for work, work with large groups with a lot of standing and waiting in columns for
their turn to exercise, relaxed attitude of students, mixed classes).
388
The research results in Canada show that boys and girls achieve about six minutes of moderate
physical activity during physical education lesson, with merely more than 2% of students who fit in
with minimal daily level of physical activity.
The inefficiency of physical education is seen in weak influence on transformation of motor
abilities because of the small exercise density, in fact, short active time of exercising of students.
Classic structure of a lesson determines different timing which span from 8 to 10 minutes
(Hoffmann, 1976), 9-19 minutes (Ivanic and Ackovic, 1969), 11-12 minutes (Juras, 1968).
The most active time during lesson is gained by the application of circular training. Circular
training is always applicable regardless of the knowledge of sport technical education. It is directed
towards the development of motor abilities of students (Visnjic, Ilic and Pajic 2012, 138).
The application of additional exercises and stations also influences on the increase of active
time of exercising (Stanojevic, 1965; Prskalo and Findak, 2003; Markovic and Visnjic,2009 and Prskalo, Babin and Bavcevic, 2010).
Methodical-organizational approach which is properly chosen is that which contributes to
intensification and optimizing of work and in that way humanization of the process of exercising
adapting to real needs of each individual student which is prerequisite of individualization, which is
an ideal of every modern concept of education and upbringing (Prskalo, Babin and Bavcevic, 2010).
CONCLUSION
On the basis of the results, longer active time of exercising during physical education lessons
with sport games in introductory, main and final part of the lesson is noticed. Longer active time of
exercising with program contents from elementary games was achieved only in the preparatory part
of the lesson. The total active time of exercising is in favour of the lessons with program contents
with sport games and it is 24.62 minutes. Close results were gained in the researches (Miskovic, 1978
and Arunovic, 1979), with the application of program contents from basketball. Regardless of the differences there is no statistically significant difference between the active time of exercising by parts
and total active time in relation to program contents from elementary and sport games. The results
can be used as the starting point for further research because they were obtained for younger pupils
and that apart from sport games elementary games were also monitored which are most frequent in
work with students in lower grades, and up to now they were not the research subject.
General statement is that the quality of teaching, active time of exercising and transformation
of motor abilities of students in lower grades, apart from material special and teaching conditions
also depends on expert and responsible preparation of a teacher for each lesson before its realization.
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This work has been realized as part of a project Effects of applied physical activity on locomotor, metabolic, psycho-social
and educational status of population in Republic of Serbia under the number III47015, and as a part of sub project
Effects of applied physical activity on locomotor, psycho-social and educational status of school population in Republic of
Serbia which is funded by the Ministry of Education, Science and Technological development of the Republic of Serbia
Cyclus of scientific projects 2011-2014.
Zbornik radova
391
ore Stefanovi
UDK 796:271.222(497.11)
VRLINE PRAVOSLAVNIH SVETIH RATNIKA

U FUNKCIJI VASPITANJA MLADIH SPORTISTA
ore Stefanovi
UVOD
O pravoslavnim svetim ratnicima postoji nemalo itija koje je Gospod proslavio, a Pravoslavna
crkva slavi. Tako je Matej Arsenijevi u sklopu predavanja Pravoslavnje i rat, odranog decembra
1994. godine na tribini Studentskog kulturnog centra u Beogradu, izmeu ostalog, govorio i o pravoslavnim svetim ratnicima postavljajui pitanje:
Ko je onda sveti ratnik? Sveti ratnik je onaj Hrianin koji se izvravajui posluanje svojoj Otadbini kao vojnik Otadbine i svojoj veri kao vojnik Hristov u antipersonalistikoj stihiji i
sunovratu rata kroz svoj lini Boj izborio za odbranu branjene Svetinje i pri tom sauvao ist svoj
hrianski Obraz.
Sveti ratnik je hrianin koji je kroz in dobrovoljnog ratnikog kenosisa i samoodricanja
do trpljenja rana, bolova i smrti, radi dobra svoje hrianske zajednice nadiao svoju smrtnu bioloku ipostas, izborivi se za svoje eshatoloko ime i slobodu, koja se u Pravoslavlju identifikuje
sa besmrtnom linou. Sveti ratnik je svaki onaj vojnik koji se pod znakom Krsta i Zlatne Slobode
borio za odbranu vere, naroda i svetinja, i, borei se po pravilu, pobedio zlo u sebi i zlo oko sebe.
Slika 1. Sveti ratnici: Dimitrije, Georgije, Artemije i Prokopije
392
Vrline pravoslavnih svetih ratnika u funkciji vaspitanja mladih sportista
Fenomen pravoslavnih svetih ratnika moe se posmatrati i iz ugla potrebe da se obnove duhovne i moralne vrednosti mladih sportista kroz vaspitanje vrlina. Neophodno je da se uoi da
profesionalni sport ne mora da bude nain da se zaradi za ivot, ve i put ostvarivanja pravoslavnih
hrianskih vrlina usmeren ka spasenju u venosti. Sveti ratnici nas na odreeni nain podseaju
na moralne ideale na kojima su vaspitavana brojna pokolenja naih predaka. Na duhovni i materijalni put treba da tei ka uzvienosti. Svi znamo da je moralno naelo uvek bilo neophodno u
drutvenom ivotu i da je moralnost bila jedinstvena kroz vekove za sve ljude. estitost, savesnost
u radu i ljubav prema Otadbini, prezir prema materijalnim dobrima i istovremeno briga za optedrutvena dobra, pravdoljublje, drutvena aktivnost svemu tome nas ue, izmeu ostalih i
itija svetih ratnika. To su vrednosti koje su nadahnjivale nae pretke, a danas i nas.
ta znae rei apostola Pavla: Ako se ko bori, ne dobija venac ako se ne bori po pravilu? (2.
Tim. 2, 5). To boriti se, ali po pravilu jeste onaj krajnji kriterijum hrianske duhovne samodiscipline, koji opredeljuje smisao svih Hrianinovih istorijskih dogaaja, i u ratu i u miru, a koji bi
trebalo da potuju i dananji uesnici u sportskim takmienjima.
Danas postoji raspoloenje da se duhovne vrednosti ire i u prostoru sporta. Fenomen pravoslavnih svetih ratnika moe se posmatrati i iz ugla potrebe da se obnove duhovne i moralne vrednosti
mladih sportista kroz vaspitanje vrlina.
PREDMET ISTRAIVANJA
Predmet istraivanja predstavlja pokuaj da se vrline pravoslavnih svetih ratnika stave u prvi
plan ivota mladog sportiste. Nastojalo se, da se u kontekstu praktinog bogoslovlja (primenjene
teologije) razmotre i usklade osnovne istine pravoslavnog hrianskog uenja (Stojanovi, 2011) sa
naunim dostignuima iz oblasti antropologije, andragogije, pedagogije (Puri, 2010; Baanac i Radovanovi, 2005), etike (Mandzaridis, i sar. 2010; Mandzaridis, 2011), sporta (Stefanovi, 2011) i
drugih relevantnih naunih disciplina.
CILJ ISTRAIVANJA
Cilj istraivanja je da se osnovna naela vere svetih ratnika stave u kontekst nadmetanja za ast i
dostojanstvo kod mladih sportista, i to tako, da podstaknu uesnike da budu stvaraoci. Da iz stanja
protivnika i konkurenata postanu borci za pobedu istine, a ne za poraz protivnika.
METOD
U ovom radu su se koristile sledee metode istraivanja: bibliografsko-spekulativna, istorijska,
analitiko-komparativna i deskriptivna.
REZULTATI ISTRAIVANJA
Kakav odgovor mogu da nam ponude sledea pitanja: Zato neke pravoslavne crkve nose imena svetih ratnika? Zato u pravoslavnim crkvama na zidovima postoje oslikani sveti ratnici? Zato su
najee oslikani na zidu pored ikonostasa? Kakvo je njihovo dejstvo na vernike?... Pretpostavka je da
imaju izuzetne vrednosti koje se ogledaju u vrlinama koje su ih ovlapotile u svete ratnike.
Svetost je vrednost hrianske etike. Pravoslavna crkva nekoga uvruje u red svetih tada
kada neko svojim trudom ostvari svetost uz pomo blagodati Boje. Svetost ivota, snaga vere,
milosrdnost, mudrost, samortvovanje za blinje, bogougodna dela, dobrotoljublje i druge vrline mogu da utiu na Crkvu da takve ljude proglase za svece, jer su prethodno ve bili prihvaeni u
narodu. Razlozi za crkvenu kanonizaciju bili su i ostaju:
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393
ore Stefanovi
ivot i podvig sveca,

uda i
u pojedinim sluajevima neraspadivost motiju. (Fedotov, 2005)
U sutini Pravoslavna crkva za sveca proglaava oveka:

koji besprekorno ispoveda pravoslavlje;

koji upranjava sve vrline, u koje se ubraja i stradanje za veru;
koji je od Boga proslavljen natprirodnim znacima i udesima i
za koga postoji opta svest u Crkvi da je zaista svet.
Vrednosti sporta i fizikog vaspitanja, prvenstveno proizilaze iz opteg shvatanja pojma

vrednosti i vrednosti koje su determinisane ciljem i zadacima vaspitno-obrazovnog rada, kao i ciljem
i zadacima sporta i fizikog vaspitanja (Baanac i Radovanovi, 2005).
Analizirajui neka ranija istraivanja orevi (1993) svrstava vrednosti u etiri kategorije:
Univerzalne vrednosti: pravdoljubivost (pravinost), sloboda, humanost, hrabrost,
istinoljubivost i ekoloki sklad.
Vrednosti koje ukazuju na odnose prema drugima: prosocijalna orijentacija (altruizam),
solidarnost, kooperativnost, tolerantnost i poten (astan) odnos prema drugima.
Vrednosti koje se odnose na razvoj pojedinca: integritet, pozitivan odnos prema radu,
stvaralatvo, samokontrola, skromnost i preduzimljivost.
Vrednosti od znaaja za drutvenu zajednicu: odgovornost, patriotizam, potovanje zakona
i reda i drutvena angaovanost.
Navedene vrednosti imaju rangovni karakter i ukazuju da najveu brojnost imaju univerzalne
vrednosti koje su najznaajnije za odreivanje opteg cilja vaspitanja. Za mladog sportistu je bitno da
se upozna i da zna da primenjuje u praksi ljudske vrednosti, kao i vrednosti koje su imali pravoslavni
sveti ratnici.
Sluaj iz prakse Sveti Jovan Rus
Slika 2. Sv. Jovan Rus
394
Vrline pravoslavnih svetih ratnika u funkciji vaspitanja mladih sportista
Slika 3. Autor pored motiju Sv. Jovana Rusa u mestu Neo Prokopi na Eviji (Grka)
Slika 4. Autor u kapeli Sv. Jovana Rusa stavio je ratni pojas i kapu na glavu
od Sv. Jovana Rusa da bi se kroz molitvu pribliio Svetitelju
Prvo projavljivanje nebeski zastupnik Srba:

U knjizi Sveti Jovan Rus itija, uda, moleban i akatist profesor teologije Jorgos J. Vernezos,
sin nastojatelja hrama Sv. Jovana Rusa, divnog starog svetenika Jovana Vernezosa, zapisao je sledee
svedoenje:
Neto pre Vaskrsa 1999. godine dola su u hram Sv. Jovana Rusa, dva poklonika iz razliitih
krajeva Grke. Oni se uopte nisu poznavali, a svetenicima ovog hrama su ispriali gotovo istovetnu
priu:
Videli su (potpuno nezavisno jedan od drugog) Svetog Jovana Rusa koji kae: Idem u Srbiju,
da pomognem naoj brai Srbima, jer se tamo progoni pravoslavlje!
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ore Stefanovi
Drugo projavljivanje:
U vreme bombardovanja Srbije 1999. godine, Svetitelj se javio odbornicima i rekao:
Brzo me presvlaite!
Svetitelj se svima njima javio kao da stoji na soleji sav krvav. Pitali su ga:
ta je to? ta se dogaa?
A Svetitelj im je odgovorio:
Dolazim sa ratita, iz Srbije!
Potom su ga presvukli, iako jo nije bilo vreme za odevanje nove odede.
Po obiaju od starine, odeda Sv. Jovana Rusa menja se tri do etiri puta u toku jednog veka, i
to tako to se Sv. Jovan javi u snu svakom od odbornika iste noi i kae da je vreme da mu promene
odedu.
Na osnovu prouene literature, kao i razgovora sa ocima Crkve i sportistima koji su pravoslavni vernici, dolo se do sledeih rezultata istraivanja:
a) pravoslavni sveti ratnici su imali slian ivotni put kao dananji vrhunski sportisti s aspekta
vrlina i
b) vrline svetih ratnika i vrhunskih sportista predstavljaju model za identifikaciju koji moe
znaajno da utie na unapreenje vaspitanja mladih sportista.
ZAKLJUAK
S obzirom na svima poznate afere u skoro svim sportovima, nasilja i dr. koji ilustruju stanje
alarmantne nemoi, dorinos korienja vrlina pravoslavnih svetih ratnika mogao bi da ima znaajan uticaj na vaspitanje mladih sportista sa primarnim ciljem da se iz obilja teoloke literature izdvoje
oni sadraji koji mogu podstai stvaralaku odgovornost svih pozitivnih faktora sportskih dogaanja od samih sportista, preko njihovih zvaninika klubova, do samih navijaa. Prepoznavanje ovih
problema upuuje na teoloke izvore kao bistre sadraje, gde se mogu nai nemali broj odgovora
na postavljena pitanja. Pretpostavka je da ovaj istraivaki rad moe u odreenoj meri da doprinese
unapreenju vaspitno-obrazovnog sistema podmlatka koji se nalazi u prostoru sporta, a time i sveukupnom napretku zemlje.
LITERATURA
1. Arsenijevi, M. (1994) Pravoslavlje i rat. Jagnje Boije i Zvijer iz bezdana, projekat UDK
241(355.01). Dopunjeni saetak veeg rada nastalog iz predavanja izloenih u sklopu ciklusa
Pravoslavnje i rat, odranog tokom novembra i decembra 1994. Na tribini Studentskog kulturnog centra u Beogradu (http://www.rastko.rs/filosofija/jagnje/matej_arsenijevic_c.html).
2. Baanac, Lj. i Radovanovi, I. (2005) Vaspitanje kroz sport. Beograd: Uiteljski fakultet.
3. Vernezos, J. (2012) Sveti Jovan Rus itija, uda, moleban i akatist. Prevod sa grkog. Bonjane:
Manastir Svetog Luke.
4. orevi, J. (1993) Problemi ciljeva i zadataka u obrazovanju i vaspitanju. Uvodno izlaganje na
savetovanju: Cilj Vaspitanja u Jugoslaviji i drutvene promene. Beograd: Uiteljski fakultet.
5. Fedotov, G. (2005) Svetitelji stare Rusije. Prevod sa ruskog. Beograd: Logos.
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The Virtues of Orthodox Holy Warriors in Education Yoang Athletes
UDK 796:271.222(497.11)
THE VIRTUES OF ORTHODOX HOLY WARRIORS

IN EDUCATION YOANG ATHLETES
Djordje Stefanovic
University of Belgrade, Faculty of Sports and Physical Education, Belgrade, Serbia
INTRODUCTION
There are numerous hagiographies of the holy warriors whom our Lord celebrated and who
are celebrated by the Orthodox Church. Thus Matej Arsenijevic, in the lecture Orthodox Faith and
War, held in December 1994, at the public forum of the Students Cultural Centre in Belgrade, among
other things, talked about the Orthodox Holy Warriors and made the following question:
Who is a Holy Warrior then? A Holy Warrior is that Christian who, by showing obedience
to his Fatherland as a soldier of the Fatherland, and to his faith as a Christs soldier, in a torrent of
anti-personal, and in war collapse, secured the defense of the guarded Shrine through his personal
Struggle while keeping his Christian Honor clean.
A Holy Warrior is the Christian who, through the act of a warriors voluntary kenosis and
self-denial to the extent of suffering wounds, pain and death, for the good of his christian community?, transcended his mortal biological hypostasis, by winning his eschatological name and freedom,
which, in Orthodoxy, is identified with the immortal personality. A Holy Warrior is each soldier
who, under the sign of the Cross and the Golden Freedom, fought for the defense of the faith, the
nation and the Holy Shrines and, thus fighting, as a rule, defeated the evil within himself and the evil
around him.
Picture 1. Warrior Saints: St. Demetrius, St. George, St. Artemy and St. Procopius
Zbornik radova
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Djordje Stefanovic
The phenomenon of Orthodox Holy Warriors can also be viewed from the necessity to restore
the spiritual and moral values in young athletes through training in virtues. It is essential to observe
that professional sport is not necessarily a way to earn a living, but also a path to realize Orthodox
Christian virtues aimed to salvation in eternity. In a way, Holy Warriors remind us of the ethical
ideals upon which many generations of our forefathers were educated. Our spiritual and material
path should seek to attain the sublime. We all know that in social life, the moral principle has always
been needed and that moral conduct has been uniform for all people over the centuries. Honesty,
diligence in work and love for the Fatherland, contempt for material goods, and at the same time,
care for the general social good, love of justice and social engagement are the values which we are
taught, through the Lives of Holy Warriors as well. These are the values that inspired our forefathers,
and today they inspire us.
The subject of the research is an attempt to put the virtues of the Orthodox Holy Warriors
in the focus of a young athletes life. In context of practical theology (applied theology) we tried
to consider and relate the fundamental truths of the Orthodox Christian teaching to the scientific
achievements in the field of anthropology, andragogy, pedagogy, ethics, sports and other relevant
scientific fields.
The aim of the research is to place the fundamental tenets of the holy warriors faith in the
context of competing for honor and dignity among the young athletes and to do so in such way to
motivate them to become creators. To make them evolve from the position of opponents and competitors into fighters for the victory of truth and not for the opponents defeat.
METHOD
The folloving methods of research have been used: bibliographical-speculative, historical,
analytical-comperative and descriptive. Based on the literature used, as well as on the discussions
with the clergy and athletes who are also Orthodox believers.
RESULTS
What are the answers to the following questions? Why are some Orthodox churches named
after Holly Warriors? Why are Holy Warriors painted on the walls of Orthodox churches? Why are
they most often painted on the wall near the iconostasis? What effect do they have on the believers?
The assumption is that they have exceptional values which are reflected in the virtues that are embodied in the Holy Warriors.
Holiness is a value of Christian ethics. In the Orthodox Church one can be listed among the
saints only when one attains holliness through his labour by the grace of God. Holiness of life, strength of faith, works of charity, wisdom, self-sacrifice for the fellow men, pious deeds, love of good
(Philokalia) and other virtues can have impact on the Church to declare such persons to be saint because they have previously been accepted by the people. The reasons for the Churchs canonization
were and are as follows:
Life and ascetic action of the Saint;
Miracles, and
In certain cases, incorruptible relics.
In fact, the Orthodox Church, declares a man to be saint when:
one impeccably confesses Orthodox Faith;
one practices all the virtues, which includes suffering for the faith;
one who was celebrated by God through supernatural signs and miracles;
398
one who is generally considered by the Church to be saint indeed.

The values of sport and physical education, primarily result from a general understanding of
the term values and from the values that are determined by the objectives and tasks of educational
work, as well as by the objectives and tasks of sport and physical education.
By analyzing some earlier researches Djordjevic (1993) classifies values into four categories:
Universal values: love of justice (fairness), freedom, humanity, courage, love of truth, and
ecological harmony.
The values indicating relations to others: prosocial orientation (altruism), solidarity,
cooperation, tolerance and fair (honest) relationship to others.
The values related to development of an individual: integrity, a positive attitude towards
work, creativity, self-control, modesty and enterprising spirit.
The values of importance to the community: responsibility, patriotism, respect for law and
order and social engagement.
The above values are rank-character and show that the most numerous universal values are
those which are most important in determining the general objective of education. For a young athlete is essential to get to acquainted with and be able to apply human values in practice, including
the values possessed by Orthodox Holy Warriors.
Real-life example St John the Russian
Picture 2. St John the Russian
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Djordje Stefanovic
Picture 3. The author by the holy relics of St John the Russina

in Neo Prokopi in Euboea (Greece)
Picture 4. The author in the chapel of St John the Russian with the warriors belt
and the cap on his head in order to get closer to the Saint through a prayer.
The first appearance the heavenly protector of Serbs:

In the book Saint John the Russian hagiographies, miracles, moleben and acathist professor
of theology Jorgos J. Vernezos, son of a fair old priest Ioannis Vernezos the prior of St John the
Russian church, wrote down the following testimony:
Some time before Easter in 1999, two worshippers from different parts of Greece came to the
church of St John the Russian. They did not know each other and they told almost the same story to
the priests in this church. They both (absolutely independently of each other) saw St John the Russian who was saying: Im going to Serbia to help our Serbian brothers, because Orthodox Faith is
being persecuted there!
400
The second appearance:

At the time when Serbia was being bombed by NATO in 1999, the Saint appeared before the
councilors and said: Change my vestment, quickly!
The Saint appeared in front of all of them as if he had been standing on the soleas all covered
in blood. They asked him: What is it? What is going on?
And the Saint replied: Im coming from the battlefield, from Serbia.
Then, they changed the Saint, although it was not the time for dressing a new vestment yet.
As it has been customary, since the old times, the vestment of St John the Russian is changed
three to four times in a century, and it is done so when St John appears in dreams to each of the councilors on the same night and says that it is time for his vestment to be changed.
Based on the literature used, as well as on the talks with the clergy and athletes who are Orthodox believers, we came to the following results of the research: a) viewed from the aspect of virtues,
the Orthodox holy warriors had a life path similar to those of modern top athletes, and b) the virtues
of the holy warriors and top athletes represent a role model which can significantly influence on
the improvement of education of young athletes.
CONCLUSION
Having in mind the known affairs in almost all kinds of sport, violence and other occurrences which illustrate the situation of alarming helplessness, the benefits of using the virtues of the
Orthodox holy warriors could have a significant influence on educating young athletes with the main
aim to single out such values from the abundant theological literature which can initiate the creative
responsibility of all positive participants in sports events starting from the athletes themselves,
their official sports clubs to their supporters. Identifying these problems directs us to theological
sources like clear subject matter, where a big number of answers can be found. It is suggested that
this research paper can, to an extent, contribute to the improvement of the education system of the
young generations in the field of sports, and accordingly to the overall improvement of the country
itself.
REFERENCES
1. , . (1994). . ,
241(355.01).
, 1994.
.
2. , . , . (2005). . : .
3. (2005). :
.
4. , . (2012) , , . :
.
5. , . (1993). .
: . :
.
6. , ., , ., , . , . (2010). .
. : .
7. , . (2011). I: ,
. . : .
Zbornik radova
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Djordje Stefanovic
8. . . (2010). :
. : . .
9. , . (2011). , , . :
.
10. , . (2011). . :
, .
11. , . (2005). . . : .
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Relacije nekih psiholokih karakteristika i uspenosti u ritmikoj gimnastici kod osoba razliitog pola
UDK 159.9:796.412
RELACIJE NEKIH PSIHOLOKIH KARAKTERISTIKA I USPENOSTI

U RITMIKOJ GIMNASTICI KOD OSOBA RAZLIITOG POLA

Univerzitet u Beogradu, Fakultet fizikog sporta i fizikog vaspitanja, Beograd , Srbija
UVOD
Uspeh u sportu, ali i u nastavi fizikog vaspitanja je uslovljen veim ili manjim brojem razliitih faktora. Jedan od osnovnih preduslova za upravljanje sportskim treningom ili asom fizikog
vaspitanja je odreivanje glavnih faktora koji u najveoj meri utiu na uspeh. Definisanje tih faktora
stvara uslove za efikasniji trening ili as fizikog vaspitanja. Preciznije, uspeh u bilo kojoj kineziolokoj aktivnosti zavisi od bio-psiho-socijalnog statusa aktera tih aktivnosti, karakteristika aktivnosti
kojima se oni bave i samih trenanih procesa koje upranjavaju (Babjak, 1995, str.100). Rezultati
istraivanja pokazuju da su pored antropometrijskih karakteristika, funkcionalnih i motorikih sposobnosti za postizanje uspeha u fizikom vaspitanju i sportu od znaaja i psiholoke karakteristike
(Babjak, 1984; Karaleji i Jakovljevi, 2008; Moskovljevi i Orli, 2012; Radisavljevi Jani, 2009).
Rezultati istraivanja u ritmikoj gimnastici (RG) takoe ukazuju na razliite faktore uspenosti: morfoloke, motorike, muzike i psiholoke (Damjanovska,1988; Di Cagno, et al., 2008; Lazarevi, Petrovi i Damnjanovi, 2012; Radisavljevi, Lazarevi i Moskovljevi, 2006; Tumin i Krneta,
2009). Istraivanja psiholokih karakteristika, u prostoru RG u naoj sredini, sprovedena su uglavnom na uzorku devojica mlaeg, odnosno starijeg kolskog uzrasta koje se rekreativno, ili aktivno
bave ovom sportskom disciplinom (Lazarevi i sar., 2012; Kosti, 2011; Radisavljevi i sar., 2006). U
tim istraivanjima kao znaajne psiholoke karakteristike za uspenost u RG izdvojile su se opta
intelektualna sposobnost, karakteristike kognitivnog stila i osobine linosti kao to su ekstraverzija,
emocionalna stabilnost, otvorenost za iskustva i savesnost (Lazarevi i sar., 2012; Radisavljevi i sar.,
2006).
Na Fakultetu sporta i fizikog vaspitanja (FSFV) Univerziteta u Beogradu, predmet Teorija i
metodika ritmike gimnastike (TIM RG) je, do kolske 2000/2001. godine bio planom i programom
kolovanja predvien iskljuivo za ensku populaciju studenata, a od pomenute kolske godine do
danas, pohaaju ga i studenti mukog pola. Osnovni razlog za uvoenje TIM RG za muku populaciju lei u injenici da su obrazovnim standardima i nastavnim planom za osnovnu kolu predvieni sadraji iz RG i da kao budui profesori fizikog vaspitanja i sporta, moraju ovladati osnovama
RG. Dosadanje viegodinje iskustvo u radu sa studentima FSFV u okviru predmeta TIM RG, kao
i nauna istraivanja, potvruju da studenti mukog pola mogu biti gotovo podjednako uspeni,
kao i studenti enskog pola, u savladavanju programskih sadraja RG (Moskovljevi i Orli, 2012).
Istraivanja psiholokih karakteristika kao faktora uspenosti u RG kod studenata su malobrojna, a
posebno ona koja obuhvataju i muku populaciju.
Cilj ovog istraivanja je bio da se ispita povezanost postignua u RG i motiva postignua, fizikog self-koncepta i stava prema RG, kao psiholokih karakteristika vanih za uspenost u sportu i
vebanju kod studenata FSFV razliitog pola. Prethodna istraivanja su ukazala da je jedan od vanih
psiholokih faktora uspenosti u sportu i vebanju motivacija za postignuem (Roberts, Treasure, &
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403
Conroy, 2007), to je u ovom istraivanju operacionalizovano ispitivanjem opteg motiva postignua. Fiziki self-koncept, kao dimenzija opteg self-koncepta, takoe je psiholoka karakteristika koja
je povezana sa uspenou u sportu i vebanju (Fox, 2002; Lazarevi, Radisavljevi i Milanovi, 2007;
Marsh & Craven, 2006). Stav kao psiholoka dinamika dispozicija je znaajan prediktor za bavljenje
nekom aktivnou. Istraivanja sprovedena na studentskoj populaciji su pokazala da je pozitivan
stav prema razliitim sportskim disciplinama povezan sa uspenou u njima (Juhas, Orli, Lazarevi, Jankovi i Mati, 2011; Moskovljevi i Orli, 2012). Iako je pokazano da su navedene psiholoke
karakteristike od znaaja za uspenost u razliitim sportskim disciplinama, nedostaju istraivanja u
oblasti ritmike gimnastike na studentskoj populaciji.
METOD
Uzorak
Istraivanjem je obuhvaeno 58 studenata druge godine akademskih studija FSFV, starosti
20-21 godina. Prema polnoj strukturi uzorak je inilo 29 studenata i 29 studentkinja.
Varijable i instrumenti
Iz domena psiholokih varijabli posmatrani su opti motiv postignua, fiziki self-koncept i
stav prema RG. Uspenost u RG je operacionalizovana preko ekspertske ocene.
Motiv postignua meren je instrumentom MOP2002 (Franceko, Mihi i Bala, 2002). Instrument MOP2002 se sastoji od 52 petostepene stavke Likertovog tipa grupisane u etiri subskale od
kojih svaka meri jednu od komponenti motiva postignua: takmienje sa drugima, ostvarivanje ciljeva kao izvor zadovoljstva, istrajnost u ostvarivanju ciljeva i orijentacija ka planiranju.
Za ispitivanje karakteristika fizikog self-koncepta korien je Upitnik fizikog samoopisivanja
(Physical-Self Description Questionnaire PSDQ), (Marsh, Richards, Johnson, Roche, & Tremayne,
1994). Upitnik je konstruisan za merenje devet specifinih komponenti fizikog self-koncepta (Snaga, Telesna debljina, Sportska kompetentnost, Koordinacija, Izgled, Gipkost, Zdravstveno stanje,
Izdrljivost, Fizika aktivnost), kao i dve opte komponente (Opti fiziki self-koncept i Samocenjenje). Upitnik se sastoji od 70 estostepenih stavki Likertovog tipa.
Za ispitivanje stava studenata prema RG korien je instrument Konotativni diferencijal
CD-15 (Jankovi, 2000). Ovaj instrument meri tri dimenzije subjektivnog doivljaja objekta stava:
afektivnu, koja se odnosi na emotivno-evaluativni aspekt subjektivnog doivljaja, konativnu, koja
se odnosi na motivacioni aspekt subjektivnog doivljaja i kognitivnu dimenziju, koja se odnosi na
saznajni aspekt subjektivnog doivljaja. Instrument se sastoji od 15 bipolarnih sedmostepenih skala
procene.
Za procenu uspenosti u RG koriena je ekspertska ocena. Ocenjivani su sastav bez rekvizita,
sastav vijaom i sastav loptom na osnovu video zapisa. Tri medjunarodne sutkinje sa vaeom Brevet
licencom Meunarodne gimnastike federacije u ritmikoj gimnastici, ocenjivale su snimljene sastave, nezavisno jedna od druge. Za svaki sastav, svaka sutkinja je davala tri ocene: ocena za tanost
izvedenog sastava, ocena za tehniku izvoenja sastava i ocena za usklaenost pokreta sa muzikom.
Od ove tri ocene izraunata je srednja ocena za svaki sastav. Nakon toga, izraunata je prosena
ocena za sva tri sastava koje je dao jedan sudija. Konana ekspertska ocena izvedena je kao srednja
vrednost tri sudijske ocene.
Pre nego to su pristupile ocenjivanju ispitanika, sutkinje su od strane autora istraivanja bile
u potpunosti upoznate sa sastavima koje e ocenjivati i celokupnom procedurom ocenjivanja. Trebalo bi napomenuti da su kriterijumi ocenjivanja studenata, na predmetu TIM RG FSFV, drugaiji
od ocenjivanja takmiarki. Kod studenata se prioritet daje tanom, preciznom i skladnom izvoenju
kompozicija, pri emu se ne insistira na velikim amplitudama. Ocenjivanje se, zbog ujednaavanja
kriterijuma, vrilo prema Skali za procenu usvojenosti programskih sadraja iz ritmike gimnasti-
404
ke (Tabela 1), sa istim kriterijumom ocenjivanja prema mukim i enskim ispitanicima, a u skladu
sa delovima Pravilnika Meunarodne gimnastike federacije (Pravilnik ritmike gimnastike FIG,
2009), koji se odnose na ocenjivanje greaka u izvoenju sastava i usklaenosti muzike i pokreta.
Raspon ocena je bio od 5 do 10. Svaki nivo ocene je sadrao tri komponente: tanost sastava, tehnika
izvoenja sastava i usklaenost pokreta sa muzikom.
Tabela 1. Skala za procenu usvojenosti programskih sadraja iz ritmike gimnastike
Ocena 5 5.4: Sastav nije uopte izveden ili sastav je delimino izveden (samo pojedini elementi,
nepovezano), sa velikim brojem tehnikih greaka u izvoenju pokreta telom i rekvizitom, bez usklaenosti
pokreta sa muzikom.
Ocena 5.5 5.9: Mali deo sastava je izveden povezano, ili ceo sastav je izveden sa puno velikih greaka u
tehnici izvoenja pokreta telom ili rekvizitom, bez usklaenosti sa muzikom.
Ocena 6 6.4: Sastav je izveden u celini povezano, sa 3-4 netano izvedena elementa, sa velikim i srednjim
grekama u tehnici izvoenja pokreta telom i rekvizitom, pokret je delimino neusklaen sa muzikom (4 i
vie taktova) .
Ocena 6.5 6.9: Sastav je izveden u celini povezano, sa 1-2 elemenata netano izvedena, sa srednjim i malim
grekama u tehnici izvoenja pokreta telom i rekvizitom, pokret je delimino neusklaen sa muzikom (4 i
vie taktova) .
Ocena 7 7.4: Sastav je izveden u celini tano, uz vei broj srednjih i malih grekaka u izvoenju tokom
celog sastava, delimino neusklaeno sa muzikom (do 2 takta).
Ocena 7.5 7.9: Sastav je izveden u celini tano, uz manji broj srednjih i malih greaka izvoenja u
pojedinim delovima sastava, delimino neusklaeno sa muzikom (do 2 takta).
Ocena 8 8.4: Sastav je izveden u celini tano, uz vei broj malih greaka, usklaeno sa muzikom.
Ocena 8.5 8.9: Sastav je izveden u celini tano, sa povremeno manjim grekama u izvoenju, usklaeno
sa muzikom.
Ocena 9 9.4: Sastav je izveden u celini tano, sa dobrom tehnikom izvoenja pokreta telom i rekvizitom
(mogua pojava malih greaka, do 5), uz prisustvo sklada i harmoninosti izvoenja i potpunu usklaenost
pokreta sa muzikom.
Ocena 9.5 10: Sastav je izveden u celini tano, sa dobrom tehnikom izvoenja pokreta telom i rekvizitom
(mogua pojava 1-2 malih greaka), uz prisustvo sklada i harmoninosti izvoenja i potpunu usklaenost
pokreta sa muzikom.
Postupak i analiza podataka

U okviru redovne nastave na predmetu TIM RG, tokom 12 nedelja sa po 3 asa praktine
nastave nedeljno, studenti su usvajali programske sadraje RG. Posle programske celine koja se odnosila na odreeni sastav, video kamerom je registrovano izvoenje tog sastava od strane studenata.
Sutkinje su, pregledom video snimaka, ocenjivale ove sastave na kraju semestra. Psiholoke karakteristike su takoe merene po zavretku nastave TIM RG.
liza.
Za obradu podataka primenjena je deskriptivna statistika (AS i SD), t-test i korelaciona ana-
Zbornik radova
405
REZULTATI
Rezultati su pokazali da prosena ocena za sva tri sastava kod ispitanika mukog pola iznosi
7.53 (SD = 0.68), a kod ispitanika enskog pola iznosi 7.75 (SD = 0.81). T-testom za nezavisne uzorke
je pokazano da nema statistii znaajnih razlika izmeu mukih i enskih ispitanika kada je u pitanju
ekspertska ocena iz RG, t(56) = 1.11, p>.05.
Povezanost postignua u RG i ispitivanih psiholokih karakteristika kod ispitanika mukog
i enskog pola proverena je korelacionom analizom (Pirsonov koeficijent korelacije). Korelaciona analiza izmeu ekspertske ocene iz RG i ukupnog skora na skali za merenje motiva postignua
(MOP2002), kao i skorova na njenim subskalama, dobijenih na testiranju, a posmatrano na celom
uzorku, nije pokazala statistiki znaajne korelacije. Ovakva struktura rezultata se replicira i kada se
posmatraju subuzorci enskih i mukih ispitanika (Tabela 2). Ovi rezultati ukazuju da skor na skali
MOP2002 i na njenim subskalama nije povezan sa ekspertskom ocenom.
Tabela 2. Pirsonovi koeficijenti korelacije izmeu ekspertske ocene iz RG i subskala instrumenta
MOP2002
MOP2002
Ceo uzorak
Mukarci
ene
Takmienje
.08
-.08
.24
Istrajnost
.14
.19
.08
Ostvarenje ciljeva
.15
.21
.10
Planiranje
.12
.10
.15
Ukupni skor
.15
.12
.20
Korelaciona analiza izmeu ekspertske ocene iz RG i skorova na subskalama Upitnika fizikog

samoopisivanja (PSDQ), posmatrano na celom uzorku, pokazala je postojanje statistiki znaajnih
pozitivnih korelacija na dve subskale: koordinacija, r=.30, p<.05 i gipkost, r=.30, p<.05 (Tabela 3).
Ovakva struktura rezultata je donekle razliita kada se posmatraju subuzorci mukih i enskih ispitanika. Kod mukih ispitanika znaajna je korelacija izmeu ocene iz RG i skora na subskali gipkost,
r=.42, p<.05, dok je kod enskih ispitanika znaajna povezanost izmeu ocene i skora na subskali
koordinacija, r=.42, p<.05.
406
Tabela 3. Pirsonovi koeficijenti korelacije izmeu ekspertske ocene iz RG i subskala instrumenta

PSDQ
PSDQ
Ceo uzorak
Mukarci
ene
Zdravlje
.02
.03
.04
Koordinacija
.30*
.21
.42*
Fizika aktivnost
.04
-.22
.23
Debljina
-.12
.06
-.20
Sportska kompetentnost
-.23
-.17
-.23
Opti fiziki self koncept
-.05
-.02
-.07
Izgled
.04
.02
.07
Snaga
-.04
.04
-.04
Gipkost
.30*
.42*
.26
Izdrljivost
-.15
-.10
-.18
Samocenjenje
.04
.13
-.11
Legenda: * p<.05
Korelaciona analiza je pokazala da postoje statistiki znaajne pozitivne korelacije izmeu ekspertske ocene iz RG i stava u celini, r=.32, p<.05, kao i izmeu ocene i skorova na afektivnoj, r=.26,
p<.05 i kognitivnoj dimenziji stava, r=.42, p<.01, mereno intsrumentom Konotativni diferencijal
(CD-15) (Tabela 4). Kada se posmatraju subuzorci mukih i enskih ispitanika dobijene su znaajne
korelacije izmeu ekspertske ocene i kognitivne komponente stava: muki ispitanici, r=.40, p<.05;
enski ispitanici: r=.43, p<.05.
Tabela 4. Pirsonovi koeficijenti korelacije izmeu ekspertske ocene iz RG i skora na instrumentu
CD-15 i na njegovim subskalama
CD
Ceo uzorak
Mukarci
ene
Afektivna komponenta
.26*
.25
.23
Kognitivna komponenta
.42**
.40*
.43*
Konativna komponenta
.23
.32
.08
Ukupni skor
.32*
.34
.25
Legenda: * p<.05, ** p<.01
Zbornik radova
407
DISKUSIJA
U ovom istraivanju ispitivana je povezanost izmeu postignua u ritmikoj giminastici i motiva postignua, fizikog self-koncepta i stava prema RG, kao psiholokih karakteristika vanih za
uspenost u sportu i vebanju. Istraivanje je sprovedeno na uzorku studenata FSFV, mukog i enskog pola. Ovakav uzorak je odabran imajuu u vidu da su obrazovnim standardima i nastavnim
planom za osnovnu kolu predvieni sadraji iz RG i da studenti FSFV, kao budui profesori fizikog
vaspitanja i sporta, moraju ovladati znanjima, umenjima i vetinama iz RG, bez obzira na pol.
Rezultati su pokazali da se studenti i studentkinje ne razlikuju u pogledu ekspertske ocene kojom je procenjivano njihovo postignue u RG. Ovi rezultati su u skladu sa prethodnim istraivanjem
koje je pokazalo da mukarci i ene mogu biti podjednako uspeni u RG (Moskovljevi i Orli, 2012).
Iako su prethodna istraivanja pokazala da je motivacija za postignuem povezana sa uspenou u sportu i vebanju (Roberts, et, al., 2007), u ovom istraivanju nije dobijena znaajna korelacija izmeu ekspertske ocene i opteg motiva postignua kako kod mukih, tako i kod enskih
ispitanika. U narednim istraivanjima trebalo bi usmeriti panju na ispitivanje specifine motivacije
postignua vezane za napredovanje u sportu i fizikom vebanju.
Rezultati korelacione analize pokazali su postojanje statistiki znaajne povezanosti izmeu
ekspertske ocene iz RG i dimenzija fizikog self-koncepta koordinacija i gipkost, posmatrano na celom uzorku. Dakle, ispitanici koji su sebe opaali kao osobe sa boljom koordinacijom i gipkou bili
su ocenjeni i viom ocenom od strane ekspertske komisije. Ovo se moe smatrati vanim rezultatom,
s obzirom na to da su koordinacija i gipkost, kao motorike sposobnosti, veoma znaajne za uspenost u ritmikoj gimnastici (Di Cagno et al., 2008; Bijeli, 2003; Damjanovska 2000; Mileti, Srhoj
i Bonacin, 1998; Damjanovska, 1988; Popovi, 1986). Dakle, dobijeni su rezultati koji govore o vezi
izmeu motorikih sposobnosti od posebnog znaaja za uspeno savladavanje RG i odgovarajuih
dimenzija fizikog self-koncepta, to je u skladu sa shvatanjem Mara i Krejvena (Marsh, & Craven, 2006) da bi trebalo teiti istovremenom poboljanju i fizikog self-koncepta i fizikog vebanja.
Analiza po polu ispitanika je pokazala da je kod mukaraca uspenost u RG povezana sa gipkou,
a kod ena sa koordinacijom. Muki ispitanici koji sebe opaaju gipkijim i enski ispitanici koji sebe
opaaju kao osobe sa boljom koordinacijom su od strane ekspertske komisije ocenjeni viom ocenom. Imajui ovo u vidu, u procesu edukacije studenata u oblasti RG potrebno je podravati razvoj
fizikog self-koncepta uvaavajui polne specifinosti.
Kada se posmatra uzorak u celini, rezultati pokazuju da je uspenost u RG povezana sa pozitivnim stavom prema RG. Ovi rezultati su u skladu sa prethodnim istraivanjima koja su pokazala
da je pozitivan stav prema razliitim sportskim disciplinama povezan sa uspenou u njima (Juhas i
sar., 2011; Moskovljevi i Orli, 2012). U strukturi stava, kao znaajne za uspenost u RG, izdvojile su
se afektivna i kognitivna komponenta stava. Kada se posmatra povezanost stava prema RG i uspenosti u RG prema polu studenata, i kod mukaraca i kod ena nivo statistike znaajnosti dostignut
je kada je u pitanju kognitivna komponenta stava. Treba istai da su gotovo sve dobijene korelacije
izmeu postignua u RG i ostalih dimezija stava na poduzorcima mukih i enskih ispitanika pozitivne i umerenog inenziteta, pa bi se u istraivanju na veem uzorku moglo oekivati da one dostignu nivo statistike znaajnosti. Nalaz da kod studenata FSFV postoji pozitivna povezanost izmeu
stava prema RG i uspenosti u ovoj sportskoj disciplini od znaaja je za predikciju kvaliteta budueg
profesionalnog angaovanja studenata oba pola. Polazei od toga da stav kao dinamika psiholoka
dispozicija ima potencijal da usmerava ponaanje, vano je kod studenata oba pola kontinuirano,
tokom procesa studiranja, razvijati pozitivne stavove prema RG kako bi oni bili spremni da steena
znanja primene u pedagokoj praksi.
408
ZAKLJUAK
Rezultati ovog istraivanja upuuju na zakljuak da su za uspenost u ritmikoj gimnastici od
znaaja i pojedine psiholoke karakteristike: gipkost i koordinacija kao dimenzije fizikog self-koncepta i stav prema RG. Opti motiv postignua se u ovom istraivanju nije izdvojio kao znaajan
faktor uspenosti u RG. Posmatrano prema polu, moe se zakljuiti da su i studenti i studentkinje
sa podjednakom uspenou savladali programske sadraje RG i da je kod obe grupe studenata stav
prema RG od znaaja za uspenost. Polne specifinosti ispoljile su se u pogledu povezanosti dimenzija fizikog self-koncepta i uspenosti u RG. U daljim istraivanjima trebalo bi proiriti obim
psiholokih varijabli kojima bi bile obuhvaene odreene osobine linosti od znaaja za sportsku
uspenost kao to su emocionalna stabilnost, savesnost, samopouzdanje i dr. Takoe, trebalo bi u
narednim istraivanjima proveriti udeo opteg motiva postignua i specifinih motiva vezanih za
napredovanje u sportu i fizikom vebanju u ritmikoj gimnastici.
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24. Tumin, D. i Krneta, . (2009). Primena Sior testa u predikciji uspenosti studenata na praktinom
ispitu iz ritmike gimnastike i plesa. U Meunarodna nauna konferencija Teorijski, metodoloki
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fizikog vaspitanja.
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Relation of Some Psychological Characteristics and Successfulness in Rhythmic Gymnastics with Persons of Different Sexes
UDK 159.9:796.412
RELATION OF SOME PSYCHOLOGICAL CHARACTERISTICS

AND SUCCESSFULNESS IN RHYTHMIC GYMNASTICS
WITH PERSONS OF DIFFERENT SEXES
Lidija Moskovljevic, Ana Orlic, Dusanka Lazarevic

INTRODUCTION
Successfulness in sport, but also in physical education, is conditioned by a greater or smaller
number of different factors. One of the basic preconditions for sports training or physical education
class management is determining the main factors which influence success the most. Definition of
these factors creates conditions for more efficient training or physical education class. More precisely, success in any kinesiological activity depends on bio-psycho-social status of actors of these
activities, characteristics of activities they do and the training processes they apply (Babjak, 1995,
p. 100). Results of studies show that, together with anthropometric characteristics, functional and
motor abilities for achieving success in physical education and sport, psychological characteristics
are also important (Babjak, 1984; Karaleji and Jakovljevi, 2008; Moskovljevi and Orli, 2012; Radisavljevi Jani, 2009).
Results of research in rhythmic gymnastics (RG) also point to different factors of success:
morphological, motor, musical and psychological (Damjanovska, 1988; Di Cagno, et al., 2008; Lazarevi, Petrovi and Damnjanovi, 2012; Radisavljevi, Lazarevi and Moskovljevi, 2006; Tumin
and Krneta, 2009). Studies of psychological characteristics, in the area of RG in our environment,
were conducted mainly on the sample of younger and older school age girls engaged in this sports
discipline recreationally or actively (Lazarevi et al., 2012; Kosti, 2011; Radisavljevi et al., 2006).
In these studies, general intellectual ability, characteristics of cognitive styles and personality characteristics such as extraversion, emotional stability, openness to experience and conscientiousness
have singled out as important psychological characteristics for success in RG (Lazarevi et al., 2012;
Radisavljevi et al., 2006).
At the Faculty of sport and physical education (FSFV) of the University in Belgrade, the subject Theory and methods in rhythmic gymnastics (Theory and teaching methods of RG) was, until the
school year 2000/2001, prescribed by the teaching curriculum for female student population only,
while since the mentioned year up to now, it is aimed at male students as well. The main reason for
introduction of Theory and teaching methods of RG for male population can be found in the fact
that, by educational standards and teaching curriculum for primary schools, the contents of RG are
prescribed, and that future PE teachers have to master the fundamentals of RG. Previous years of
experience in working with students of FSFV within the subject Theory and teaching methods of
RG, as well as scientific research, confirm that male students can be equally successful as female students in acquiring program contents of RG (Moskovljevi and Orli, 2012). Studies of psychological
characteristics as factors of success in RG in male students are few in number, especially those which
encompass male population as well.
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411
The aim of this study was to examine the connection of achievement in RG and achievement
motive, physical self-concept and attitude towards RG, as psychological characteristics important
for success in sport and exercise in students of FSFV of different sexes. Previous studies have shown
that one of important psychological factors of success in sport and exercise is to be motivated by
achievement (Roberts, Treasure, & Conroy, 2007), which, in this research, has been realized by examining general motive of achievement. Physical self-concept, as a dimension of a general self-concept, is also a psychological characteristic connected to success in sport and exercise (Fox, 2002;
Lazarevi, Radisavljevi and Milanovi, 2007; Marsh & Craven, 2006). An attitude as a psychological
dynamic disposition is an important predictor for doing an activity. Studies conducted with student
population have shown that a positive attitude towards different sports disciplines is in relation with
achieving success in them (Juhas, Orli, Lazarevi, Jankovi and Mati, 2011; Moskovljevi and Orli, 2012). Although it has been shown that the said psychological characteristics are important for
success in various sports disciplines, there is a lack of studies from the field of rhythmic gymnastics
in student population.
METHOD
Sample
The research comprised 58 students of the second year of academic studies of FSFV, aged 2021. According to sex structure, the sample comprised 29 male and 29 female students.
Variables and instruments
From the domain of psychological variables, a general motive of achievement, physical self-concept and the attitude towards RG have been observed. Success in RG is operationally defined
by the expert assessment
The motive of achievement is measured by the instrument MOP2002 (Franceko, Mihi and
Bala, 2002). The instrument MOP2002 is comprised of 52 five-degree Likert-type items grouped in
four subscales each one of which measures one of the components of the achievement motive: competition with others, goal achievement as a source of satisfaction, endurance in achieving goals and
orientation towards planning.
For examination of characteristics of physical self-concept, the Physical-Self Description Questionnaire PSDQ was used (Marsh, Richards, Johnson, Roche, & Tremayne, 1994). The questionnaire was made for measuring nine specific components of physical self-concept (Strength, Body
fat, Sports competence, Coordination, Appearance, Flexibility, Health, Endurance, Physical activity),
as well as two general components (General physical self-concept and Self-esteem). The questionnaire is comprised of 70 six-degree Likert-type items.
For measuring students attitude towards RG, the instrument Connotative differential CD15 was used (Jankovi, 2000). The instrument measures three dimensions of subjective experience
of the object of attitude: affective, which is related to emotive-evaluative aspect of subjective experience, conative, related to motivational aspect of subjective experience, and cognitive dimension,
related to cognitive aspect of a subjective experience. The instrument is comprised of 15 bipolar
seven-degree scales of estimation.
For estimation of success in RG, the expert assessment was used. A routine without apparatuses, routine with rope and routine with ball were assessed on the basis of video records. Three international judges with the valid Brevet licence of the International Gymnastic Federation in rhythmic
gymnastics assessed the recorded routines independently one from another. For each exercise, each
judge gave three grades: a grade for correctness of the performed exercise, a grade for the technique of
performance of the routine and a grade for concordance of movements with music. The mean of these
three grades was calculated for each exercise. After that, an average grade was calculated for all three
routines given by one judge. The final expert grade was derived as the mean of three judges grades.
412
Before assessing the respondents, the female judges were fully informed by the authors of this
study about routines they were going to assess and the overall procedure of assessment. It should be
noted that the criteria of students assessment, for the subject Theory and teaching methods of RG
at the FSFV, are different from the ones for the assessment of competitors in RG. In students, the
priority is placed on correct, precise and coherent performance of routines, at which large amplitudes are not insisted on. Due to standardization of criteria, assessment was performed according to
the scale for the assessment of program contents in rhythmic gymnastics (Table 1), with the same
assessment criteria for male and female respondents, and in accordance with the parts of the Regulations of the International Gymnastics Federation (the Regulations of the International Gymnastics
Federation FIG, 2009) related to evaluation of mistakes in evaluating the performance of the routine and the compliance of music and movements. Score range was from 5 to 10. Each level of the
grade contained three components: correctness of the routine, technique of the performance of the
routine and concordance of movements with the music.
Table 1. Scale for assessment of program contents in rhythmic gymnastics
Grade 5 5.4: The routine has not been performed at all, or the routine has partially been performed
(just certain elements, disconnected) with a large number of technical mistakes in performing body and
apparatus movements, without the coherence of movements with the music.
Grade 5.5 5.9: A small part of the routine was performed coherently, or the whole exercise was
performed with many mistakes in the technique of performance of body or apparatus movements,
incoherently with the music.
Grade 6 6.4: The routine was performed coherently, with 3 4 wrongly performed elements, with
serious and smaller mistakes in the technique of performance of body and apparatus movement, the
movement is partially incoherent with the music (4 and more beats of music).
Grade 6.5 6.9: The routine was performed coherently, with 1 2 wrongly performed elements, with
smaller and minor mistakes in the technique of performance of body and apparatus movement, the
movement is partially incoherent with the music (4 and more beats of music).
Grade 7 7.4: The routine was performed coherently, with a larger number of smaller and minor
mistakes in performance during the whole exercise, partially incoherent with the music (up to 2 beats).
Grade 7.5 7.9: The routine was performed correctly, with a smaller number of smaller and minor
mistakes in performance in certain parts of the routine, partially incoherent with the music (up to 2 beats).
Grade 8 8.4: The routine was performed correctly, with a smaller number of minor mistakes, coherently
with the music.
Grade 8.5 8.9: The routine was performed correctly, with occasional minor mistakes in performance,
coherently with the music.
Grade 9 9.4: The routine was performed correctly, with good technique of performing movements with
body and apparatus (a possible occurrence of minor mistakes, up to 5), together with concordance and
harmony in performance and full concordance of movements with the music.
Grade 9.5 10: The routine was performed correctly, with good technique of performing movements
with body and apparatus (a possible occurrence of 1-2 minor mistakes), together with concordance and
harmony in performance and full concordance of movements with the music.
Zbornik radova
413
Procedure and data analysis

Within regular classes of Theory and teaching methods of RG, during 12 weeks with 3 classes of practice per week, students had been acquiring program contents of RG. After a program
unit related to certain exercise, a video camera was used to record the performance of the students
exercise. By watching video recordings, judges assessed these routines at the end of a semester. The
psychological characteristics were measured after the RG classes were completed.
ssing.
The descriptive statistic (M and SD), t-test and correlation analysis were used for data proce-
RESULTS
The results showed that the average grade for all three routines in male respondents is 7.53
(SD = 0.68), while in female respondents it is 7.75 (SD = 0.81). T-test for independent samples has
shown that there is no statistically significant differences between male and female respondents
when expert grade in RG is in question RG, t(56) = 1.11, p>.05.
Correlation of achievements in RG and the examined psychological characteristics in male
and female respondents was checked by correlation analysis (Pearsons correlation coefficient).
Correlation analysis between expert assessment of RG and the total score on the scale for measuring the motive of achievement (MOP2002), as well as scores in its subscales obtained on tests, and
observed on the whole sample, has not shown statistically significant correlations. Such structure of
results is replicated when subsamples in male and female respondents are observed (Table 2). These
results show that score on the scale MOP2002 and its subscales is not connected with the expert
assessment.
Table 2. Pearsons correlation coefficients between the expert assessment of RG and subscales of
instrument MOP2002
MOP2002
Whole sample
Men
Women
Competition
.08
-.08
.24
Endurance
.14
.19
.08
Goal achievement
.15
.21
.10
Planning
.12
.10
.15
Total score
.15
.12
.20
Correlation analysis between expert assessment of RG and scores in subscales of the Physical-Self Description Questionnaire (PSDQ), observed on the whole sample, showed the existence of
statistically significant positive correlations in two subscales: coordination, r=.30, p<.05 and flexibility, r=.30, p<.05 (Table 3). Such structure of results is somewhat different when subsamples of male
and female respondents are observed. In male respondents, the correlation between the grade in
RG and the score on the subscale flexibility, r=.42, p<.05 is important, while in female respondents
the correlation between the grade and score on the subscale coordination, r=.42, p<.05 is important.
414
Table 3. Pearsons correlation coefficients between the expert assessment of RG and subscales of
instrument PSDQ
PSDQ
Whole sample
Men
Women
Health
.02
.03
.04
Coordination
.30*
.21
.42*
Physical activity
.04
-.22
.23
Body fat
-.12
.06
-.20
Sports competence
-.23
-.17
-.23
General physical self

concept
-.05
-.02
-.07
Appearance
.04
.02
.07
Strength
-.04
.04
-.04
Flexibility
.30*
.42*
.26
Stamina
-.15
-.10
-.18
Self evaluation
.04
.13
-.11
Legend: * p<.05
The correlation analysis has shown that there are statistically significant positive correlations
between the expert grade in RG and the attitude as a whole, r=.32, p<.05, as well as between the
grade and scores on affective, r=.26, p<.05 and cognitive dimension of the attitude, r=.42, p<.01, measured by the instrument Connotative differential (CD-15) (Table 4). When subsamples of male and
female respondents are observed, significant correlations between the expert grade and cognitive
component of attitude are got: male respondents, r=.40, p<.05; female respondents: r=.43, p<.05.
Table 4. Pearsons correlation coefficients between the expert assessment of RG and score on the
instrument CD-15 and its subscales
CD-15
Whole sample
Men
Women
Affective component
.26*
.25
.23
Cognitive component
.42**
.40*
.43*
Conative component
.23
.32
.08
Total score
.32*
.34
.25
Legend: * p<.05,** p<.01
Zbornik radova
415
DISCUSSION
In this study the correlation between an achievement in rhythmic gymnastics and the motive
of achievement, physical self-concept and the attitude towards RG, as psychological characteristics
important for the success in sport and exercise was examined. The research was conducted on the
sample of male and female students of FSFV. Such sample was chosen bearing in mind that by educational standards and the curriculum for primary school the contents of RG were prescribed, and
that FSFV students, as future PE teachers, have to master knowledge and skills of RG, regardless of
the sex.
The results have shown that male and female students do not differ regarding the expert grade
by which their achievement in RG was assessed. These results are in line with the previous study
showing that men and women can be equally successful in RG (Moskovljevi and Orli, 2012).
Although the previous studies have shown that motivation by achievement is in connection
with success in sport and exercise (Roberts, et al., 2007), this study has got significant correlation
between expert grade and the general motive of achievement neither in male nor in female respondents. Further studies should focus on examining specific motivation of achievement related to
advancement in sport and physical exercising.
Results of correlation analysis have shown that there is statistically significant correlation
between the expert grade in RG and the dimension of physical self-concept coordination and flexibility observed on the whole sample. Therefore, respondents who pictured themselves as persons
with better coordination and flexibility were also assessed and given a higher grade by the expert
commission. This can be regarded as an important result, given that coordination and flexibility, as
motor abilities, are very important for success in rhythmic gymnastics (Di Cagno et al., 2008; Bijeli,
2003; Damjanovska 2000; Mileti, Srhoj and Bonacin, 1998; Damjanovska, 1988; Popovi, 1986).
Thus, the obtained results about the correlation between motor abilities are of special importance
for a successful mastering of RG and correspondent dimensions of physical self-concept, which is in
accordance with the opinion of Marsh and Craven (Marsh, & Craven, 2006) that we should strive for
mutual improvement of both physical self-concept and physical exercising. The analysis of the sex of
respondents has shown that success in RG in men is correlated with flexibility, while in women with
coordination. Male respondents who see themselves as more agile and women respondents who
see themselves as persons with better coordination have been assessed by expert commission with
higher grades. Bearing this in mind, in education process of male students in the field of RG, it is
necessary to support the development of physical self-concept taking sex specificities into account.
When we observe the sample as a whole, the results show that the success in RG is correlated
with a positive attitude towards RG. These results are in line with previous studies showing that a
positive attitude towards different sports disciplines is correlated with the success in them (Juhas
et al., 2011; Moskovljevi and Orli, 2012). In the structure of attitude, the affective and cognitive
components of an attitude have been sorted out as important for success in RG. When correlation
of attitude towards RG and of success in RG according to the sex of students is observed, the level
of statistical significance was achieved both in men and in women when cognitive component of
attitude is in question. It should be emphasized that almost all obtained correlations between achievement in RG and other dimensions of attitude in subsamples of male and female respondents are
positive and of moderate intensity, so in a study on a bigger sample it could be expected that they
achieve the level of statistic significance. The finding that in male students of FSFV there is a positive
correlation between the attitude towards RG and success in this sports discipline is of significance
for prediction of the quality of future professional engagement of students of both sexes. Starting
from the fact that the attitude as a dynamic psychological disposition has a potential to direct behaviour, during studies it is important to develop, in students of both sexes, a positive attitude towards
RG in order for them to be ready to apply the acquired knowledge in their pedagogical practice.
416
CONCLUSION
Results of this study point to the conclusion that for the success in rhythmic gymnastics certain psychological characteristics are also important: flexibility and coordination as a dimension
of physical self-concept and an attitude towards RG. The general motive of achievement was not
isolated as an important factor of success u RG in this study. When we take sex into account, it can
be concluded that both male and female students have mastered program contents of RG with equal
success, and that in both groups of students the attitude towards RG is important for success. Sex
differences were shown regarding the connection of the dimension of physical self-concept and the
success in RG. In further research the volume of psychological variables that encompass certain personality characteristics important for sports success should be expanded, such as emotional stability,
conscientiousness, self-confidence and the like. Moreover, in further research the share of general
motive of achievement and specific motives related to progress in sport and physical exercise in
rhythmic gymnastics should be checked.
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Odreene karakteristike maloletnika lanova navijakih grupa u Republici Srbiji
UDK 796.073:159.9
ODREENE KARAKTERISTIKE MALOLETNIKA

LANOVA NAVIJAKIH GRUPA U REPUBLICI SRBIJI

UVOD
I pored nastojanja evropskih drava da suzbiju nasilje na sportskim priredbama, ono je i dalje
prisutno, u manjoj ili veoj meri, u gotovo svim dravama Evrope. Nasilje se moe videti na gotovo
svim sportskim priredbama, ali se ono najvie vezuje za fudbal (Milojevi, Jankovi, 2011: 738; Bodin, Robene, Heas, 2004). Nasilje i nedolino ponaanje navijaa na sportskim priredbama, posebno
na fudbalskim utakmicama, je internacionalni problem i ono je danas prisutno u svim zemljama
Evrope, kako u onima koje se smatraju tradicionalno opinjene fudbalom, tako i u onima u kojima
taj sport i navijaka subkultura, nemaju duboke korene (Gral, 2008: 502). Huliganizam je ozbiljan
socijalni problem koji pogaa razne delove sveta i nije iskljuivo vezan samo za sportske objekte, ve
se nasilje odvija na eleznikim i autobuskim stanicama, ugostiteljskim i drugim objektima, na dan
utakmica, ali i u danima kada se ne odigravaju sportski meevi (Dunning, 2000: 142).
Nasilje na sportskim priredbama u Srbiji u proteklih dvadesetak godina poprima razmere opteg drutveno-bezbednosnog problema sa velikim posledicama po ivote i zdravlje ljudi, sigurnost
imovine, ali i stvaranje politikih tenzija koje utiu na opte stanje u zemlji. To nasilje najee generiu nasilne navijake grupe. Primetna je tendencija da se takvim grupama sve vie prikljuuju
maloletnici (Milojevi et al., 2014).
Opti trend rasta nasilja na sportskim priredbama, uticao je na preispitivanje postojeih modela drutvene reakcije. Tokom druge polovine 20. veka, dolo je do globalnih promena, kako prirode i dimenzija nasilja u vezi sa sportskim priredbama, tako i naunog razumevanja uzronosti
i prevencije nasilja na sportskim priredbama (Spaaij, 2005; Jankovi, Milojevi, 2011), naroito u
dravama Zapadne Evrope (Milojevi, Jankovi, 2012a).
Da bi se uopte razmiljalo o kreiranju i implementaciji programa prevencije nasilja u vezi sa
sportskim priredbama u Srbiji najpre je neophodno prepoznati maloletniku populaciju koja se prikljuuje navijakim grupama i uestvuje u nasilju koji je motivisano navijanjem. Jedino kreiranjem
preventivnih programa koji e ciljano biti usmereni ka odreenoj populaciji mogu se dobiti efektivni
rezultati (Milojevi, Jankovi, 2012b). Prema tome, cilj ovog rada je da opie neke od karakteristika
maloletnika koji se prikljuuju navijakim grupama i uestuju u nasilju na sportskim priredbama.
Zbornik radova
419
METOD
Da bi se dolo do podataka o ueu mladih i nasilju na sportskim priredbama, a u okviru toga
o lanstvu maloletnika u navijakim grupama, tokom 2013. godine pokrenuto je istraivanje pod pokroviteljstvom Ministarstva prosvete, nauke i tehnolokog razvoja, Ministarstva za omladine i sporta, misije OEBS-a u Republici Srbiji i Kriminalistiko-policijske akademije iz Beograda. Istraivanje
se baziralo se na metodi ispitivanja (primenom tehnike anketiranja) i statistikoj metodi.
Metoda ispitivanja sprovedena je anonimnim anketiranjem ispitanika posebno izraenim instrumentom anketnim upitnikom koji je sadrao 42 pitanja. Odgovori na pitanja bili su uglavnom zatvorenog tipa. Na jedno pitanje ispitanici su davali iskljuivo otvoren (slobodan) odgovor,
dok je kod 11 pitanja ispitanicima u okviru ponuenih zatvorenih odgovora data i mogunost otvorenog (slobodnog) odgovora.
Prikupljeni podaci obraeni su metodama statistike analize. Rezultati te analize posluili su
za izvoenje zakljuaka o obelejima karakteristinim za percepciju srednjokolaca o rasizmu na
sportskim manifestacijama. U okviru statistike metode primenjeno je vie tehnika obrade podataka. Te tehnike su: odreivanje uestalosti (frekvencije) odgovora ispitanika, odreivanje procenta
uea odreenog odgovora u ukupnoj masi odgovora, 2 test nezavisnosti kojim su utvrivane statistiki znaajne razlike izmeu grupa koje se porede (Miloevi, Milojevi, 2001; Tabachnick, B. G.,
Fidell, L. S., 2007).
Uzorak sa kojim je obavljeno anketiranje obuhvatio je uenike srednjih kola sa teritorije Republike Srbije. Stratifikacija uzorka obavljena je po sledeim kriterijumima:
1. Gradovi u kojima se nalaze kole iz kojih su birani ispitanici imali su prvoligake klubove
iz Super lige Srbije u sezoni 2012./2013. godine1);
2. U izabranim gradovima odabrane su po dve srednje kole koje su najblie fudbalskom
stadionu2) na kojima fudbalski klubovi3) Super lige Srbije iz sezone 2012./2013. imaju svoje
sedite. Na taj nain odabrano je 25 srednjih kola4);
3. U svakoj od odabranih kola anketirani su uenici iz po dva odeljenja svih razreda i to
odeljenje koji je imalo najmanje izostanaka sa nastave i odeljenje koje je imalo najvie
izostanaka. Dakle, ukupno je anketirano 200 odeljenja.
Po ovim kriterijumima stratifikacije dolo se do uzorka ispitanika od 3662 uenika. Ako se
uzme u obzir da je, po podacima Republikog zavoda za statistiku, na poetku kolske 2012./2013.
godine bilo 280.422 uenika srednjih kola u Republici Srbiji, uzorak je obuhvatio 1,3% populacije
uenika srednjih kola5). Imajui u vidu da se radi o stratifikovanom uzorku, njegova veliina u potpunosti reprezentuje ciljanu populaciju uenika srednjih kola starosti od 14 do 19 godina.
1) To su: Subotica, Peinci, Kula, Novi Sad, Beograd, Smederevo, Kragujevac, Jagodina, Ni, Uice, Ivanjica i Novi Pazar
2) Huliganizam u Srbiji najizraeniji je na fudbalskim terenima, ali se on prenosi i na druge sportove.
3) Misli se na: FK Crvena zvezda, FK Partizan, FK Rad, OFK Beograd, FK BSK, FK Vojvodina, FK Donji Srem, FK Hajduk,
FK Spartak Zlatibor voda, FK Jagodina, FK Radniki, FK Smederevo, FK Javor, FK Sloboda Point, FK Novi Pazar i FK
Radniki 1923.
4) Tom metodologijom stratifikacije trebalo je da se odaberu 32 srednje kole (16 klubova po 2 kole). Meutim, ispostavilo se da Peinci imaju samo jednu srednju koli, a da su XII beogradska gimnazija i IV beogradska gimnazija
istovremeno najblie stadionima FK Crvena zvezda, FK Partizan, FK Rad, dok su Peta beogradska gimnazija i Srednja
tehnika PTT kola istovremeno najblie stadionima OFK Beograd i FK BSK.
5) Izvor: http://webrzs.stat.gov.rs/WebSite/Public/ReportResultView.aspx?rptKey=indId%3d110302IND01%2629%3d%
23Last%231%26102%3dRS%2cRS1%2cRS11%2cRS12%2cRS2%2cRS21%2cRS22%2cRS23%2625%3d0%2c2%26sAreaId
%3d110302%26dType%3dName%26lType%3dSerbianCyrillic, (16.10.2013.).
420
Od 3662 ispitanika njih 539 (ili 14,7%) su se izjasnili da su lanovi navijakih grupa. Istraivanjem su identifikovane 93 navijake grupe u koje su se ispitanici svrstavali. Imajui u vidu reprezentativnost uzorka, moe se ustvrditi da se veliki broj srednjokolaca prikljuuje navijakim grupama.
Tabela 1. Raspodela ispitanika po mestu prebivalita i lanstvu u navijakim grupama
Ukupan
Uestalost
uzorak
Procenat
Subotica
319
Peinci
Mesto prebivalita ispitanika
lanovi navijakih grupa

Uestalost
Procenat
8.7
45
14,1
172
4.7
31
18,0
Kula
328
9.0
59
18,0
Novi Sad
224
6.1
26
11,6
Beograd
613
16.7
98
16,0
Smederevo
298
8.1
31
10,4
Kragujevac
290
7.9
35
12,1
Jagodina
260
7.1
56
21,5
Ni
370
10.1
28
7,6
Uice
331
9.0
41
12,4
Ivanjica
138
3.8
19
13,8
Novi Pazar
319
8.7
70
21,9
Ispitanici iz Novog Pazara, Jagodine, Peinaca, Kule i Beograda su se ee izjanjavali da su

lanovi navijakih grupa. Sa druge strane, Nilije se mnogo ree izjanjavaju kao lanovi navijakih
grupa (tabela 1). Statistika znaajnost razlike lanstva u navijakim grupama po gradovima potvrena je 2 testom nezavisnosti pri emu su dobijene vrednosti 2 (11, n=3662) = 52,47, p = 0.00, pri
emu je Kramerov koeficijent V = 0,12. Na osnovu tog koeficijenta razlika se moe okarakterisati kao
mala (Cohen, 1988). Ti rezultati su saglasni i sa zvaninim podacima policije Srbije. Prema njima,
samo u Beogradu evidentirano je 2525 lanova navijakih grupa, od kojih su 875 nasilnici, a 1389 su
potencijalni nasilnici. Pri tome, neto manje od polovine lica o kojima je re su maloletnici (Otaevi, 2010: 271).
Zbornik radova
421
Tabela 2. Raspodela ispitanika po klubu za koji navijaju i lanstvu u navijakim grupama

Ukupan
Uestalost
uzorak
Procenat
48
FK Partizan
FK Crvena Zvezda
Klub za koji ispitanik navija

Uestalost
Procenat
1,3
15
31,3
1042
28,5
133
12,8
1310
35,8
187
14,3
FK Donji Srem
16
0,4
12,5
FK Vojvodina
55
1,5
11
20,0
FK Rad
33
0,9
14
42,4
FK Hajduk
25
0,7
36,0
OFK Beograd
0,1
FK BSK
0,1
FK Smederevo
27
0,7
13
48,1
FK Radniki (Kragujevac)
82
2,2
18
22
FK Radniki (Ni)
43
1,2
16,3
FK Jagodina
20
0,5
15,0
FK Sloboda Point
76
2,1
20
26,3
FK Javor
16
0,4
12,5
FK Novi Pazar
174
4,8
58
33,3
FK Spartak Zlatibor voda
Od ukupnog broja ispitanika najvei broj se izjasnio da navija za FK Crvenu Zvezdu odnosno
za Partizan. Meutim, samo 14,3% navijaa Crvene Zvezde i 12,8% navijaa Partizana se izjanjavaju kao lanovi navijakih grupa. Sa druge strane, 48,1% navijaa FK Smederevo, 42,4% navijaa
FK Rada, 36,6% navijaa FK Hajduka, 33,3% navijaa FK Novi Pazar i 31,2% navijaa FK Spartak
se izjanjavaju kao lanovi organizovanih navijakih grupa. Ispitivanjem je obuhvaen veoma mali
broj navijaa OFK Beograda i FK BSK-a, pa stoga najverovatnije uzorkom nisu obuhvaeni lanovi
njihovih navijakih grupa (tabela 2). Statistika znaajnost razlike lanstva u navijakim grupama
po klubovima za koje navijaju potvrena je 2 testom nezavisnosti. Dobijene vrednosti su 2 (15,
n=2974) = 93,92, p = 0.00, pri emu je koeficijent V = 0,19. Na osnovu tog koeficijenta razlika se
moe okarakterisati kao mala (Cohen, 1988).
Tabela 3. Raspodela ispitanika po polu i lanstvu u navijakim grupama
422
Pol ispitanika
Ukupan
Uestalost
uzorak
Procenat
Muki
2024
enski
1632

Uestalost
Procenat
55.3
454
22,4
44.6
84
5,1
Mnogo vei procenat mukih ispitanika se izjasnio da je lan neke organizovane navijake grupe (tabela 3). Statistika znaajnost razlike izmeu lanova navijakih grupa i onih ispitanika koji to
nisu po polu potvrena je 2 testom nezavisnosti. Dobijene vrednosti su 2 (1, n=3623) = 221,25 (uz
korekciju prema Jejtsu), p = 0.00, pri emu je koeficijent j = 0,19. Na osnovu tog koeficijenta razlika
se moe okarakterisati kao mala (Cohen, 1988). Ti rezultati u skladu su sa istraivanjem kriminaliteta
maloletnika na teritoriji grada Beograda u periodu 19982006, sprovedenom na reprezentativnom
uzorku, u kojem Biljana Simeunovi-Pati navodi da je nasilniko ponaanje na sportskoj priredbi
jedno od krivinih dela kod kojih su se, kao uinioci, u uzorku pojavili iskljuivo maloletnici mukog
pola (Simeunovi-Pati, 2009).
Tabela 4. Raspodela ispitanika po ivotnoj dobi i lanstvu u navijakim grupama
Ukupan
Uestalost
uzorak
Procenat
14 godina
10
15 godina
ivotna dob ispitanika

Uestalost
Procenat
0.3
10
569
15.5
93
16,3
16 godina
991
27.1
160
16,1
17 godina
1003
27.4
163
16,3
18 godina
801
21.9
88
11,0
19 godina
279
7.6
34
12,2
Za razumevanje nasilja u vezi sa sportskim priredbama veoma su vana i kriminoloka istraivanja koja za predmet izuavanja imaju udruivanje maloletnika i mlaih punoletnih lica u grupe,
koje su sklone kriminalnom i nasilnom ponaanju. Mladi su u okviru grupe agresivniji i spremniji
da izazovu nerede i nasilje, nego njihovi vrnjaci koji nisu organizovani (Earle, 2011: 129). I rezultati
dobijeni istraivanjem saglasni su sa time. Naime, prosena starost ispitanika bila je 16,78 godina.
U skladu sa tim, najvie ispitanih srednjokolaca bilo je u ivotnoj dobi od 16 i 17 godina. Ipak, lanovi navijakih grupa najvie su zastupljeni u ivotnoj dobi od 15, 16 i 17 godina, odnosno prosena
starost ispitanika koji su se izjasnili kao lanovi organizovanih navijakih grupa bila je 16,64 godina
(tabela 4). Statistika znaajnost razlike izmeu lanova navijakih grupa i onih ispitanika koji to
nisu po ivotnoj dobi potvrena je 2 testom nezavisnosti. Dobijene vrednosti su 2 (5, n=3620) =
15,55, p = 0.00, pri emu je koeficijent V = 0,07. Na osnovu tog koeficijenta razlika se moe okarakterisati kao mala (Cohen, 1988). Od slinih rezultata dolo se i u pomenutom istraivanju kriminaliteta
maloletnika na teritoriji grada Beograda u periodu 19982006. Po njemu, tipian izvrilac krivinog dela nasilja na sportskoj priredbi je stariji maloletnik: prosean uzrast izvrilaca ove kategorije
u beogradskom uzorku iznosio je 16,23 godine (Simeunovi-Pati, 2009). Slini rezultati dobijeni
su i istraivanjem sprovedenim 2010. godine koje je ukazalo na veliko uee mladih u nasilju na
sportskim priredbama (Jankovi, 2010: 138). Naime, anketirani su policijski slubenici, koji obavljaju
poslove obezbeenja sportskih priredbi, i koji su izneli svoja zapaanja koja se odnose na uzrast lica
koja vre nasilje. Oni su se u 94% sluajeva izjasnili, da su to lica uzrasta od 14 do 25 godina, a u 6%
sluajeva da su to lica od 25 do 35 godina.
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423
Tabela 5. Raspodela ispitanika na osnovu stava prema policiji i lanstvu u navijakim grupama
Kakav je stav ispitanika prema
policiji6)
Ukupan
Uestalost
uzorak
Procenat
Povoljan
1008
Nepovoljan
1001

Uestalost
Procenat
27,5
97
9,6
27,3
235
23,5
6)
Nepovoljan stav u odnosu prema policiji u skoro dva i po puta (procentualno) sluajeva zauzimaju ispitanici lanovi navijakih grupa (tabela 5). Statistika znaajnost razlike izmeu lanova
navijakih grupa i onih ispitanika koji to nisu po stavu prema policiji potvrena je 2 testom nezavisnosti. Dobijene vrednosti su 2 (1, n=2009) = 68,88 (uz korekciju prema Jejtsu), p = 0.00, pri emu
je koeficijent j = 0,19. Na osnovu tog koeficijenta razlika se moe okarakterisati kao mala (Cohen,
1988).
Tabela 6. Raspodela ispitanika po vie karakteristika i lanstvu u navijakim grupama
Karakteristika
UKUPAN UZORAK
LANOVI NAVIJAKIH
GRUPA
Uestalost
Procenat
Uestalost
Procenat
Konzumiranje alkohola
2525
69,0
400
74,2
Zloupotreba narkotika
352
9,6
101
18,7
Uee u sukobu zbog navijanja
926
25,3
365
67,7
Privoen zbog nasilja na utakmici
202
5,6
121
23,2
Podnesena prekrajna prijava zbog

navijakog nasilja
136
3,8
79
15,0
Podnesena krivina prijava zbog

navijakog nasilja
115
3,2
71
13,7
Prethodna tabela 6 pokazuje da se vie od dve treina ispitivanih srednjokolca, mahom maloletnih lica, izjasnilo da konzumira alkohol, to sa stanovita nacionalnog zdravlja predstavlja znaajan problem. lanovi navijakih grupa prednjae u konzumaciji alkohola. Takoe, skoro desetina
od ukupnog broja ispitanika zloupotrebljava narkotike. To je naroito izraeno u populaciji lanova
navijakih grupa u kojoj narkotike, procentualno, zloupotrebljava duplo vie ispitanika. Pored toga,
u sukobima zbog navijakih strasti uestvovalo je neto vie od etvrtine ispitanika. Pri tome, lanovi navijakih grupa u tome uveliko prednjae jer ih je u sukobima zbog navijanja uestovalo vie
od dve treine. Iako je procenat od ukupnog broja ispitanika koji su uestvovali u sukobu zbog navijanja dosta veliki, policija je privela relativno mali broj ispitanika zbog takvog vida nasilja (5,6%).
Pri tome, skoro pet puta ee su privoeni lanovi navijakih grupa. U skladu sa malim procentom
privedenih ispitanika (kada je re o ukupnoj populaciji), i broj podnetih prekrajnih i krivinih prijava je relativno mali. Ali, protiv lanova navijakih grupa pet, odnosno etiri puta (procentualno)
ee su podnoene prekrajne, odnosno krivine prijave zbog nasilnikog ponaanja na sportskim
priredbama. Da su razlike u navedenim karakteristikama statistiki znaajne pokazuju i rezultati 2
testa nezavisnosti dati u tabeli 7.
6) U analizi nisu uzimani u obzir odgovori ispitanika koji su se izjasnili da nemaju nikakav stav u odnosu
prema policiji.
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Tabela 7. Rezultati c2 testa

Statistiki znaajna razlika
df
c2
Konzumiranje alkohola
3662
7,88
0,01
0,05
Zloupotreba narkotika
3662
59,36
0,00
0,13
Uee u sukobu zbog navijanja
3662
599,66
0,00
0,41
Privoen zbog nasilja na utakmici
3602
352,22
0,00
0,31
Podnesena prekrajna prijava zbog navijakog nasilja
3612
211,57
0,00
0,24
Podnesena krivina prijava zbog navijakog nasilja
3593
211,09
0,00
0,25
ZAKLJUAK
Rezultati istraivanja potvrdili su rezultate ranijih istraivakih radova porast uea maloletnika u organizovanim navijakim grupama. Skoro estina ispitivanog uzorka izjasnila se da su
lanovi navijakih grupa, to imajui u vidu reprezentativnost uzorka po broju ispitanika i njihovoj
prostornoj distribuciji, predstavlja vrlo ozbiljan podatak.
Na osnovu dobijenih rezultata moe se zakljuiti da se srednjokolci ee prikljuuju navijakim grupama u Novom Pazaru, Jagodini, Peincima, Kuli i Beogradu. Organizovanju u navijake
grupe skloniji su navijai FK Smederevo, FK Rad, FK Hajduk, FK Novi Pazar i FK Spartak. Oni su
ee mukoga pola prosene starosti 16,64 godine sa nepovoljnim stavom prema policiji. Srednjokolci koji se prikljuuju navijakim grupama su ei konzumenti alkohola i mnogo ee zloupotrebljavaju narkotike nego njihovi vrnjaci bez interesovanja za navijako organizovanje. Maloletni
lanovi navijakih grupa mnogo ee ulaze u sukobe motivisane navijanjem, pa su u skladu sa tim
ee i privoeni od strane policije zbog nasilja na sportskim priredbama. Iz toga proizilazi da se
protivu njim mnogo ee podnose prekrajne i krivine prijave.
Opisane karakteristike pruaju polazne osnove za usmeravanje preventivnih edukativnih programa kojima bi se uticalo na smanjenje nasilja na sportskim priredbama. Takve programe trebalo
bi usmeriti ka uenicima drugog i treeg razreda srednje kole, koji imaju sklonost ka alkoholu i
opijatima i registrovani su kao problematina deca, sklona nasilju.
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425
LITERATURA
1. Bodin Dominique, Robene Luc, Heas Stephane (2004), Sport and violence in Europe, Strasbourg,
Council of Europe.
2. Goral, M. (2008). Violence and Fair Ply in Sport, Pakistan Journal of Social Scieneces, 5 (6), pp.
502513.
3. Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences (2nd edn.), Lawrence
Erlbaum Associates, Hillsdale, NJ.
4. Dunning, E. (2000). Towards a Sociological Understanding of Football, Hoologanism as a World
Phenomenon, European Journal on Criminal Policy and Research, 8(2), pp. 141162.
5. Earle, R. (2011). Boys zone stories: Perspectives from a young mens prison. Criminology and
Criminal Justice, 11(2), pp. 129143
6. Jankovi, B. (2010). Prevencija nasilja na sportskim priredbama. Glasnik prava, 1(3), pp. 129-154.
7. Jankovi, B., & Milojevi, S. (2011). Meunarodna policijska saradnja u borbi protiv nasilja na
fudbalskim utakmicama. Suzbijanje kriminala u okviru meunarodne policijske saradnje (pp.
149-161). Beograd: Kriminalistiko-policijska akademija.
8. Milojevic, S., & Jankovic, B. (2011). Proactive approach of police in combat against football hooliganism. International Scientific Conference-Arcibald reiss days, (pp. 737-749). Belgrade.
9. Milojevic, S., & Jankovic, B. (2012). Police measures and actions in confronting football hooliganism in some European countries. International Scientific Conference-Arcibald reiss days,
(pp. 613-629). Belgrade.
10. Milojevi, S., & Jankovi, B. (2012). Prevencija nasilja na fudbalskim utakmicama. Drutvena
reakcija na savremene oblike (str. 315-325). Banja Luka: Fakultet bezbednosti.
11. Milojevi, S., Simonovi, B., Jankovi, B., Otaevi, B., & Turanjanin, V. (2014). Mladi i huliganizam na sportskim priredbama. Beograd: OEBS.
12. Miloevi, N., Milojevi, S. (2001). Osnovi metodologije bezbednosnih nauka, Beograd, Poli
cijska akademija.
13. Otaevi, B. (2010). Urbano okruenje i nasilje u sportu, Bezbednost, 52(3), pp. 267-281.
14. Simeunovi-Pati, B. (2009). Kriminalitet maloletnika u Republici Srbiji i savremena drutvena
reakcija, doktorska disertacija. Kragujevac: Pravni fakultet.
15. Spaaij, R. (2005). The Prevention of Football Hooliganism: A Transnational Perspective. In: J.
aquesolo ed. Actas del X Congreso Internacional de Historia del Deporte. Seville: CESH. pp.
110.
16. Tabachnick, B. G., Fidell, L. S. (2007). Using multivariate statistic (5th edn.), Pearson Education,
Boston.
Napomena
Rad je deo Projekta Efekti primenjene zike aktivnosti na lokomotorni, metaboliki, psiho-socijalni i vaspitni
status populacije Republike Srbije pod brojem III47015, a kao deo potprojekta Efekti primenjene zike aktivnosti
na lokomotorni, metaboliki, psiho-socijalni i vaspitni status populacije policije R. Srbije koji se nansira od strane
Ministarstva prosvete, nauke i tehnolokog razvoja R. Srbije ciklus naunih projekata 2011-2015.
426
Certain Characteristics of Minors Members of Supporters Groups in the Republic of Serbia
UDK 796.073:159.9
CERTAIN CHARACTERISTICS OF MINORS MEMBERS

OF SUPPORTERS GROUPS IN THE REPUBLIC OF SERBIA

The Academy of Criminalistic and Police Studies, Belgrade, Serbia
INTRODUCTION
Despite the efforts of European countries to fight violence at sporting events, it is still present
to a greater or lesser extent, in almost all European countries. Violence can be seen in almost all
sporting events, but it is most associated with football (Milojevi, Jankovi, 2011: 738; Bodin, Robene, Heas, 2004). Violence and misbehaviour of fans at sporting events, especially at football matches,
is an international problem and it is now present in all European countries, as in those considered
as traditionally fascinated with football, as well as in those where the sport and fan subculture, have
no deep roots (Gral, 2008: 502). Hooliganism is a serious social problem that affects various parts
of the world and not exclusively tied to the sporting facilities, but the violence takes place in railway
and bus stations, restaurants and other facilities, on match days, but in the days when no sporting
matches are played (Dunning, 2000: 142).
In the past twenty years, violence at sporting events in Serbia gets proportions of the general
social security problem with major consequences for the lives and health of people, the security of
property, but also creation of political tensions that affect the general situation in the country. This
violence usually is generated by violent fan groups. There is tendency of increased joining of minors
to such groups (Milojevi et al., 2014).
The general upward trend in violence at sporting events caused the review of existing models
of social reaction. During the second half of the 20th century, there were global changes in nature
and dimensions of violence related to sporting events, as well in scientific understanding of causation and prevention of violence at sporting events (Spaaij, 2005; Jankovi, Milojevi, 2011), especially
in countries of Western Europe (Milojevi, Jankovi, 2012a).
In order to consider the creation and implementation of violence prevention programs related
to sporting events in Serbia, firstly it is necessary to identify the juvenile population who join fan
groups and take part in the violence that is motivated by cheering. Only by creating of prevention
programs that will be specifically directed to a specific population we can get effective results (Milojevi, Jankovi, 2012b). Therefore, the aim of this paper is to describe some of the characteristics of
minors who join fan groups and take part in the violence at sporting events.
Zbornik radova
427
METHOD
In order to obtain data on the participation of youth and violence at sporting events, and
within that about the membership of minors in fan groups, in 2013 it was launched a study with support of the Ministry of Education, Science and Technological Development, the Ministry of Youth
and Sports, the OSCE mission in the Republic of Serbia and theAcademyof Criminalistic andPoliceStudies in Belgrade. The research was based on questioning (using the interview technique) and
statistical methods.
Method of questioning was conducted through anonymous survey of respondents by specially
designed instrument - the questionnaire - which contained 42 questions. Responses to the questions
were mostly closed-ended. Respondents gave exclusively open-ended (free) response to one question, while in 11 questions respondents had possibility of open-ended (free) response within offered
closed-ended responses.
The collected data were analysed using statistical analysis methods. The results of this analysis
were used to draw conclusions about characteristics typical for perception of high school students
about racism in sporting events. Within statistical method several techniques of data processing
were applied. These techniques include: determination of frequency (frequency) of responses of respondents, determination of percentage of participation of a certain response in the total mass of
responses, 2 test of independence for determination of statistically significant differences between
the groups being compared (Miloevi, Milojevi, 2001; Tabachnick, B. G., Fidell, L. S., 2007).
The sample of survey included high school students from the territory of the Republic of Serbia. The stratification of the sample was carried out according to the following criteria:
1. Cities of schools from which respondents were selected had first league teams from the
Serbian Super League in season 2012/20131);
2. For each selected city two high schools were selected that are closest to the football
stadium2) where football teams3) from the 2012/2013 Serbian Super League season have
their places In this way, 25 high schools were selected4);
3. In each of the selected schools students were surveyed from two classes of all years, the
class that had a minimum of absences from school and the class that had most absences.
Therefore, a total of 200 classes were interviewed.
These criteria of stratification resulted in the sample of respondents consisting 3662 students.
If we take into account that, according to data from the National Statistics, at the beginning of the
school year 2012/2013 there were 280 422 high schools students in the Republic of Serbia, the sample comprised 1.3% of the population of high school students5). Bearing in mind that it is a stratified
sample, its size completely represents the target population of high school students aged 14 to 19
years.
1) These are: Subotica, Peinci, Kula, Novi Sad, Belgrade, Smederevo, Kragujevac, Jagodina, Ni, Uice, Ivanjica and Novi
Pazar
2) Hooliganism in Serbia is most pronounced on a football fields, but it is being transferred to other sports.
3) These are: FK Crvena zvezda, FK Partizan, FK Rad, OFK Beograd, FK BSK, FK Vojvodina, FK Donji Srem, FK Hajduk,
FK Spartak Zlatibor voda, FK Jagodina, FK Radniki, FK Smederevo, FK Javor, FK Sloboda Point, FK Novi Pazar and
FK Radniki 1923.
4) The methodology of stratification should give selection of 32 high schools (16 teams per 2 schools). However, it turned
out that Peinci had only one high school, and that the XII Belgrade High School and IV Belgrade Gymnasium are
nearest to stadiums of FK Crvena Zvezda, FK Partizan FK Rad, while the Fifth Belgrade High School and Secondary
Technical PTT School are at the same time nearest to stadiums of OFK Beograd and FK BSK..
5) Source: http://webrzs.stat.gov.rs/WebSite/Public/ReportResultView.aspx?rptKey=indId%3d110302IND01%2629%3d
%23Last%231%26102%3dRS%2cRS1%2cRS11%2cRS12%2cRS2%2cRS21%2cRS22%2cRS23%2625%3d0%2c2%26sArea
Id%3d110302%26dType%3dName%26lType%3dSerbianCyrillic, (16th Oct,.2013.).
428

Of 3662 respondents, 539 of them (or 14.7%) have declared themselves to be members of fan
groups. The survey identified 93 fan groups in which respondents placed themselves. Bearing in
mind the representativeness of the sample, it can be argued that a large number of high school join
fan groups.
Table 1. Distribution of respondents by place of residence and membership in fan groups
Total
Frequency
sample
Percentage
Subotica
319
Peinci
Place of residence of respondents
Members of fan groups

Frequency
Percentage
8.7
45
14,1
172
4.7
31
18,0
Kula
328
9.0
59
18,0
Novi Sad
224
6.1
26
11,6
Begrade
613
16.7
98
16,0
Smederevo
298
8.1
31
10,4
Kragujevac
290
7.9
35
12,1
Jagodina
260
7.1
56
21,5
Ni
370
10.1
28
7,6
Uice
331
9.0
41
12,4
Ivanjica
138
3.8
19
13,8
Novi Pazar
319
8.7
70
21,9
Respondents from Novi Pazar, Jagodina, Peinici, Kula and Belgrade were often declared as
members of fan groups. On the other hand, respondents from Ni much rarely identify themselves
as members of fan groups (Table 1). The statistical significance of differences of membership in fan
groups by cities was confirmed by 2 test of independence with the obtained values of 2 (11, n =
3662) = 52.47, p = 0:00, and Cramers V = 0.12. Based on this coefficient, the difference can be characterized as small (Cohen, 1988). These results are consistent with the official data of the Serbian
police. According to them, just in Belgrade 2525 members of fan groups were recorded, of which
875 are bullies, and 1389 are potential bullies. In addition, slightly less than half of them are minors
(Otaevi, 2010: 271).
Zbornik radova
429
Table 2. Distribution of respondents according to the club they support and membership in fan
groups
Total
Frequency
sample
Percentage
48
FK Partizan
FK Crvena Zvezda
Club supported by respondent

Frequency
Percentage
1,3
15
31,3
1042
28,5
133
12,8
1310
35,8
187
14,3
FK Donji Srem
16
0,4
12,5
FK Vojvodina
55
1,5
11
20,0
FK Rad
33
0,9
14
42,4
FK Hajduk
25
0,7
36,0
OFK Beograd
0,1
FK BSK
0,1
FK Smederevo
27
0,7
13
48,1
FK Radniki (Kragujevac)
82
2,2
18
22
FK Radniki (Ni)
43
1,2
16,3
FK Jagodina
20
0,5
15,0
FK Sloboda Point
76
2,1
20
26,3
FK Javor
16
0,4
12,5
FK Novi Pazar
174
4,8
58
33,3
FK Spartak Zlatibor voda
Of the total number of respondents, the largest number identified themselves as fans of FK
Crvena Zvezda or Partizan. However, only 14.3% of fans of Crvena Zvezda and 12.8% of Partizan fans
identified themselves as members of fan groups. On the other hand, 48.1% of fans of FK Smederevo,
42.4% of fans of FK Rad, 36.6% of fans of FK Hajduk, 33.3% of fans of FK Novi Pazar and 31.2% of fans
of FK Spartak identify themselves as members of organized fan groups. The study included a very
small number of fans of OFK Beograd and FK BSK, and therefore most likely pattern did not included members of their fan groups (Table 2). The statistical significance of difference of membership
in fan groups by clubs they support was confirmed by 2 test of independence. The obtained values
are 2 (15, n = 2974) = 93.92, p = 0.00, and Cramers V = 0.19. Based on this coefficient, the difference
can be characterized as small (Cohen, 1988).
430
Table 3. Distribution of respondents by gender and membership in fan groups

Total
Frequency
sample
Percentage
Male
2024
Female
1632
Gender of respondent

Frequency
Percentage
55.3
454
22,4
44.6
84
5,1
A much higher percentage of male respondents identified themselves as members of an organized fan group (Table 3). The statistical significance of difference between members of fan groups
and those respondents who are not members by gender was confirmed by the 2 test of independence. The values were 2 (1, N = 3623) = 221.25 (with the Yates correction), p = 0.00, and the coefficient
j = 0.19. Based on this coefficient, the difference can be characterized as small (Cohen, 1988). These
results are consistent with the research of juvenile criminality in the city of Belgrade in the period
1998-2006, conducted on a representative sample, in which Biljana Simeunovi-Pati states that
violent behaviour at sporting events is one of the crimes for which, as perpetrators, in the sample
appeared exclusively male minors (Simeunovi-Pati, 2009).
Table 4. Distribution of respondents by age and membership in fan groups
Total
Frequency
sample
Percentage
14 years
10
15 years
Age of the respondents

Frequency
Percentage
0.3
10
569
15.5
93
16,3
16 years
991
27.1
160
16,1
17 years
1003
27.4
163
16,3
18 years
801
21.9
88
11,0
19 years
279
7.6
34
12,2
For an understanding of violence related to sporting events are very important criminological
research of association of minors and young adults in groups, who are prone to criminal and violent behaviour. Young people in a group are more aggressive and more likely to cause trouble and
violence than their peers who are not organized (Earle, 2011: 129). Research results are consistent
with that. The mean age of respondents was 16.78 years. Accordingly, most of high school students
were aged between 16 and 17 years. However, members of fan groups are represented mostly at the
age of 15, 16 and 17 years, i.e. the average age of respondents who identified themselves as members
of organized fan groups was 16.64 years (Table 4). The statistical significance of difference between
members of fan groups and those respondents who are not members by age was confirmed by 2
test of independence. The obtained values are
2 (5, n = 3620) = 15.55, p = 0.00, and Cramers V =
0.07. Based on this coefficient, the difference can be characterized as small (Cohen, 1988). Similar
results were obtained in the aforementioned study of juvenile criminality in the city of Belgrade in
the period 1998-2006. According to this research, typical perpetrator of a crime of violence at sporting events is an older minor: the average age of the perpetrators of this category in Belgrade sample
was 16.23 years (Simeunovi-Pati, 2009). Similar results were obtained in survey conducted in 2010
which showed a lot of youth participation in violence at sporting events (Jankovi, 2010: 138). Specifically, respondents were police officers who provide security at sporting events, and who shared
Zbornik radova
431
their observations relating to the age of persons who commit violence. In 94% of cases they said, that
these persons are aged 14 to 25, and in 6% of cases these persons are aged 25 to 35.
Table 5. Distribution of respondents based on attitudes towards the police and membership in fan
groups
What is the attitude of respondents
towards the police6)
Total
Frequency
sample
Percentage
Favourable
1008
Unfavourable
1001

Frequency
Percentage
27,5
97
9,6
27,3
235
23,5
6)
Unfavourable attitude towards the police in nearly two and a half times (in percentage) of
cases have respondents who are members of fan groups (Table 5). The statistical significance of difference between members of fan groups and those respondents who are not members by the attitude
towards the police was confirmed by the 2 test of independence. The values were 2 (1, N = 2009) =
68.88 (with the Yeats correction), p = 0:00, and the coefficient j = 0.19. Based on this coefficient, the
difference can be characterized as small (Cohen, 1988).
Table 6. Distribution of respondents according to several characteristics and membership in fan groups
Characteristic
TOTAL SAMPLE
MEMBERS OF FAN GROUPS
Frequency
Percentage
Frequency
Percentage
Alcohol consumption
2525
69,0
400
74,2
Drug abuse
352
9,6
101
18,7
Participation in conflict because

of cheering
926
25,3
365
67,7
Arrested for violence at matches
202
5,6
121
23,2
Filed misdemeanour charges due

to fan violence
136
3,8
79
15,0
Filed criminal charges due to fan

violence
115
3,2
71
13,7
The table 6 shows that more than two-third of surveyed high school students, mostly minors,
said that they consume alcohol, which, from the standpoint of national health, is a significant problem. Members of the fan groups lead in alcohol consumption. Also, nearly one tenth of the total
number of respondents abuse drugs. This is especially true in the population of members of fan groups in which drugs, in percentages, are abused by twice as many respondents. In addition, in conflicts due to fan passions participated more than a quarter of respondents. In addition, members of fan
groups are the most numerous because more than two-thirds of them took part in conflicts due to
cheering. Although the percentage of total respondents who participated in the conflict because of
cheering is a quite large, police detained a relatively small number of respondents for such a form of
6) The analysis did not comprise the answers of respondents who said that they have no attitude in relation to
the police.
432
violence (5.6%). In addition, nearly five times more often have been detained members of fan groups.
In accordance with a small percentage of arrested respondents (in terms of total population), the
number of filed misdemeanour and criminal charges is relatively small. But, against members of fan
groups five or four times (in percentages) more often were filed misdemeanour or criminal charges
for violent behaviour at sporting events. Statistically significant differences in these characteristics
were confirmed by results of 2 test of independence given in Table 7.
Table 7. Results of the c2 test
N
df
c2
Alcohol consumption
3662
7,88
0,01
0,05
Drug abuse
3662
59,36
0,00
0,13
Participation in conflict because of cheering
3662
599,66
0,00
0,41
Arrested for violence at matches
3602
352,22
0,00
0,31
Filed misdemeanour charges due to fan violence
3612
211,57
0,00
0,24
Filed criminal charges due to fan violence
3593
211,09
0,00
0,25
Statistically significant difference
CONCLUSION
Results of study confirmed results of previous studies - increase in participation of minors in
organized fan groups. Nearly one sixth of the test sample identified themselves as members of fan
groups, which in view of the representativeness of the sample by the number of respondents and
their spatial distribution is a very serious fact.
Based on the obtained results it can be concluded that high school students often join fan
groups in Novi Pazar, Jagodina, Peinci, Kula and Belgrade. Fans of FK Smederevo, FK, FK, FK Novi
Pazar and FK Spartak are more prone to organizing into fan groups. They are most often males with
mean age of 16.64 years with unfavourable attitude towards the police. High school students who
join fan groups are more often consumers of alcohol and abuse drugs more often than their peers
without interest for fan groups. Juvenile members of fan groups more often have conflicts motivated
by cheering, and accordingly they are more often detained by the police because of violence at sporting events. It follows that misdemeanour and criminal charges are more often filed against them.
Described features provide a starting point for directing of preventive educational programs
that might contribute to reduction of violence at sporting events. Such programs should be directed
towards students of second and third year of high school, who are prone to alcohol and opiates and
are registered as problematic children, prone to violence.
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433
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Acknowledgements
The paper is a part of the project Effects of the Applied Physical Activity on Locomor, Metabolic, Psycho-social and
Educational Status of the Population of the Republic of Serbia, number III47015, as a part of the sub-project Effects of the
Applied Physical Activity on Locomor, Metabolic, Psycho-Social and Educational Status of the Working Age Population
of the Republic of Serbia, funded by the Ministry of Education, Science and Technological Development of the Republic of
Serbia Scientific Projects 2011 2015 Cycle.
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Primeri dobre prakse sporta za sve
UDK 796.1
PRIMERI DOBRE PRAKSE SPORTA ZA SVE

UVOD
Promene tehnolokih, ekonomskih i socijalnih uslova, dovele su do pojave razliitih drutvenih devijacija i problema, ukazujui na nezadovoljenje potreba ljudi. Kao posledica, mnogobrojne
zdravstvene, fizioloke i psiho-socijalne bolesti negativno utiu na ivot, radne uslove i odnose ljudi.
Manifestovani problemi oznaili su ogranienost bio-psiho-socijalnog razvoja oveka i blagostanja
drutvene sredine. Najei socijalni problemi koji se javljaju su osiromaenje stanovnitva; eksploatacija rada- nezaposlenost; nizak obrazovni stepen stanovnitva; socijalne devijacije-agresivno ponaanje, poremeeni porodini odnosi, kriminalitet, alkoholizam; socijalne nejednakosti-problem
manjinskih grupa itd. (Milosavljevi, 2003). Otuenje od drutva, sukobi, netrpeljivost, nasilje na
meunarodnoj, nacionalnoj, verskoj, etnickoj osnovi kao i kulturni, meugeneracijski konflikti, demografske promene i ekonomska kriza doveli su do narastanja drutvenih tenzija na globalnom nivou. Negativni efekti na drutvo, ekonomske i politike prirode, manifestovali su se ne samo u poveanom stepenu razliitih socijalnih problema ve i izraenim posledicama na fiziko i mentalno
zdravlje (Hall, Midgledy, 2004; ekerevac, 2009). Ovi problemi prouzrokovali su veliku zabrinutost
zemalja irom sveta koje sprovode politiku zarad dravnog blagostanja. Ideja o savremenom socijalnom razvoju javila se kao rezultat traenja mogunosti za reenje manifestovanih socijalnih problema sa ciljem unapreenja ivota ljudi. S tim u vezi imperativno je stavljen naglasak na pronalaenje
adekvatnih metoda koje e podstai ostvarenje pozitivnog razvoja i napretka drutva.
Sport je vien kao efikasno sredstvo kojim je mogue podstai znaajan progres i odranje
individualne i drutvene harmonije. Prepoznato je da aktivno uee u sportu i fizikim aktivnostima
doprinosi stvaranju zdravih i moralnih navika, stabilnih odnosa i pozitivne transformacije. Istaknut
je potencijal koji ima fizika aktivnost za unapreenje psiho-fizikog stanja oveka i promociju jednakih mogunosti. Oblast sporta zauzela je posebno mesto, iji je znaaj prepoznat u potencijalno
konfliktnim ili postkonfliktnim zajednicama i u sferama u kojima postoji visok nivo tenzije ili sukoba
(IOC, 2013; Levermore, Beacom, 2009). Time je sport zauzeo znaajno mesto kao deo mnogih inicijativa koje imaju za cilj da istaknu znaaj sporta u drutvenim okvirima.
METOD
U istraivanju je primenjena deskriptivna metoda kako bi se predstavio pregled aktuelnih inicijativa, projekata i programa itrom sveta, u kojima se propagira sport kao sredstvo kojim se moe
uticati na postizanje raznovrsnih ciljeva u drutvenim okvirima, umanjujui posledice naruenog
socijalnog ili individualnog razvoja. Ovom analizom prikazuje se poveana rasprostranjenost sporta
i njegove uloge da svojom univerzalnou, fleksibilnou i inkluzivnim karakterom doprinese stvaranju harmoninog napretka drutva i pojedinca.
Zbornik radova
435
REZULTATI
Poslednjih godina primeen je povean rast inicijativa koje istiu sport kao sredstvo za individualni razvoj i drutveni napredak. Pojedine nevladine organizacije kreirale su bazine smernice za
unapreenje postojeih programa i sportskih aktivnosti, sa ciljem da se prui podrka svim zainteresovanim akterima za upotrebu i implementaciju sporta kao alata za razvoj.
Organizacija Mir i sport (eng. Peace and sport) objavila je prilagoen sportski prirunik
(eng. Adapted sport manual) koji sadri niz praksi i aktivnosti baziranih na sportskim disciplinama. Prirunik je namenjen svima onima koji imaju za cilj da upotrebe i primene sport kao sredstvo
za razvoj, odnosno podstaknu razvoj odreenih vetina. Sport je mnogo vie od igre, sport predstavlja alat kojim se postie dijalog solidarnosti i potovanje prema sebi i drugima. Sport omoguava pojedincu da razvije svoje potencijale i uspostavi interakciju sa ljudima koji ga okruuju. Cilj prirunika
nije da promovie razvoj sporta za sve, vec da podstakne koricenje sporta kao instrumenta koji se
moe prilagoditi i primenjivati u irokom spektru okruenja. Prirunik sadri informacije koje omogucavaju korisnicima da iskoriste sport kao sredstvo za uenje i prilagode ga specifinim izazovima u
igri. Prirunik daje irok spektar mogunosti sportskim instruktorima, nastavnicima i edukatorima
da na lak nain iskoriste i prilagode sportske aktivnosti, koje e koristiti kao sredstvo za postizanje
dijaloga i socijalne integracije sa ciljem uspostavljanja miroljubivog drutva. Prvo poglavlje prirunika sadri detaljan opis sportskih aktivnosti koje se mogu adaptirati u odnosu na sredinu, raspoloivu
opremu, infrastrukturu itd. Opisana su osnovna pravila i vrednosti koje se podstiu kod uesnika
kako bi izveli zadatu aktivnost, neke od njih su: komunikacija, uzajamna saradnja, portvovanost,
odnosno mogunost da prevaziu sebe i svoje sposobnosti, spoznavanje sebe sa ciljem razvoja samopotovanja i samokontrole, itd. U drugom poglavlju je prikazana lista odreenog broja rekvizita koje
je mogue napraviti od prirodnih i recikliranih materijala, sa detaljnim uputstvom i ilustracijama.
Na kraju prirunika su ilustrovane brojne vebe koje su pogodne za zagrevanje, odnosno period pre
poetka glavne sportske aktivnosti, naglaavajui vanost njihovog izvoenja.
Meunarodni Olimpijski Komitet (MOK) objavio je vodi Pokreni se (eng. Get moving)
za implementaciju i voenje programa sport za sve, sa namerom da slui kao informativna platforma
za organizacije koje sprovode sport za sve programe. Prirunik predstavlja sportski alat koji sadri informacije o osnovnim zadacima i strukturi organizacije projekata sport za sve, primere dobre
prakse iz razliitih zemalja i ideje za unapreenje i konstantno napredovanje. Na ovaj nain razliite
sredine imaju mogunost da uz pomo ovog prirunika organizuju aktivnosti za decu i mlade. Prvo
poglavlje nudi kratko objanjenje na koji nain MOK podrava sport za sve, dok su u drugom poglavlju prikazane praktine instrukcije za implementaciju programa sport za sve, koje obuhvataju
korisna uputstva i savete za one koji ele da organizuju i realizuju uspean program. Poseban deo
prirunika posveen je tematskoj klasifikaciji aktuelnih programa irom sveta, zajedno sa legenodm
simbola koja slikovito opisuje cilj svakog pojedinanog programa zarad jednostavnog pretraivanja.
Za svaki program prikazan je kratak opis projekta, nain na koji je projekat promovisan i kako je
izvrena evaluacija. italac moe videti vremenski okvir, trajanje programa, partnere, target grupu i
broj uesnika programa. Prirunik predstavlja progresivan rad to znai da praktiari u oblasti sporta za sve, svojim znanjem i iskustvom mogu doprineti daljem razvoju ovog prirunika.
Meinarodna asocijacija sporta i kulture (ISCA) dizajnirala je prirunik Pokreni se i ui
(eng. Move and Learn), koji predstavlja metod-pristup uenja kroz sport i fiziku aktivnost, sa ciljem razvoja ivotnih vetina, u okviru omladinskog rada i bazinog nivoa sporta. Uenje kroz sport
vieno je kao deo procesa doivotnog uenja. Prirunik je baziran na praksi neformalnog obrazovanja, uenja putem iskustva i aktivnog uea u sportu. Kombinacija sporta i uenja prua izvrsnu
mogunost za uenje kroz aktivnosti koje su prijatne, zabavne i bazirane na angaovanosti u sportu
i fizikim aktivnostima. Ovaj pristup predstavlja veoma prirodan proces uenja koji zbliava ljude
i koji sa ciljanom pripremom i planiranjem moe dovesti do rezultata, reflektovati i integrisati se
sa svakodnevnim ivotom. Prirunik je nastao kao rezultat treninga za trenere (eng. trainining of
trainers) koji su realizovani kroz sportske projekte, u organizaciji ISCA, podrani od strane Evropske Komisije i Saveta Evrope. Ovaj praktini dokument detaljno analizira odreen broj vebi koje
436
se mogu koristiti u radu sa mladima, sportskim grupama ili u okvirima neformalnog obrazovanja.
Opisan je korak po korak svake vebe, tako da svi obrazovni ili sportski praktiari mogu lake da primene ove aktivnosti u okviru svoje ciljne grupe. Vebe su prilagoene za grupu mladih ljudi uzrasta
izmeu 12 i 30 godina, ali se takoe mogu prilagoditi starijima i deci. Prvi deo prirunika nudi teorijsku osnovu i praktinu definiciju pojmova kao to su neformalno uenje, uenje kroz sport, uenje
posredstvom sporta i uenje za sport, objanjavajui razliku izmeu pojmova. U daljem nastavku
priruika posebno se istie vanost preispitivanja-evaluacije (eng. debriefing) u procesu uenja, koje
se odnosi na mogunost pojedinca da razmisli o svom ponaanju i sprovedenoj sportskoj aktivnosti koja se moe reflektovati na situacije iz svakodnevnog ivota. U procesu sprovoenja sportskih
aktivnosti neophodno je unapred pripremiti pitanja koja e biti upuena grupi nakon izvrene aktivnosti sa ciljem da se podstakne diskusija i stvori mogunost za pojedinca da prui povratnu informaciju, izraavajui lini oseaj i zakljuak. Diskusija treba da bude takva da podstie uesnike
na razmiljanje i sumiranje iskustva i emocija, pruajui mogunost uesnicima da reflektuju svoje
miljenje i stavove i da kroz sopstveno iskustvo u aktivnostima dou do odreenih zakljuaka koji se
mogu manifestovati i primeniti na svakodnevne situacije. Poslednji segment prirunika odnosi se na
analizu testiranih i primenjenih sportskih aktivnosti koje imaju za cilj da naue i podstaknu ivotne
vetine pojedinca u odnosu na zadatak i definisani socijalni problem. Istaknuto je nekoliko tema koje
predstavljaju neke od aktuelnih socijalnih pitanja drutvene sredine (socijalna inkluzija-diskriminacija; zdravlje; razreenje konflikta; osposobljavanje i zapoljavanje; ivotna sredina; uee-graanstvo-demokratija; kulturna raznolikost; ljudska prava). Fizika aktivnost prua mogunost za uenje
u realnoj situaciji, to je usko povezano sa emocijama, linim iskustvom i refleksijom. Prirunik je
namenjen sportskim trenerima koji rade sa mladima i koji bi bili spremni da integriu snaniji i detaljniji metod neformalnog uenja u okviru sportskih aktivnosti. Takoe je namenjen i nastavnicima
i praktiarima koji se bave omladinom i koji su otvoreni da uvrste fizike aktivnosti u svoju radnu
sredinu i u edukativnim aktivnostima.
Pored praktinik prirunika, pratee internet platforme predstavljaju informativnu i interakcijsku bazu koja prua komunikacionu podrku svim zainteresovanim sakterima, kao i uvid u aktuelne projekte irom sveta.
Meunarodna platforma sport i razvoj (eng. sport and development), sportanddev.org,
predstavlja mreu velikog broja razliitih organizacija koje rukovode sportom i sportskim programima u cilju razvoja. Ova platforma nudi sve potrebne informacije vezane za sport i razvoj koje se
odnose na praktine prirunike, dokumenta, izvetaje, zvanine iskaze, kao i najnovije aktivnosti i
dogaaje irom sveta. Predstavlja univerzalno komunikacijsko sredstvo za uspostavljanje komunikacije, razmenu informacija i komentara izmeu svih zainteresovanih i aktivnih strana iz oblasti sporta
i razvoja (agencije za razvoj, nevladine organizacije, dravni organi, sportski savezi, organizacije,
sportisti, praktiari, istraivai, volonteri, mediji, itd.).
Glavni ciljevi meunarodne platforme su: poveanje vidljivosti potencijala koje ima sport za
razvoj; doprinos praksi sport i razvoj; podsticanje dijaloga i partnerstva i olakanje stratekih saveza.
Veliki broj ponuenih projekata/programa/ inicijativa mogu se grupisati u 6 velike grupe: razreenje
konflikta i interkulturno razumevanje; izgradnja fizike, socijalne, sportske infrastrukture; podizanje svesti, posebno kroz obrazovanje; osposobljavanje; direktan uticaj na fiziko i psihiko zdravlje
kao i opte zdravstveno blagostanje; ekonomski razvoj i smanjenje siromatva.
Meunarodna platforma Izvan sporta (eng. Beyond sport), beyondsport.org, podrava i
velia upotrebu sporta ka cilju razreenja socijalnih problema u zajednicama irom sveta. Platforma
okuplja sve aktere i inovatore iz oblasti sporta, biznisa i razvoja da zajedno diskutuju kako sport moe
da pokrene pozitivnu promenu i doprinese reavanju drutvenih problema. Kroz globalne dogaaje
i forume, sprovodene pod potkroviteljstvom Izvan sporta, koje ukazuju na postojee probleme u
drutvu, prikuplja se podrka za projekte irom kontinenata sa ciljem regulisanja nepovoljnih socijalnih pojava. Takoe se ovim putem nagrauju najbolji projekti na celoj planeti, koji uspeno koriste
sport za pozitivne socijalne transformacije. Od 2009. godine, nagraeno je preko 150 projekata na
osnovu inovativnosti i uticaja koji je ostvaren kroz primenu sporta. Mogue je pogledati preko 1,658
Zbornik radova
437
projekata, sprovedenih u vie od 144 zemalja, organizovanih od strane 2,212 organizacija.

Istaknuta uloga sporta prisutna u strategijama rada mnogih organizacija irom sveta, usmerena je na ire socijalne, ekonomske i politike ciljeve kao to su drutvena inkluzija, miroljubivo
drutvo, aktivno uee, odrivi razvoj- aktivno graanstvo, ivotne vetine i osposobljavanje (Levermore, Beacom, 2009). Detaljnom analizom rada nevladinih organizacija irom sveta predstavljen
je reprezentativan broj onih koji sprovode svoje programe na lokalnom, nacionalnom i meunarodnom nivou.
Meunarodni inspirativni program (eng. International Inspiration Programme- IN),
internationalinspiration.org, predstavlja legat Olimpijskih igara u Londonu koji ima za cilj da kroz
sport inspirie i povee mlade ljude irom sveta, pogotovo u zemljama u razvoju. Program je osnovan 2007. godine, od strane UNICEF-a, UK sport-a i British Council-a. Vizija meunarodnog inspirativnog programa je da inspirie ivot vie od 12 miliona dece i mladih svih sposobnosti i nacija.
Program je baziran na 3p (eng.) odnosno ukljuenost politikih zakonodavaca, praktiara i uesnika, sa prilagoenim nacionalnim sadrajem kako bi se stvorio jedinstven globalni pokret. Usmeren je
na tri drutvene beneficije: drutvenu koheziju i koheziju zajednice; inkluziju invaliditetnosti; omladinsko sportsko liderstvo (trening za mlade lidere za osposobljavanje, voenja sportskih dogaaja
i kampanja). Ovaj program ukazuje na to da pristup i uee u kvalitetnim i bezbednim fizikim
aktivnostima obezbeuje drutvenu inkluziju, naroito ukoliko su pre toga mladi bili iskljueni iz
bilo kojih socijalnih, drutvenih, religioznih razloga, nastalih zbog polne pripadnosti, invaliditeta, ili
bilo koje druge vrste predrasuda. Prva inicijativa zavrena je u junu 2014. godine i dobijeni rezultati
pokazuju da je preko 225,000 nastavnika, trenera i mladih lidera obueno da vodi visoko kvalitetno
i inkluzivno fiziko vaspitanje i sport, inspiriui ivot vie od 25 miliona dece i mladih irom sveta.
U saradnji sa lokalnim bazinim sportskim organizacijama, IN program se realizuje u zemljama koje se nalaze u razvoju, ime se tei angaovanju i osposobljavanju dece koja se nalaze u nepovlaenom poloaju, kroz sledee oblasti delovanja:
obrazovanje- poveanje stepena pristupa sportu i fizikim aktivnostima (program BILDTanzanija, Gana, Jamajka, Sv. Lucija; TICO TICO-Mozambik)
jednakost polova- promocija jednakosti polova i osposobljavanje ena (program Go
sisters- Zambija; Pathways-mowing the goalposts- Kenija)
inkluzija i zatita- promocija inkluzije i zatita osetljivih grupa, posebno dece (program
Sport for inclusion- Etiopija; SPLASH- Indija)
liderstvo mladih-razvoj mladih lidera i trenera, sportske i ivotne vetine
razreenje konflikta- izgradnja mira i socijalne kohezije u zajednicama koje su pogoene
konfliktima, nasiljem ili kriminalom (program Waves for change-Juna Afrika)
Programi sprovedeni na nacionalnom nivou u zemljama u razvoju, doprineli su podizanju
svesti i izgradnji pozitivnih stavova prema sportu, fizikom vaspitanju i njihove razvojne i drutvene
uloge.
Organizaciju Pravo na igru (eng. Right to play), righttoplay.com, osnovao je etvorostruki
olimpijski ampion i drutveni preduzetnik Johan Olav Kos, 2000. godine. Pravo na igru sarauje sa
organizacijama Ujedinjenih Nacija, ministarstvima, drugim institucijama i korporacijama (UNICEF,
USAID, FIFA, Save the children, Microsoft, Chelsea club, Master card, itd.). Programi ove organizacije usmereni su na stvaranje pozitivnih i odrivih promena u tri oblasti: kvalitetno obrazovanje,
zdrave navike, miroljubivo drutvo. Zasnovani su na principu drutvene inkluzije, jednakosti polova
i zatiti dece. Cilj organizacije je da edukuje i osposobi decu da budu uvari svog zdravlja i aktivni
uesnici svoje zajednice, sprovodei programe u Africi, Aziji, latinskoj i severnoj Americi i na srednjem istoku. Programe vodi veliki broj lokalnih volontera, trenera i meunarodnih radnika.
Programi Pravo na igru stvaraju pozitivno iskustvo i ue ivotnim vetinama koje podstiu
promene u ponaanju i navikama. Sredite ovih metoda zasniva se na tome da deca najbolje ue
posredstvom linog iskustva, kroz igru. Svaka aktivnost je specijalno osmiljena da obezbedi deci
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potrebno znanje i vetine koje su potrebne da bi se suoili ili prevazili izazove u okviru svojih zajednica. Kako bi svaka aktivnost ili igra bila efektno sredstvo za uenje, deca moraju da razumeju koji je
cilj lekcije kako bi mogli da poistovete svoja ivotna iskustva. S toga se na zavretku svake aktivnosti
primenjuje diskusiona metoda kroz tri koraka, refleksija, konekcija i primena. Ova metoda podstie i
omoguava deci da ispituju svoja iskustva i pruaju povratnu informaciju o aktivnostima; povezujui
utisak i iskustvo steeno tokom aktivnosti sa onim to ve poznaju; istraujui na koji nain mogu
da primene to to su nauili u svoj svakodnevni ivot. Kroz kontinuitet ovih nedeljnih aktivnosti, njihovo znanje se konstantno nadograuje to im omoguava da postanu svesni svoje uloge u drutvu
i postanu zagovornici pozitivnog ponaanja unutar svojih zajednica. Ova strategija pomae deci da
usvoje i odre zdrave ivotne navike, ponaanja i stavove.
Primer aktivnosti Pravo na igru:
Igra
Stanica vakcinacije
Tema
Zdrave navike
Pravila igre
Jedna osoba stoji unutar iscrtanog kruga, predstavljajui zdrav organizam. Sa

spoljanje strane iscrtanog kruga, koji predstavlja imuni sistem stoji druga osoba koja
ima ulogu infekcije. Kada igra pone, osoba koja predstavlja infekciju pokuava da ue
unutar kruga i da napadne zdrav organizam. Kada je infekcija uspela da se nae unutar
kruga, dodaje se jo jedan vei krug kako bi se pojaao imuni sistem.
Refleksija i
evaluacija
Nakon zavrene aktivnosti, trener vodi diskusiju sa uesnicima kako bi ih podstakao da

reflektuju svoje minjenje i stavove kroz pitanje: Na koji nain je infekcija uspela da se
nae u krugu, da li su neki delovi kruga bili slabije odbranjeni? Zatim trener motivie
uesnike da poveu iskustvo iz igre sa situacijom kada su oni bili bolesni- na koji nain
i zbog ega su se razboleli, kako su se oseali? Poslednji element diskusije odnosi se
na primenu, gde trener podstie uesnike da donesu zakljuak i razumeju kako novo
iskustvo da primene u svakodnevnim aktivnostima, kroz pitanja: ta su nauili iz ovog
iskustva, ta mogu da urade da ojaaju i sauvaju svoj imuni sistem? (Slika 12).
Kroz igru deca imaju priliku da na laki, zabavan i interaktivan nain naue ta predstavlja
imuni sistem, kako da sauvaju svoje zdravlje i emu slui vakcinacija. Program Pravo na igru se
sprovodi u nekoliko drava irom planete koje zbog postojeih ekonomskih ili drutvenih problema
predstavljaju izazov i potrebu da se deci i mladima omogui da razvijaju svoj individualni kapacitet,
steknu pozitivne navike za zdrav aktivan stil ivota, razvijaju ivotne vetine kao to su tolerancija,
potovanje, saradnja, zarad miroljubivog drutva i boljeg kvaliteta ivota.
Organizaciju Mir i sport (eng. Peace and sport; fr. Peace and Sport, LOrganisation
pour la Paix par le Sport), peace-sport.org, osnovao je olimpijski nosilac medalje u modernom
pentatlonu, svetski ampion oel Buzo, 2007. godine. Meunarodna, neutralna i nepolitika organizacija predstavlja globalnu inicijativu u svrsi mira, koja je podrana od strane njegovog visoanstva
princa Alberta II od Monaka. Cilj ove inicijative je da kroz sport i sportske vrednosti naui mlade
generacije i pomogne im da podstaknu socijalnu stabilnost, dijalog i pomirenje izmeu zajednica,
posebno u oblastima koje su pogoene siromatvom, trenutnim konfliktima i nedostatkom socijalne
kohezije. Vizija organizacije je da sportom pomogne ratnim siroadima da steknu samopouzdanje,
izbeglicama da se integriu u drutvo i siromanima da pristupe obrazovanju kako bi uspostavili
graanski duh u ugroenim urbanim podrujima. To se realizuje:
korinjeem pravila sporta kao sredstvo za uenje i podsticanje graanskog duha koji je
neophodan za integrisanje mladih ugroenog poloaja u drutvo.
podizanjem svesti o potencijalu sporta kao sredstvo za mir u okviru privatnog, politikog i
zakonodavnog sektora.
Zbornik radova
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podsticanjem meunarodnog sportskog pokreta da se aktivira i ostvari znaajan doprinos

miru.
ujedinjenjem i stvaranjem konkretne i efikasne saradnje izmeu javnog i privatnog sektora
u ugroenim podrujima irom sveta,
ukljuenjem meunarodnih korporacija i isticanjem vanosti uloge sporta za razvoj njihove
socijalne odgovornosti i razvojne politike.
Sa ciljem postizanja cilja, organizacija Mir i sport sarauje sa meunarodnim politikim liderima, dravnim organima, privatnim sektorom, mirovnim organizacijama i graanskim drutvom
(ministarstva, meunarodni i nacionalni sportski savezi, nacionalni olimpijski komiteti, finansijski
partneri i sponzori, ujedinjene nacije, asocijacije i nevladine organizacije, crveni krst, sportisti, itd.).
Inicijativa se sastoji od etiri razliita tipa akcije:
Umreena platforma za poveanje saradnje izmeu zainteresovanih strana
Projekti na lokalnom nivou-na terenu
Meunarodni forum za razmenu ideja i komunikaciju
Nagrade za inicijative ili pojedince koji su napravili promene na terenu
Sport je mnogo vie od igre, to je sredstvo za dijalog, prijateljstvo i potovanje koje prevazilazi
politike, socijalne, rasne ili verske razlike koje su esto u osnovi sukoba. U sportu postoji skup pravila koja se odnose na sve: fer plej, pravednost, poverenje u druge, timski rad, socijalna integracija,
disciplina i talenat. Sport pomae mladima da otkriju put solidarnosti, tolerancije i prijateljstva i da
steknu motivaciju za poboljanje naina ivota i napredovanje.
Organizacija Mir i sport maksimalno podrava i pomae liderima projekta koji realizuju lokalne programe na terenu, asistirajui u dizajniranju i realizovanju programa koji ima za cilj da kroz
edukativne i osnovne vrednosti sporta ukae na socijalne probleme lokalnih zajednica. Projekti su
realizovani u sledeim zemljama Burundi, Kolumbija, Haiti, Dravna Republika Kongo, Izrael/Palestina, Obala Slonovae i Timor Leste. U daljem teksu bie prikazani neki od njih:
a) Burundi:
Projekat u Burundiju usmeren je na proces nacionalnog pomirenja i mira, osposobljavanjem
omladinskih centara i organizovanjem igara prijateljstva za promociju mira.
Igre prijateljstva u regiji velikih reka Afrike
Od 2010. godine, omladinski centar Burundi i Ruanda se svake godine sastaju kako bi
se takmiili u sportskim igrama koje simbolizuju prijateljstvo ove dve zemlje. Ove igre
okupljaju decu sa ciljem da kroz sport i poruke mira podignu svest o aktuelnim problemima
zatite ivotne sredine, HIV/AIDS i dr.
Omladinski centar Gihanga
Otvoren je 2008. godine i od tada je inicijator razih nacionalnih dogaaja (Meunarodni
dan mira, Stoni tenis za promociju mira, itd.) u saradnji sa meunarodnim sportskim
savezima i podrkom olimpijske solidarnosti, zauzima vano mesto u lokalnoj zajednici.
Omladinski centar Gitega
Projekat je pokrenut 2010. godine od strane Gitega optine, Evropske Unije, ministarstva
omladine sporta i kulture sa ciljem da se renovira omladinski centar i izgrade sportski,
edukativni i administrativni objekti. Novi kompleks e obezbediti deci i itavoj zajednici
mogunost da se bave sportskim aktivnostima koje su fokusirane na individualni razvoj,
razvijajui pozitivan uticaj na lino i kolektivno ponaanje.
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b) Kolumbija:
U saradnji sa nevladinim organizacijama realizovani su projekti sa ciljem poboljanja socijalne
integracije mladih ljudi iz ugroenih oblasti.
ah za mir
Ovaj program primenjen je sa ciljem da ojaa socijalnu koheziju, dijalog i da smanji stepen
nasilja, uei decu kako da prenesu vetinu koncentracije i strpljenja koja se stiu kroz
ah, na svakodnevne aktivnosti i lina dostignua. Svetska ampionka u ahu, Aleksandra
Kosteniuk je ambasador ovog projekta.
Badminton za mir
Kroz tri godine ovaj projekat ima za cilj da kroz badminton, integrie i obezbedi pozitivnu
sredinu za izbeglice i ugroenu grupe dece (8-14 godina) koja ive u opasnim oblastima.
Partneri projekta su meunarodni i nacionalni badminton savez, nacionalni olimpijski komitet i sportska fondacija.
Bejzbol za mir, Gimnastika za mir, Stoni tenis za mir, Diju dicu za mir su jo
neki od projekata koji se realizuju u Kolumbiji sa ciljem socijalne integracije ugroenih ili
osetljivih podruja.
c) Haiti:
U saradnji za nacionalnim olimijskim komitetom, realizovane su drutveno obrazovne sportske aktivnosti i psihosocijalna podrka mladima ije je podruje pogoeno zemljotresom.
Badminton za mir
Program je pokrenut 2012. godine nakon zemljotresa u saradnji sa nacionalnim olimpijskim komitetom i svetskim badmintom savezom. U 32. kole realizovan je sportski badminton program, 2 sata nedeljno, kako bi omoguili deci (9-16 godina) da probaju ovaj
sport i da se ponovo socijalizuju.
Solidarnost u Haitiju
Program je pokrenut sa ciljem da se pomogne vie od 50,000 mladih, uzrasta 8-20 godina,
koji ive u kampovima preivelih, kroz svakodnevne edukativne i sportske aktivnosti (fudbal, odbojka, gimnastika, ah, tenis, badminton, itd.)
Sport je kola ivota
Program je pokrenut 2007. godine u vie od 50 kola, usmeren na uvrivanje sportskih
aktivnosti u kole i edukaciju dece o postojeim problemima socijalne zatite u oblasti
Haitija.
Pored lokalnih projekata, organizacija Mir i sport u saradnji sa partnerima, organizuje i druge
dogaaje pod sloganom Tri za mir i sport: Njujork maraton, Francuska rivijera maraton- Nica-Kan i April 6- Meunarodni dan sporta za razvoj i mir.
SCORE (eng. SCORE), score.org.za, je meunarodna nevladina organizacija specijalizovana
za podsticanje razvoja drutvene zajednice kroz sport i rekreaciju. Osnovana je 1991. godine u Junoj
Africi a danas ima nezavisna nacionalna sedita u Holandiji, Zambiji i Namibiji. Vizija organizacije je
da se upotrebom sporta izgradi snanija zajednica i promeni ivot, omoguavajui deci i mladima da
steknu i razviju potrebne vetine i ansu za uspean ivot i doprinos. Partneri sa kojima organizacija
sarauje su UK sport, UNICEF, Hope through action, Adidas i mnogi drugi. SCORE ine tri razvojna
okvira kroz koje se postiu ciljevi:
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Pehar heroja
Program predstavlja takmienje koje ima za cilj da osposobi timove da postignu poene na
terenu i van njega. To ukljuuje sportski, kulturni deo i drutveni rad, pri emu se ocenjuje
zalaganje uesnika na terenu i zalaganje za drutvene transformacije zajednice kroz korienje sporta kao sredstvo za lino i socijalno osposobljavanje.
Volonterski program ukljuivanja
Ovaj program prepoznaje sportske volontere kao veoma vane osobe (VIP) koje nakon
sticanja odreenih znanja i vetina mogu da doprinesu inicijativama sport za razvoj u lokalnim zajednicama i organizaciji velikih sportskih dogaaja.
ivi sport
Dugoroni program usmeren je na poveanje sportskog uea; kapaciteta u sportu, ivotnih vetina i liderstva; razvoj i podrku organizacionih sportskih struktura; stvaranje i
irenje mree podrke na lokalnoj osnovi kroz saradnju sa drugim sportskim ili nesportskim strukturama.
Ovo su jo neki od programa koji su realizovani pod pokroviteljstvom SCORE organizacije:
We can, Bouncing back, SCOREs sport festival, Kicking AIDS out, World AIDS day event, Womens day event.
Program Pobedi (port. A ganar), partners.net, predstavlja program za razvoj radne snage
mladih kroz fudbal i druge timske sportove sa ciljem da se pomogne mladima (16-24 godina) Latinske Amerike da naue vetine koje su im potrebne da bi pronali posao ili ponovno pristupili formalnom obrazovanju. Voen od strane Partnera Amerike (eng. Partners of the Americas) uz podrku
USAID, razvojne amerike banke (IDB), program se bavi problemom nezaposlenosti i problemom
kriminala meu mladima. Cilj programa je da naui mlade ljude vetinama koje su potrebne da bi
pronali posao, koristei sport koji razvija vetine koje su potrebne u oblastima rada kao to su komunikacija, timski rad, disciplina, potovanje, konstanto samousavravanje i postizanje rezultata.
Ciljevi programa su:
obezbediti poslovnu obuku sportskog karaktera za ekonomsko ugroene grupe mladih na
podruju Latinske Amerike i Kariba
povecati kapacitet partnerskih institucija sa ciljem sprovoenjenja obuke sport za razvoj,
obuku koja je fleksibilna i zadovoljava lokalne potrebe
mobilisati irok spektar donatora i zainteresovanih strana, ukljuujuci sportske organizacije,
preduzeca, fondacije, pojedinace, i druge koji e da se zalau i promoviu mogucnosti za
mlade
ojaati alumni podrku, kreiranjem mree koja podrava prostor bezbedan za mlade i koja
promovie formiranje identiteta, graansko angaovanje i servis za uenje
razviti mreu organizacija koje su sposobne i u mogunosti da iskoriste sport za svrhu
razvoja mladih
Program je sproveden kroz etiri integrisane faze: a) obuka bazirana na sportu- prevoenje
sportskih vetina na poslovne vetine b) obuka- tehniko, preduzetniko i struno osposobljavanje c)
nadgledanje- praksa i stairanje d) podrka- radno mesto, biznis uee i ponovna integracija u kole. Podaci dobijeni evaluacijom ukazuju da je vie od 13,000 mladih uestvovalo u ovom programu,
preko 63% njih je uspeno zavrilo sve etiri faze programa, 73% je pronalo posao, vratilo se koli ili
zapoelo biznis u opsegu od jedne godine. Preko 60 organizacija je uestvovalo u programu dok je
500 biznis partnera obezbedilo praksu, radna mesta ili finansiranje treninga i obuka.
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Sport omoguava mladima da kroz zabavnu aktivnost ue i razvijaju vetine i vrednosti koje e
im pomoi da izgrade pozitivan identitet i unaprede kvalitet svog ivota. U visoko kritinim mestima
po stopi kriminaliteta, kao to su San Pedro Sula, Honduras, Kingston, Jamajka, Meksiko, A ganar
program omoguava mladima da steknu pozitivan identitet, sigurnost i ansu da promene svoj ivot.
Veliki broj organizacija usmerilo je svoju misiju na doprinos reavanju problema drutvenih
zajednica kroz sport. Ovo su jo neki od istaknutih projekata irom planete: MYSA, Playing for
Peace program (koarka kao sredstvo za uenje dece o izgradnji zajednice i liderstva),Yes to soccer
(Nike i MercyCorps) i Magic bus.
DISKUSIJA
Poslednjih godina poseban znaaj i panja okrenuta je ka sportu, pri emu je primeena ekspanzija programa usmerenih na individualni i socijalni razvoj. Rad velikog broja meunarodnih,
nacionalnih nevladinih organizacija i udruenja orijentisan je na pronalaenju efikasnih metoda i
smernica koje e podii svest o znaaju i upotrebi sporta ka cilju napretka. Praktini prirunici svedoe o posveenosti i naporu da se afirmie vrednost sporta kao sredstvo za razvoj. Aktuelne internet platforme pruaju komunikacionu podrku i informacije svim zainteresovanim stranama, kao
i pregled svih inicijativa i programa u okviru sektora sport za sve. Identifikacija oblasti delovanja u
okviru sporta za sve najbolje se moe razumeti kroz primere dobre prakse reprezentativnih organizacija ili projekata realizovanih na lokalnom, nacionalnom ili meunarodnom nivou. Konstanto
delovanje i ukljuivanje raznovrsnog broja aktera doprinelo je proirivanju same oblasti delovanja,
koja vie nije usko orjentisana samo na promociju aktivnog naina ivota i poveanje uea u fizikim aktivnostima ve i na ire socijalne ciljeve i potrebe. Primeen je porast onih koji su svoju
strategiju usmerili na podsticanje pozitivnih drutvenih transformacija i reavanje aktuelnih problema drutvenih zajednica kao to su inkluzija, miroljubivo drutvo, odrivi razvoj, osposobljavanje
itd. Meunarodni inspirativni program, predstavlja legat Olimpijskih igara u Londonu, koji za cilj
ima da podstakne uee mladih u fizikim aktivnostima i obezbedi drutvenu ukljuenost zanemarujui sve predrasude nastale usled socijalnih, ekonomskih, religioznih i drugih razlika. Programi
organizacije Pravo na igru koji se sprovode u zemljama pogoenim odreenim ekonomskim ili
socijalnim problemima, usmereni su na razvoj individualnih kapaciteta i zdravih navika dece kako bi
postali budui uvari individualne i drutvene sredine. Sa ciljem postizanja dijaloga, izgradnje socijalne stabilnosti u konfliktnim i ugroenim podrujima, organizacija Mir i sport koristi sport kao
sredstvo za razvoj solidarnosti, tolerancije i prijateljstva kao odlika zdrave, miroljubive i bezbedne
nacije. SCORE program prua mogunost mladima da steknu i razviju vetine i kapacitete koji su
im neophodni kako bi ostvarili lini uspeh i doprinos razvoju svojih lokalnih zajednica. S obzirom na
problem nezaposlenosti mladih i stopu kriminaliteta u pojedenim dravama Latinske Amerike, program Pobedi nudi ansu mladima da izgrade pozitivan identitet, stav i samopouzdanje i pronau
odgovarajui posao ili ponovo pristupe formalnom obrazovanju.
ZAKLJUAK
Porast velikog broja nacionalnih i meunarodnih inicijativa i programa sport za sve u cilju
razvoja, posebno u nerazvijenim zemljama, ukazuje na to da ovaj fenomen dobija sve vee globalne
razmere i prihvatljivost razliitih drutvenih oblasti. Uslovljen drutvenim odnosima i promenama,
sport je prepoznat kao korisno nepolitiko sredstvo koje ima potencijal za postizanje individualnog
i drutvenog blagostanja, jaanjem interakcije izmeu razliitih aktora nevladinih sportskih organizacija i civilnog drutva, sa ciljem razvijanja programa i aktivnosti usmerenih na razvoj kroz sport.
Uravnoteen razvoj individua doprinosi izgradnji stabilnog i demokratskog drutva, bez predrasuda,
konflikta i sukoba, to predstavlja znaajan korak za dalji napredak u svim sferama i nivoima drutva. Prihvaen je drutveni znaaj sporta koji se moe ogledati u njegovoj ulozi da podstie socijalne
promene i transformie svest pojedinaca, istiui sledee ciljeve:
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promocija zdravlja i prevencija bolesti

promocija jednakosti polova, socijalna kohezija
izgranja mira/prevencija i razreenje konflikta
osposobljavanje/uspostavljanje normalnog toka ivota.
Sport u ovom kontekstu odnosi se na sve vidove fizikih aktivnosti koje kroz koncept organizovanog ili neformalnog uea, imaju za cilj da podstaknu i unaprede fiziko i mentalno zdravlje i
formiraju pozitivne drutvene odnose.
Moe se zakljuiti da sport sam po sebi ne moe reiti i izbrisati postojee drutvene probleme, ali je evidentno da se eljene socijalne promene mogu podstai pod uticajem konstantnih, organizovanih i ciljanih aktivnosti sporta i ukljuivanjem mladih. Postoji vrlo mali broj istraivanja koja
se bave evaluacijom programa sport za sve u cilju razvoja, to doprinosi nerazumevanju kljunih
faktora koji utiu na uspenost promena i transformacija ostvarenih na individualnom i drutvenom
nivou. Neophodno je detaljno analizirati potencijalne merne indikatore i sprovesti istraivanja koja
e izmeriti efekat primenjenih aktivnosti u okviru ovih programa kako bi se procenilo u kojoj meri
ovaj fenomen istinski doprinosi razvoju pojedinaca i zajednica.
LITERATURA
4. Levermore, R., Beacom, A. (2009). Sport and Development: Mapping the Field. In Levermore, R.,
Beacom, A. (Eds.) Sport and International Development (1-26). UK: Palgrave Macmillan.]
5. IOC (2013). Lima: 15th IOC World Conference on Sport for All. International Olympic
Committee
6. Hall A., Midgledy, J. (2004). Social policy for development. London: SAGE
7. Milosavljevi, M. (2003). Devijacije i drutvo. Beograd: Dragani. 9 (88), 251-271.
8. Cekerevac, A. (2009). Novo shvatanje socijalne politike. FPN: Godinjak Socijalna politika i
socijalni rad, 4, 557-568.
9. Score (2014, Septembre 20). SCORE. Retrieved from http://www.score.org.za
10. Righ to play (2014, November 2) Right to play. Retrieved from http://www.righttoplay.com/
Pages/default.aspx
11. Peace and sport (2014, November 2). Peace and sport. Retrieved from http://www.peace-sport.
org/en/
12. International inspiration programme (2014, November 8). International inspiration programme.
Retrieved from http://www.internationalinspiration.org/international-inspiration-programme
13. Sportanddev (2014, November 10). International Platform on Sport and Development. Retrieved
from http://www.sportanddev.org/en/connect/
14. Partners of the Americas (2014, November 10). A Ganar Alliance. Retrieved from http://www.
partners.net/partners/History1.asp
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The Best Practices Sport for All
UDK 796.1
THE BEST PRACTICES SPORT FOR ALL
Sanja Pancic, Duan Mitic

INTRODUCTION
Changed technological, economical and social conditions have brought different social deviations, which have marked the non-fulfillment of human needs. For this reason, many psycho-social,
physiological and health problems created negative conditions for individual lifes, working conditions and relations between people. Manifested issues such as poverty, unemployment, low educational level, aggressive behavior, unstable family relations, crime, alcoholism, social inequality, and
minority groups represent the limiting factor for personal development and harmonious society
(Milosavljevi, 2003). Social disconection, intolerance on national, international, religious or etchical ground, cultural, intergenerational conflicts, migrations, economic crisis has induced social tension on global level. These negative effects on society, economic and political nature were reflected
not only in the increased level of various social problems, but also severe consequences on physical
and mental health (Hall, Midgledy, 2004; ekerevac, 2009). These problems have caused great concern to the countries around the world, which aim in implementing policies for human welfare and
properity. The idea of modern social development appeared as a result of seeking opportunities for
solving manifested social problems in order of improve peoples lives. In this regard, it is imperative
to find appropriate methods that will encourage the achievement of positive development and progress of the society.
Sport has been identified as an effective tool which can stimulate significant progress and
contribute to the sustainable individual and social harmony. Sport as a term refers to the sport for
all- massive sport participation, that represent a comprehensive sport policy aiming to promote
active participation and emphasizes beneficial aspect on health, social, educational and cultural development in different domains of the society (UNESCO, 1978; Counsil of Europe, 1992; European
Commission, 2007). Sport represents an integral part of modern democratic society, creating equal
opportunities, availability for all participants, promoting tolerance, dialogue, social interaction, cohesion and development of relevant skills (DaCosta, Miragaya, 2002). It is acknowledged that active
participation in physical activities creates healthy and moral values, stabile relations, and positive
transformations. Physical activity has potential to advance physical and psychological health and
foster equality. Important role of sport has been recognized in potential conflict or post-conflict
communities and surroundings with high level of tension (IOC, 2013; Levermore, Beacom, 2009).
Sport has taken a prominent part of many initiatives that aim to highlight the importance of sport
in social frameworks.
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Sanja Pancic, Dusan Mitic
METHOD
For the purpose of this study it was performed a descriptive method in order to present an
overview of current initiatives, projects and programs around the world, which propagate sport as
a tool for achieving various objectives in social settings, minimizing the consequences of impaired social and individual development. This analysis indicates and increases prevalence of sport, its
universal and inclusive role, which can contribute to the harmonious development of society and
individuals.
RESULTS
Over the past years, it has been noticed an increased growth of initiatives that highlight sport
as a tool for individual and social development. Various NGOs have created basic guidelines for
improving the existing programs and sports activities, in order to support and encourage interested
stakeholders to use and implement sport as a tool for development.
Organization Peace and Sport has published Adapted Sport Manual, which contains
a set of practices and activities based on sport disciplines. The manual is designed for all those who
tend to use sport as an instrument for development and empower specific skills. Sport is much more
than a game, sport represent a tool that enables the dialogue of solidarity, self-respect and respect
for others. Sport allows individuals to develop their potentials and interact with people around them.
The objective of the manual is not to promote development of sport for all, but to encourage the
use of sport as a tool that can be adapted and applied in a wide range of environments. The manual
contains information that enables users to utilize sport as an instrument for learning and adapt it to
specific challenges in the sport game. Providing a wide range of possibilities for sports instructors,
teachers and educators, manual gives them the opportunity to ease and adapt sport activities in order to encourage dialogue, social integration and foster peaceful society. The first chapter of the manual contains detailed description of sport activities that can be adapted to different environments,
available equipment, infrastructure, etc. It is represented a basic rules and values that encourage
participants to perform given activity, such as communication, mutual cooperation, dedication, the
ability to overcome obstacles personal and physical, develop self-esteem, self-confidence etc. The
second chapter contains list of equipment that can be made of natural and recycled materials, with
detailed instructions and illustrations. At the end of the manual, numerous exercises are illustrated
for the purpose of warm-up, prior the sport activity, stressing the importance of such performance.
The International Olympic Committee (IOC) has published a guide Get moving for the
implementation and management of sport for all programs, with intention to serve as informative
platform for organizations that tend to implement sport for all programs. The manual represents
a sport tool, which contains basic information about the organization and structure of the project
sport for all, examples of good practice from different countries and ideas for improvement and innovation. The first chapter provides a brief explanation of how the IOC supports sport for all, whilst
the second chapter includes practical instructions for the implementation of the program, with useful tips and advices for those who want to organize and implement a successful program. A special
part of the manual is dedicated to the thematic classification of current programs around the world,
including symbols, which distinctly describes objectives of each program. Each program contains a
brief description, evaluation and promotional tactics. The reader can also see the time frame, duration of the program, relevant partners, target group and number of participants. The manual represents a progressive work that means that practitioners with personal knowledge and experience in
field of sport for all, can contribute to the further development of the manual.
International Sport and Culture Association (ISCA) has designed a manual Move and
Learn, referring to the method- education through sport/physical activity, with prominent aim to
develop life skills in the context of youth work and basic level sports. Learning through sport has
been seen as a part of the lifelong learning process. The manual is based on the non-formal educa-
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tion practices, learning through experience and active participation in sport. The combination of
sport and learning, provides excellent opportunity for learning through activities that are enjoyable,
entertaining and based on engagement in different physical activity. This approach symbolize a natural process of learning that brings people together, reflecting on everyday life, which can lead to
sustainable changes and results if it is directed and well prepared. The manual was created as a result
of the training of trainers within the sports projects, organized by ISCA, supported by the European
Commission and the Council of Europe. This practical document analyzes number of exercises that
can be used in youth working environments, sports groups or formal education framework. Each
exercise is described step by step so that all educational or sports practitioners can apply it easily
within their target groups. The exercises are adapted for a group of young people ages between 12
and 30 years, but can also be adapted for children or adults. The first part of the manual provides
a theoretical basis and practical definition of concepts, such as non-formal education, education
through sport, education by sport and education for sport, explaining the difference between the
terms. In addition, special emphasizes is given to the importance of debriefing-reflection in the learning process, which refers to the ability of an individual to reflect on his behavior and conducted
sport activity, frequently replicating situations from everyday life. At the end of the implementation
of the sport activities, debriefing questions have to be prepared in advance in order to encourage
discussion and create opportunities for individuals to provide feedback, express personal feelings
and come to conclusion. The discussion should be such that encourages participants to reflect on
their personal experience and emotions. It provides a chance to express individual views, positions
and come to certain conclusions that can be manifested and applied to everyday situations. The last
part of the manual refers to the sport exercises, applied and tested in different surroundings that aim
to teach and encourage life skills of the individual in relation to the task and prominent social issue.
Several topics are pointed out, representing some of the current social issues of the society (social
inclusion-discrimination, health, conflict resolution, training and employment; environment; active
citizenship-democracy, cultural diversity, human rights). Physical activity provides an opportunity
for learning in a real situation, which is closely related to emotions, personal experience, and reflection. The manual is projected for sports coaches who work with young people and who would be
willing to integrate more powerful and comprehensive method of non-formal learning within the
sport context. It is also designed for teachers and practitioners who deal with youth and who are
open to incorporate physical activity into their working environments and educational activities.
Apart from the practical manuals, associated internet platforms represent an informative and
interactive database that provides communicational support for all stakeholders and insight into
current projects worldwide.
International platform Sport and Development, sportanddev.org, represents a network
of a large number of different organizations that govern sports and sports programs for development cause. This platform provides all the necessary information related to sport and development,
including practical manuals, documents, reports, official statements, as well as the latest initiatives
and projects worldwide. It represents a universal communication tool for establishing relations and
sharing information between interested and engaged parties in the field of sport and development
(development agencies, NGOs, government agencies, sports federations, organizations, athletes,
practitioners, researchers, volunteers, media, etc.).
The main objectives of the international platform are: increasing the visibility of the sports potential for development; contribution to the practice sport and development; encouraging dialogue
and partnerships, facilitating strategic alliances. A large number of proposed projects / programs /
initiatives can be organized into six major groups: conflict resolution and intercultural understanding; building physical, social and sporting infrastructure; raising awareness, especially through
education; empowerment; direct impact on physical and mental health as well as general well-being;
economic development and poverty reduction.
International platform Beyond Sport, beyondsport.org, supports and highlights the use
and role of sport in resolution of the social problems in communities around the world. This platZbornik radova
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form gathers all the stakeholders and innovators in the field of sport, business, and development, for
joint discussion how sport can initiate positive changes and contribute to solving social problems.
Through global events and forums, Beyond Sport have tendency to point to the existing problems
in society, collecting support for projects across the continents with aim to regulate adverse social
effects. Moreover, the awards are being given to the best projects across the globe, highlighting their
successfully usage of sport for positive social transformation. Since 2009, more than 150 projects
have been awarded, for its innovation and achieved impact. In addition the platform provides and
overview to over 1,658 projects, implemented in more than 144 countries, managed by the 2,212
organizations.
The prominent role of sport which has found its place within the work of many organizations
around the world, is being focused on the broader social, economic and political objectives such as
social inclusion, peaceful society, active participation, sustainable development- active citizenship,
and lifelong skills learning (Levermore, Beacom, 2009). Through detailed research, it has been found
a representative number of those who implement programs at the local, national and international
level.
International Inspiration Programme- IN, internationalinspiration.org, represents a legacy of the London Olympic Games, which aims to inspire and empower young people around the
world, through sport activities, especially in developing countries. The program was established in
2007. by UNICEF, UK Sport and the British Council. The vision of the International Inspirational
Programme is to inspire life of more than 12 million children and young people of all abilities and
nationalities. The program is based on 3P: policy makers, practitioners and participants, with customized national content in order to create a unified global movement. It is focused on three social benefits: social cohesion and community cohesion; disability inclusion; youth sports leadership
(training and empowering youth leaders to manage sporting events and campaigns). IN programme
indicates that participation and access to quality-safe physical activity, secure social inclusion, especially if individuals are being excluded based on any social, religious, gender level, disability or any
other prejudges. The first initiative was completed in June 2014. and the results have shown that
more than 225,000 teachers, coaches and youth leaders have been trained to conduct high quality
and inclusive physical education/sport programs, inspiring lives of more than 25 million children
and youth around the world.
In cooperation with the local-based sport organizations, the IN program is being implemented in developing countries, with purpose to engage and empower children who are in unprivileged
position, through the following areas of activity:
Education- increase the access to sport and physical activities (program BILD - Tanzania,
Ghana, Jamaica, St. Lucia, TICO TICO -Mozambique)
Gender equality promoting gender equality and women empowerment (program Go
sisters - Zambia; Pathways- mowing the goalposts- Kenya)
Inclusion and protection- promoting inclusion and protection of vulnerable/minority
groups, especially children (program Sport for inclusion - Ethiopia; SPLASH - India)
Youth leadership- empowering young leaders and coaches, developing sports and life skills
Conflict resolution- peace-building and social cohesion in communities affected by conflict,
violence or crime (program Waves for Change -Southern Africa)
Programs implemented at the national level in developing countries, have contributed to raising awareness and building positive attitudes towards sport, physical education and its development and social roles.
The organization Right To Play, righttoplay.com, is founded by the four-time Olympic
champion and social entrepreneur, Johan Olav Kos, in 2000. Right To Play cooperates with United
Nations agencies, ministries and other institutions and corporations (UNICEF, USAID, FIFA, Save
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the Children, Microsoft, Chelsea club, Master card, etc.). The program of the organization is focused
on creating positive and sustainable changes in three areas: quality education, healthy habits, and
peaceful society, based on the principle of social inclusion, gender equality and child protection. The
aim of the organization is to educate and empower children to be the guardians of their own health
and active participants in their communities, implementing programs in Africa, Asia, Latin and
North America and the Middle East. Programs are being run by large number of local volunteers,
coaches and international workers.
Programs Right to Play are providing positive experience and possibility to learn life skills,
encouraging behavioral changes and habits. The center of this method is based on the fact that children learn better through personal experience and play. Each activity is specifically designed to provide children with necessary knowledge and skills needed to face and overcome challenges within
their communities. In order for activity to be effective tool of learning, children need to understand
the goal of each lesson, in order to identify themselves with their life experiences. Therefore, at the
end of each activity, a discussion method is being applied including three steps, reflection, connection and application. This method encourages and enables children to rethink/revise their experiences and provide feedback on implemented activities; linking the impression and experience gained
during activities with those they already know; exploring how things they have learned can be implemented in their daily lives. With the continuity of these activities, participants can upgrade their
knowledge and become aware of personal role in the society, advocating positive behavior within
communities. This strategy helps children to adopt and maintain healthy lifestyle habits, behaviors
and attitudes.
Example activity; Right to Play:
Game
Vaccination station
Theme
Healthy habits
Rules
One person standing inside the circle, representing the healthy body. On the outside of
the circle, which represents the immune system is another person who has the role of
infection. When the game begins, the person representing the infection trying different
ways to enter the circle and attack healthy body. After the infection breaks through the
circle, larger group/circle is added in order to enhance the immune system.
Reflection and
evaluation
After completing the activity, trainer leads a discussion with the participants in order
to encourage them to reflect thoughts and attitudes, using following question: How has
the infection managed to find inside the circle, is there some areas of the circle that were
were properly defended? Then the coach motivates participants to relate the experience
of the game with the situation when they were ill- how and why they got sick, how did
they feel? The last element of the discussion relates to the usage- the coach encourages
participants to make a conclusion and understand how to apply new experience
into daily activities, using the following questions: What have they learned from this
experience, what can individual do to strengthen and preserve personal immune
system?
Through play, children have the opportunity to learn what immune system is, in easier, fun
and interactive way in order to preserve personal health and learn what is vaccination. The Right To
Play programs are being implemented in several countries across the globe that are facing economic
and social problems. It is big challenge but also a necessity to develop individual capacity, positive
habits, healthy lifestyle, life skills (tolerance, respect and cooperation) for the sake of peaceful society
and better life quality of children and young people.
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The organization Peace and Sport (fr. LOrganisation pour la Paix par le Sport), peace-sport.org, is founded by the modern pentathlon Olympic medalist and world champion Joel Bouzou, in 2007. It is an international, neutral and non-political organization which represents a global
initiative at the service of peace, under the High Patronage of His Serene Highness Prince Albert
II of Monaco. The aim of this initiative is to use sport and sport values to teach young generation,
helping them to foster social stability, dialogue and reconciliation between communities, especially
in areas affected by poverty, conflicts and social exclusion. The vision of the organization is to help
war orphans regain self-confidence, to integrate refugees into society, help the poor to have access to
education and establish a spirit of citizenship in disadvantaged urban areas and all that through the
use of sport. This is being achieved:
using sport rules as a tool for learning and fostering civic citizenship, necessary for the
integration of young people in vulnerable positions
raising awareness of the potential of sport as a tool for peace within private, political sector
and policy domains
encouraging the activity of the international sports movement in order to achieve peace
contribution
unifying and creating concrete and effective cooperation between public and private
sectors in disadvantaged areas around the world
involving international corporations, emphasizing the importance of the sport`s role for
development in the scope of their social responsibility and policy development.
With purpose to achieving its goal, the organization Peace and Sport cooperate with international political leaders, government authorities, private sector, peace organizations and civil society
(ministries, international and national sports federations, National Olympic Committees, financial
partners and sponsors, the United Nations agencies, non-governmental associations and organization, Red Cross, athletes, etc.). The initiative consists of four different types of actions:

Network platform for increased collaboration between stakeholders

Projects at the local level- on the fields
International forum for the exchange of ideas and communication
Awards for initiatives or individuals who have made changes on the field
Sport is much more than a game, it is a tool for dialogue, friendship and respect that surpass
political, social, racial or religious differences. In sport, there is a set of rules that apply to all such
as fair play, justice, trust in others, teamwork, social integration, discipline and talent. Sport helps
young people to rediscover solidarity, tolerance and friendship, gaining motivation to improve personal lifestyle and growth.
The organization Peace and Sport maximally supports and assists leaders of the project who
implement programs on the field, providing assistance in the design and implementation of the programs. These programs are focused on using educational and basic values of sport to highlight different social problems that exist in the local communities. The projects have been implemented in the
following countries such as Burundi, Colombia, Haiti, the State Republic of Congo, Israel / Palestine,
Ivory Coast and Timor Leste. In the following text, some of them will be presented:
a) Burundi:
The project in Burundi is focused on the national reconciliation process and peace, improving
youth training centers and organizing friendship games for the peace promotion.
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Since 2010, Youth centers in Burundi and Rwanda are meeting each year to compete in
sports games that symbolize friendship of the two countries. These games gather children
with aim to raise awareness about current environmental problems, HIV / AIDS and others,
using sport and message of peace.
The Youth Center in Gihanga
It was opened in 2008. and since then it is an initiator of different national events
(International Peace Days Inventive Program sing Table Tennis to promote peace, etc.)
In cooperation with international sports federations and Olympic Solidarity support, it
generates an important part of the local community.
The Youth Center in Gitega
The project was launched in 2010. by the Gitega municipality, European Union, Ministry of
Youth, Sport and Culture, aiming to renovate the youth center and build sports, educational
and administrative buildings. The new complex will provide children and community an
opportunity to engage in sporting activities, which are focused on individual development,
developing positive impact on personal and collective behavior.
b) Columbia:
Projects are implemented in cooperation with non-governmental organizations with goal to
improve social integration of young people from disadvantaged areas.
Chess for Peace
This program is implemented in order to strengthen social cohesion, dialogue, and reduce
the level of violence. It is teaching kids how to transfer skills acquired through chess, such
as concentration and patience, to daily activities and personal achievements. World Chess
Champion, Alexandra Kosteniuk is the ambassador of this project.
Badminton for Peace
Over three years, the project tries to reintegrate and provide a positive environment for
refugees and vulnerable children (ages 8-14) living in dangerous areas. Partners of the program are international and national badminton federation, National Olympic Committee
and sports foundations.
Football for Peace, Gymnastics for Peace, Table Tennis for Peace, Jiu
Jitsu for Peace are also some of the projects implemented in Colombia targeting social
integration in vulnerable or sensitive areas.
c) Haiti:
In cooperation with the National Olympic Committee, social- educational sport activities and
psychosocial support has been organized for young people, whose area has been affected by
earthquakes.
Badminton for Peace
The program was launched in 2012. after the earthquake, in cooperation with the National Olympic Committee and the International Badminton Federation. A sport badminton
program has been implemented in 32 schools, 2 hours per week, providing the opportunity for children (ages 9-16) to try sport and re-socialize.
Solidarity in Haiti
The program was launched with aim to help more than 50,000 young people, ages 8-20,
living in survivor camps, using everyday educational and sporting activities (basketball,
volleyball, gymnastics, chess, tennis, badminton, etc.).
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Sport is the School of Life

The program was launched in 2007. in more than 50 schools, focusing on applying sports
activities into schools and educating children about the problems of social protection in
Haiti.
In addition, organization Peace and Sport organizes other events in collaboration with partners, under the slogan Run for Peace and Sport: New York marathon, French Riviera marathonNice-Cannes, and April 6- International Day of Sport for Development and Peace.
SCORE score.org.za, is international non-governmental organization specialized in encouraging community development through sport and recreation. It was established in 1991. in South
Africa and today has independent national headquarters in the Netherlands, Zambia and Namibia.
The vision of the organization is to use sport to build stronger communities and change lives, enabling children and young people to acquire and develop necessary skills and gain a chance for better
and successful life. Partners with whom the organization is working are, the UK Sport, UNICEF,
Hope through action, Adidas and many others. SCORE achieves its objectives through three developmental frameworks:
Cup of heroes
It is a competition that tends to empower teams to achieve certain points on and out of the
court. The competition includes sports, cultural, social section and community service,
through which each participating team score points on the court and for social commitments. Sport has been used as a tool for personal and social empowerment.
Volunteer Involvement Program- VIP
This program recognizes sport volunteers as very important person (VIP) who acquire
certain skills and knowledge and thus contribute to sport-for- development initiatives in
local communities and organization of the major sporting events.
Living Sport
This long-term program is focused on increasing sports participation; capacity in sport,
life skills and leadership; developing and supporting sustainable sports organizing structures; creating network of support on local basis through cooperation with other sports or
non-sport structures.
These are some of other programs that have been implemented under the patronage of the
SCORE organization: We can, Bouncing back, SCOREs sports festival, Kicking AIDS Out, World AIDS Day event, Womens Day event.
Program Win (port. A ganar), partners.net, represents a youth workforce development
program utilizing football and other team sports. The goal is to help young people (ages 16-24) in
Latin America to learn entrepreneurial skills, find jobs or re-enter the formal education system.
Guided by the Partner of Americas and supported by the USAID and Inter-American Development
Bank (IDB), the program addresses the problem of unemployment and crime among young people. The goal of the program is to teach young people the skills they need to find a job, transferring
sport-based skills (communication, teamwork, discipline, respect, self-improvement and focus on
results) on the workplace.
The objectives of the program are to:
provide sports-based employability training to economically disadvantaged youth in Latin
America and the Caribbean
increase the capacity of partner institutions, to implement sport-for-development training
which are flexible to local needs.
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mobilize a wide range of donors and stakeholders, including sports organizations,

businesses, foundations, individuals, and others to advocate and promote opportunities
for youth
strengthen alumni support, creating a network that supports safe spaces for youth and
promote identity formation, civic engagement, and service learning
develop a network of organizations capable to use sport for the purpose of youth
development.
Program Win has been implemented through four integrated phases: a) sport-based training
transferring sports skills to employability skills b) Training- market driven, technical, entrepreneurial or vocational c) supervision- internships and apprenticeships d) support- job placement, business involvement and re-integration in school. Evaluation data indicates that more than 13,000 young
people have participated in this program, over 63% of them have successfully completed all four phases of the program, 73% have found a job, returned to school or started a business in the range of one
year. Over 60 organizations have participated in the program while 500 business partners provided
practice, internships and jobs or funded trainings.
Sport creates opportunities for young people to learn through enjoyable activities and develop
skills and values needed for positive identity and improvement of their life. In areas with high criminal rate, such as San Pedro Sula, Honduras, Kingston, Jamaica, Mexico, program Win allows young
people to built positive identity, gain security and opportunity to change personal lives.
Large number of organizations are focused on mission to contribute to solving problems
of social communities using sport. These are some of other prominent projects around the globe,
MYSA, Playing for Peace program (basketball as a tool for teaching children about community
building and leadership), Yes to soccer (Nike and MercyCorps) and Magic Bus.
DISCUSSION
In the last years, special attention has been given to sport, with noticeable expansion of programs dedicated to individual and social development. Number of international, national non-government organizations and associations has been oriented on finding effective methods and guidelines that will raise awareness about the importance of sport and its progressive role. Practical
manuals represent special effort of different NGOs, to affirm the value of sport as a tool for development. Current internet platforms provide relevant information and communication support to all
stakeholders, along with the review of global initiatives and programs featuring sport for all. Identification of activity areas within the sport for all can be best understood through examples of good practices and implemented projects on local, national, or international level. Constant engagement of
diverse range of stakeholders has contributed to expansion of the activation field, which is no longer
narrowly oriented on promoting active lifestyle and participation, but on broader social goals and
needs. It has been noted an increase number of those who focuses their strategy on fostering positive
social transformation and solving actual problems of social communities such as inclusion, peaceful
society, sustainable development, empowerment etc. International Inspiring Program represents a
legacy of the London Olympic Games, which aims to encourage youth participation in physical
activities and ensure social inclusion disregarding any prejudice on social, economic, religious and
other level. Programs Right To Play implemented in the countries affected by certain economic or
social problems, are focused on development of individual capacities and healthy habits of children
to become future guardians of individual and social environment. With goal to foster dialogue and
social stability in conflict-affected areas, organization Peace and Sport uses sport as a tool to develop solidarity, tolerance and friendship as a feature of healthy, peaceful and secure nation. SCORE
program provides an opportunity for young people to acquire and develop skills and capacities that
are necessary for them to achieve personal success and contribute to the development of their local
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453
communities. In regards to the problem of youth unemployment and crime rates in certain Latin
American countries, program Win provides opportunity for young people to build positive identity, attitude and self-confidence and find suitable job or re-enter the formal education system.
CONCLUSION
Increased number of national/international initiatives and programs sport for all in development service, especially in developing countries, indicates that this phenomenon is gaining greater
global scale and acceptability within different social domains. Influenced by social relations and
changes, sport has been recognized as useful non-political tool, which has the potential to encourage individual and social well-being, strengthening interaction between various non-governmental
sports organizations and civil society. Harmonized growth of the individuals contributes to stable
and democratic society, surpassing all prejudices and conflicts. It represents a significant step for
further progress in all areas and levels of society. Acknowledging the social significance of sport and
its role to foster social changes and transforming individuals, certain goals can be highlighted:

Health promotion and disease prevention

Promotion of gender equality, social cohesion
Peace building / prevention and conflict resolution
Training / establishment of the normal life circuit.
Sport in this context refers to all forms of physical activities, which through concept of informal or organized participation, aim to encourage and promote physical and mental health and form
positive social relationships.
It can be concluded that sport itself can not solve existing social problems, but it is evident
that relevant social changes can be encouraged under the influence of constant, organized, targeted
activities involving youth and sport. There are very few studies on evaluation in sport for all, and
for that reason there is a lack of understanding what are the key factors that influence changes and
transformation achieved at the individual and societal level. It is necessary to conduct additional
researches in order to perceive and analyze potential measure indicators that will estimate effects
of the applied activities under these programs. It will provide knowledge if this phenomenon truly
contributes to the development of individuals and communities.
REFERENCES
4. ekerevac, A. (2009). New understanding of social policy. FPN: Annual Social Policy and Social
Work, 4, 557-568.
5. Council of Europe (1992). European Sports Charter. Council of Europe, the Committees of
Ministers to member states.
6. DaCosta, L., Miragaya, A. (2002). Worldwide Experiences in Sport for All. Oxford: Meyer &
Meyer Sport, 751 786.
7. European Commission (2007). White Paper, White Paper on Sport. Brussels: European
Commission, Commission of the European Communities.
8. Hall A., Midgledy, J. (2004). Social policy for development. London: SAGE
9. International Inspiration Programme (2014, November 8). International Inspiration Programme.
Retrieved from http://www.internationalinspiration.org/international-inspiration-programme
10. IOC (2013). Lima: 15th IOC World Conference on Sport for All. International Olympic
Committee
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11. Levermore, R., Beacom, A. (2009). Sport and Development: Mapping the Field. In Levermore, R.,
Beacom, A. (Eds.) Sport and International Development (1-26). UK: Palgrave Macmillan.]
12. Milosavljevi, M. (2003). Deviations and society. Belgrade: Dragani. 9 (88), 251-271.
13. Partners of the Americas (2014, November 10). A Ganar Alliance. Retrieved from http://www.
partners.net/partners/History1.asp
14. Peace and sport (2014, November 2). Peace and sport. Retrieved from http://www.peace-sport.
org/en/
15. Right to play (2014, November 2) Right to play. Retrieved from http://www.righttoplay.com/
Pages/default.aspx
16. Score (2014, September 20). SCORE. Retrieved from http://www.score.org.za
17. Sportanddev (2014, November 10). International Platform on Sport and Development. Retrieved
from http://www.sportanddev.org/en/connect/
18. UNESCO (1978). International Charter of Physical Education and Sport. Paris: General
Conference.
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UDK 796:316:159.9
TA INI SADRAJ FUNKCIONALNE UKLJUENOSTI RODITELJA

U SPORT MLADIH?
Ana Veskovi1, Nenad Koropanovski2.

2.
Kriminalistiko policijska akademija, Beograd, Srbija
1.
UVOD
Roditelji imaju znaajnu ulogu u svim aspektima socijalizacije mladih, pa i socijalizacije kroz
sport. U okviru socijalizacije kroz sport prouavaju se efekti koji nastaju tokom bavljenja sportom. U
sada ve brojnim istraivanjima, ispitivani su razliiti aspekti ove pojave. Tako je jedna grupa istraivanja usmerena na pitanja ukljuenosti roditelja u sportsku aktivnost njihove dece. Rezultati su pokazali da se roditelji ukljuuju u razliitom stepenu (Stein, Raedeke, & Glenn, 1999; Hellstedt,1987),
te da je, u veini sluajeva, srednji stepen optimalan. Zanimljivo je da sportisti i njihovi roditelji
razliito procenjuju stepen ukljuenosti roditelja tokom razliitih faza sportske karijere (Wuerth,
Lee, & Alfermann, 2004). Dok roditelji smatraju da su u najveem stepenu ukljueni tokom poetne
faze, sportisti smatraju da aktivnost roditelja ostaje i u kasnijim fazama na visokom nivou. Na osnovu rezultata svog istraivanja Li i Maklejn (Lee & MacLean, 1997) izveli su dva osnovna zakljuka.
Prvi, da je kvalitet ponaanja roditelja, a ne stepen njihove ukljuenosti u sportske aktivnosti deteta,
presudan za to da li e dete osetiti pritisak roditelja. Drugi da to je vea razlika izmeu ostvarenog i eljenog ponaanja roditelja, vea je mogunost da mladi njihovom ponaanju daju znaenje
pritiska. Druga grupa istraivanja usmerena je na identifikovanje specifinih aktivnosti roditelja u
sportskoj aktivnosti njihove dece. Na primer, rezultati jedne novije studije iz nae sredine (Veskovi,
2007), ukazuju na to da roditelji pruaju podrku i obavljaju organizacione aktivnosti. Ovi rezultati
imaju potporu u rezultatima starije inostrane studije (Van Rossum, 1997) prema kojoj su roditelji
dostupni kada se pojave problemi (na primer, povrede), pruaju moralnu podrku i ohrabrenje i
prisustvuju sportskim takmienjima. Zanimljivo je i istraivanje na uzorku gimnastiarki (Weiss &
Hayashi, 1995) koje je pokazalo da one kao najvanije aktivnosti roditelja opaaju glasno navijanje i
davanje saveta, zainteresovanost i pruanje podrke za uestvovanje u sportu ispoljavanjem pozitivnih oseanja zadovoljstva i ponosa. Takoe je rasvetljavana povezanost izmeu pojedinih aspekata
ukljuenosti i aktivnosti roditelja, njihovih oekivanja i stavova i efekata koje imaju na sportsku socijalizaciju mladih. Dokumentovano je da roditelji mogu da doprinesu pozitivnim efektima socijalizacije kroz sport (Babkes & Weiss, 1999; Brustard, 1998; Weiss, 2000). Naalost, roditelji ne doprinose
nuno tome da mladi ostvare uvek pozitivne efekte, ve mogu da doprinesu negativnim efektima i
iskustvima mladih u sportu (Fraser-Thomas, Ct, & Deakin, 2008; Harwood & Knight 2009; Sagar
& Lavallee, 2010; Tofler, Knapp, & Lardon, 2005).
Dakle, u literaturi (Sacks, Tenenbaum, & Pargman, 2006) nalazimo i to da, pored stepena
ukljuenosti roditelja u sport mladih, treba razlikovati i funkcionalnu od nefunkcionalne ukljuenosti. To zapravo znai da je angaovanost roditelja u sportu dece multidimenzionalni konstrukt,
odnosno, da se moe razlikovati i po svom kvantitetu i po svom kvalitetu. No, nedostaju istraivanja
koja preciziraju ta se sve podrazumeva pod sadrajem funkcionalne ukljuenosti roditelja u sport-
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ta ini sadraj funkcionalne ukljuenosti roditelja u sport mladih?
sku aktivnost njihove dece. Ovo istraivanje je osmiljeno sa ciljem identifikovanja sadraja koji ini
funkcionalnu ukljuenost roditelja u sport dece.
METOD
Uzorak ispitanika
U istraivanju su bile sprovedene tri fokus grupe: dve u kojima su uestvovali sportisti (po dva
puta) i jedna u kojoj su uestvovali roditelji. U fokus grupama uestvovalo je ukupno 12 sportista
(n=6 enskog pola i n=6 mukog pola), studenata prve godine Fakulteta sporta i fizikog vaspitanja
u Beogradu. Sportisti aktivno treniraju jedan od sledeih sportova: koarku, odbojku, rukomet, atletiku, plivanje, karate, veslanje. U fokus grupama sa roditeljima ukupno je uestvovalo 12 roditelja
(n=6 majki i n=6 oeva), koji imaju jedno ili vie dece uzrasta od 15 do 18 godina koja su ukljuena
u takmiarski sport najmanje dve godine.
Procedura
Fokus grupni intervjui obavljeni su na Fakultetu sporta i fizikog vaspitanja u Beogradu. Dva
moderatora (jedan je autor ovog istraivanja, a drugi je moderator sa velikim iskustvom u voenju
fokus grupa) vodila su intervjue prema unapred sastavljenom vodiu. Kako bi se dobile to autentinije informacije, intervjui su, uz dozvolu ispitanika, snimani diktafonom i jedan moderator je vodio
dodatne beleke. Diskusije su trajale od 1,5 do 2,5 sata. Kako je osnovni cilj fokus grupa omoguavanje grupne diskusije, ispitanici su sedeli u krugu, u mirnom okruenju i bez ometanja.
Fokus grupe su voene na osnovu polustruktuiranog fokus grupnog intervjua. Za sportiste,
vodi je sadrao sledeih pet kljunih pitanja:

Nabrojite sve osobe znaajne za vau sportsku aktivnost i rangirajte ih prema znaaju;
Opiite ta sve rade roditelji i kako se angauju u vezi sa vaom sportskom aktivnou;
Na ta sve Vai roditelji imaju mo da utiu na Vas u vezi sa sportom?
Da li je dobro da roditelji budu ukljueni u sport mladih? Kako?
Da li na osnovu posmatranja roditelja drugih sportista i razgovora sa njima moete da
navedete primere u kojima se vidi kojim aktivnostima roditelji mogu negativno da utiu na
mlade u sportu?
Vodi za roditelje predstavlja paralelnu formu vodia za intervju sa sportistima - pitanja za

sportiste su prilagoena, tako da odgovaraju roditeljima.
Procesu analize podataka prikupljenih tokom fokus-grupnog intervjua pristupilo se primenom stupnjevitog sistema logike analize (Bloor, Frankland, Thomas, & Robson, 2002). U prvom
koraku, u cilju detaljnog upoznavanja sa podacima, uoavanja opaanja, miljenja i obrazaca koji se
ponavljaju, istraiva je prvo detaljno proitao transkripte. U drugom koraku, nakon ponovljenih
itanja transkripta, izvreno je indeksiranje objedinjavanje podataka koji se odnose na istu temu i
njihovo kodiranje. Cilj ovog koraka je pravilno grupisanje podataka kako bi se dobila opta slika, to
omoguava dalju interpretaciju. U ovoj fazi kodovi nisu bili fiksirani, ve je ostavljena mogunost da
se u narednoj fazi premeste u odgovarajuu kategoriju. U treem koraku interpretaciji primenjen
je metod logike analize koji je obuhvatio: pronalaenje odreenih premisa i njihovo grupisanje u
odgovarajue kategorije. Na osnovu navedenih koraka, ekstrahovane su kategorije i teme, a potom
je konstruisan narativ.
Validacija podataka, koja u kvalitativnim istraivanjima podrazumeva verodostojnost informacija, obezbeena je na sledee naine: a) triangulacijom podataka dobijenih od razliitih ispitanika od sportista i od roditelja; b) dobijanjem povratnih informacija od ispitanika u pogledu tanosti
identifikovanja glavnih tema tokom fokus-grupnog intervjua; c) detaljnim opisivanjem i navoenjem
komentara ispitanika; d) time to su isti moderator i facilitator vodili sve fokus-grupne intervjue.
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REZULTATI
Izmeu sportista i roditelja postoji relativno visok stepen saglasnosti u pogledu sadraja koji
ini funkcionalno angaovanje roditelja sportista. Ukratko, veina komentara je otkrila da roditelji
koji se funkcionalno angauju, pruaju podrku, motiviu, podstiu razvoj samostalnosti, jasno diferenciraju roditeljske od trenerskih uloga. U Tabeli 1 moe se videti integrisani prikaz kategorija i
tema koje su zajednike i onih koje su specifine za sportiste i za roditelje.
Tabela 1. Integrisani prikaz zajednikih i specifinih kategorija i tema koji ine sadraj funkcionalne ukljuenosti roditelja u sport dece
Kategorije i teme zajednike za sportiste i za roditelje
Pruanje podrke
Nespecifino sportska podrka (obezbeivanje uslova za bavljenje sportom i

nepostavljanje prepreka niti posebnih uslova);
Specifino sportska podrka roditelja (osetljivost za emocionalne potrebe deteta
ispunjavanje tih potreba);
Roditelji nisu nuno prisutni ali su dostupni;
Roditelji vode rauna o tome da ne prezatiuju decu;
Motivisanje
Roditelji motiviu decu:

da se ukljue u sport,
tokom bavljenja sportom (bodrenje i davanje pozitivnih povratnih informacija),
kada razmiljaju da napuste sport;
Motivisanje ne podrazumeva podsticanje za postizanje takmiarskih rezultata;
Razvoj
samostalnosti u
odluivanju
Jasne granice
roditelj-trener
Roditelji pokazuju interesovanje (informisani su o uspesima i o neuspesima);

Nisu fokusirani na postizanje rezultata;
Za veinu sportista, kljuna je bila odluka roditelja da se dece bave sportom;

Roditelji ostavljaju deci mogunost izbora /promene sporta;
Podravanje samostalnog odluivanja;
Roditelji prepoznaju aspekte u kojima su deca ostvarila samostalnost i podravaju
ih da izaberu situacije u kojima e samostalno odluivati;
Kategorije i teme specifine za roditelje

Redefinisanje:
alternativna
znaenja
Davanje drugaijih znaenja dogaajima i iskustvu mladih (doivljaj uspeha i

neuspeha, nepravda);
Roditelji na ovaj nain ispunjavaju protektivnu ulogu;
Otvoren stav
prema funkc.
vrednosti sporta
Takmiarski rezultati ne treba da budu prioritet za mlade koji se sportom bave

amaterski;
Prioritet treba da ima mogunost da sport deluje na zdravlje i na unapreivanje
funkcionisanja u drugim oblastim ivota (neposredno i odloeno):
Kategorije i teme specifine za sportiste
Kompenzatorna
uloga linih
resursa
Znaajni su kada nedostaje podrka roditelja ili kada nije u skladu sa potrebama;
Da bi potreba bila adekvatna, neophodno je da roditelji poznaju sport;
Mogunost daljeg razvijanja linih resursa kroz sport;
Nefunkcionalno
angaovanje
roditelja
Nezainteresovanost roditelja;
Preuzimanje strunih uloga trenera (pritisak za postizanjem rezultata i ispravljanje
greaka;
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Pruanje podrke. Podrka roditelja se moe razloiti na dva aspekta: jedan aspekt je osnovna
podrka, pod kojom se podrazumeva obezbeivanje uslova za bavljenje sportom (finansiranje, obezbeivanje sportske opreme, na mlaim uzrastima organizacija odlaska na treninge i takmienja).
Ovaj aspekt podrazumeva i to da roditelji svojoj deci ne postavljaju dodatne uslove za bavljenje sportom (na primer, odreen uspeh u koli); Drugi aspekt obuhvata emocionalnu (psiholoku) podrku,
koja se odnosi na prepoznavanje emocionalnih potreba deteta i aktivno odgovaranje na njegove potrebe (saoseanje, razumevanje, pruanje utehe).
Na osnovu komentara sportista moe da se zakljui da je za njih podrka roditelja znaajna u
tekim situacijama, kada misle da neku situaciju ne mogu da prevaziu, kada izgube na takmienju,
kada se povrede i kada razmiljaju o prestanku bavljenja sportom, ali i kada ostvare uspeh. Karakteristina je sledea reenica sprtiste koji je saeo znaaj podrke roditelja u razliitim situacijama:
Oni su tu da mi pomognu kada mi je loe i da se vesele kada mi je lepo,
oni nisu ljubomorni i uvek e da mi uine neku uslugu.
Roditelji psiholoku podrku pruaju kroz razgovor, pri emu nije nuno da budu neposredno
prisutni, ve dostupni svojoj deci kada mladi osete potrebu za njihovom podrkom. Primer
koji je iznela jedna majka:
Meni je vano da je u svemu podrim to se tie sporta.
Veoma mi je bitno da ona zna da sam ja tu, u svakom smislu za nju.
Sledei primer dala je jedna sportiskinja:
Moji roditelji takoe nisu dolazili na moja takmienja zbog toga to se
nisu zadravali u gradu u kom sam ja trenirala, ali ja nisam oseala nedostatak
njihove podrke, znala sam da su uvek uz mene.
Na taj komentar, druga sportiskinja je dodala:
Meutim, onaj trenutak kada doivimo poraz ili izgubimo taj trenutak je,
bar meni, najtei i ja u tom trenutku znam da jedino roditelje mogu da pozovem
i da im se isplaem. U tom smislu oni su moja najvea podrka.
Jedna od centralnih podtema koja je spontano nastala tokom diskusije sa roditeljima, a po
pitanju koje se roditelji slau, odnosila se na to da oni podravaju decu, ali da nisu skloni da ih
prezatiuju. Ilustrativan je sledei komenar jednog oca:
Kada su neuspesi u pitanju, ne moraju da budu porazi to je moja metoda
moda ba nije ispravna, pustim ih prvi dan da liu rane pa onda sutradan onako blaga uteha,
ali mislim da ne treba ni previe teiti kaem bie bolje, idemo dalje, ajde
Motivisanje. Znaaj motivisanja od strane roditelja ogleda se na razliitim nivoima. Prvi se
tie motivisanja dece da se ukljue u sport, a drugi, motivisanja tokom aktivnog bavljenja sportom.
Motivisanje roditelja ne podrazumeva da oni svoju decu podstiu na postizanje takmiarskih rezultata.
mera:
Veina sportista se ukljuila u sport zbog odluke jednog ili oba roditelja. Navode obilje priDali su mi poetnu motivaciju da krenem da se bavim sportom
zato to je to zdravo, zato to tamo imam drutvo, da mi ne bude prazan dan,
ili
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459
Tata je jedini koji je oduvek voleo da se bavimo sportom

i svaki vikend nas je vodio da posmatramo trke.
Tokom aktivnog bavljenja sportom, roditelji mlade motiviu bodrenjem u tekim situacijama,
davanjem pozitivnih povratnih informacija i podsticanjem da nastave da se bave sportom ukoliko
mladi razmiljaju o naputanju sporta. Tako je, na primer, jedna sportiskinja rekla sledee:
oni su tu da nam daju dodatnu motivaciju za dalje kada kau:
svaka ast, super, ti to moe, verovala sam u tebe.
Podsticanje razvoja samostalnosti odluivanja u vezi sa sportom. Roditelji podstiu samostalnost u donoenju odluka, vezanih za sport, mladih ve u poetnim fazama bavljenja sportom,
kada detetu ostavljaju mogunost da samostalno izabere sport koji e trenirati.
Primer sportiste koji potie iz porodice u kojoj postoji tradicija treniranja fudbala:
Mene su forsirali, ajde fudbal, fudbal trenirao sam sa najstarijom grupom.
Mene to nije privlailo. Ja sam rekao da nisam za to, da neu to da treniram i prestao sam.
Onda sam preao na koarku i shvatio da je to sport za mene.
Upeatljive su rei jedne majke:
Vodila sam decu u prirodu i nastojala da vidim ta ih zanima i gde
mogu da ih usmerim u sportu. Probali su sve sportove i pronali se.
Slian je smisao rei oca koji poseduje lino iskustvo u bavljenju sportom:
Ja sam izbegavao da usmeravam decu na aktivnosti koje sam ja radio
ve sam doputao da sami otkriju i onda im pomagao u svemu tome.
Tokom intervjua s roditeljima pokrenuto je pitanje na osnovu ega oni odreuju optimalan
stepen u kome podravaju samostalnost mladih u donoenju odluka vezanih za sport. Ovo pitanje
je podstaklo brojne komentare roditelja. Osnovni kriterijum za roditelje je nastojanje da prepoznaju
situacije i aspekte u kojima su mladi ve ostvarili samostalnost i da ih podre u tome. Dakle, roditelji
ne samo to podravaju samostalnost mladih ve podravaju mlade da sami izaberu situacije u kojima e samostalno odluivati. Jedna majka je navela sledei primer:
Kod mene je to jednostavno: kada je bila mala ila sam na sva takmienja.
Sada kada kae: doi na takmienje, ja doem, kada kae nemoj, ja ne doem.
Sada zna da kae: mama ako hoe doi ali ne mora.
Tako, na primer, jedan otac navodi sledee:
Ponudim pomo, vano je biti uz njih. Ja dam svoje miljenje,
ponudim pomo i ostavim ih da odlue i u tom obimu se ukljuujem.
Postavljanje jasnih granica izmeu roditeljskih uloga i uloga trenera. Roditelji su zainteresovani za razliite aspekte sportske aktivnosti svoje dece, i s njima upoznati, to ukljuuje i informisanost o uspesima i neuspesima. Meutim, oni nisu fokusirani na postizanje sportskih rezultata, te
ne vre pritisak na mlade za postizanjem uspeha. Iz sledea dva komentara sportista moe se uoiti
jasna diferencijacija izmeu emocionalne podrke koju pruaju roditelji i strune podrke koju pruaju treneri:
Roditelji su me podravali da se bavim sportom zbog
zdravog ivota a trener me je usmeravao ka uspehu
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Trener je taj koji e da nas kritikuje iako smo dobri, a roditelji nekako
s nama oseaju najvie iako smo poslednji, ak i vie od trenera, naravno.
Specifino, tokom diskusije s roditeljima spontano su se diferencirale jo dve teme. Prva, ukazivanje na alternativna znaenja neke situacije. Druga, roditelji smatraju da imaju otvoren stav prema funkcionalnoj vrednosti sporta.
Redefinisanje: ukazivanje na alternativna znaenja. Skoro svi roditelji su se ukljuili u diskusiju tako to su opisivali tipine situacije u kojima oni formuliu drugaija, alternativna znaenja
razliitih aspekata sportske aktivnosti. Ovaj vid angaovanja roditelja podrazumeva da oni nastoje
da razliitim aspektima sportske aktivnosti daju drugaija znaenja i da na taj nain otvore mogunost da mladi sportisti drugaije opaaju situaciju, a samim tim i da menjaju emocionalni odnos
prema odreenoj situaciji.
Primer roditelja koji nastoje da utiu ne doivljaj neuspeha:
Mogu da amortizujem doivljaj neuspeha koji je sasvim subjektivan
To moe da bude dobar napredak, ali da ga dete nije doivelo kao takvo
Drugi primer:
situacije pobede, e tu sam gledao da ih malo spustim na zemlju pa erka kae: e razbili smo ih!
Onda kaem, niste ih razbili nego ste bili van kategorije i niste vi bili toliko dobri
koliko su oni bili loi. A recimo u toj situaciji su napravili mnogo vie greaka nego u situaciji
u kojoj nisu bili prvi. I onda pravimo poreenje.
Postoji saglasnost roditelja da oni ukazivanjem na alternativna znaenja ostvaruju svoju protektivnu ulogu, to se jasno uvia iz sledeeg komentara:
Najtee mi je bilo da radim sa decom kada je poraz posledica nepravde na takmienju...
Jedina poruka koju smislenu mogu da poaljem jeste da je nepravda deo ivota, da se i to deava i
da, uprkos tome to neto moete najbolje da uradite, postoje neke granice i ne moemo da utiemo
na neto. Pa sada jedina stvar koju moete da uradite jeste da nastavite dalje a ne da proklinjete
sopstvenu sudbinu.
Otvoren stav prema funkcionalnoj vrednosti sporta. Otvoren stav roditelja prema funkcionalnoj vrednosti sporta podrazumeva da oni svoj stav da postizanje sportskih rezultata ne treba
da ima prioritetan znaaj kod mladih koji se amaterski bave sportom nastoje da prenesu na svoju
decu. Osnovni znaaj amaterskog bavljenja sportom roditelji vide u neposrednom pozitivnom uticaju sporta na zdravlje i u mogunosti pozitivnog delovanja sporta na lini razvoj i unapreivanje
funkcionisanja u drugim oblastima.
Naime, roditelji istiu da mladi kroz sport dobijaju mogunost da razviju radne navike, disciplinu u radu i odgovornost, to neposredno mogu da prenesu i da iskoriste u obavljanju kolskih
aktivnosti, koje za roditelje imaju prioritetan znaaj. Ovo je najpreciznije iskazao jedan otac:
Moja deca su sport uvela u svoj ivot ne kao alternativu
nego kao neto to pomae ostalim ivotnim aktivnostima.
Stav da postizanje takmiarskih rezultata nema prioritet, moe se videti iz sledeih komentara
Vrhunski sport je za gledanje, za narodne mase, a za bavljenje je amaterski sport..
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Slian, samo dui komentar, izneo je jedan otac:

Ja mislim da tu ima dva pogleda. Jedno su vrhunski rezultati a drugo je sav ostali sport.
Ovog vrhunskog malo ima, 2-3%, to je nita. Mi samo okovia vidimo i
vidimo vaterpoliste i odbojkae a ne vidimo hiljade i hiljade. To je u stvari sport.
Jedna majka je naglasila da je njeno dete kroz sport nauilo
znaaj neuspeha i to da i posle neuspeha moe da se ide dalje.
Otac jednog sportiste je ukazao i na to da sportska aktivnost moe pozitivno da deluje na
odnos roditelj-dete u periodu adolescencije:
Kroz sport dete i roditelj dobijaju priliku da podravaju taj kontakt. Sigurno, kada krenu izlasci
onda nema tih mogunosti a sport je taj koji moe da produi tu fazu zajednikog boravka.
Specifino, tokom diskusije sa sportistima jansno su se izdvojile jo dve teme. Jedna se odnosi
na to da, ukoliko roditelji nisu ukljueni u sport na nain koji je u skladu s potrebama i oekivanjima,
onda line snage i resursi sportiste postaju kljuni i mogu da imaju kompenzantornu ulogu. Druga,
da funkcionalno angaovanje roditelja iskljuuje prisustvo nefunkcionalnog: nezainteresovanost roditelja i preuzimanje uloga trenera.
Kompenzatorna uloga linih resursa sportista. Nekoliko sportista spontano je razvilo diskusiju u kojoj su istakli da linim resursima mogu da kompenzuju nedostatak adekvatne podrke
roditelja i da im, tavie, bavljenje sportom omoguuje da te resurse dalje razvijaju. Oni navode da su
ih roditelji podravali, ali ne u skladu s njihovim potrebama, eljama i oekivanjima; smatraju da im
roditelji nisu pruili podrku na adekvatan nain zato to se ne razumeju u sport. Njihova stanovita
opisuje reenica jednog sportiste koji potie iz nepotpune porodice:
Roditelji su mi uvek izlazili u susret koliko su mogli da mi ispune elje,
ali nikada nisu na sport gledali kao ja. Razveli su se pre est godina...
mama se trudi da mi ispuni elje ali se nikada nije bavila sportom i ona to ne razume.
Slian komentar je dao i jedan profesionalni sportista-pliva:
Moji su uvek govorili dobro je: ako budem prvi, dobro je, ako budem zadnji dobro je.
Moja mama se ne razume, ona opte ne zna da sam se ja udavio.
Na njihovu diskusiju se nadovezala jedna sportiskinja koja smatra da je kljuna podrka koju
sportisti daju sami sebi:
Moje miljenje je da, koliko god mi imali tu podrku roditelja,
najvea podrka je nas samih, sopstvena podrka.
Diskusija se dalje razvila u smeru ukazivanja na znaaj sporta kao izvora koji moe da podstakne i da unapredi njihove resurse. Nekoliko sportista je iznelo sline komentare. Jedan sportista je
formulisao na sledei nain:
sa sportom u sredini, kao nekom glavnom stvari koju mi radimo, to je recept za uspeh,
A druga sportiskinja je dodala:
Ve negde od estog-sedmog razreda, kada sam ozbiljnije
poela da se bavim veslanjem, shvatila sam da ono ima veliku ulogu u mom ivotu.
U sportu izgraujem bolju linost, boljeg oveka i jednostavno, usladi ti se uspeh.
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Ilustrativne su rei jednog sportiste koji je upotrebio metaforu da bi opisao znaaj koji ima
sport za razvoj njegovih resursa:
poenta je da mi se sport nalazi u sredini u stvari kao neko Sunce.
Ono to je Sunce Zemlji, to je sport meni. Sunce ima svoje krake sunane,
oko kojih stoji porodica, edukacija, psihiki i fiziki razvitak, kultura i ljubav.
Sport koji je u sredini moe da izvue sve to, da svaki od ovih segmenata doe na zavidan nivo.
Nefunkcionalno angaovanje roditelja. Nakon diskusije o neadekvatnoj podrci koju pruaju roditelji, sportisti su nastavili diskusiju o tome ta moe da ini sadraj nefunkcionalnog angaovanja roditelja. Identifikovali su karakteristike koje se mogu podvesti pod sledee dve teme:
nezainteresovanost roditelja i preuzimanje uloga trenera. Pri tom nisu nuno iskljueni aspekti koji
pripadaju funkcionalnom angaovanju. Suprotno tome, funkcionalno angaovanje roditelja iskljuuje navedene aspekte nefunkcionalnog.
Kada je re o nezainteresovanosti roditelja za sport njihove dece, jedan sportista navodi lini
primer iz kog se moe videti nezainteresovanost njegove majke:
Ja u te voleti kakav god da si a ti vidi ta e da radi.
Ostali sportisti navodili su primere drugih sportista iji roditelji nisu pokazivali interesovanje
za njihovu sportsku aktivnost i time su doprineli da mladi prestanu da se bave sportom:
Moda roditelji kod kue ne obraaju dovoljno panje na njih i onda su se opustili jer ih to nije
toliko privlailo i orijentisali su se na nato drugo. Odustali su negde kada su moda videli da im je
prvo mesto blizu pa su ga izgubili. Tada su bili najslabiji i u tom trenutku roditelji nisu bili ti da ih
podre.
O drugoj temi (koja se delimino preklapa sa kategorijom postavljanja granica izmeu uloga
roditelja i trenera), sportisti su naveli brojne primere. Ova tema sastoji se iz dve podteme: prva se
odnosi na pritisak roditelja za postizanje takmiarskog uspeha.
Moji roditelji nisu toliko dolazili na moje utakmice, ponekad je majka dolazila,
otac skoro nikad... Kao da se oseam oputenije kada oni nisu tu zato
to znam da nema ko onda da mi govori posle utakmice: e ti si to uradio loe.
Druga podtema se odnosi na situacije u kojima roditelji prate ceo trening i detetu ukazuju na
greke i na to kako da ih isprave. Jedan sportista je takvo ponaanje roditelja doveo u vezu s naputanjem sporta:
I ak sam video par puta, klinac ne gleda ta mu trener kae nego gleda roditelja a roditelj mu
pokazuje, kao, ispravi lakat. I onda doe do petnaeste-esnaeste godine kod mukaraca, a kod
devojaka ranije, i dobiju samo jedan dan slobode, znai jednom samo da izae, nae deka i kraj.
Prestane neko interesovanje za sport, roditelj vie ne moe da utie na to.
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DISKUSIJA
Rezultati dobijeni u ovom istraivanju imaju potporu u literaturi. Jedna od centralnih tema
koja se struktuirala tokom fokus grupnih intervjua je ta da roditelji podravaju mlade u sportskoj
aktivnosti. U vie istraivanja (Van Rossum, 1997; Veskovi, 2007; Weiss, 2000; Wuerth et al., 2004)
pokazano je da su roditelji osobe koje za mlade predstavljaju znaajne izvore podrke u sportskoj
aktivnosti. Dva znaajna aspekta sadraja funkcionalne ukljuenosti roditelja u sport dece odnose se
na podravanje samostalnosti u odluivanju i na to da roditelji treba da postave jasne granice izmeu
svojih uloga i uloga trenera. U literaturi (Hellstedt, 2005) se pominju dva osnovna zadatka roditelja
vezana za sportsku aktivnost mladih tokom adolescencije. Prvi se odnosi na to da roditelji treba da
omogue mladima da ostvare rastui stepen autonomije, a drugi, koji je donekle povezan sa prethodnim, uporedo sa smenjivanjem igre i promiljenog treninga, roditelji postepeno treba da preputaju
treneru primarnu ulogu u razvoju sportskih vetina. Sledei, jednako znaajan aspekt funkcionalnog
angaovanja, naslovljen je redefinisanje i ukazivanje na alternativna znaenja, a podrazuemva da
roditelji iskustvu koje mladi stiu u sportu daju razliito znaenje. Upravo se u Modelu Eklasove i
saradnika (Fredricks & Eccles, 2005) pretpostavlja se da je interpretacija iskustva koje mladi stiu u
sportu jedan od mehanizama kojim roditelji deluju na efekte sportske socijalizacije kod mladih. U
tom svetlu, ova kategorija angaovanja roditelja produbljuje dosadanja saznanja specifikacijom mehanizama putem kojih roditalji deluju na efekte sportske socijalizacije. Na osnovu sada ve brojnih
istraivanja (Babkes & Weiss, 1999; Fredricks & Eccles, 2005; Weiss, 2000; White, Kavassanu, Tank,
& Wingate, 2004) i prema Modelu Eklasove i saradnika (Fredricks & Ecclas, 2005), sistem vrednosti i
uverenja roditelja, njihovi razliiti opti i specifini stavovi o sportu, kao i opaena vrednost aktivnosti predstavljaju znaajne faktore koji oblikuju efekte socijalizacije mladih korz sport. Komplementaran tome je dobijeni nalaz da roditelji otvoreno ispoljavaju stav da postizanje vrhunskih rezultata
ne treba da ima prioritetan znaaj za mlade koji se amaterski bave sportom, ve mogunost da deluje
na unapreivanje funkcionisanja u drugim oblastima ivota.
Sportska socijalizacija je sloen, dinamian i interaktivan proces te svaka primenjena metodologija u istraivanjima, daje posebne mogunosti ali otvara i specifine dileme i sa sobom nosi
i odreena ogranienja. Za razliku od veine istraivanja u kojima se ispituju izolovani segmenti
delovanja roditelja kao agenasa sportske socijalizacije i u kojima uestvuju ili sportisti ili roditelji,
kvalitativnom metodologijom primenjenom u ovom istraivanju, prikupljeno je obilje informacija
iz perspektive kljunih aktera (i mladih sportista i roditelja). Pored naina delovanja roditelja koji su
dostupni direktnom opaanju, dobijeni su i podaci o manje oiglednim, suptilnijim oblicima i nainima na koje roditelji mogu da oblikuju iskustva i ishode mladih u sportu (na primer, redefinisanje
i otvoren stav prema funkcionalnoj vrednosti sporta). Premda je dobijena osnovna gruba slika,
steen je uvid u celovitost sadraja.
Osvrnimo se i na neke od aspekata koji definisanje sadraja funkcionalne ukljuenosti roditelja
u sport mladih ine sloenim zadatkom. Roditelji jesu znaajni agensi sportske socijalizacije, ali svakako ne jedini. Nije lako (a verovatno ni mogue) u potpunosti razluiti i izdvojiti specifine uticaje
koje imaju roditelji, od uticaja drugih znaajnih osoba. Dodatno, dati odgovor na pitanje da li neko
ponaanje roditelja predstavlja izvor podrke ili pritiska moe biti problematino, zato to deca ne
opaaju uvek ponaanja roditelja u skladu s njihovim namerama. Ne manje je znaajna i injenica da
jedno isto ponaanje roditelja, za jedno dete moe da ima znaenje pritiska, dok za drugo dete, moe
da ima znaenje podrke.
Osnovno ogranienje ovog istraivanja moe se sagledati kroz umanjenu mogunost generalizacije nalaza na itavu populaciju roditelja mladih sportista uzrasta od 15 do 18 godina, kako zbog
malog broja ispitanika tako i zbog prigodnog uzorka ispitanika. Pored toga, moe se pretpostaviti da
je funkcionalna ukljuenost roditelja pitanje stepena, a ne predstavlja samo diskretne kategorije, to
se na osnovu kvalitativnih podataka ne moe diferencirati.
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ZAKLJUAK
Funkcionalna ukljuenost roditelja u sport mladih obuhvata aktivnosti koje su neposredno
vidljive u ponaanju i kojima roditelji direktno deluju (pruanje podrke, motivisanje, podsticanje
razvoja samostalnosti u odluivanju, postavljanje jasnih granica izmeu uloga roditelja i uloga trenera), ali i suptilnije oblike, kada je delovanje indirektno (redefinisanje iskustva i posedovanje otvorenog stava prema funkcionalnoj vrednosti sporta). Autori smatraju da prikupljeni podaci daju temeljnu osnovu za razvoj upitnika namenjenog ispitivanju stepena funkcionalne ukljuenosti roditelja u
sport mladih. Istraivanje bi bilo zanimljivo ponoviti na razliitim uzorcima ispitanika, na primer,
ukljuiti sportiste koji su u razliitim fazama sportske karijere kao i talentovane sportiste koji ostvaruju izuzetne rezultate.
LITERATURA
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i B. Bogunovi (Ur.), Saradnja kole i porodice (pp. 241 253). Beograd: Institut za pedagoka
istraivanja.
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youth gymnastics. Pediatric Exercise Science, 7, 36-48.
20. Wuerth, S., Lee, M. J., & Alfermann, D. (2004). Parental involvement and athletes career in youth
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Napomena
Rad je deo Projekta Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki, psiho-ocijalni i vaspitni status
populacije Republike Srbije pod brojem III47015, a kao deo potprojekta Efekti primenjene fizike aktivnosti na
lokomotorni, metaboliki, psiho-socijalni i vaspitni status kolske populacije R. Srbije koji se finansira od strane
Ministarstva prosvete i nauke R. Srbije Ciklus naunih projekata 2011-2014
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What is the Content of Functional Engagement of Parents In Sports Activity of the Youth?
UDK 796:316:159.9
WHAT IS THE CONTENT OF FUNCTIONAL ENGAGEMENT OF

PARENTS IN SPORTS ACTIVITY OF THE YOUTH?
Ana Veskovi1, Nenad Koropanovski2.

1.

2.
Academy of Criminalist and Police Studies, Belgrade, Serbia
INTRODUCTION
Parents have a significant role in all aspects of youth socialization, including the socialization
through sport. Within socialization through sport, effects that appear during practicing sport have
been studied. In numerous recent studies, different aspects of this phenomenon have been investigated. Thus one group of studies is focused on issues of engagement of parents in the sports activity
of their children. Results have shown different degree of parents engagement (Stein, Raedeke, &
Glenn, 1999; Hellstedt,1987), and that, in most cases, a moderate degree of engagement is optimal.
Interestingly, athletes and their parents estimate the degree of engagement of parents during various
phases of sports career in a different way (Wuerth, Lee, & Alfermann, 2004). While parents think
they are engaged to the largest extent during the initial phase, the athletes are convinced that activity of parents remains on the high level in later stages as well. Based on the results of their study,
Lee & MacLain (Lee & MacLean, 1997) drew two basic conclusions. The first claims that it is the
quality of parents behaviour, and not the degree of their engagement in their childs sports activity,
that determines whether a child will feel the parents pressure. The second is that the larger the difference between the realized and the desirable behaviour of parents, the larger the possibility that
the youth shall identify their parents behaviour as pressure. The second group of studies is directed
to identifying the specific activity of parents in their childrens sports activity. For example, results
of a recent study in our country (Veskovi, 2007), point to the fact that parents offer support and do
organizational activities. These results were supported by the results of an earlier study from abroad
(Van Rossum, 1997) according to which parents are available when problems (for example, injuries) appear, they offer moral support and encouragement and they attend sports competitions. The
study on the sample of female gymnasts is also interesting (Weiss & Hayashi, 1995), which showed
that they notice, as the most important activity of parents, loud cheering and giving advice, interest
and offering support for participation in sport by showing positive feelings content and pride. It
also enlightens the connection between certain aspects of engagement and activity of parents, their
expectations and standpoints and the effects they have on sports socialization of the youth. It is
documented that parents can contribute to positive effects of socialization through sport (Babkes &
Weiss, 1999; Brustard, 1998; Weiss, 2000). Unfortunately, parents do not necessarily contribute to
the youth to always achieve positive effects, but they can contribute to negative effects and experiences of the youth in sport (Fraser-Thomas, Ct, & Deakin, 2008; Harwood & Knight 2009; Sagar &
Lavallee, 2010; Tofler, Knapp, & Lardon, 2005).
Thus, in literature (Sacks, Tenenbaum, & Pargman, 2006) we also found that, together with
the degree of engagement of parents in sport of the youth, we should differ functional from dysfunctional engagement. This actually means that the engagement of parents in childrens sport is a
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Ana Veskovic, Nenad Koropanovski.
multidimensional construct, i.e., that it can vary in both its quantity and its quality. However, there
is the lack of research that specifies what is understood as the functional engagement of parents in
their childrens sports activity. This research was designed with the aim of identifying content that
makes a functional involvement of parents into childrens sport.
METHOD
Sample of respondents
Three focus groups were formed in the study: two with athletes (twice each) and the third one
with parents as participants. The total of 12 athletes participated in focus groups (n=6 females and
n=6 males), first-year students of the Faculty of Sport and Physical Education in Belgrade. Athletes
train actively one of the following sports: basketball, volleyball, handball, athletics, swimming, karate,
rowing. In parents focus groups the total of 12 parents participated (n=6 mothers and n=6 fathers),
who have one or more children aged 15 to 18 engaged in competitive sport for at least two years.
Procedure
Focus group interviews were carried out at the Faculty of Sport and Physical Education in Belgrade. Two moderators (one is the author of this study, and the other one is a moderator with great experience in leading focus groups) conducted interviews according to guidelines prepared in advance. In order
to obtain the most authentic information possible, the interviews were, with a prior consent of the respondents, recorded by a Dictaphone, while one moderator took additional notes. The discussions lasted
between 1.5 to 2.5 hours. Since the primary goal of focus groups is the possibility of group discussion, the
respondents sat in circle, in a peaceful environment and without any interference.
Focus groups were led based on a half-structured focus group interview. For athletes, the guideline had the following five key questions:
List all persons important for your sports activity and rank them according to their
importance;
Describe everything your parents do and in what way they are engaged in connection with
your sports activity;
Which sport-related issues are in your parents power to influence?
Is it good that parents are involved in sport of the youth? In what way?
On the basis of observing other athletes parents and conversation with them, could you list
the examples in which it is obvious that parents can negatively influence the youth in sport?
The guideline for parents is a parallel form of the guideline for the interview with athletes
questions for athletes were adapted to be suitable for parents.
The process of data analysis collected during the focus group interview was done by applying
the graded system of logical analysis (Bloor, Frankland, Thomas, & Robson, 2002). In the first step,
with the purpose of detailed introduction of the data, identification of observations, opinions and
patterns that are repeated, the researcher first thoroughly read the transcripts. In the second step,
after a repeated transcript reading, we performed indexing integrating data related to the same
subject and their coding. The aim of this step was a proper grouping of data to obtain a general picture, which enabled further interpretation. At this stage, the codes were not fixed, but the option of
moving them into the appropriate category in the next phase was left. In the third step interpretation the method of logical analysis was applied which included: identifying certain premises and
their grouping into appropriate categories. Based on the above steps, categories and themes were
extracted, and then a narrative was constructed.
Validation of data, which in qualitative research involves the credibility of information, was provided in the following ways: a) triangulation of data from different respondents from both athletes
and parents; b) obtaining feedback from respondents as to the accuracy of identifying the main topics
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discussed during the focus group interview; c) by a detailed description and by stating comments of
respondents; d) by the fact that the same moderator and facilitator led all focus group interviews.
RESULTS
There is a relatively high degree of agreement between athletes and parents in terms of content
that makes functional engagement of parents of athletes. In short, most of the comments have revealed
that parents who are functionally engaged, who provide support, motivate, encourage the development
of autonomy, clearly differentiate the coaching role from the parental one. Table 1. provides the integrated
display of categories and themes that are common and those that are specific for athletes and parents.
Table 1. Integrated display of common and specific categories and topics that make the content
of functional engagement of parents in their childrens sport
Categories and topics common for both athletes and parents
Giving support
Motivating
Nonspecific sports support (providing conditions for participating in sport without

setting obstacles or special conditions);
Specific sports support of parents (sensitivity for emotional needs of a child and
fulfilling these needs);
Parents are not necessarily present, but are available;
Parents take care about the fact not to overprotect their children;
Parents motivate children:
To take part in sport,
During practicing sport (cheering and giving positive feedback),
When they think about giving up sport;
Motivating does not imply encouragement for achieving competitive results;
Development of
independence in
decision-making
For most athletes, the key decision was the decision of parents for their children to
be involved in sports;
Parents leave their children the possibility of a choice / change of sport;
Support of independent decision making;
Parents recognize aspects in which children have achieved independence and
support them to choose situations in which they will decide independently;
Clear boundaries
parent-coach
Parents show interest (they are informed about successes and failures);
They are not focused on achieving results;
Categories and topics specific for parents
Redefining:
alternative
meanings
Giving different meanings to events and experiences of the youth (experience of

successes and failures, injustice);
Parents fulfill their protective role that way;
Open attitude
towards
functioning of
value of sport
Competitive results should not be a priority for the youth who practice amateur
sport;
The priority should be the possibility for sport to influence health and to improve
functioning in other areas of life (direct and postponed):
Categories and topics specific for athletes
Compensatory
role of personal
resources
They are important when there is a lack of parental support or when they are not
in concordance with needs;
In order for a need to be an adequate one, it is necessary for parents to be familiar
with sport;
Possibility of further development of personal resources through sport;
Dysfunctional
engagement of
parents
Disinterest of parents;
Taking over specific roles of coaches (pressure for achieving results and correcting
mistakes.
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Providing support. Parental support can be divided into two aspects: one aspect is the base
support, which implies providing conditions for doing sports (financing, provision of sports
equipment, organizing going to trainings and competitions at a younger age). This aspect also
means that parents do not set additional conditions for doing sports to their children (for
example, a specific school achievement); another aspect encompasses emotional (psychological) support, which refers to the recognition of the emotional needs of the child and an active
respond to their needs (compassion, understanding, comforting).
Based on the comments of athletes, it can be concluded that parental support is important for
them in difficult situations, when they think they cannot overcome a situation, when they lose
a competition, when they are injured, or when they consider termination of sports, but also
when they achieve success. The following sentence of an athlete who summed up the importance of parental support in different situations is a typical one:
They are here to help me when I feel bad and to rejoice when I feel fine, they are not jealous and
they will always do me a favour.
Parents offer psychological support through conversation, when it is not necessary for them to
be present, but available to their children when the youth feel the need for their support. An
example provided by a mother:
It is important to me to support her in everything concerning sport. It is very important to me that
she knows I am there for her in every sense of the word.
The following example was provided by a female athlete:
My parents did not use to come to my competitions because they did not stay in the city where I
trained, but I did not sense the lack of their support, I knew they are always there for me.
Another female athlete added to this comment:
However, the moment when we experience failure or when we lose this moment,
at least to me, is the hardest and at this point I know that it is only parents that I can call
and cry to them. In this sense, they are my biggest support.
One of central subtopics that emerged spontaneously during the discussion with parents, and
with which parents agree, is related to the fact that they support their children, but are not
inclined to be overprotective. The following comment of a father is illustrative:
When failures are in question, they do not need to be defeats that is my method perhaps not
a correct one, I leave them for a day lick their wounds, and then the next day I give them mild
consolation, but I dont think that we should comfort them too much...I say, it will be better, lets
move on...
Motivation. The importance of motivation provided by parents can be seen on different levels. The first is motivating children to get involved into sport, while the other is motivating during
active participation in sports. Being motivated by parents does not mean that they encourage their
children to achieve competitive results.
The majority of athletes went in for sport because of the decision of one or both parents. Plenty of examples were cited:
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They gave me the motivation to go playing sports because it is healthy, because there I had the
company, and it wasnt a wasted day,
or
My dad is the only one who has always wanted us to play sport and who took us every weekend to
see races.
During active sports, parents motivate the youth by cheering in difficult situations, giving a
positive feedback and with their encouragement to continue to play sports if the youth think about
leaving it. Thus, for example, one female athlete said the following:
They are here to give us extra motivation to continue when they say: Congratulations, great, you
can do it, I believed in you.
Encouraging the development of autonomy in decision-making related to sports. Parents
encourage independence of the youth in decision-making related to sport, in the early stages of
sport, when the child is left the possibility to independently choose a sport he or she will train.
An example of an athlete who comes from a family in which there is a tradition of training
football:
I have been forced on and on go in for football, football ... I trained with the oldest group. I was
not attracted to it. I said that I did not want it, that I would not train it and I stopped. Then I started
playing basketball and realized it was the right sport for me.
These words of a mother are striking:
I took my children to nature and tried to see what interested them and where I could direct them in
sport. They tried all sports and found the right ones for them.
Meaning of the words of a father who has his personal experience in doing sports is similar:
I avoided to direct children to activity that I had been doing, but allowed them to find it out by
themselves and then I helped them in all that.
During the interview with parents, there was the issue on the basis of which they determine
the optimal degree of supporting the independence of the youth in decision-making related to the
sport. This issue has prompted numerous comments of parents. The main criterion for parents is an
attempt to recognize situations and aspects in which young people have already achieved independence and to support them in that. Thus, parents not only support the independence of the youth,
but also support the youth to choose by themselves the situations in which they shall decide independently. One mother stated the following example:
For me, its simple: when she was a child I went to all competitions. Now when she says: Come to
the competition, I go, when she says Dont, I dont go. Now she sometimes says: Mom, if you want to
come, do it, but you dont have to.
Thus, for example, one father stated the following:
I offer help, it is important to be with them. I give my opinion,I offer help and let them decide by
themselves ... and this is how I am involved.
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Setting clear boundaries between the parental role and the role of a coach. Parents are
interested in different aspects of sports activities of their children, and they are familiar to parents,
which includes awareness of successes and failures. However, they are focused on achieving sports
results, and do not put pressure on young people to achieve success. The following two comments of
athletes can show clear differentiation between emotional support provided by parents and professional support provided by coaches:
Parents have supported me to do sports because of
healthy lifestyle, while the coach has directed me towards success.
The coach is the one who will criticize us although we are good, while parents somehow although we
are the last, even more than the coach, of course.
Specifically, during discussions with parents, two extra topics have differentiated spontaneously. The first one was pointing to alternative meanings of a situation. The second one, parents feeling that they have an open attitude towards the functional values of sport.
Redefining pointing to alternative meanings. Almost all parents have joined the discussion by describing typical situations in which they formulate different, alternative meanings of the
different aspects of sports activity. This type of involvement of parents means that they are trying to
give different meanings to various aspects of sports activity and thus open the possibility that young
athletes perceive the situation in a different way, and therefore to change the emotional relationship
towards a particular situation.
The example of parents who try to influence the experience of failure:
I can reduce the feeling of failure which is completely subjective
It can be a good advancement, but the child hasnt experienced it as such
Another example:
in situations of victory, thats where I tried to keep them with two feet on the ground, when my
daughter has said: Well, we smashed them! Then I told her, you havent smashed them, you were
out any categories, and you were not that good
but they were bad...and in that situation they have made many more mistakes than in the situation
in which they were not the first. And then we make a comparison.
The parents agreed that they, by pointing to alternative meanings, achieve their protective
role, which can be understood from the following comment:
The hardest thing for me was to work with children when the defeat was a consequence of injustice
in the competition ...
The only meaningful message I can send to them is that the injustice is a part of life, and that
this happens and that, despite the fact that there is something you can do best, there are some
boundaries and we cannot influence them. Now, the only thing you can do is to go on and not to
curse your own destiny.
An open attitude to the functional values of sport. An open attitude of parents towards the
functional values of sport means that they try to transfer their own attitude that achieving sports
results should not have the priority importance for the youth who are involved in amateur sport to
their children. Parents understand the main significance of amateur sport as the immediate positive
influence of sport on health and in the possibility of positive action of sport on personal development and improvement of performance in other areas.
Namely, parents point out that through sport the youth get the opportunity to develop their
work habits, discipline and responsibility at work, which they can immediately transfer and use in
doing school activities that are priorities for parents. This has been said most precisely by a father:
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My children have introduced sport in their lives not as an alternative

but as something that helps other activities in life.
ment
The attitude that competitive results are not a priority can be seen from the following comElite sport is for watching, for masses, amateur sport is for doing it.
A similar, but a longer comment, was given by a father:
I think there are two aspects.he first is top results; the other is all the rest of sport.
There are little of the elite ones, 2-3%, which is nothing. We see only okovi and water polo players,
and volley ball players, but we dont see thousands and thousands others. In fact, this is sport.
One mother emphasized that her child learned through sport:
...the importance of failure and the fact that, after the failure, one can go on.
One athletes father pointed out that a sports activity can positively influence the parent-child
relationship during the adolescence period:
Both a child and a parent get a chance to support that contact through sport. Certainly, when a
child starts going out, then there are no such chances, and sport is the one that can prolong that
phase of togetherness.
Specifically, during discussions with the athletes another two topics clearly emerged. One is
related to that, if parents are not involved in sport in a way that is consistent with the needs and
expectations; then personal strengths and resources of an athlete become critical and may have a
compensatory role. Another one is that the functional engagement of parents excludes the presence
of the dysfunctional: disinterest of parents and taking over the role of the coach.
Compensatory role of personal resources of athletes. Several athletes spontaneously developed a discussion in which they pointed out that personal resources cannot compensate the lack
of adequate support of parents and that, indeed, doing sports enables them to further develop these
resources. They stated that they were supported by parents, but not in accordance with their needs,
desires and expectations; they believe that their parents did not provide support adequately because
they do not understand sport. Their viewpoints are described by a sentence of an athlete coming
from an incomplete family:
Parents have always tried to fulfill my wishes as much as they could,
but they have never seen sport the way I do. They divorced six years ago...
Mom is trying to fulfill my desires, but she has never practiced sport and she does not understand it.
The similar comment was given by a professional athlete-swimmer:
My parents always used to say it is o.k.: if I am the first, it is o.k., if I am the last, it is o.k.
My mom doesnt know it at all, she has no idea that I have drowned.
A female athlete who believes that the key support is the one that athletes give to themselves
followed up their discussion:
My opinion is, no matter how much support of parents weve had,
the greatest support comes from ourselves, its our own support.
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The discussion has further developed in the direction of pointing to the importance of sport as
a source, which can encourage and promote their own resources. Several athletes have given similar
comments. One athlete formulated it as follows:
with sport in the focus, as the main thing we do, that is the formula for success
while another female athlete added:
As early as from the sixth or seventh grade, when I seriously
began to go in for rowing, I realized its great role in my life.
Sport builds a better personality, a better person and, simply to say, you start enjoying success.
Words of an athlete who used a metaphor to describe the importance that sport has for the
development of his resources are illustrative:
the point is that my sport is in the focus of all things like a sun.
What the sun is to earth, that is sport to me. The sun has its sunny rays,
where the family, education, mental and physical development, culture and love are.
Sport, which is in the middle, can accentuate all of this, to bring each of these segments to a
remarkable level.
Dysfunctional engagement of parents. Having discussed the inadequate parental support,
athletes continued discussion about what could be the content of dysfunctional engagement of parents. They identified characteristics that could be attached to the following two topics: disinterest of
parents and taking over the role of a coach. At the same time, they did not necessarily exclude aspects which belong to functional engagement. In contrast, functional engagement of parents excludes
the said aspects of the dysfunctional.
When disinterest of parents for their childrens sport is in question, one athlete gave the personal example that could illustrate his mothers disinterest:
Ill love you no matter what you are like, and you see what youre going to do.
The others listed examples of other athletes whose parents did not show interest in their sports
activities and thus contributed to the fact that these young people stop practicing sport:
Perhaps parents do not pay enough attention to them at home and then they gave up because it was
not so appealing to them and they turned to something else. Perhaps they gave up when they were
close to the first place and then they lost it. They were the weakest then and in that moment parents
were not there to support them.
Athletes gave numerous examples to the second topic (which partially overlaps with the category of setting boundaries between the roles of parents and coaches). This topic consists of two
sub-topics: the first refers to the pressure of parents for achieving competitive success.
My parents did not come to my games that much, sometimes mother came,
father almost never ... As if I felt more relaxed when they are not there because
I know that nobody will be there to tell me after the game: Well, you did it wrong.
The other subtopic refers to situations in which parents follow the whole training and point
out childs mistakes and how they should be corrected. One athlete made connection between such
behaviour of parents and giving up sport:
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Ive even seen it a couple of times, the kid is not paying attention to what the coach is saying, but is
looking at the parent, and the parent shows him, like, how to straighten the elbow. And then, when he
is fifteen-sixteen years old, and in girls it happens earlier, and when she gets one day, only one day of
freedom, she finds herself a boyfriend and this is the end. All interest in sport stops, and the parent
cannot influence it any longer.
DISCUSSION
Results obtained in this study are supported in the literature. One of the central themes structured during focus group interviews is that parents support the youth in the sports activity. Several
studies (Van Rossum, 1997; Veskovi, 2007; Weiss, 2000; Wuerth et al., 2004) showed that parents
are persons who represent significant sources of support in the sports activity for the youth. Two
important aspects of the content of functional engagement of parents in childrens sport refer to
supporting independence in decision-making and to the fact that parents should set clear boundaries
between their role and the role of the coach. In the literature (Hellstedt, 2005) two basic tasks of parents related to sports activity of the youth during adolescence are mentioned. The first relates to the
fact that parents should enable the youth to achieve a growing degree of autonomy, and the second,
partly linked to the previous one, is that along with the alteration of games and deliberate training,
parents should gradually leave the coach the primary role in the development of sports skills. The
next, equally important aspect of functional engagement is given the title of redefining and pointing
to alternative meanings, and it implies that parents give a different meaning the experience that
young people acquire in sport. In the Model of Eccles and associates (Fredricks & Eccles, 2005) it is
assumed that interpretation of experience gained by young people in sport is one of the mechanisms
by which parents act on the effects of sports socialization in the youth. In this light, this category of
parents engagement makes current findings more profound with specification of mechanisms through which parents act on the effects of sports socialization. Based on the numerous studies (Babkes
& Weiss, 1999; Fredricks & Eccles, 2005; Weiss, 2000; White, Kavassanu, Tank, & Wingate, 2004)
and the Model of Eccles and associates (Fredricks & Ecclas, 2005), the system of values and beliefs
of parents, their different general and specific attitudes about sport, as well as the perceived value
of activity are important factors that shape effects of socialization of the youth through sport. Complementary to this is the obtained finding that parents openly express the attitude that achieving top
results should not have priority importance for the youth who are engaged in amateur sports, but the
possibility to act on improving performance in other areas of life.
Sports socialization is a complex, dynamic and interactive process, therefore each methodology applied in the research provides special opportunities, but also raises specific dilemmas and
carries certain limitations with it. Unlike most of the research that examine isolated segments of parents activities as agents of sports socialization, and in which both athletes and parents participate,
with qualitative methodologies applied in this research, plenty of information from the perspective
of key actors (both of young athletes and parents) have been collected. In addition to the modes of
action of parents that are available by direct observation, data on the less obvious, more subtle forms
and ways in which parents can shape the experiences and outcomes of the youth in sport (for example, redefining and open attitude towards the functional values of sport) were obtained. Although
the basic rough image was obtained, an insight into the integrity of the content is also acquired.
Let us look back at some of the aspects that make the defining of the content of functional involvement of parents in the sport of youth a complex task. Parents are important agents of sports socialization, but certainly not the only one. It is not easy (and probably not even possible) to fully distinguish and isolate specific impacts of parents from the impact of other significant persons. In addition,
answering the question of whether the behaviour of parents is a source of support or pressure can be
problematic, because children do not always perceive the behaviour of parents in accordance with their
intentions. No less important is the fact that one and the same behaviour of parents may have a meaning of pressure for one child, while for the other it could have the meaning of support.
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The key limitation of this study can be viewed through a reduced possibility of generalizing the
findings to the entire population of parents of the youth athletes aged 15 to 18 years, due to a small
number of subjects and because of a convenient sample of respondents. Besides, it can be assumed
that the functional involvement of parents is a matter of degree; it does not represent discrete categories only, which cannot be differentiated based on qualitative data.
CONCLUSION
Functional involvement of parents in the sport of the youth includes activities that are directly
visible in behaviour and with which parents act directly (supporting, motivating, encouraging the
development of autonomy in decision-making, setting clear boundaries between the roles of parents
and the role of coaches), but also more subtle forms when the operation is indirect (redefinition of
experience and possession of an open attitude towards the functional values of sport). The authors
believe that the collected data provide a fundamental basis for the development of the questionnaire
intended for testing the degree of functional involvement of parents in the sport of youth. It would
be interesting to repeat the research on different samples of respondents, for example, to include
athletes who are in different phases of sports career as well as talented athletes who achieve remarkable results.
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Acknowledgements
The paper is part of the project Effects of applied physical activity on locomotion, metabolic, psycho-social and
educational status of the population in Republic of Serbia (No III47015), and project Improving the quality and
accessibility of education in modernization processes in Serbia (No 47008), financially supported by the Ministry of
Education, Science and Technological Development of the Republic of Serbia (2011-2014).
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UDK 796.853.26
CILJNA USMERENOST KARATISTA
Nenad Koropanovski1, Ana Veskovi2, Sreko Jovanovi2

Kriminalistiko policijska akademija, Beograd, Srbija
1
UVOD
Kada se ima u vidu veliki obim trenanih i takmiarskih aktivnosti, ne iznenauje injenica
da je motivacija postignua kljuna odrednica pokretanja i usmeravanja sportske aktivnosti. Dve
osnovne komponente sporta su trening i takmienje, te je u prirodi sporta, jedan od krajnjih ciljeva postizanje najboljih takmiarskih rezultata. Meutim, sportisti se meu sobom razlikuju prema
razlozima i nainima pristupanja aktivnostima, znaenju koje im daju i merilima procene kvaliteta.
Tako na primer, jedan sportista moe da se angauje u odreenoj aktivnosti kako bi unapredio svoju
kompetentnost. Drugi sportista moe da izvodi tu istu aktivnost da bi pokazao i dokazao svoju kompetentnost drugima.
Jedan od vodeih teorijskih okvira za prouavanje motivacije postignua jeste socijalno-kognitivni pristup i, u okviru njega, teorija ciljeva - Achievement Goal Theory - AGT1) (Duda & Ntoumanis, 2005; Roberts, Treasure, & Cornoy, 2007). Srni teorijski konstrukt ove teorije je ciljna usmerenost (goal orientation) koja se smatra kognitivnom emom koja nastaje kroz specifina iskustva
tokom sportske socijalizacije i relativno je stabilna tokom vremena (Roberts, 2001). Ciljna usmerenost odraava uverenja osobe o aktivnosti, o tome kako moe da se postigne uspeh i da se izbegne
neuspeh i o kriterijumima za procenu uspenosti (Duda, 2001). Razlikuju se usmerenost na uenje i
usavravanje - task orientation i usmerenost na postizanje rezultata - ego orientation (Duda & Hall,
2001; Duda & Nicholls, 1992; Roberts et al., 2007). Za sportiste kod kojih dominira usmerenost
na uenje i na usavravanje (task orientation) karakteristina je tenja ka linom napredovanju i
usavravanju kompetentnosti. Oni veruju da ulaganjem napora mogu da unaprede svoju kompetentnost,udubljuju se u aktivnost, nastoje da pronau strategije kojima e uspeno odgovoriti na
zahteve aktivnosti. Za njih je osnovni kriterijum uspeha subjektivni oseaj usavravanja izvoenja i
upravo oni koriste samoreferentne kriterijume za procenu uspenosti. Za sportiste kod kojih dominira usmerenost na postizanje rezultata (ego orientation) napredovanje u izvoenju vetina samo po
sebi nije dovoljno da bi se oseali uspenim. Oni veruju da su u osnovi uspeha visoke sposobnosti.
Doivljaj uspeha temelje na poreenju sa drugima Biti uspean za njih znai Biti bolji od drugih.
Dakle oni koriste normativne kriterijume za procenu uspenosti. Kada postignu uspeh bez ulaganja
napora, tada istiu znaaj svojih sposobnosti. Neuspeh pripisuju nedovoljnom trudu i tako izbegavaju demonstriranje nekompetentnosti. Da bi izbegli neuspeh, esto biraju ciljeve koji su znatno ispod
njihovih realnih mogunosti.
Izvrena su brojna istraivanja ciljne usmerenosti sportista koji treniraju razliite sportske
grane i koji su razliitog nivoa uspenosti a neka od novijih su: istraivanje na uzorku vrhunskih
rukometaica (Balaguer, Duda, Atienza, & Mayo, 2002), na uzorku odbojkaica (Gano-Overwaya,
Guivernaub, Magyark, Waldrond, & Ewinge, 2005), mladih koarkaa i koarkaica uesnika letnjeg

1)
U daljem tekstu AGT.
478
Ciljna usmerenost karatista
sportskog kampa (Duda & Hom, 1993), mladih fudbalera (Gershgoren, Tenenbaum, gershgoren, &
Eklund, 2011), mladih tenisera (Waldron & Krane, 2005). Malo je dostupnih istraivanja osmiljenih
sa stanovita AGT a u koja su posveena sportistima iz borilakih sportova. Na primer, autori jednog
istraivanja (King, & Williams, 1997) u koje su bili ukljueni studenti koji treniraju borilake sportove, pretpostavili su da ukoliko je klima snanije usmerena na usavravanje u okviru tradicionalnog
pristupa (fokusiranje na usavravanje tehnika samoodbrane) sportisti e biti snanije usmereni na
usavravanje nego na postizanje rezultata. Suprotno,ukoliko je klima usmerena na pobedu, karatisti e biti snanije usmereni na postizanje rezultata nego na usavravanje. Rezultati su potvrdili
pretpostavke autora. Objanjavajui nalaze svog istraivanja, da izmeu sportista i sportiskinja koji
treniraju dudo ili aikido ne postoje razlike u ciljnoj usmerenosti (Gernigon, & Le Bars, 2000) autori su izneli dve pretpostavke. Prva se odnosi na objanjenje sredinskim iniocima, odnosno na to
da u borilakim sportovima dominiraju maskuline vrednosti, to podrazumeva slabiju usmerenost
na uenje i usavravanje a snaniju na postizanje rezultata. Druga pretpostavka se odnosi na to da
razlike potiu od karakteristika linosti, odnosno, da su osobama odreenih karakteristika ve u
opredeljivanju za odreeni sport, ovi sportovi bili privlaniji.
Sportske grane se razlikuju prema tome da li se sportisti takmie sa drugima direktno to
podrazumeva neposredno nadmetanje ili indirektno to podrazumeva nastojanje da se dostignu
odreeni standardi a sportisti nezavisno jedan od drugog, paralelno izvode istu aktivnost. U karateu
postoje dve takmiarske discipline: kate i borbe. U borbama se karatisti neposredno takmie izmeu
sebe. U katama se pobeda zasniva na kvalitetu dostignutih standarda u takmiarskom izvoenju
odreene kate, to bi moglo da utie na dominaciju odreene ciljne usmerenosti sportista u ove dve
discipline. Ovim istraivanjem autori ele da utvrde karakteristike ciljne usmerenosti karatista koji
se takmie u dve discipline (borbe i kate), kao i da ispitaju da li postoji razlika u ciljnoj usmerenosti
izmeu njih i da li postoji razlika izmeu polova.
METOD
Uzorak ine karatisti (N=99), koji su reprezentativci regionalnog karate saveza, uzrasta od
12-28 godina (Mgod=17.35; SD=3.78), koji se sportom bave od 3-20 godina (Msta=9.36; SD=3.75),
oba pola (ndevojaka=49; nmladia=40). U uzroku je gotovo jednak broj boraca (n=45) i kataa (n=44).
Subuzorak boraca je ujednaen prema polu (ndevojaka=23; nmladia=22), dok je u subuzorku kataa vei
broj ispitanika enskog nego mukog pola (ndevojaka=26; nmladia=18). Ukoliko se posmatra struktura
subuzoraka boraca i kataa moe se videti sledee: borci su u proseku stariji (Mgod=19.26; SD=3.85)
nego katai (Mgod=15.38; SD=2.51). Takoe, proseni sta boraca (Mgod=10.20; SD=4.52) je dui nego
proseni sta kataa (Mgod=8.50; SD=2.57).
Instrument. Najee korien instrument za ispitivanje ciljne usmerenosti mladih u sportu (Biddle, Wang, Kavassanu, & Spray, 2003; White, 2007) je TEOSQ (Task-and-Ego-Orientation).
Ispitanici odgovaraju zaokruivanjem jednog od ponuenih odgovora na skali Likertovog tipa (od
1 uopte se ne slaem do 5 u potpunosti se slaem). Upitnik sadri dve subskale: ciljna usmerenost na usavravanje i ciljna usmerenost na rezultat. Koren svake stavke poinje sa: Oseam se
najuspenije u sportu onda kada U ovom istraivanju koristi se forma sa 11-stavki, koja je u ranijem istraivanju (Veskovi & Milanovi, 2001) na uzorku sportista u naoj sredini (N=227) pokazala najbolje metrijske karakteristike. Koeficijenti pouzdanosti u ranijim istraivanjima na uzorcima
sportista kreu se u intervalu .70-.86 za skalu usmerenosti na usavravanje, odnosno, .77-.89 za skalu
usmerenosti na postizanje rezultata (Bortoli, Bertollo, Comani, & Robazza, 2011; Givvin, 2001; Hom
Duda, & Miller, 1993; Sit & Lindner, 2005; Treasure et al., 1994; Veskovi & Milanovi, 2011; White,
1996; White, 1998; White, Kavassanu, & Guest, 1998).
Procedura. Podaci su prikupljeni tokom zajednikih sportskih priprema. Bili su obezbeeni
odgovarjui i jednaki uslovi za popunjavanje upitnika za sve ispitanike - pre prvog treninga u danu
testiranja.
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479
Obrada podataka. Podaci su obraeni u statistikom paketu SPSS 20. Izraunati su Kronbahovi koeficijenti pouzdanosti. Deskriptivna statistika (M, SD) je izraunata za skalu ciljne usmerenosti na usavravanje i za skalu ciljne usmerenosti na rezultat i to za uzorak u celini i posebno za
borce i za katae, kao i za karatiste i karatiskinje. Za utvrivanje postojanja razlika izmeu ciljne
usmerenosti na usavravanje i ciljne usmerenosti na rezultat primenjena je ANOVA za ponovljena
merenja. Za utvrivanje razlika u ciljnoj usmerenosti izmeu boraca i kataa, odnosno, karatista i
karatiskinja primenjena je ANOVA.
REZULTATI
Koeficijenti pouzdanosti i osnovna deskriptivna statistika za uzorak u celini prikazani su u
Tabeli 1. Obe subskale pokazuju visoku pouzdanost. U tabeli se moe videti da za razliku od ciljne
usmerenosti na rezultat, u uzorku nema karatista koji su sa niskom ciljnom usmerenosti na uenje i usavravanje. Prosene vrednosti ukazuju na to da su karatisti visoko usmereni na uenje i
usavravanje dok je usmerenost na rezultat umerena. Proseno odstupanje od srednje vrednosti je
znatno vee na dimenziji ciljne usmerenosti na rezultat nego ciljne usmerenosti na uenje. Primenom ANOVA za ponovljena merenja, moe se zakljuiti da je na uzorku u celini prosena vrednost
usmerenosti na usavravanje znaajno vea od prosene vrednosti ciljne usmerenosti na postizanje
rezultata, F(1,88)=9.452, p<0.01, Wilks =0.89, 2=0.97.
Tabela 1. Koeficijenti pouzdanosti i deskriptivna statistika za uzorak u celini
Dimenzije
Usmerenost na uenje
Usmerenost na rezultat
Opseg
Ceo uzorak
Mogui
Aktuelni
SD
.86
1-5
2.8 5
4.55
.53
.81
1-5
15
3.15
1.04
Kronbah alfa koeficijent pouzdanosti;
Slina tendencija kao i na uzorku u celini, dobijena je i kada se posmatraju prosene vrednosti ciljne usmerenosti u okviru razliitih disciplina (Slika 1). Borci su visoko usmereni na uenje
i usavravanje, M=4.48; SD=.60, a umereno na postizanje rezultata, M=2.83; SD=.99. Odstupanje
od prosene vrednosti je vee kod ciljne usmerenosti na rezultat nego na uenje. Katai su takoe
snanije usmereni na uenje i usavravanje, M=4.63; SD=.45, nego na postizanje rezultata, M=3.48;
SD=1.00, ali je razlika u odstupanju od prosene vrednosti usmerenosti na rezultat vea i u odnosu
na odstupanje od prosene vrednosti ciljne usmerenosti na uenje i od odstupanja od prosene vrednosti boraca na istoj dimenziji.
480
Slika 1. Prosene vrednosti ciljne usmerenosti na usavravanje i

ciljne usmerenosti na rezultat boraca i kataa
Rezultati ANOVE ukazuju na to da su katai snanije nego borci usmereni na postizanje rezultata, F(1,88)= 3788.16, p<0.01, Wilks =0.40, 2=0.98. Razlika na dimenziji ciljne usmerenosti
na uenje, izmeu karatista ove dve discipline nije statistiki znaajna, F(1,88)=1.60, p>0.05, Wilks
=0.40, 2=0.02.
Ukoliko se uporedi prosena vrednost ciljne usmerenostiu okviru subuzoraka mladia i devojaka, moe se uoiti slian trend (Slika 2). Naime, ciljna usmerenost prema uenju i usavravanju
snanije je izraena i kod devojaka, M=4.59; SD=.52, i kod mladia M=4.51; SD=.56, nego ciljna
usmerenost na rezultat devojke, M=3.11; SD=1.10, mladii, M=3.20; SD=.98.
Slika 2. Prosene vrednosti ciljne usmerenosti na usavravanje

i ciljne usmerenosti na rezultat karatista i karatiskinja
Rezultati ANOVE ukazuju na to da razlika izmeu mladia i devojaka nije znaajna ni na dimenziji ciljne usmerenosti na usavravanje, F(1,88)=0.168, p>0.05, Wilks =0.99, 2=0.002, niti na
dimenziji ciljne usmerenosti na postizanje rezultata, F(1,88)=0.513, p>0.05, Wilks =0.99, 2=0.006.
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481
DISKUSIJA
Karatisti iz naeg uzorka su snanije usmereni na razvoj i na unapreivanje svoje kompetentnosti. Slabije su usmereni na postizanje rezultata i oslanjanja na svoje sposobnosti. Oni ulau
napor u aktivnosti, nastoje da pronau strategije kojim e uspeno reiti zadatke. Doivljavaju da su
uspeni onda kada usavravaju svoje izvoenje, a dominantni kriterijum procene uspenosti je lino
napredovanje u izvoenju. Za ove karatiste, uporeivanje sa drugima nije prioritetan kriterijum niti
nuan uslov za doivljavanje uspeha. Kod njih nije izraeno nastojanje da se pokau i dokau pred
drugima. Ovi istraivaki nalazi saglasni su sa rezultatima brojnih istraivanja na uzorcima sportista
koji treniraju razliite sportske grane (Balaguer, et al., 2002; Duda & Hom, 1993; Gano-Overwaya,
et al., 2005; Gershgoren, et al., 2011; Givvin, 2001; King, & Williams, 1997; Waldron & Krane, 2005;
White, et al., 1998). Prema teoretiarima AGT, dominacija ciljne usmerenosti na usavravanje nad
usmerenosti na postizanje rezultata smatra se znaajnim faktorom postizanja adaptivnih motivacionih obrazaca (Duda, & Hall, 2001). Zanimljiv je istraivaki nalaz prema kome su katai u poreenju sa borcima snanije usmereni na postizanje rezultata. Dobijeni rezultat je bio neoekivan
zbog razlika zahteva takmiarskih disciplina i injenica da se trening kata dominantno zasniva na
dostizanju odreenih standarda u elementima tehnike, snage, ritma i drugih elemenata koji su propisani sudijskim pravilima. Meutim, dominantna ciljna usmerenost na usavravanje bi se mogla
objektivno oekivati kod karatista koji se bave tradicionalnim karateom u kojem kata nije takmiarska disciplina ve poseban metod borilake i mentalne pripreme. Takav nain praktikovanja kate se
zasniva na tenji za dostizanjem visoke tehnike perfekcije u kati, posebne usredsreenosti i vizualizacije kao i angaovanja svih raspoloivih mentalnih i fizikih sposobnosti u doaravanju ive
borbe sa zamiljenim protivnikom. Meutim u takmienju, katai se ne razlikuju bitno od boraca jer
je, objektivno, presudan cilj pobeda protivnika. Detaljnijim razmatranjem dobijenih rezultata moe
se pretpostaviti da iskazane razlike u ciljnoj usmerenosti mogu biti povezane i sa nekim drugim karakteristikama uzorka. Naime, katai su u proseku mlai po godinama starosti nego borci. Osnova
za navedenu pretpostavku je u rezultatima istraivanja (Barkoukis, Ntoumanis, & Thrgersen-Nroumani, 2011; Digelidis, & Papaioannou, 1999; Papaioannou, Bebetsos, Theodorakis, Christodoulidis,
& Kouli, 2006) u kojima je potvreno da ciljna usmerenost na postizanje rezultata postepeno opada
sa uzrastom i u starijim selekcijama.
Istraivaki nalaz da ni razlika izmeu mladia i devojaka u intenzitetu ciljne usmerenosti
nausavravanje niticiljne usmerenosti na rezultat nije znaajna, ima podrku u jednom ranijem istraivanju (Gernigon, & Le Bars, 2000) na uzorku sportista iz borilakih sportova. Autori navedenog
istraivanja su pretpostavili da u osnovi nepostojanja razlika izmeu polova moe da bude i dominacija maskulinih vrednosti u borilakim sportovima ali i karakteristike linosti sportista koji treniraju borenje. Mada ovo istraivanje ne moe da prui empirijski zasnovan odgovor na pretpostavke
iz prethodnog istraivanja (niti je osmiljeno sa tim ciljem), autori ovog istraivanja saglasni su sa
njima i iznose dodatne pretpostavke koje se odnose na specifinost ire socio-kulturne sredine. Naime, poslednjih godina naglaeno je uverenje da je ovo sportska nacija koja daje rezultatski visoko
uspene sportiste oba pola i u kojoj se savremeni sport, za razliku od tradicionalnog, ne smatra vie
tipino mukom aktivnou. Naime, pretpostavljamo da je motivaciona klima itavog drutva takva da se i karatisti i karatiskinje u podjednakom stepenu usmeravaju na ciljeve postignua i njima
se postavljaju ujednaena oekivanja i merila uspeha.
ZAKLJUAK
U radu su izloeni rezultati ispitivanja karakteristika ciljne usmerenosti karatista, uzrasta od
12-28 godina a karateom se bave 3-20 godina. Na osnovu dobijenih rezultata izvedeni su sledei
zakljuci: karatisti su snanije usmereni na usavravanje nego na postizanje rezultata, katai su u poreenju sa borcima snanije usmereni na postizanje rezultata, razlika u ciljnoj usmerenosti izmeu
polova nije znaajna. Mogue ogranienje ovog istraivanja je u ogranienoj generalizaciji rezultata
na celokupnu populaciju karatista zato to je istraivanje izvedeno na prigodnom uzorku ispitanika.
482
Rezultati ovog istraivanja daju osnovu za postavljanje novih istraivakih pitanja. Prvo, da li postoji
razlika u ciljnoj usmerenosti karatista razliitog uzrastai koji se takmie u okviru razliitih selekcija.
Drugo, da li postoje razlike u ciljnoj usmerenosti izmeu karatista razliitog takmiarskog nivoa.
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Napomena
Rad je deo Projekta Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki, psiho-ocijalni i vaspitni status
populacije Republike Srbije pod brojem III47015, a kao deo potprojekta Efekti primenjene fizike aktivnosti na
lokomotorni, metaboliki, psiho-socijalni i vaspitni status kolske populacije R. Srbije koji se finansira od strane
Ministarstva prosvete i nauke R. Srbije Ciklus naunih projekata 2011-2014
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The Goal Orientation of Karatists
UDK 796.853.26
THE GOAL ORIENTATION OF KARATISTS1
Nenad Koropanovski1, Ana Veskovic2, Srecko Jovanovic2

1
University of Beolgrade, Faculty of Sport and Physical Education, Belgrade, Serbia

2
Academy of Criminalist and Police Studies, Belgrade, Serbia
INTRODUCTION
Bearing in mind large volume of training and competitive activities, the fact that achievement
motivation is the key determinant of initiating and directing sports activities is not surprise. The
two main components of sports are training and competition, why in the nature of sports one of the
ultimate goals is the achievement of best competitive results. However, athlete differs according to
the reasons and approach to activities, significance which they provide to those activities and by the
standards of quality assessment. For example, an athlete may engage in certain activities just in order
to improve competence. Another athlete can perform the same activity to show and demonstrate
his competence to others.
One of the leading theoretical frameworks for the study of achievement motivation is the
social-cognitive approach and, within it, the theory of the goal - Achievement Goal Theory - AGT1)
(Duda & Ntoumanis, 2005; Roberts, Treasure, & Cornoy, 2007). The core theoretical construct of
this theory is the goal orientation, which is considered as cognitive scheme that occurs through specific experiences during sports socialization and is relatively stable over time (Roberts, 2001). Goal
orientation reflects the beliefs that person have about activities, how to achieve success and avoid
failure, and also the criteria for evaluating success (Duda, 2001). There is a difference between orientation to learning and training - task orientation and orientation to results achieving - ego orientation (Duda & Hall, 2001; Duda & Nicholls, 1992; Roberts et al., 2007). For the athletes with dominant
orientation on learning and training (task orientation), a tendency towards personal advancement
and competence improvement is characterized. Their opinion is that by making personal effort they
can improve competence, focus more deeply into action and find strategy that will successfully respond to the demands of the activities. Those athletes main criterion of success is the subjective
feeling of training and performing, they also use self-referential criteria for assessing performance.
For the athletes with dominant orientation on achieving results (ego orientation) progress in skills
performance is not enough to make them feel successful. They believe that in the base of success is
height abilities level. The experience of success - Be successful, for them has meaning Be better
than others. That is why they use the normative criteria for assessing performance. In case of success
achieving without making effort, they emphasize the importance of their abilities. They attribute the
failure to insufficient effort, and thus avoid the demonstration of incompetence. To avoid failure,
they often choose goals that are far below their actual abilities.
Numerous studies have been carried out in goal orientation for the athletes who practice different kinds of sports and have different levels of performance. Some of the latest are: a survey on
a sample of top women handball (Balaguer, Duda, Atienza, & Mayo, 2002), a sample of volleyball
Hereinafter referred to as AGT.
1)
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Nenad Koropanovski, Ana Veskovic, Srecko Jovanovic
players (Gano-Overwaya, Guivernaub, Magyark, Waldrond, & Ewinge, 2005), young boys and girls
basketball summer sports camp (Duda & Hom, 1993), young football players (Gershgoren, Tenenbaum, gershgoren, & Eklund, 2011), young tennis players (Waldron & Krane, 2005). There are not many
researches available from the point of AGT and dedicated to the martial art athletes. For example
King & Williams (1997), in a study which included students who practiced martial arts, assumed that
if the training goal is strongly focused on the education of the traditional approach (focusing on the
development of self-defense techniques) the athletes will be more focused on training rather than
results achieving. Also they assumed that, if the training goal is directed to the victory in sports, karate athletes will be strongly focused on achieving results rather than training. The results confirmed
the assumptions of the author. Explaining the findings of their research, that between judo or aikido
male and female athletes there are no differences in the target orientation, the authors put forward
two assumptions (Gernigon & Le Bars, 2000). The first relates to the explanation of environmental
factors, i.e. that in the martial arts dominates masculine values. That implies a weaker focus on learning and development with stronger focus to results achievement. The second assumption is related
to the fact that the differences are caused by personality traits, i.e. that the person with certain characteristics in the determination of the particular sport, found these sports attractive.
The sport disciplines differ according to whether the athletes compete directly with others including direct competition, or indirect - which implies an effort to reach certain standards while
athletes separately perform the same activity. In karate, there are two competitive disciplines - Kumite and Kata. In Kumite, athletes directly compete with each other. In Kata, the victory is based on
the performance quality which is determined by existing standards. Performance difference could
affect the dominance of specific goal orientation athletes in those two disciplines. The objective of
this research is to determine the characteristics of the goal orientation of karate athletes who compete in two disciplines (Kata and Kumite); to investigate if there is a difference in the goal orientation
between Kumites and Katas; to investigate if there is a difference in the goal orientation between
genders.
METHOD
The sample consisted of karate athletes (N = 99), team members of regional Karate Association, aged 12-28 years (Myr=17.35; SD=3.78), with sports experience length from 3-20 years (Msel=9.36;
SD=3.75) both sexes (nfemale=49; nmale=40) . The sample is almost equal with the number of Kumites
(n=45) and Katas (n=44). Subsample of Kumites has been balanced by gender (Nfemale=23; Nmale=22),
where in the subsample of Kates is greater number of female (nfemale=26; nmale=18). Kumites are on
average older (Myr=19.26; SD=3.85) than Katas (Myr=15.38; SD=2.51). Also, the average sports experience length in Kumites (Msel=10.20; SD=4.52) is longer than the average sports experience length
in Katas (Msel=8.50; SD=2.57).
Instruments. The most commonly used instrument for goal orientation testing of young people in sports (Biddle, Wang, Kavassanu, & Spray, 2003; White, 2007) is TEOSQ (Task - and- Ego
- Orientation). The subjects correspond by circling one of the answers on the Likert scale (from 1
strongly disagree to 5 strongly agree). The questionnaire contains two subscales: the goal orientation on learning and training and the goal orientation on the result. The root of each item begins
with: I feel most successful in sport when .... In this study a form with 11 items is used, which in an
earlier study on a sample of athletes in our community (N=227) showed the best metric properties
(Veskovi & Milanovic, 2001). Reliability coefficients in earlier studies on samples of athletes ranged
from .70 -.86 for the scale of focusing on the goal orientation on learning and training, i.e., .77 - .89
for the scale of focusing on the goal orientation on the result (Bortoli, Bertollo, Comani, & Robazza,
2011; Givvin, 2001; Hom Duda, & Miller, 1993; Sit & Lindner, 2005; Treasure et al., 1994; Veskovi &
Milanovi, 2011; White, 1996; White, 1998; White, Kavassanu, & Guest, 1998).
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Procedure. Data were collected during a mutual sports preparation. The adequate and equal
conditions for completing the questionnaire for all respondents were provided - before the first training in a day of testing.
Data processing. Data were analyzed in the statistical package SPSS 20. The Cronbach reliability coefficient was calculated. Descriptive statistics (M, SD) was calculated for the both goal
orientation scales, for the whole sample and individualy for the Kumite and the Katas, as well as for
both genders. To determine the existence of differences between the goal orientations ANOVA with
repeated measurements was used. To determine the difference in the goal orientation between Kumites and Katas and between males and females, ANOVA was used.
RESULTS
Reliability coefficients and basic descriptive statistics for the whole sample are shown in Table 1. Both subscales showed high reliability. It can be seen that there is no karate athletes with low
goal orientation to learning and development. The average values indicate
that the karate males are

highly focused on learning and development, while the focus on the result is moderate. The standard
deviation from the middle value was significantly higher in the dimension of the goal orientation on
the result than on goal orientation to learning. By using ANOVA for repeated measurements, it can
be concluded that in a whole sample, the average value of goal orientation on training is significantly
higher than the average value of the goal orientation on results, F(1,88)=9.452, p<0.01, Wilk s =
0.89, 2=0.97.
Table 1. Coefficients of reliability and descriptive statistics for the whole sample
Dimensions
Orientation on training
Orientation on results
Range
The whole sample
Possible
Current
SD
.86
1-5
2.8 - 5
4.55
.53
.81
1-5
1-5
3.15
1.04
- Cronbach alpha reliability coefficient;
A similar tendency is obtained for the average value of the goal orientation in different disciplines (Figure1). The Kumite are highly focused on learning and training, M=4.48; SD=.60, and
moderate to results, M=2.83; SD=.99. Deviation from the average value was higher in the goal orientation on results than on learning. Katas are also more focused on learning and training, M=4.63;
SD=.45, than on achieving results, M=3.48; SD=1.00. The difference in deviation from the average
value for goal orientation results is higher in relation to the deviation from the average value for goal
orientation to learning, and also to the deviation from the average value of the Kumites in the same
dimension.
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487
Figure 1. Average values of goal orientation on training and

goal orientation to result for Kumites and Katas
ANOVA results indicate that the Katas are focused on achieving results more than Kumites, F(1,88)=3788.16, p<0.01, Wilk s = 0.40, 2=0.98. The difference in the dimension of the goal
orientation to learning, among karate athletes in these two disciplines is not statistically significant,
F(1,88)=1.60, p<0.05, Wilks = 0.40, 2=0.02. If we compare the average value of the goal orientation within subsamples of males and females, we can see a similar trend (Figure 2). Specifically, the
goal orientation towards learning and training is strongly expressed in females, M=4.59; SD=.52, and
in males, M=4.51; SD=.56, than in goal orientation on result females, M=3.11; SD=1.10, and males,
M=3.20; SD=.98.
Figure 2. Average values of goal orientation on training

and goal orientation to result of males and females
ANOVA results indicate that the difference between males and females was not significant, in
both, dimension of the goal orientation on training, F(1,88)=0.168, p<0.05, Wilk s =0.99, 2=0.002,
and in dimension of the goal orientation on results, F(1,88)=0.513, p<0.05, Wilk s =0.99, 2=0.006.
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DISCUSSION
The karate athletes from our sample are more strongly focused on the development and improvement of their competence. They are less focused on achieving results and with less reliance on
their skills. They make effort in activities, trying to find a strategy that will help them to successfully
solve tasks. They perceive themselves successful when they improve their performance, and the dominant criterion for the evaluation of success is their personal performance advancement. For these
athletes, comparison with others is not a priority criterion, nor a necessary condition for experiencing success. They do not express an attempt to show and prove themselves in front of others. These
research findings are consistent with the results of numerous studies on the samples of athletes who
practice different sports disciplines (Balaguer, et al., 2002; Duda & Hom, 1993; Gano-Overwaya, et
al., 2005; Gershgoren, et al., 2011; Givvin, 2001; King, & Williams, 1997; Waldron & Krane, 2005;
White, et al., 1998). According to AGT theorists, the dominance of the goal orientation on training
over orientation on results is an important factor to achieve adaptive motivational patterns (Duda
& Hall, 2001). An interesting research finding is that Katas are strongly focused on achieving results
compared to Kumites. The obtained result was unexpected because of the different requirements of
the competitive disciplines and the fact that the Katas training is predominantly based on achieving
certain standards in the elements of technique, strength, rhythm and other elements that are required by sport rules. However, the dominant goal orientation on training could be objectively expected
in karate athletes who practice traditional karate in which Kata is not a competitive discipline but
a special method of martial art and mental preparation. This way of practicing Kata is based on the
high technical perfection of the Kata achievement, special attentiveness and visualization, as well as
the engagement of all available mental and physical abilities for the evocation of live combat with
an imaginary opponent. During the competition, Katas do not differ significantly from the Kumites
because, objectively, the crucial goal for both is to win. From a more detailed discussion of the obtained results, it can be assumed that the reported differences in the goal orientation may be associated
with some other characteristics of the sample. One of the reasons may be the fact that Katas are on
average younger than Kumites. The basis for that assumption lies in the survey results in which was
confirmed that the goal orientation on results gradually decreases with ageing and in older athletes (Barkoukis, Ntoumanis, & Thrgersen-Nroumani, 2011; Digelidis, & Papaioannou, 1999; Papaioannou, Bebetsos, Theodorakis, Christodoulidis, & Kouli, 2006).
The research finding that there are no differences between males and females in the intensity
of the both goal orientation, has support in a previous study on a sample of athletes from the martial
arts (Gernigon & Le Bars, 2000). In this research, Gernigon & Le Bars have assumed that the reason
for absence of differences between the genders could be in dominance of masculine values in the
martial arts, and also, in the person characteristics of athletes who train combat sports. Although
this study cannot provide empirically based answer to the assumptions of previous research (nor is it
designed for that purpose), the authors of this study agree with them and also provide the additional
amounts of assumptions which concern the specificity of the wider socio-cultural environment. In
recent years, the belief that we are the sports nation which gives highly successful athletes of both
genders has been emphasized, in which the modern sport, unlike traditional, should not be considered as a typical male activity. Specifically, we assume that the motivational climate of the whole
society is such that the male and female in karate are directed to the goals and achievements in equal
degree, and so they set the same expectations and success criteria.
CONCLUSION
The paper presents the results of the goal orientation characteristics of the karate athletes, age
12-28 years, with the average karate sports experience length from 3-20 years. On the basis of these
results we can state the following conclusions: karate males are strongly focused on self abilities improvement rather than achieving results; Katas are more focused on achieving results in comparison
with the Kumites; the difference in the goal orientation between the genders is not significant. PossiZbornik radova
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ble limitation of this study is generalization of the results to the entire karate population, because the
research was carried out on the relatively small number of respondents. Results of this study provide
the basis for set of new research questions. First, if there is the existence of differences in the goal
orientation of different ages karate athletes who compete within different selections. Second, if there
is the existence of differences in the goal orientation between karate athletes of different competitive
levels.
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Acknowledgements
The paper is part of the project Effects of applied physical activity on locomotion, metabolic, psycho-social and
educational status of the population in Republic of Serbia (No III47015), and project Improving the quality and
accessibility of education in modernization processes in Serbia (No 47008), financially supported by the Ministry of
Education, Science and Technological Development of the Republic of Serbia (2011-2014).
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UDK 796.1:613.25-053.5
EFEKTI PRIMENE DVONEDELJNOG PROGRAMA ,,IGOTICA

NA GOJAZNOST DECE UZRASTA 12 DO 18 GODINA
Duan Miti1, Vedran irkovi2

1

2
Master student
UVOD
Prema definiciji Svetske zdravstvene organizacije gojaznost je oboljenje koje karakterie poveanje masne mase tela u meri koja dovodi do naruavanja zdravlja i razvoja niza komplikacija.
Tani standardi nisu utvreni ali se veina naunika slae da kao gojazno, treba okarakterisati ako
mukarac ima preko 25% masnog tkiva dok je taj procenat za enski pol 35%, dok je na primer prema
Mayeru i Brayu taj procenat za mukarce 20%, a za ene 25 %,u odnosu na ukupnu telesnu masu.
(Ivkovi-Lazar T. 1992.)
Gojaznost postaje sve znaajniji problem javnog zdravlja zbog drastinog porasta njene uestalosti, ne samo u odrasloj ve i u dejoj i adolescentnoj dobi. To direktno i indirektno utie na
morbiditet, oekivano trajanje ivota i mortalitet stanovnitva. Gojaznost kod dece moe dovesti
do pojave niza komplikacija, najee su: dijabetes melitus tipa 2, hipertenzija, ubrzan rast i kotano
sazrevanje, ginekomastije kod deaka, ovarijalni hiperandrogenizam kod devojaka idr. Gojazna deca
imaju povean rizik, za pojavu ortopedskih i respiratornih bolesti i psiholokih problema. (Leovi
S. 2014.)
Prevalencija gojaznosti u Srbiji za decu uzrasta do pet godina iznosi 19% prema podacima
kancelarije UNICEF-a iz 2005. godine. Prema proceni za 2007. godinu prekomerna uhranjenost i
gojaznost nalazi se u 18% adolescenata, to je u odnosu na uestalost u 2000. godini porast od skoro
50%. (Leovi S. 2011.)
Medicinski centar igota nalazi se u centru Zlatibora. Osnovna delatnost je pruanje medicinskih usluga iz endokrinologije, nuklearne i fizikalne medicine. RH centar je pre etvrt veka pokrenuo kompleksan program za regulisanje telesne teineza odrasle koji je postao brend Srbije pod
nazivom IGOTA PROGRAM.
Udruenje pedijatara Srbije i Specijalna bolnica igota Zlatibor predloili su u oktobru 2007.
godine Ministarstvu zdravlja i Republikom zavodu za zdravstveno osiguranje realizaciju Projekta
Prevencija i leenje gojaznosti kod dece i adolescenata u Srbiji. S obzirom da je prevencija gojaznosti u ovom ranom uzrastu, bez sumnje, kljuni deo budue Nacionalne strategije, Ministarstvo
zdravlja je odmah prihvatilo pokroviteljstvo nad Projektom i materijalno podralo edukativne aktivnosti. (http://www.cigota.rs/cigotica) Program je po osnivanju do 2012. godine trajao 21 dan, zatim
je zbog trokova u periodu 2013. godine boravak dece sa uputom od lekara smanjen na 10 dana,
uvidevi da je to vrlo kratak period za ostvarenje cilja program od 2014. godine traje 14 dana.
Program je popularno dobio ime ,,IGOTICA, u periodu od avgusta 2008. do januara 2013.
godine na programi je bilo 2.500 gojaznih adolescenata iz Republike Srbije i susednih zemalja. Za
492
Efekti primene dvonedeljnog programa ,,igotica na gojaznost dece uzrasta 12 do 18 godina
to vreme, kod velikog broja polaznika uoena je ekstremna gojaznost i komplikacije gojaznosti (hipertenzija, poremeaj prometa eera u organizmu, dislipidemija, ortopedske komplikacije, smanjen
kvalitet ivot) to ukazuje na ozbiljnost problema i potrebu za efikasnim, dugotrajnim leenjem.
(http://www.cigota.rs/strana/prevencija-i-lecenje-gojaznosti-kod-dece-i-adolescenata)
PREDMET CILJ I METODE RADA

Predmet rada je praenje uticaja dvonedeljnog programa igotica, na telesni sastav dece uzrasta od 12 do 18 godina.
Cilj rada je da proceni da li i u kojoj meri dvonedeljni program igotica deluje na telesnu masu
i telesni sastav deaka i devojica uzrasta 12 do 18 godina.
METOD
U ovom radu primenjen je ekspeimentalni metod bez kontrolne grupe, na uzoraku
od od 122 gojazne i ekstremno gojazne dece (51 deak i 71 devojica), prosenog uzrasta
14,331,72 godina. Istraivanje je sprovedeno u periodu jul i avgust 2014. godine u Specijalnoj bolnici na Zlatiboru, a obuhvatalo je tri grupe dece koje su boravile po 14 dana. Svi
ispitanici su bili podvrgnuti programu redukovane ishrane od 1500cal i poveanim fizikim
aktivnostima.
Inicijalno merenje je vreno prvog, a finalno poslednjeg dana programa. Oba merenja su vrena u ranim jutarnjim asovima u periodu 08h do 09h. Ispitanicu su morali da
budu normalno hidrirani, s praznom beikom u donjem veu, bosi. Rezultati merenja telesne mase (TM), procenta masnog tkiva (%MT), masno tkivo u kilogramima (MT), miino
tkivo u kilogramima (MM), koliinu tenosti (KT) i indeks telesne mase (BMI), dobijeni su
metodom bioelektrine impedance, neinvazivna metoda, u laboratorijskim uslovima, merni
instrument vaga sa bioimpedancom In Body 230. Obimi nadlaktice (ONDL), grudnog koa
(OGK), struka (OSTR), kuka (OKUK), nadkolenice (ONDK) mereni su centimetarskom
pantljikom.
Statistika obrada podataka je izvrena u programu Microsoft Office Excel 2007. Studentov T-test (p<0,05) za zavisne uzorke je korien za izraunavanje znaajnosti razlika
izmeu inicijalnog i fnalnog merenja svih varijabli.
Telesni sastav predstavlja procenat masnog, miinog i kotanog tkiva u ukupnoj telesnoj masi. Poznavajui telesnu masu ispitanika, ove veliine se mogu izraziti i u kilogramima. Od najveeg znaaja u praksi su procenat masnog i miinog tkiva. Korekcija telesnog
sastava se esto poistoveuje sa smanjenjem telesne mase, to je pogreno, jer se smanjenje
moe desiti i na osnovu smanjenja miinog tkiva, to nije dobro. Sutina programa u kojima
se koriguje telesni sastav odnosi se na smanjenje masnog, uz ouvanje ili uveanje miinog
tkiva. (Cvetkovi M., Obradovi J., Kalajdi J. 2008.)
Program ,,igotica
Program ,,igotica je specijalizovan program za decu i adolescente, uzrasta 12 do 18 godina
koja imaju problem s gojaznou i ekstremnom gojaznou. Zasniva se na multidisciplinarnom pristupu, koji podrazumeva specifinu edukaciju, dijetetske intervencije sa smanjenjem ukupnog kalorijskog unosa, fiziku aktivnost, psiholoku potporu i promenu u ponaanju i stilu ivota. (Leovi
S. 2011.)
Cilj ovog programa je da se deca i adolescenti u periodu od 14 dana koliko traje ovaj program
edukuju u oblasti ishrane, higijenskih navika, fizike aktivnosti, zdravog naina ivota i da prihvate
taj nain kao svakodnevni nain ivota.
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493
Po dolasku u specijalnu bolnicu, otvara se istorija bolesti za svako dete, roditelji i dete se upoznaju s pravilnikom i programom rada i o eventualnim sankcijama u sluaju nediscipline. Prvo
se vri pregled kod pedijatra, a zatim antropometrijsko merenje, EKG, laboratorijske analize, psiholoka obrada i procena motorikih sposobnosti. Na kraju programa svi pregledi se ponavljaju,
a pedijatar je duan da na svaka tri meseca nastavi da kontrolie stanje korisnika, uz konsultacije i
davanje preporuka. Pored pedijatra u celokupnom programu uestvuju jo i endokrinolog, specijalista fizikalne medicine, psiholog, nutricionista, profesori fizikog vaspitanja i medicinske sestre.
(Medicinski pravilnik, Centar za prevenciju i leenje gojaznosti kod dece i adolescenata, Specijalna
bolnica igota Zlatibor, 2008, str 79-81.)
U zavisnosti od godinjeg doba odvijaju se dva razliita programa fizikih aktivnosti. U zimskom programu, fizike aktivnosti su vie orijentisane ka zatvorenom prostoru (sala za vebanje),
a letnji program aktivnosti je organizovan sa ciljem dueg boravka na otvorenom (sportski tereni).
Planirane fizike aktivnosti na programu ,,igotica se sastoje od etnje, vebi oblikovanja i jaanja pojedinih miinih grupa, vebi u vodi, trenanog plivanja, terenskih igara, aktivnosti na otvorenom i sportskih igara. Sve ove aktivnosti su dobro programirane i organizovane i imaju za cilj
da obue decu, utiu na njihovu socijalizaciju, pripadnost grupi, razvijanje takmiarskog duha i sl.
(http://www.cigota.rs/strana/fizicka-aktivnost)
Uloga fizike aktivnosti programa ,,igotica, je da pored razvoja aerobnih sposobnosti, utie
na razvoj miine mase, da bi kotano zglobni sistem dobio odgovarajuu podrku za poveani obim
aktivnosti. Osim ovoga, poveanje miine mase u telesnoj kompoziciji imae za cilj poveanje energetske potronje na nivou bazalnog metabilizma, jer su miii veliki potroai energije. Pored toga
jedan od zadataka fizike aktinosti, ovog programa, je i da edukativno deluje na polaznike, kako bi
shvatili vrednosti svrhu i znaaj izike aktivnosti u svakodnevnom ivotu. (evkui J. 2014.)
etnja je u trajanju od 40 do 60 minuta, duine oko 3km. Optereenje je dozirano od prvog
do zadnjeg dana, i poveavano na raun, duine staze, brzine kretanja i promenom konfiguracije
terena.
Vebe u sali se sastoje od 30 do 50 vebi, koje obuhvataju celokupnu muskulaturu, u trajanju
od 45 minuta, sa ponavljanjima od 3-8 za svaku vebu i promenom tempa izvoenja koju diktira
trener. Celokupan kompleks je sastavljen od vebi zagrevanja, istezanja, vebi snage i koordinacije.
Vebe u bazenusu vid aktivnosti, sastavljen od kombinacija: ciklinih kretanja (hodanje i plivanje), vebi snage (ruku i ramenog pojasa, trupa, karlinog pojasa i nogu) i vebe istezanja.
igotica vebe su vebe koje vode fizioterapeuti, a stoje se uglevnom od fizioterapeutskih
izometrijskih vebi, koje za cilj imaju spreavanje ili ispravljanje loeg posturalnog poloaja
Na poetku svake aktivnosti rade se vebe zagrevanja muskulature i organizma, kako bi polaznike pripremili za aktivnost koja sledi. Dok se na kraju svake aktivnosti rade vebe rastezanja i oputanja musculature, sa ciljem da se smanji mogunost pojave bola i upala, posebno posle poveanog
intenziteta i obima iste aktivnosti.
Na program igotica ishrana obuhvata dobro izbalansiran plan dnevnog unosa namirnica.
Bazira se na hipokalorijskom unosu sa kaloriskim unosom od 1200-1500 kcal i ouvanom hranjivom
vrednosu.Namirnice su raznovrstane, ime je zadovoljena potreba dece za gradivnim i zatitinim
materijama. Povean je unos sveeg voa, povra, celog zrna itarica, mlenih proizvoda od delimino obranog mleka, integralni hleb od meavine brana bez aditiva, meso (piletina, uretina, teletina,
riba) kuvano ili peeno. Unos masti je ogranien, hrana se ne pri i ne pohuje. Ukupna dnevna koliina hrane podeljena je u 5-6 obrka, sa preporukom da se obroci nikako ne izostavljaju. Ovaj nain
ishrane traje svega 14 dana, ne predstavlja djetu ve osnova pravilne ishrane za ceo ivot. Kroz predavanja o ishrani koja su obavezna na program, dijetetiar ima zadatak da edukuje decu o osnovnim
postulatima zdrave ishrane. (http://www.cigota.rs/strana/ishrana-0)
Pored doziranog vebanja i programirane ishrane organizuje se posebna predavanja i radionice na kojima se diskutuje o programu vebanja i ishrane. Psiholog je takoe ukljuen u proces i on
494
ima poseban program predavanja i radionica po grupama i pojedinano. U timu strunjaka se nalaze
i pedijatriske setre, fizioterapeuti i animator koji realizuje program drutvenih aktivnosti i tipske
veernje programe.
Stil ivota dece, naroito mlaeg uzrasta, je najee nametnut od strane roditelja, njihovih
privatnih, poslovnih i drutvenih obaveza. Da se deca ne bi vratila loim navikama, koje su imali pre
programa, potrebno je u edukaciju ukljuiti i roditelje. Roditelji po dolasku u centar s decom dobijaju
opte informacije o programu i problemima njihove dece, ali ozbiljna edukacija roditelja ne postoji
u ovoj fazi realizacije. Po povratku kui deca imaju obavezne kontrole kod svog pedijatra, koji ih je
uputio na program.
REZULTATI
Prosena vrednost TM pre poetka programa iznosila je 87,1215,70kg, a na kraju programa
82,7215,01kg. Prosena vrednost razlike telesne mase izmeu inicijalnog i finalnog merenja kod
ukupnog broja ispitanika iznosi 4,39 1,59kg; deaci 4,991,37kg ; devojice 3,961,61kg; Razlike
su statistiki znaajne kod svih uzoraka na nivou p=0.00.Prosena vrednost Indekasa telesne mase
(BMI) pre poetka programa iznosila je 31,24,56 kg/m; a na kraju programa 29,74,39 kg/m.
BMI je kod ukupnog broja ispitanika smanjen za 1,560,49kg/m, kod deaka za 1,690,41kg/m;
devojica za 1,460,53kg/m.
100
80
60
40
20
0
(%)
(kg)
(kg)
(kg)
TM (kg)
BMI (kg/m)
%M
MT
MM
KT
Deaci 1
90.61
31.07
39.27
35.65
30.73
40.3
Deaci 2
85.61
29.38
36.4
31.34
30.4
39.7
Devojice 1
84.61
31.39
43.82
37.43
25.81
34.45
Devojice 2
80.65
29.93
42.98
35.1
25.13
33.46
Grafik 1. Rezultati inicijalnog i finalnog merenja telesne kompozicije devojica

i deaka na dvonedeljnom programu igotica
Razlike su statistiki znaajne kod svih uzoraka na nivou p=0.00. Prosena vrednost procenta masti pre poetka programa iznosila je 41,926,55kg a na kraju programa 40,237,69kg. Procenat masti kod ukupnog broja ispitanika je nii za 1,693,76 %, dok su vei napredak imali deaci
2,874,19 %, nego devojice 0,843,19%, to je statistiki znaajno na nivou p=0.00. Svi mereni obimi
struka, kuka, grudnog koa, nadlakta i nadkolenice su statistiki znaajno smanjeni na nivou p=0.00.
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Tabela 1. Prosene vrednosti razlike inicijalnog i finalnog merenja

Svi ispitanici
Deaci
Devojice
MEAN
MEAN
MEAN
TM (kg)
4,391,59
4,991,37
3,961,61
BMI (kg/m)
1,560,49
1,690,41
1,460,53
%M (%)
1,693,76
2,874,19
0,843,19
MT (kg)
3,163,45
4,313,74
2,332,98
MM (kg)
0,532,27
0,321,96
0,682,48
KT (kg)
0,832,80
0,592,66
0,992,90
ONDL (cm)
2,481,68
3,052,07
2,081,19
OGK (cm)
4,762,53
5,452,78
4,272,23
OSTR (cm)
8,555,45
9,996,57
7,514,24
OKUK (cm)
4,322,41
4,513,16
4,181,69
ONDK(cm)
3,412,25
3,572,54
3,302,03
Iz prosenih vrednosti varijabli tabela 1. moe se videti da je program pozitivno uticao na telesni sastav ispitanika, i kod devojica i kod deaka telesna masa je najvie redukovana smanjenjem
telesnih masti, vie kod deaka nego kod devojica. Efekti programa na telesni sastav isitanika nisu
isti, nisu svi mravili na raun masnog tkiva, neki od njih su redukovali telesnu masu na raun miine mase i koliine tenosti to pokazuje da program nije prilagoen svakom ispitaniku.
Tabela2. Rezultati t-testa inicijalnog i finalnog merenja svih ispitanika, deaci, devojica
Svi
ispitanici
TM
(kg)
BMI
(kg/m)
%M
(%)
MT
(kg)
MM
(kg)
KT
(kg)
ONDL
(cm)
OGK
(cm)
OSTR
(cm)
OKUK
(cm)
ONDK
(cm)
0,00
0,00
0,00
0,00
0,01
0,00
0,00
0,00
0,00
0,00
0,00
Deaci
TM
(kg)
BMI
(kg/m)
%M
(%)
MT
(kg)
MM
(kg)
KT
(kg)
ONDL
(cm)
OGK
(cm)
OSTR
(cm)
OKUK
(cm)
ONDK
(cm)
0,00
0,00
0,00
0,00
0,24
0,12
0,00
0,00
0,00
0,00
0,00
Devojice
TM
(kg)
BMI
(kg/m)
%M
(%)
MT
(kg)
MM
(kg)
KT
(kg)
ONDL
(cm)
OGK
(cm)
OSTR
(cm)
OKUK
(cm)
ONDK
(cm)
0,00
0,00
0,03
0,00
0,02
0,01
0,00
0,00
0,00
0,00
0,00
Prosena vrednost TM pre poetka programa iznosila je 87,1215,70kg, a na kraju programa

82,7215,01kg. Prosena vrednost razlike telesne mase izmeu inicijalnog i finalnog merenja kod
ukupnog broja ispitanika iznosi 4,39 1,59kg; deaci 4,991,37kg ; devojice 3,961,61kg; Razlike
su statistiki znaajne kod svih uzoraka na nivou p=0.00. Na osnovu te razlika moe se ustanoviti da
je svako dete smanjilo telesnu masu, to nam automatski pokazuje da su i vrednosti indeksa telesne
mase manje na finalnom u odnosu na inicijalno merenje Prosena vrednost Indekasa telesne mase
(BMI) pre poetka programa iznosila je 31,24,56 kg/m; a na kraju programa 29,74,39 kg/m. BMI
je kod ukupnog broja ispitanika smanjen za 1,560,49kg/m, kod deaka za 1,690,41kg/m; devojica za 1,460,53kg/m. Razlike su statistiki znaajne kod svih uzoraka na nivou p=0,00.
496
Prosena vrednost telesnih masti pre poetka programa iznosila je 41,926,55kg a na kraju
programa 40,237,69kg. Redukcije masnog tkiva kod svih ispitanika u procentima iznosi 1,693,76%;
a u kilogramima 3,163,45kg; sa znaajnom razlikom p=0,00. Prosene vredosti razlike izmeu inicijalnog i finalnog merenja za procenat masti i teinu masti pokazuju bolje rezultate kod deaka
(%M) 2,87 4,19%; (MT) 4,31 3,74kg; nego kod devojica (%M) 0,843,19% ; (MT) 2,332,98kg.
Vrednost miine mase na inicijalnom merenju iznosila je 27,875,9kg, a na finlnom
36,97,25kg, dok su vrednosti koliine tenosti na inicijalnom merenju iznosile 27,336,13kg; a na
finalnom 36,077,59kg. Prosene vrednosti razlike miine mase i koliine vode u organizmu za
sve ispitanike iznose (MM) 0,532,27kg; (KT) 0,832,80kg. Statistiki znaajna razlika je na nivou
p=0,00. Vrednosti ovih varijabli su sline izmeu polova, deaci (MM) 0,32 1,96kg; devojice (MM)
0,682,48kg; odnosno (KT) deaci 0,59 2,66kg (KT) devojice 0,992,90kg. Na osnovu ovih prosenih rezultata uoava se da je program delovao i na smanjenje miinog tkiva i koliinu tenosti.
Iz prikazanih rezultata se vidi da program nije uticao na telesni sastav kod svih ispitanika isto,
svi ispitanici su kao konaan rezultat imali redukciju telesne mase, meutim neki ispitanici su redukciju ostvarili na raun miinog tkiva i koliine tenosti.
Gupitak na miinoj masi kod ispitanika, moe se okarakterisati loe isplaniranim intenzitetom vebanja. Ispitanici koji su gubili na miinoj masi, nisu vebali u zoni intenziteta, koja je
karakteristina za gubitak masti, 60 do 70% od maksimuma, ve u viim zonama intenziteta, koje su
karakteristine za gubitak proteina. Gubitak proteina, izazvan nedovoljno dobro doziranim intenzitetom vebanja za pojedine ispitanike, nije mogao biti nadoknaen ishranom, jer su ispitanici bili sve
vreme na posebnom hipokaloriskom reimu ishrane.
Sa formiranjem manjih grupa i preciznijim doziranjem intenziteta kao i preciznije planiranom
ishranom, po grupama, pa i individualno izbegli bi se neeljeni efekti programa, kao to je gubitak
miine mase kod nekih ispitanika.
12.00
10.00
8.00
9.99
Devojice
Deaci
7.51
5.45
6.00
4.27
4.00
2.00
4.18
4.51
3.3
3.05
3.57
2.08
0.00
ODNL
OGK
OSTR
OKUK
ONDK
Grafikon 2. Rezultati razlika inicijalnog i finalnog merenja karakteristinih obima devojica i deaka
na dvonedeljnom programu igotica
Na osnovu prikazanih rezultata izmerenih obima moemo zakljuiti da je program efikasnije

delovao na sve varijable obima kod deaka, nego kod devojica (Grafikon 2.).
Zbornik radova
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ZAKLJUAK
Podaci iz ovog rada kao i brojna istraivanja u svetu i kod nas pokazali su da dobro programirana fizika aktivnost i planirana ishrana, deluje pozitivno na telesni sastav i gojaznost, kako kod
dece tako i odraslih. Iz prosenih vrednosti varijabli se moe videti da je program pozitivno uticao
na telesni sastav ispitanika, jer je i kod devojica i kod deaka telesna masa najvie redukovana smanjenjem telesnih masti 1,693,76 %, dok su vei napredak imali deaci 2,874,19 % nego devojice
0,843,19%. to je statistiki znaajno na nivou p=0.00, takodje svi mereni obimi su smanjeni i kod
deaka i kod devojica na finalnom merenju u odnosu na inicijalno.
Kod nekih ispitanika izraen je gubitak miinog tkiva i koliine tenosti. Prosena vrednost
razlike redukcije miine mase kod svih ispitanika iznosila je 0,532,27kg. Ovaj neeljeni efekat
moe da se izbegne formiranjem manjih grupa i preciznijim doziranjem intenziteta kao i preciznije
planiranom ishranom, kako po grupama tako i individualno.
Program igotica postoji od 2008. godine, nastao je iz potrebe da se kod dece i mladih od 12
do 18 godina pravovremenom edukacijom u formi radionica i kombinovanom terapijom vebanja,
ishrane, sprei dalja progresija gojaznosti koja je nastala u kombinaciji genetskih faktora i stila ivota. Edukacija roditelja je slaba karika u itavom programu i preporuujemo da se trae odriva
reenja u tom pravcu.
LITERATURA
1. Banievi M., Zdravkovi D., Miti D., uri V., Medicinski pravilnik, Centar za prevenciju i
leenje gojaznosti kod dece i adolescenata, Specijalna bolnica igota Zlatibor, 2008, str 79-81.
2. Beavers K., Beavers D., Nesbit B., Ambrosius W., Marsh A., Nicklas B., Rejeski J., Effect of an
18 month physical activity and weight loss intervention on body composition in overweight and
obese older adults, Obesity (Silver Spring), 2014, Feb; 22(2); 325-31 Dostupno na: http://www.
ncbi.nlm.nih.gov/pubmed/23963786
3. Cvetkovi M., Obradovi J., Kalajdi J., Efekti pilatesa na morfoloke karakteristike studentkinja
fakulteta fizike kulture, Glasnik Antropolokog drutva Srbije Novi Sad, 2008, vol. 43, str 605-613.
4. Ivkovi-Lazar T., Gojaznost, Medicinska knjiga, Beograd, 1992.
5. Jorgi B., Panteli S., Milanovi Z., Kosti R., Efekti fizikog vebanja na telesnu kompoziciju kod
starih osoba - pregledni rad, Univerzitet u Niu, Fakultet fizike kulture, 2011. vol. 9, br. 4, str.
439-453.
6. Leovi S., Kliniki i Laboratorijski nalazi kod dece i adolescenata u program igotica od 2008.
do 2012. gpdine, Medicinski glasnik, str. 106-116 Dostupno 23.8.2014 na http://www.cigota.rs/
sites/default/files/02%20-%20Medicinski%20glasnik%2033.pdf
do 2012. gpdine, Medicinski glasnik Specijalna bolnica za bolesti titaste lezde i bolesti metabolizma Zlatibor, 2012, vol. 17, br. 46, str. 106-128 Dostupno: 19.10.2014 na http://scindeks-clanci.
ceon.rs/data/pdf/1452-0923/2012/1452-09231246106L.pdf
8. Leovi S., Program igotica - pedijatrijska iskustva, Medicinski glasnik Specijalna bolnica za
bolesti titaste lezde i bolesti metabolizma Zlatibor, 2011, vol. 16, br. 39, str. 65-77
9. Leovi S., Prva iskustva programa igotica, Medicinski glasnik Specijalna bolnica za bolesti
titaste lezde i bolesti metabolizma Zlatibor, 2010, vol. 15, br. 34, str. 59-81 Dostupno: 2.9.2014
na http://scindeks.ceon.rs/article.aspx?artid=1452-09231034059L
10. Medicinski pravilnik, Centar za prevenciju i leenje gojaznosti kod dece i adolescenata, Specijalna bolnica igota Zlatibor, 2008, str 79-81.
11. evkui J., Miti D., Uticaj letnjeg programa igotica na decu uzrasta 12 godina, Meunarodna
nauna konferencija FIZIKA AKTIVNOST ZA SVAKOGA, Beograd, 2010.
498
12. evkui J., Oblici i metode fizike aktivnosti adolescenata u programu IGOTICA, Medicinski
glasnik Specijalna bolnica za bolesti titaste lezde i bolesti metabolizma Zlatibor,2012, vol. 17,
br. 46, str. 129-139 Dostupno: 27.8. 2014 na http://www.cigota.rs/sites/default/files/Sevkusic.pdf
glasnik, str 129-134. Dostupno: 27.8. 2014 na http://www.cigota.rs/sites/default/files/Sevkusic.
pdf
Internet
1. http://www.cigota.rs/cigotica
2. http://www.cigota.rs/strana/cigotica-dan
3. http://www.cigota.rs/strana/fizicka-aktivnost
4. http://www.cigota.rs/strana/ishrana-0
5. http://www.cigota.rs/strana/prevencija-i-lecenje-gojaznosti-kod-dece-i-adolescenata
Napomena
lanak predstavlja rezultat rada na projektu Efekti primenjene fizike aktivnosti na lokomotorni, metaboliki, psihosocijalni i vaspitni status populacije R Srbije , broj 47015 (2011-2014), iju realizaciju finansira Ministarstvo za nauku i
tehnoloki razvoj Republike Srbije.
Zbornik radova
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Duan Mitic, Vedran Cirkovic
UDK 796.1:613.25-053.5
EFFECTS OF APPLYING 2-WEEKS LONG ,,IGOTICA PROGRAM

ON OBESITY IN 12-18 YEARS OLD CHILDREN
Duan Miti1, Vedran irkovi2

2
MA student
INTRODUCTION
According to the definition of the World Health Organization (WHO), obesity is defined a
disease that is characterized by abnormal or excessive fat accumulation that may impair health and
develop a great number of complications. Precise standards are yet to be defined, however, most of
the scientist agree that is possible to diagnose obesity in man if the man has more than 25% of fat
tissue while that percentage for women is 35%. On the other hand, according to Mayer and Brie that
percentage for man is 20% , for women it is 25 % and it is in relation to the total body mass. (Ivkovi-Lazar T. 1992.)
Obesity becomes more and more public healths substantial problem because of the drastic increase of its occurrence, not only on adults but in childhood and adolescent age as well. This impacts
morbidity, directly and indirectly, as it affects the expected lifetime and populations mortality. Childhood obesity may lead to numerous complications where the most common are: diabetes mellitus type 2, hypertension, accelerated growth and bone maturation, gynekomastia in boys, ovarian
hyperandrogenism in girls, and cetera. Obese children are exposed to higher risk of orthopedic and
respiratory diseases and psychological problems. (Leovi S. 2014.)
Prevalence of obesity in Serbia regarding the children that are 0-5 years old is 19% according to
the UNICEF data from 2005. According to the estimation, dating from 2007, overweight and obesity
were found in 18% of adolescents and that is, in relation to 2000, a growth of almost 50 %. (Leovi
S. 2011.)
Medical center igota is situated in the middle of Zlatibor. Its basic scope of business is
providing medical services in endocrinology, nuclear and physical medicine. Over quarter a century
ago, the RH center has initiated the program for regulation of body weight in adults that has become
a brand in Serbia, known as the igota program since then.
In October of 2007, the association of pediatricians of Serbia and special hospital igota Zlatibor have suggested to the Ministry of Health and to the National Health Insurance Fund to conduct
the project Prevention and treatment of obesity in children and adolescents in Serbia. Having in
mind that obesity prevention in such an early age is, without doubt, a key element of future National
strategy, the Ministry of Health has immediately accepted to be the patron of the Project and has
substantially supported educative activities (http://www.cigota.rs/cigotica). The program lasted 21
days, since it was founded until 2012; however, because of the expenses during the 2013, the children referred to the program by their official doctor had spent 10 days in the program. From 2014,
the program duration is 14 days because it was clear that 10 days is a very short time to achieve the
programs goals.
500
Effects of Applying 2-Weeks Long ,,igotica Program on Obesity in 12-18 Years Old Children
The program was popularly called IGOTICA . In period from august 2008 till January 2013
there were 2500 obese adolescent from Republic of Serbia and neighboring countries, participating
in the program. During that period, in large number of participant, an extreme obesity was observed
along with obesity complications (hypertension, disorder of the sugar flow in the body, dyslipidemia,
orthopedic complications, reduced quality of life), all which indicates the seriousness of the problem
and the need for efficient and long term treatment (http://www.cigota.rs/strana/prevencija-i-lecenje-gojaznosti-kod-dece-i-adolescenata)
The aim, the goal and the methods
The aim of this research paper is monitoring the effects of two-weeks long IGOTICA program on the body composition of children that are 12 to 18 years old.
The goal of this study is to estimate if and how does the two-weeks long IGOTICA program
affects the body mass and body composition of 12 to 18 years old boy and girls.
METHOD
This study applies an experimental method of work without having a control group. The sample is comprised of 122 obese and extremely obese children (51 boys and 71 girls) whose average
age is 14,33 1,72 . The research has been conducted in the period of July and August of 2014 in the
Special hospital in Zlatibor and it encompassed 3 groups of children. Each group has spent there 14
days. All the participants were submitted to the program of reduced diet of 1500cal and increased
physical activities.
The initial measuring was performed in the first day whilst the final measurement took place
on the last day of program. Both measuring were performed in early morning hours, in period from
8 to 9 oclock AM. The participant were obliged to be normally hydrated, with an empty bladder, In their underwears and bare foot. The results of measuring the body mass (TM), the percentage
of fat tissue (%MT), fat tissue in kilograms (MT), muscular tissue in kilograms (MM), body water
(KT), body mass index (BMI) were obtained by the bioelectric impedance method. This method is
of noninvasive nature and it was conducted in controlled laboratory conditions, with scale as a measuring instrument along with biompedance In Body 230 analyzer. Volumes of upperarm (ONDL),
chest (OKG) , waist (OKG), hips (OKUK), and upper leg (ONDK) were measured with centimeter
ribbon.
The data was statistically processes in Microsoft Office Excel 2007 program. Students T-test
for depended samples was used to calculate significant differences between initial and final measuring of all the variables.
Body composition represents the percentage of fat, muscular and bone tissue in the body mass
at whole. Knowing the body mass of the participants, these measures can be expressed in kilograms
as well. In practice, the most significant are the percentages of fat tissue and muscular tissue. Correction of body composition is often identified with reduction of body mass, and that is wrong because
the reduction can occur based upon reduction of muscular tissue and that is not good. The essence
of programs that revise the body composition relates to the reduction of fat tissue, with preservation
or amplification/gain of muscular tissue. (Cvetkovi M., Obradovi J., Kalajdi J. 2008.)
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IGOTICA program
IGOTICA program specializes in programs for children and adolescents that are between 12
to 18 years old and have problems with obesity and extreme obesity. The program is based on multidisciplinary approach that incorporates specific education, nutrition interventions with reduction
of total calories intake, physical activity, psychological support, and change of behavior and lifestyle
changes (Leovi S. 2011.).
The goal of this 14-day long program is to educate the children and adolescents about nutrition, hygiene habits, physical activities, healthy life style and to help them embrace this lifestyle as
their everyday lifestyle.
Upon arrival to the special hospital, a file containing history of disease for every child is created and parents and children are being introduced with guidelines and program of work as well as
with sanctions that may happen due to the disrespect of discipline. The first step is to perform a medical examination by pediatrician followed by anthropometric measuring, ECG, laboratory analyses, psychological processing, and evaluation of motoric abilities. At the end of the program, all the
examinations are repeated while the pediatrician is obliged to continue controlling the status of the
participant in every 3 months and to consult and recommend future steps. Beside the pediatrician,
endocrinologist, specialist in physical medicine, psychologist, nutritionist, professors of physical
education and medical nurses also actively participate in the entire program. (Medicinski pravilnik,
Centar za prevenciju i leenje gojaznosti kod dece i adolescenata, Specijalna bolnica igota Zlatibor, 2008, str 79-81.)
Depending on the season, there are two basic programs of physical activities. In winter program, physical activities are more oriented toward indoor spaces (indoor hall for exercising) while
the summer program is organized with a goal to spend more time outdoors (sport fields). The plan of
IGOTICA programs physical activities contains of walking, basic physical exercises, and strengthening particular muscular groups, exercises in water, swimming, field games, and outdoor activities
in the open and sport games. All of these activities are well programmed and organized and their
goals are to educate the children, to influence their socialization, their belonging to the group, development of the competitive spirit and cetera (http://www.cigota.rs/strana/fizicka-aktivnost).
The role of physical activities of IGOTICA program is to affect the development of muscular
mass so the bone joint system would gain adequate support for amplified scale of activities, along
with developing aerobic abilities. In addition, the goal of amplification/gaining muscular mass in
body composition is to increase energetic expenditure on the level of basal metabolism since the
muscle are great consumers of the energy. Moreover, one of the tasks of physical activity of this very
program is to influence the participant in educative manner so they would understand the value, the
purpose and the significance of physical activity in everyday life. (evkui J. 2014.)
Walking activities last from 40 to 60 minutes and is approximately 3 km long. Loading is dosated since day one until the last day and it was gradually increased on the account of length of the
trail, rapidity of moving and changes in terrain configuration.
Indoor exercises contain 30 to 50 exercises that encompass the entire musculature. Duration
of these exercises is 45 minutes long with 3-8 repetitions for each exercise and with coach dictating
changes of the tempo of performance. The entire complex is made of warm ups, stretching, exercises
for strength and coordination.
Exercises in the swimming pool are type of an activity made of combinations: cyclic movements ( walking and swimming), exercises for strength (arms and shoulders, trunk area and legs) and
stretching exercises.
Physiotherapists manage IGOTICA exercises that contains mainly of physiotherapeutic
isometric exercises with a goal to prevent or correct poor posture.
At the very beginning of every activity, warm ups for warming the musculature and organism are done in order to prepare the participants for upcoming activity. At the end of every activity,
502
exercises designed to stretch and relax the musculature are done with a purpose to reduce possibility
of pain and inflammations, especially after the amplified intensity and capacity of the same activity.
Program IGOTICA diet encloses well-balanced plan of daily intake of nutrients. It is based
on hypo caloric intake with a caloric intake of 1200-1500 kcal along with preserved nutritious value.
There are diverse nutrients that satisfy childrens need for composite and protective substances. There is an increased intake of fresh fruits, vegetables, whole-grain cereals, dairies of partially skimmed
milk, integral bread made of mixture of additive free flours, meat that is cooked or roasted (chicken,
turkey, weal and fish). Intake of fats is limited, the food is never fried or paned. Total daily amount of
food is divided into 5-6 meals, with a recommendation never to miss a meal. This mode of diet lasts
for 14 days only and it does not represent the diet but the basic of proper nutrition for whole life.
Through the lectures regarding nutrition that are obligatory to the participants, a dietitian is given a
task to educate the children on the basic postulates of a healthy diet. (http://www.cigota.rs/strana/
ishrana-0)
Besides carefully designed dosage of exercises and programmed diet, special workshops and
lectures are organized where the participants discuss program of exercises and diet. Psychologist is
also involved in a process and has a special program of lectures and workshops, for groups and individuals as well. In team of experts, there are also pediatric nurses, physiotherapists and an animator
responsible for organizing diverse social activities and distinctive evening programs.
The lifestyle of the children, especially of younger children is usually imposed by their parents,
hence their private, professional and social commitments. In order to keep the children away from
bad habits it is compulsory to include the parents in this education as well. Parents, when they arrive
to the center with their children, receive general information regarding the program and their childrens problems, but now, in this phase, there are no more profound educative activities for parents
themselves. Upon returning home children, have compulsory medicals with their pediatrician, the
one who has referred them to the IGOTICA program.
RESULTS
The average value of TM before the beginning of the program was 87,1215,70 kg and at the
end of the program it was 82,7215,01 kg. The average values of difference in body mass between
initial and final measuring of total number of participants was 4,391,59 kg;
boys 4,99 1,37 kg ; girls 3,961,61 kg; The differences are statistically significant in all the
samples at the level of p=0.00. The average value of body mass index (BMI) before the beginning of
the program was 31,24,56 kg/m, while at the end of the program it was
29,74,39 kg/m. BMI in total number of participants was reduced for 1,560,49 kg/m; boys
1,690,41 kg/m; girls 1,460,53 kg/m.
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503
Graffic 1. Results of the initial and final measuring of body composition of girls and boys in the two-week
long IGOTICA program
The differences are statistically significant in all the samples at the level of p=0.00. The average
value of fat percentage before the beginning of the program was 41,926,55 kg while at the end of
the program it was 40,237,69 kg. The percentage of fats in total number of participants is lower for
1,693,76 % while the boys 2,874,19% had greater progress then the girls
0,843,19 % and that is statistically significant at the level of p=0.00. All the measured volumes of waist, hips, chest, upper arms and upper legs are significantly reduced at the level of p=0.00
Table 1. Average values of the difference of the initial and final measuring
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Total
Boys
Girls
MEAN
MEAN
MEAN
TM (kg)
4,391,59
4,991,37
3,961,61
BMI (kg/m)
1,560,49
1,690,41
1,460,53
%M (%)
1,693,76
2,874,19
0,843,19
MT (kg)
3,163,45
4,313,74
2,332,98
MM (kg)
0,532,27
0,321,96
0,682,48
KT (kg)
0,832,80
0,592,66
0,992,90
ONDL (cm)
2,481,68
3,052,07
2,081,19
OGK (cm)
4,762,53
5,452,78
4,272,23
OSTR (cm)
8,555,45
9,996,57
7,514,24
OKUK (cm)
4,322,41
4,513,16
4,181,69
ONDK(cm)
3,412,25
3,572,54
3,302,03
From the average values of variables in table 1. it can be seen that program positively affected
the body composition of the participants. Body mass in boys and in girls was mostly reduced by
reduction of body fats, more in boys then in girls. Effects of the program on the body composition
of the participant are not the same, not all of them have lost their weight on the account of body fat,
some of them had reduced their body mass on the account of muscular mass and quantity of fluids,
which shows that the program is not adapted to every each participant.
Table 2. Results of T-test of initial and final measuring of all the participants, boys, and girls
Total
TM
(kg)
BMI (kg/
m)
%M
(%)
MT
(kg)
MM
(kg)
KT
(kg)
ONDL
(cm)
OGK
(cm)
OSTR
(cm)
OKUK
(cm)
ONDK
(cm)
0,00
0,00
0,00
0,00
0,01
0,00
0,00
0,00
0,00
0,00
0,00
Boys
TM
(kg)
BMI (kg/
m)
%M
(%)
MT
(kg)
MM
(kg)
KT
(kg)
ONDL
(cm)
OGK
(cm)
OSTR
(cm)
OKUK
(cm)
ONDK
(cm)
0,00
0,00
0,00
0,00
0,24
0,12
0,00
0,00
0,00
0,00
0,00
Girls
TM
(kg)
BMI (kg/
m)
%M
(%)
MT
(kg)
MM
(kg)
KT
(kg)
ONDL
(cm)
OGK
(cm)
OSTR
(cm)
OKUK
(cm)
ONDK
(cm)
0,00
0,00
0,03
0,00
0,02
0,01
0,00
0,00
0,00
0,00
0,00
The average TM value before the beginning of the program was 87,1215,70 kg while at the
end of the program it was 82,7215,01 kg. Average difference of the body mass between initial and
final measuring in total number of participant is 4,391,59 kg; boys 4,991,37 kg; girls
3,961,61 kg. The differences are statistically significant in all the samples at the level of p=0.00.
Based on that difference it is possible to establish that every child has reduced his/her body mass
and this automatically shows us that the values of body mass index are lower in final measuring, in
relation to the initial measuring. The average value of body mass index (BMI) before the beginning
of the program was 31,24,56 kg/mat the end of the program it was
29,74,39 kg/m. BMI in total number of participant has been reduced for 1,560,49 kg/m,
in boys it was 1,690,41 kg/mwhile in girls it was for 1,460,53 kg/min girls. The differences are
statistically significant in all the samples at the level of p=0.00.
The average value of body fats before the beginning of the program was 41,926,55 kg while at
the end of the program it was 40,237,69 kg. Reduction of body fats in all the participant in percentiles is 1,693,76 %; in kilograms it is 3,163,45 kg with significant difference of p=0.00. Average values
of difference between initial and final measuring for body fats and fat weight shows better results in
boys (%M) 2,874,19; (MT) 4,313,74 kg; then in girls (%M) 0,843,19 %; (MT) 2,332,98 kg.
The value of muscular mass in initial measuring was 27,875,9 kg while in the final measuring
it was 36,97, 25 kg while the values of quantity of fluid in initial measuring were 27,336,13 kg; in
final measuring they were 36,077,59 kg. Average value of difference of the muscular mass and quantity of water in organism in all the participants are (MM) 0,532,27 kg; (KT)
0,832,80 kg. Statistically significant difference is at the level of p=0,00. Values of these variables are similar between the sexes, boys (MM) 0,321,96 kg; girls (MM) 0,682,48 kg; hence (KT)
boys 0,592,66 kg, (KT) girls 0,992,90 kg. Based on these average results it is observed that program had affected both, reduction of muscular tissue and reduction of quantity of water.
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505
From results presented, it is noticeable that the program did not affect body composition in an
identical manner in all the participants while all the participant did have reduction of a body mass
as a final result, however some of the participant have achieved the reduction on the account of the
muscular tissue and quantity of water.
The loss of muscular mass in participant may be characterized as poorly planned intensity of
exercises. Participants who have lost muscular mass did not exercise in the zone of intensity that is
characteristic for losses of fats from 60 to 70% from the maximum but they were exercising in higher
intensity zones that are characteristic for losing the proteins. Protein loss, triggered by insufficient
and poor dosage of exercises for particular participants could not be compensated with diet since all
the participants were under specific hypocaloric diet regime.
Formation of smaller groups, more precise dosage of intensity and more precisely planned
diet, per group and individually, could help avoid side effects of the programs such as the loss of
muscular mass in some participants.
Graphic 2. The results of differences between initial and final measuring of characteristic volumes of girls
and boys participating in the IGOTICA 2-week long program
Based on the results shown above me can conclude that the program had more effect to all the
variables in boys then it had on the girls (Graphic 2).
CONCLUSION
The data from this study as well as from numerous studies worldwide and Serbia clearly showed
that well programmed physical activity and planned diet works positively on body composition and
obesity in children and in adults as well. From the average values, it is possible to see that the program has positively influenced the body composition of the participants, because in both, boys and
girls, body mass was mostly reduced by reduction of body fats 1,693,76%. The boys however have
improved more with 2,874,19% then the girls with 0,843,19%. That is statistically significant at
level of p=0,00. All the measured volumes have been reduced in boys and in girls in final measuring
and in relation to the initial measuring.
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Some participant experienced specific loss of muscular tissue and loss of water. The average
value of a difference of reduction of muscular mass in all the participants was 0,532,27 kg. This side
effect can be avoided if a formation of smaller groups would be introduced along with precise dosage
of intensity and with more precise planning of dieting for both, groups and individuals.
IGOTICA program exists since 2008 and it was founded out of need to prevent further progression of obesity in children and youth that are 12 to 18 years old by providing education in due
time in form of workshops and with combined therapy of exercises. This kind of obesity comes from
genetic factors and lifestyle. Education of parents is a weak link in the program and we recommend
seeking sustainable solution in that direction.
REFERENCES
1. Banievi M., Zdravkovi D., Miti D., uri V., Medicinski pravilnik, Centar za prevenciju i
leenje gojaznosti kod dece i adolescenata, Specijalna bolnica igota Zlatibor, 2008, str 79-81.
2. Beavers K., Beavers D., Nesbit B., Ambrosius W., Marsh A., Nicklas B., Rejeski J., Effect of an
18 month physical activity and weight loss intervention on body composition in overweight and
obese older adults, Obesity (Silver Spring), 2014, Feb; 22(2); 325-31 Dostupno na: http://www.
ncbi.nlm.nih.gov/pubmed/23963786
3. Cvetkovi M., Obradovi J., Kalajdi J., Efekti pilatesa na morfoloke karakteristike studentkinja
fakulteta fizike kulture, Glasnik Antropolokog drutva Srbije Novi Sad, 2008, vol. 43, str 605613.
4. Ivkovi-Lazar T., Gojaznost, Medicinska knjiga, Beograd, 1992.
5. Jorgi B., Panteli S., Milanovi Z., Kosti R., Efekti fizikog vebanja na telesnu kompoziciju kod
starih osoba - pregledni rad, Univerzitet u Niu, Fakultet fizike kulture, 2011. vol. 9, br. 4, str.
439-453.
do 2012. gpdine, Medicinski glasnik, str. 106-116 Dostupno 23.8.2014 na http://www.cigota.rs/
sites/default/files/02%20-%20Medicinski%20glasnik%2033.pdf
do 2012. gpdine, Medicinski glasnik Specijalna bolnica za bolesti titaste lezde i bolesti metabolizma Zlatibor, 2012, vol. 17, br. 46, str. 106-128 Dostupno: 19.10.2014 na http://scindeks-clanci.
ceon.rs/data/pdf/1452-0923/2012/1452-09231246106L.pdf
8. Leovi S., Program igotica - pedijatrijska iskustva, Medicinski glasnik Specijalna bolnica za
bolesti titaste lezde i bolesti metabolizma Zlatibor, 2011, vol. 16, br. 39, str. 65-77
9. Leovi S., Prva iskustva programa igotica, Medicinski glasnik Specijalna bolnica za bolesti
titaste lezde i bolesti metabolizma Zlatibor, 2010, vol. 15, br. 34, str. 59-81 Dostupno: 2.9.2014
na http://scindeks.ceon.rs/article.aspx?artid=1452-09231034059L
10. Medicinski pravilnik, Centar za prevenciju i leenje gojaznosti kod dece i adolescenata, Specijalna bolnica igota Zlatibor, 2008, str 79-81.
11. evkui J., Miti D., Uticaj letnjeg programa igotica na decu uzrasta 12 godina, Meunarodna
nauna konferencija FIZIKA AKTIVNOST ZA SVAKOGA, Beograd, 2010.
glasnik Specijalna bolnica za bolesti titaste lezde i bolesti metabolizma Zlatibor,2012, vol. 17,
br. 46, str. 129-139 Dostupno: 27.8. 2014 na http://www.cigota.rs/sites/default/files/Sevkusic.pdf
glasnik, str 129-134. Dostupno: 27.8. 2014 na http://www.cigota.rs/sites/default/files/Sevkusic.
pdf
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Internet
1. http://www.cigota.rs/cigotica
2. http://www.cigota.rs/strana/cigotica-dan
3. http://www.cigota.rs/strana/fizicka-aktivnost
4. http://www.cigota.rs/strana/ishrana-0
5. http://www.cigota.rs/strana/prevencija-i-lecenje-gojaznosti-kod-dece-i-adolescenata
Note:
This article is the result of the project Effects of the Applied Physical Activity to Locomotors, Metabolic,Psycho-Social
and Educational Status of the Population of the Republic of Serbia No 47015 (2011-2014), financially supported by the
Ministry of Science and Techological Development of the Republic of Serbia.
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Komparativna analiza antropometrijskih merenja kod ena i mukaraca trkaa na srednje distance na srednje staze
UDK 796.422.14:572.087
KOMPARATIVNA ANALIZA ANTROPOMETRIJSKIH MERENJA

KOD ENA I MUKARACA TRKAA NA SREDNJE DISTANCE
NA SREDNJE STAZE
Ivaylo Lazarov
Nacionalna sportska akademija Vasil Levski, Sofija, Bulgarska
UVOD
Moderna nauna istraivanja u oblasti atletike evidentno pokazuju da su neka antropometrijska merenja veoma vana, bez obzira na sportski nivo, uzrast i pol [2, 3, 4, 5, 6, 7, 8, 9]. Veliki broj
novijih publikacija prate identifikacioni uticaj morfolokih znakova sportske radne sposobnosti, pokazuju telesnu strukturu sportista ili predstavljaju rezultate merenja veliine tela.
Tano antropometrijsko istraivanje bi nam omoguilo da izvedemo zakljuak o stvarnoj
vrednosti svake ocene za takmiare u tranju na srednje staze [2, 5, 9, 10].
Cilj ovog istraivanja je da povea efikasnost trenanog procesa tako to e pokazati optimalne
antropometrijske parametre kod trkaa na srednje staze.
METOD
Ispitanici su bili 30 mukaraca i 26 ena, takmiari u tranju na 800m i 1500 m, koji su ispitivani u sledeim kategorijama: visina, teina, telesne masti (merenjem konog nabora korienjem
jednaine regresije J. Parizkova) miicna masa, aktivna telesna masa, BMI. Istraivana antropometrijska merenja su bila deo funkcionalnog ispitivanja takmiara. Posle rezultata funkcionalnog ispitivanja koricena je individualna maksimalna brzina, postignuta tokom istraivanja. Dobijeni podaci
su obraeni statistikom analizom uz pomo programa SPSS i Microsoft Excel. Statistike metode
koje smo koristili su: korelaciona analiza, analiza varijacija i signalna metoda za pripremljene nivoe
po kategorijama.
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Ivaylo Lazarov
REZULTATI
Tabela 1 i tabela 2 pokazuju analizu varijacije rezultata.
Tabela 1. Analiza varijacije (mukarci)
MUKARCI
Xmin
Xmax
`C
As
Ex
Visina
30
172,5
183,0
10,5
178,3
2,8
1,58
-0,52
-0,73
Teina
30
57,2
78,4
21,2
67,5
6,0
8,92
0,07
-1,00
BMI
30
18,5
24,1
5,6
21,2
1,4
6,71
0,12
-0,55
Masti %
30
6,5
13,7
7,2
9,1
1,6
17,71
0,92
0,98
Masti kg
30
4,4
9,6
5,2
6,1
1,2
19,51
0,95
1,19
FFM %
30
86,3
93,5
7,2
90,9
1,6
1,76
-0,92
0,98
FFM kg
30
52,7
72,0
19,3
61,3
5,7
9,25
0,32
-0,92
MM %
30
44,6
52,4
7,8
48,0
2,2
4,53
0,04
-0,92
MM kg
30
27,1
39,7
12,6
32,4
3,6
10,98
0,49
-0,68
S max
30
18,4
20,4
2,0
19,6
0,6
3,16
0,35
-1,32
Tabela 2. Analiza varijacije (ene)

ENE
Xmin
Xmax
`C
As
Ex
Visina
26
159,0
171,5
12,5
167,5
3,6
2,15
-0,97
-0,28
Teina
26
45,8
57,0
11,2
53,0
3,1
5,79
-0,80
0,24
BMI
26
16,2
20,5
4,26
18,9
0,9
4,82
-0,81
1,59
Masti %
26
6,0
13,3
7,3
10,1
2,0
19,81
-0,19
-0,86
Masti kg
26
3,0
7,0
3,98
5,4
1,1
20,30
-0,26
-0,55
FFM %
26
86,7
94,0
7,3
89,8
2,0
2,23
0,19
-0,86
FFM kg
26
40,6
51,9
11,37
47,6
3,0
6,21
-0,88
0,60
MM %
26
40,1
45,9
5,8
42,9
2,0
4,61
0,20
-1,64
MM kg
26
19,3
25,9
6,55
22,7
1,7
7,62
0,17
-0,81
S max
26
16,8
20,0
3,2
17,7
0,9
5,22
0,69
-0,21
Visina je glavno morfoloko obeleje fizikog razvoja. Ono je najvanije za duinu koraka pri
tranju. Prosena vrednost kod ispitivanih mukaraca je 178,3 cm 2,8 cm. Koeficijent varijacije je
V = 1,587, to pokazuje homogenost uzorka.
Visina ispitivanih ena kretala se od 159,0 cm do 171,5 cm, a prosena vrednost analizirane
karakteristike je 167,48 cm. Koeficijent varijacije V = 2.15 pokazuje da je varijacija vrednosti mala.
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Distribucija vrednosti je normalan koeficijent spljotenosti (Ex = -0.28) i asimetrija frekvencije (As =
-0.97), poto je veina vrednosti uoene oko Xmax.
Teina. Odravanje optimalne teine kod tranja na srednje staze je veoma vana za postizane
vrhunskih sportskih rezultata. Prosena teina trkaa je 67,5 kg 6 kg. Postoji veliko kolebanje R =
21.2 kg. Ovo se objanjava injenicom da su neki sportisti vitkiji od drugih sa veom i masivnijom
muskulaturom (sprinterski tip).
Teina ispitivanih ena varira od 45,8 kg do 57,0 kg. Prosena vrednost je 53,0 kg, a koeficijent
varijacije V = 5,79 pokazuje da je odstupanje vrednosti malo. Distribucija uestalosti pokazuje asimetriju (As = -0,80) sa normalnim vikom (Ex = 0,24).
Telesne masti. U antropologiji je poznato da telesna teina ima dve osnovne komponente
telesne masti i bezmasnu telesnu masu. Ova podela se zasniva na najee primenjenom antropolokom modelu Benkeovom (Behnke) modelu [2]. Prema njemu, bezmasna telesna masa (FFM) sastoji
se od svog bezmasnog tkiva, unutranjih organa, fluida, itd. Telesne masti imaju dve karakteristike:
apsolutnu koliinu telesne masti i procenat (%) telesne teine. Objektivnije informacije o sastavu
tela daju karakteristiku proporcije telesne masti procenat telesne masti, poto se neposredno uz
pomo njega dobija utisak o tome koliki je njen deo i kolika je aktivna telesna masa.
Prosena vrednost u zavisnosti od istraivanja (mukarci) je 9,1% 1,6%. Za razliku od visine
i teine, varijacija telesne masti (%) je znaajno vea V = 17,707. Ona varira od 6,5 do 13,7%, dok
je prosek 9,1% 1,6%. Koeficijenti asimetrije i koeficijent spljotenosti, koji je u apsolutnoj vrednosti
manji od 1, pokazuju da je distribucija normalna.
Telesne masti kod ispitivanih ena variraju izmeu 6,0% i 13,3%. Aritmetika sredina je 10,14%,
a rasprostiranje R = 7.30. Moemo rei da je uzorak priblino uniforman poto je koeficijent varijacije V = 19,81. Koeficijent asimetrije i koeficijent spljotenosti pokazuju da je distribucija varijable
normalna.
BMI. Indeks telesne mase daje ocenu telesne teine u odnosu na visinu svakog pojedinca.
Kod srednjeprugaa on je relativno nizak (C=21,2 1,4 ) zbog smanjene telesne teine takmiara.
Koeficijent varijacije je nizak (V = 6,714), to je znak homogenosti ispitivane reprezentativne grupe.
BMI ispitivanih ena kretao se od 16,2 kg / m do 20,5 kg / m. Prosek je 18.9 kg / m, a koeficijent varijacije V = 4,82 pokazuje da je odstupanje malo. Distribucija asimetrinosti je mala (As =
0,81) a prekoraenje je poveano (Ex = 1,59), poto vrednosti u centru distribucije imaju vei opseg
od tipine normalne distibucije.
Miina masa je glavna antropomertijska karakteristika sa velikim znaajem za sportske rezultate. Izdrljivost u tranju na srednje staze u atletici je izraena odnosom izmeu miine snage i
vremena da se ona odri [11]. Iz rezultata je jasno da trkai na srednje staze imaju visoke vrednosti
ove karakteristike prosek od 48 % 2,2%. Koeficijent varijacije je V = 4,533, to ukazuje na homogenost uzorka.
Nae istraivanje je pokazalo da testirane srednjeprugaice imaju visoke vrednosti ove karakteristike vrednosti su se kretale izmeu 40,1% i 45,9% , prosek je 42,86% a rasprostiranje R = 5,8.
Koeficijent varijacije V = 4,61 pokazuje da je uzorak homogen. Faktor asimetrije (As = 0,20) pokazuje da je distribucija varijable normalna. Vrednosti u centru distribucije imaju manju uestalost od
tipicne normalne distribucije, dakle koeficijent spljotenosti je manji (Ex = 1,64).
Bezmasna telesna masa (FFM). Kao to je ve pomenuto u gornjem tekstu, bezmasna telesna
masa predstavlja nemasnu komponentu teine. FFM ispitivanih ena je izmeu 40,56 kg i 51,92 kg,
dok kod mukaraca rezultati variraju izmeu 52,7 i 70,0 kg.
Tabela 3 pokazuje odnos izmeu svih testiranih karakteristika kod ena.
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Tabela 3.Tabela korelacije glavnih antropometrijskih karakteristika (ene)

Visina
Teina
Masti
%
Masti
kg
Masti
kg
FFM
%
FFM
kg
MM
%
MM
kg
S max
Visina
0,58
0,19
0,21
0,02
0,21
0,61
0,05
0,42
0,25
Teina
0,70
0,02
0,28
0,02
0,94
0,04
0,81
0,05
BMI
0,15
0,35
0,15
0,59
0,08
0,57
0,29
Masti %
0,95
1,00
0,37
0,02
0,00
0,20
Masti kg
0,95
0,08
0,03
0,23
0,18
FFM %
0,02
0,00
0,37
0,20
FFM kg
0,03
0,74
0,12
MM %
0,64
0,19
MM kg
0,08
S max
Visina kod ena ima znaajnu korelaciju sa telesnom teinom (0,58). Ovo je logino i dobro
za sportiste, jer vii takmiari imaju due ipke sa kojima rade. Nedostatak visoke korelacije izmeu
maksimalne brzine tranja i miicne mase (-0,08) i aktivne telesne mase (0,37) moe se objasniti
injenicom da dobro utrenirani sportisti postiu i odravaju veliku brzinu tranja to nije mnogo
drugaije kod tekih i lakih sportista, tako da se najbolji meusobni odnos ostvarivanja potencijala
brzine postie kod trkaa sa niom telesnom masom.
Teina je u najveoj korelaciji sa optom snagom miia tela (miina masa u apsolutnim
vrednostima MM kg) i bezmasne telesne mase (FFM). Vea snaga omoguava sportistima da tre
duim korakom, bez znaajnog smanjivanja frekvencije. To vodi do kasnije pojave zamora tokom
takmienja, kada se vea duina jedva skrauje. Ovo je dokazano koncentracijom laktata u krvi, koji
se znaajno poveava postepenije nego kod takmiara sa manjom duinom i veom frekvencijom
koraka [10].
Visoke korelacije FFM sa drugim karakteristikama pokazuju da se preporuena teina sastoji
od vie miine mase i manje telesne masti.
Nedostatak visoke korelacije zavisi od maksimalne brzine tranja (S max) sa telesnom masom
moe da se objasni injenicom da visoko kvalifikovani sportisti mogu da postignu i odre visoku
brzinu tranja, to se ne razlikuje mnogo kod teih i lakih sportista, to znai da se najbolji odnos za
realizaciju potencijala brzine postie kod sportista sa manjom telesnom masom.
Tabela 4 pokazuje zavisnost svih testiranih parametara kod mukaraca. Visoke polivalentne
korelacije miicne mase (kg) mogu se videti u ispitivanju mukaraca sa drugim ispitivanim kategorijama: veoma veliki sa teinom (0,92) i aktivnom telesnom masom (0,98); veliki sa visinom (0,76) i
BMI (0,87); to znai sa maksimalnom brzinom (0,52).
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Tabela 4. Tabela korelacije glavnih antropometrijskih karakteristika (mukarci)

Visina
Teina
Masti
%
Masti
kg
Masti
kg
FFM
%
FFM
kg
MM
%
MM
kg
S max
Visina
0,79
0,58
0,10
0,25
0,10
0,78
0,26
0,76
0,32
Teina
0,96
0,06
0,38
0,06
0,98
0,22
0,92
0,43
BMI
0,02
0,39
0,02
0,94
0,16
0,87
0,41
Masti %
0,90
1,00
0,25
0,55
0,28
0,52
Masti kg
0,90
0,19
0,41
0,14
0,31
FFM %
0,25
0,55
0,28
0,52
FFM kg
0,32
0,95
0,52
MM %
0,58
0,39
MM kg
0,52
S max
Da bi poveali efikasnost trenanog procesa za srednje staze, razvili smo optimalnu vrednost
antropometrijskih karakteristika (tabela 5). Ona jasno pokazuje teoretske optimalne opsege svake
karakteristike.
Tabela 5. Optimalni opsezi antropometrijksih karakteristika
Visina
Teina
BMI
Masti %
Masti kg
ENE
163,9171,1
49,956,1
18,019,8
8,112,1
4,36,5
44,750,6 40,944,8 21,024,5
MUKARCI
175,5181,1
61,573,5
19,822,6
7,510,7
4,97,3
55,667,0 45,850,2 28,836,0
OPTIMALNI
OPSEG
FFM kg
kg
DISKUSIJA
Ima znaajne razlike u visini i teini mukaraca i ena, ali je to sasvim normalno s obzirom na
polne razlike. Vea visina znai veu teinu. Ovo je evidentno iz poreenja BMI dva predstavljena
modela, iji je prosek 18,9 za ene i 21,2 za mukarce.
Ono to je zanimljivo za sportsku praksu je to kako su rasporeene telesne masti. Telesne masti kod mukaraca su manje (9,1%) nego kod ena (10,1 %). Ova razlika znai aktivniju telesnu teinu
kod mukaraca 90,9%, dok ona kod ena iznosi 89,9%.
Ako razmotrimo miinu masu, razlika izmeu polova je ak vea. Kod mukaraca, prosena
vrednost ove karakteristike je 48,0% a kod ena 42,9%.
Dakle, znaajan disparitet izmeu razliitih karakteristika mogao bi namerno da utie na neke
od antropometrijskih parametara kao to su smanjenje telesne masti i poveanje miine mase. Periodino praenje nivoa antropometrijskih karakteristika ima vane informacije za kontinuirano praenje efekata primenjenih pristupa treninzima.
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Ivaylo Lazarov
ZAKLJUAK
Uticaj antropometrijksih karakteristika na sportska dostignua kod tranja na srednje stae
je vei kod mukaraca nego kod ena.
Miicna masa je primarno antropometrijsko obeleje koje direktno utie na maksimalne
brzine u tranju kod mukaraca (opseg 45,850,2 %)
Efikasnost trenanog procesa kod ena mogla bi se objasniti stabilnim nivoom nekih od
antropometrijskih kategorija: miine masa (opseg 40,944,8 %) i bezmasne telesne mase
(koja znai redukciju telesne masti opseg 8,112,2 %).
Vrednosti prouavanih indikatora pruaju mogunosti za individualnu ocenu relevantnih
nivoa za svaku karakteristiku individualno i u kontekstu osnovnih korelacija sa ostalima.
Dobijeni antropometrijski model mogao bi biti od pomoi za sportsku teoriju i praksu u
sledeim oblastima:
ocena efikasnosti trenanog procesa;
promena ishrane.
LITERATURA
1. , . (1999) . , .,
2. Behnke, A. R., J. H. Wilmore. (1974). Evaluation and regulation of body duild and composition.
New Jersey, Englewood Cliffs.
3. Fleck, S. J. (1983). Body composition of elite American athletes. American Journal of Sports
Medicine, 11, 398403.
4. Hollings, S. C. & Robson, G. J. (1991). Body Build and performance characteristics of maleadolescent track and field athletes. Journal of Sports Medicine and Physical Fitness, 31(2), 178182.
5. Housh, T. J.; Thorland, W. G.; Johnson, G. O.; Tharp, G. D. & Cisar, C. (1984). Anthropometric and
body builds variables as discriminators of event participation in elite adolescent male track and
field athletes. Journal of Sport Sciences., 2(1), 311.
6. MarfellJones, M. Olds, T. Stewart, A. & Carter, J. E. L. (2006). International Standards for Anthropometric Assessment. Potchefstroom, South Africa:ISAK.
7. Pacheco, J. L. (1996). Valoracin antropomtrica de la masa magra en atletas de lite. In MEC
CSD (Ed.), Metodos de estudio de composicin corporal en deportistas. Madrid: MECCSD.
8. Parizkova, J. Telesne masti physical fitness. The Hauge: Martinus Nijhoff, 1977.
9. Pastor, G. G., M. S. Quintana, A. Garca, Aparicio, A. C. Moreno, S. M. Snchez. Dietary intake
and anthropometry in elite Spanish athletes. New Studies in Athletics, 24:4, 4761, 2009.
10. Stellingwerff, T.; Boit, M. K. & Res, P. T. (2007). Nutrition strategies to optimize training and racing in middledistance athletes. Journal of Sport Sciences., 25(S1), S17S28.
11. Thorland, W. G.; Johnson, G. O.; Fagot, T. G.; Tharp, G. D. & Hammer, R. W. (1981). Body composition and somatotype characteristics of Junior Olympic athletes. Medicine & Science in Sports
& Exercise, 13(5), 332338.
12. Tittel, K., H. Wutscherk (1972). Sportantropometrie. Barth, Leipzig.
514
Comparative Analysis of Anthropometric Measurements with Men and Women Runners of Middle Distances
UDK 796.422.14:572.087
COMPARATIVE ANALYSIS OF ANTHROPOMETRIC MEASUREMENTS

WITH MEN AND WOMEN RUNNERS OF MIDDLE DISTANCES
Ivaylo Lazarov
INTRODUCTION
The modern science studies in the area of track and field evidently proved that the part of
anthropometric measurements is very important, despite of sports level, age and sex [2, 3, 4, 5, 6, 7,
8, 9]. A lot of recent publications track the identification influence of morphological signs of sports
working capacity, show body structure of athletes or represent results of measurement of body sizes.
Exact anthropometric research would allow us to deduce the actual value of each mark for the
competitors in running in middle distances [2, 5, 9, 10].
The purpose of this study was to increase the effectiveness of the training process by showing
optimal anthropometric parameters in athletes in middle-distance running.
METHOD
The object of the research were 30 men and 26 women, competitors in 800m and 1500m running, and the following characteristic were measured: height, weight, body fat (by measuring skin
folds using regression equations J. Parizkova) muscle mass, active body mass, BMI. The researched
anthropometric measurements were a part of functional exam in competitors. After the results of
functional research, the individual maximal speed achieved during the research, has been used. The
received data were subjected to statistical analysis by programs SPSS and Microsoft Excel. The statistical methods that we have used are: correlation analysis, variation analysis and a signal method
for preparing levels of marks.
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RESULTS
Table 1 and table 2 show the variation analysis of the results.
Table 1. Variation analysis (men)
MEN
Xmin
Xmax
`C
As
Ex
Height
30
172.5
183.0
10.5
178.3
2.8
1.58
-0.52
-0.73
Weight
30
57.2
78.4
21.2
67.5
6.0
8.92
0.07
-1.00
BMI
30
18.5
24.1
5.6
21.2
1.4
6.71
0.12
-0.55
Fat %
30
6.5
13.7
7.2
9.1
1.6
17.71
0.92
0.98
Fat kg
30
4.4
9.6
5.2
6.1
1.2
19.51
0.95
1.19
FFM %
30
86.3
93.5
7.2
90.9
1.6
1.76
-0.92
0.98
FFM kg
30
52.7
72.0
19.3
61.3
5.7
9.25
0.32
-0.92
MM %
30
44.6
52.4
7.8
48.0
2.2
4.53
0.04
-0.92
MM kg
30
27.1
39.7
12.6
32.4
3.6
10.98
0.49
-0.68
S max
30
18.4
20.4
2.0
19.6
0.6
3.16
0.35
-1.32
Table 2. Variation analysis (women)

WOMEN
Xmin
Xmax
`C
As
Ex
Height
26
159.0
171.5
12.5
167.5
3.6
2.15
-0.97
-0.28
Weight
26
45.8
57.0
11.2
53.0
3.1
5.79
-0.80
0.24
BMI
26
16.2
20.5
4.26
18.9
0.9
4.82
-0.81
1.59
Fat %
26
6.0
13.3
7.3
10.1
2.0
19.81
-0.19
-0.86
Fat kg
26
3.0
7.0
3.98
5.4
1.1
20.30
-0.26
-0.55
FFM %
26
86.7
94.0
7.3
89.8
2.0
2.23
0.19
-0.86
FFM kg
26
40.6
51.9
11.37
47.6
3.0
6.21
-0.88
0.60
MM %
26
40.1
45.9
5.8
42.9
2.0
4.61
0.20
-1.64
MM kg
26
19.3
25.9
6.55
22.7
1.7
7.62
0.17
-0.81
S max
26
16.8
20.0
3.2
17.7
0.9
5.22
0.69
-0.21
The height is a major morphological mark of physical development. It is essential for the running step length. The average value in the examined men is 178.3 cm 2.8 cm. The coefficient of
variation is V = 1.587, which shows the homogeneity of the sample.
The height of the examined women ranged from 159.0 cm to 171.5 cm, and the average value
of the analysed mark is 167.48 cm. The coefficient of variation V = 2.15 shows that the variance of
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values is small. Distribution of values is normal kurtosis (Ex = -0.28) and asymmetry of frequency
(As = -0.97), as the majority of the values observed about Xmax.
Weight. Maintaining optimal weight at middle distance running is very important for the realization of high sports results. The average weight of the runners is 67.5 kg 6 kg. There is a large
amount of waving R = 21.2 kg. This is explained by the fact that some athletes are more elegant than
the others, with more advanced and massive musculature (sprint type).
Weight of the researched women varies from 45.8 kg to 57.0 kg. The average value is 53.0 kg
and the coefficient of variation V = 5.79 show that the variance of the values is small. The distribution
of frequencies shows asymmetry (As = -0.80) with normal excess (Ex = 0.24).
Body fat. In anthropology it is known that body weight has two basic components body fat
and fat-free mass. This separate is based on the most highly applied anthropology model Behnkes
model [2]. According to him, fat-free mass (FFM) consists of all no-fat tissues, internal organs, fluids,
etc. Body fat has two characteristics: absolute amount of body fat and proportion (%) of body weight.
More objective information about body composition gives mark of the proportion of body fat body
fat percentage, because through it immediately gave the impression of its share and the fat-free mass.
The average value of contingent research (men) is 9.1% 1.6%. Unlike height and weight,
variation of body fat (%) is significantly bigger V = 17.707. It varies from 6.5 to 13.7%, while the
average is 9.1% 1.6%. Coefficients of asymmetry and kurtosis, which is in absolute value less than
1, show that the distribution is normal.
Body fat in the researched women varies between 6.0% and 13.3%. The arithmetic mean is
10.14% and the spread R = 7.30. We can say that the sample is approximately uniform as the coefficient of variation is V = 19.81. Coefficient of skewness and kurtosis indicate that the distribution of
variables is normal.
BMI. Body mass mark assesses body weight relative to height of each individual. In middle
distance runners it is relatively low (C=21.2 1.4 ) because of the reduced body weight of competitors. The coefficient of variation is low (V = 6,714), which is a sign of homogeneity of the researched
contingent.
BMI of the researched women ranged from 16.2 kg / m to 20.5 kg / m. The average is 18.9 kg
/ m, and the coefficient of variation V = 4.82 shows that the variance is small. Distribution of values
is skewed (As = 0.81) and increased excess (Ex = 1.59), since the values in the centre of distribution
have a higher incidence of typical normal distribution.
Muscle mass is a major anthropometric mark with big importance to the sport result. Durability in running middle distances in track and field is expressed by the relationship between muscle
strength and time to maintain it [11]. From the results it is clear that middle-distance runners have
high values of this mark an average of 48 % 2.2%. The coefficient of variation is V = 4.533, which
indicates homogeneity of the sample.
Our research showed that the tested middle-distance women runners have high values of this
mark values ranged between 40.1% and 45.9% , the average was 42.86% and the spread R = 5.8. The
coefficient of variation V = 4.61 shows that the sample is homogeneous. The asymmetry factor (As
= 0.20) shows that the distribution of the variable is normal. The values in the centre of distribution
has less frequent than typical normal distribution, therefore kurtosis is lower (Ex = 1.64).
Fat-free mass (FFM). As already mentioned above, fat-free mass represents non-fat component of weight. FFM of the researched women is between 40.56 kg and 51.92 kg, while mens results
vary between 52.7 and 70.0 kg.
Table 3 shows the relationships between all tested marks in women.
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Table 3. Correlation matrix of the main anthropometric marks (women)

Height
Weight
Fat
%
Fat
kg
Fat kg
FFM
%
FFM
kg
MM
%
MM
kg
S
max
Height
0.58
0.19
0.21
0.02
0.21
0.61
0.05
0.42
0.25
Weight
0.70
0.02
0.28
0.02
0.94
0.04
0.81
0.05
BMI
0.15
0.35
0.15
0.59
0.08
0.57
0.29
Fat %
0.95
1.00
0.37
0.02
0.00
0.20
Fat kg
0.95
0.08
0.03
0.23
0.18
FFM %
0.02
0.00
0.37
0.20
FFM kg
0.03
0.74
0.12
MM %
0.64
0.19
MM kg
0.08
S max
The height at women has a significant correlation with body weight (0.58). This is logic and
good for the athletes, because the taller competitors have longer bars of which they work. Missing of
height correlation depending of maximal speed of running and muscle mass (0.08) and active body
mass (0.37) could be explained by the fact that well trained athletes reach and keep high speed of
running which is not so different with heavy and light athletes, so the best interrelation of realizing
speed potential is achieving at runners with lower body mass.
The weight correlated most highly with overall strength of the body muscles (muscle mass in
absolutes values MM kg) and fat-free mass (FFM). Greater strength allows athletes to run with a
bigger step, without the significant reduction of frequency. This leads to later onset of fatigue during
competition, when the long length is hardly reduced. This is evidenced by the concentration of lactate in blood, which increases significantly more gradually than in competitors with smaller length
and higher frequency of the step [10].
High correlations of FFM with other marks show that it is advisable that weight is made up of
more muscle mass and less body fat.
The lack of high correlation depends of the maximum speed of running (S max) with body
mass and can be explained by the fact that high qualified athletes could reach and maintain high
speed of running, which is not very different in heavy and light athletes, meaning that the best relation for realizing speed potential is obtained in athletes with low body mass.
Table 4 shows the dependencies between all tested parameters in men. High polyvalent correlations of muscle mass (kg) can be seen in the research of men with other examined marks: very
high with weight (0.92) and fat-free mass (0.98); high with height (0.76) and BMI (0.87); average with
maximal speed (0.52).
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Table 4. Correlation matrix of the main anthropometric marks (men)

Height
Weight
Fat %
Fat
kg
Fat
kg
FFM
%
FFM
kg
MM
%
MM
kg
S
max
Height
0.79
0.58
0.10
0.25
0.10
0.78
0.26
0.76
0.32
Weight
0.96
0.06
0.38
0.06
0.98
0.22
0.92
0.43
BMI
0.02
0.39
0.02
0.94
0.16
0.87
0.41
Fat %
0.90
1.00
0.25
0.55
0.28
0.52
Fat kg
0.90
0.19
0.41
0.14
0.31
FFM %
0.25
0.55
0.28
0.52
FFM kg
0.32
0.95
0.52
MM %
0.58
0.39
MM kg
0.52
S max
To increase the efficiency of the training process in competitors in middle distance we have
developed optimal value of anthropometric marks (table 5). It clearly shows theoretically optimal
ranges of each mark.
Table 5. Optimal ranges of anthropometric marks
Height
Weight
BMI
Fat %
WOMEN
163.9171.1
49.956.1
18.019.8
8.112.1
4.36.5 44.750.6 40.944.8 21.024.5
MEN
175.5181.1
61.573.5
19.822.6
7.510.7
4.97.3 55.667.0 45.850.2 28.836.0
OPTIMAL
RANGE
Fat kg
FFM kg
kg
DISCUSSION
The height and weight of the men and women has a significant difference, but it is quite normal if we take into account gender differences. The bigger height means a greater weight. This is
evident from the comparison of BMI of the two presented models, which averages 18.9 for women
and 21.2 for men.
Interest for sports practice is a question of how body fat mass is distributed. Body fat in men
is smaller (9.1%) than in women (10.1 %). This difference means more active body weight for men
90.9%, while for women it is 89.9%.
In considering muscle mass, the difference between genders is even bigger. In men, the average value of this mark is 48.0% and in women 42.9%.
Therefore, a significant disparity between different marks could be purposefully applied on
some anthropometric parameters such as to reduce body fat and increase muscle mass. Periodic
monitoring of the levels of anthropometric marks has important information for the ongoing monitoring of the effects of the applied training approaches.
Zbornik radova
519
Ivaylo Lazarov
CONCLUSION
The influence of anthropometric marks on sporting achievement in middle distance
running is higher in men than in women.
Muscle mass is a major anthropometric mark which impacts directly on the maximum
speed of running men (range 45.850.2 %)
The effectiveness of the training process of women could be explained by a stable level of
some of the anthropometric marks: muscle mass (range 40.944.8 %) and fat-free mass
(which means a reduction of body fat range 8.112.2 %).
The values of the researched indicators provide opportunities for individual assessment of
the relevant levels on each mark as itself and in the context of basic correlations with the
others.
The resulting anthropometric models could be helpful for sports theory and practice in the
following areas:
assessment of the effectiveness of the training process;
changing the nutrition.
REFERENCES
1. , . (1999) . , .,
2. Behnke, A. R., J. H. Wilmore. (1974). Evaluation and regulation of body build and composition.
New Jersey, Englewood Cliffs.
3. Fleck, S. J. (1983). Body composition of elite American athletes. American Journal of Sports
Medicine, 11, 398403.
4. Hollings, S. C. & Robson, G. J. (1991). Body Build and performance characteristics of maleadolescent track and field athletes. Journal of Sports Medicine and Physical Fitness, 31(2), 178182.
5. Housh, T. J.; Thorland, W. G.; Johnson, G. O.; Tharp, G. D. & Cisar, C. (1984). Anthropometric and
body builds variables as discriminators of event participation in elite adolescent male track and
field athletes. Journal of Sport Sciences., 2(1), 311.
6. MarfellJones, M. Olds, T. Stewart, A. & Carter, J. E. L. (2006). International Standards for Anthropometric Assessment. Potchefstroom, South Africa:ISAK.
7. Pacheco, J. L. (1996). Valoracin antropomtrica de la masa magra en atletas de lite. In MEC
CSD (Ed.), Metodos de estudio de composicin corporal en deportistas. Madrid: MECCSD.
8. Parizkova, J. Body fat physical fitness. The Hauge: Martinus Nijhoff, 1977.
9. Pastor, G. G., M. S. Quintana, A. Garca, Aparicio, A. C. Moreno, S. M. Snchez. Dietary intake
and anthropometry in elite Spanish athletes. New Studies in Athletics, 24:4, 4761, 2009.
10. Stellingwerff, T.; Boit, M. K. & Res, P. T. (2007). Nutrition strategies to optimize training and racing in middledistance athletes. Journal of Sport Sciences., 25(S1), S17S28.
11. Thorland, W. G.; Johnson, G. O.; Fagot, T. G.; Tharp, G. D. & Hammer, R. W. (1981). Body composition and somatotype characteristics of Junior Olympic athletes. Medicine & Science in Sports
& Exercise, 13(5), 332338. 12. Tittel, K., H. Wutscherk (1972). Sportantropometrie. Barth, Leipzig.
520
Antropometrija kao preduslov za odabir nadarene dece za atletiku (dvanaestogodinjaci)
UDK 796.42:572.087-053.5
ANTROPOMETRIJA KAO PREDUSLOV

ZA ODABIR NADARENE DECE ZA ATLETIKU
(DVANAESTOGODINJACI)
Stefan Stoykov, Rumiana Karapetrova, Georgi Stoykov,

Ivaylo Lazarov, Julia Solomu
Nacionalna sportska akademija Vasil Levski, Odsek Atletika, Sofija, Bugarska
UVOD
Atletika je bazini sport koji je iroko rasprostranjen meu ljudima razliitih uzrasta i profesija kao sredstvo fizikog razvoja i mentalnog oporavka. U ovoj vrsti fizike aktivnosti sportisti
pokuavaju da ostvare odreene sportske rezultate koji se mere u vremenu i prostoru u zavisnosti od
discipline - hodanje, tranje, skakanje ili bacanje.
Uspeh u bilo kojoj atletskoj disciplini je u funkciji svestrane ljudske aktivnosti koja objedinjuje
sve aspekte sportske pripreme - tehnike, fizike, taktike, psiholoke, itd. Poznavanje svih aspekata
sportske pripreme je od kljunog znaaja za krajnji uspeh a razlike su razlog inferiornih sportske
rezultate sportista.
Napori trenera i sportskih strunjaka su orijentisani na traenje i pronalaenje nadarenih
sportista i njihov dalji razvoj i ostvarivanje u sportu.
Poznavanje celokupnog procesa pripreme sportista bi se znaajno umanjilo ukoliko izostane
veoma vaan detalj - odabir talenata. To je prvi korak u trenanom procesu. Izbor najtalentovanijih,
koordinisanih i inteligentnih, potencijalnih sportista ije pojedinane karakteristike i fizike sposobnosti u najveoj meri ispunjavaju uslove discipline je od presudnog znaaja.
Antropometrijske karakteristike su prve, osnovne karakteristike i preduslov su za uspean
sportski odabir u svim sportovima, a naroito u atletici.
METOD
Cilj ove studije je da se pomogne pri odabiru nadarene dece starosti 12 godina, koja su pogodna za atletiku. Izbor se zasnivao na strunoj selekciji antropometrijskih indeksa.
Za cilj smo imali antropometrijske karakteristike deaka iz Republike Kipar uzrasta 12 godina.
Studija je fokusirana na indekse koji otkrivaju nivo antropometrijskog rasta i fizikog razvoja.
Radi potvrivanja, nivo antropometrijskog rasta i fizikog razvoja je diferenciran u 13 indeksa
(vidi Tabelu 1). Ovo nam daje bolji uvid u nivo rasta - preduslov za odabir najtalentovanijih za razliite grupe disciplina.
Zbornik radova
521
Tabela 1. Antropometrijski indeksi.

indeks
ime
mereno u:
preciznost
X1
Visina
cm
0,5
X2
Teina
kg
0,5
X3
Raspon ruku
cm
0,5
X4
Duina trupa
cm
0,5
X5
Prenik humerusa
cm
0,5
X6
Duina gornjih ekstremiteta
cm
0,5
X7
Mere pazuha dominantne ruke
cm
0,5
X8
Mere pazuha slabije ruke
cm
0,5
X9
Duina donjih ekstremiteta
cm
0,5
X10
Mere butine jae noge
cm
0,5
X11
Mere butine slabije noge
cm
0,5
X12
Duina stopala
cm
0,5
X13
BMI (Indeks telesne mase)
0,01
Indeksi odabrani u ovom istraivanju su dostupni i lako se mogu izmeriti i kontrolisati. To ukazuje na mogucnost praktine primene i cilj pravovremenog informisanja, to je korisno za istraivae
i trenere.
Uzorak istraivanja je obuhvatio 27 deaka uzrasta 12 godina iz Republike Kipar. Oni su
lanovi grupa koje treniraju atletiku.
U Tabeli 2 moemo videti podatke dobijene analizom varijanse prouavanih indeksa.
Tabela 2. Analiza varijanse
Mx
Ex
As
Min
Max
V%
152,04
0,79
4,11
-0,76
-0,21
15,00
144
159
2,7
43,09
0,72
3,76
0,13
-0,81
14,00
34
48
8,74
151,07
0,97
5,03
-0,7
-0,16
19,50
141
160,5
3,33
46,31
0,82
4,26
-1,37
0,19
12,50
40,5
53
9,2
35,69
0,38
1,99
-0,82
-0,12
7,00
32
39
5,57
62,06
0,56
2,92
-0,7
0,26
11,00
57
68
4,71
21,81
0,23
1,17
-0,16
0,72
4,50
20
24,5
5,36
21,31
0,23
1,21
0,58
0,8
5,00
19,5
24,5
5,68
82,22
0,48
2,49
-1,14
-0,32
8,00
78
86
3,02
10
52,69
0,67
3,48
-0,73
-0,58
12,00
45
57
6,6
11
52,28
0,67
3,5
-0,75
-0,61
12,00
45
57
6,69
12
24,02
0,19
0,99
-0,74
0,43
3,50
22,5
26
4,1
13
18,6
0,15
0,88
1,19
-1,08
3,42
16,4
19,72
4,31
522
Generalno, uzorak podataka je veoma homogen, kako se stepen homogenosti odreen koeficijentom varijanse (V %) odnosi na sve ispitivane indekse i krece se izmeu 2,70 i 9,20 %.
Homogenost uzorka je praena normalnom Gausovom distribucijom sluajeva u svim testovima. Ovo je takoe potvreno i indeksima zaobljenosti distribucije (Ex) i asimetrije (As). Prvi (Ex)
se krece od -0.13 do 1,19 , a drugi se krece od 0,19 do -1,08 .
Visina ispitanika ima prosenu vrednost od 152,04 cm. Njen raspon (R) je 15 cm. Najnii od
svih deaka je visok svega 144 cm. Najvii deak je visok 159 cm.
Indeks X2 (teina) ima prosenu vrednost (X) od 43,09 kg. Ona varira izmeu 34 (minimum)
i 48 kg (maximum).
Raspon ruku (X3) otkriva nie rezultate u poreenju sa indeksom X1. Prosena vrednost za
indeks X3 je 151,07 cm, minimalna vrednost je 141 cm, a maksimalna vrednost iznosi 160,5 cm.
Duina trupa (X4) ima prosenu vrednost (X) od 46,31 cm. Ona se kree (R) izmeu 40,5 cm
(min) i 53 cm (max).
Prenik humerusa (X5) ima prosenu vrednost (X) od 35,69 cm. Minimalna vrednost za X5 je
32 cm, a maksimalna vrednost je 39 cm.
Indeks X6 duina gornjih ekstremiteta varira izmeu 57 cm (min) i 68 cm (max). Njena
prosena vrednost (X) je 62,06 cm.
Mere pazuha su sledee: za dominantnu ruku (X7) od 20 cm (min) do 24,5 cm (max) sa
prosenom vrednou (X) od 21,81 cm; za slabiju ruku (X8) od 19,5 cm (min) do 24,5 cm (max) sa
prosenom vrednou (X) od 21,31 cm.
Duina donjih ekstremiteta (X9) ima prosenu vrednost (X) od 82,22 cm, sa minimalnom
vrednou od 78 cm, a 86 cm je maksimalna vrednost za sve merene ispitanike.
Mera butine jae noge ili indeks X10 ima prosenu vrednost (X) od 52,69 cm. Njena minimalna vrednost je 45 cm, a maksimalna vrednost je 57 cm. to se tie merenja butine slabije noge,
rezultati su sledei: prosena vrednost (X) je 52,28 cm, minimalna vrednost je 45 cm, a maksimalna
vrednost je 57 cm.
Duina stopala (X12) ima prosenu vrednost (X) od 24,2 cm. Ona se kree od 22,5 cm (min)
do 26,0 cm (max).
Poslednji ispitivani indeks je BMI. Indeks X13 ima prosenu vrednost (X) od 18,60, minimalnu vrednost od 16,4, a maksimalna vrednost je 19,72.
U Tabeli 3 je predstavljena matrica korelacije izmeu svih ispitivanih indeksa ispitanika (starosti 12 godina). Meusobna povezanost (r) izmeu svih indeksa se kree od 0,43 do 0,93.
U naem sluaju, visina (indeks X1) je kljuni indeks. Svi ostali indeksi su, u izvesnoj meri, njegovi proizvodi. Ova injenica objanjava visok nivo korelacije izmeu ovog i svih ostalih indeksa- r
se kree od 0,63 do 0,93.
Najslabiju meusobnu povezanost smo otkrili izmeu Indeksa telesne mase (X13) i svih ostalih indeksa r se kree od 0,43 do 0,79.
Zbornik radova
523
Tabela 3. Matrica korelacije
10
11
12
13
0,85
0,93
0,76
0,86
0,80
0,76
0,84
0,80
0,75
0,83
0,88
0,81
0,81
0,86
0,82
0,62
0,56
0,57
0,65
0,58
0,69
0,65
0,60
0,56
0,69
0,61
0,71
0,87
0,87
0,82
0,79
0,85
0,81
0,85
0,75
0,65
10
0,63
0,65
0,64
0,58
0,59
0,63
0,51
0,50
0,59
11
0,63
0,65
0,64
0,58
0,59
0,62
0,49
0,48
0,59
0,94
12
0,80
0,73
0,69
0,82
0,74
0,81
0,68
0,71
0,77
0,56
0,66
13
0,60
0,79
0,52
0,53
0,57
0,53
0,43
0,37
0,57
0,53
0,55
0,45
U Tabeli 4 smo predstavili skalu od 5 nivoa (izraenu uz pomo sigma metode) za procenu
antropometrijskih znakova koji predstavljaju nivo razvijenosti (nadarenosti) kod ispitivane osobe.
Nadarenost je izraena u verbalnom obliku kako sledi: nivo 5- odlian nivo odgovarajueg indeksa;
nivo 4 vrlo dobar nivo; nivo 3 dobar nivo; nivo 2 zadovoljavajui nivo; nivo 1 nizak nivo razvijenosti. Ova skala za procenu od pet nivoa je direktno primenjiva u praksi i bie od velike koristi
sportskim strunjacima.
Tabela 4. Evaluacione tabele za procenu nivoa razvijenosti ispitivanih indeksa.
indeks
nivo
524
ispod 148
ispod 39
od 39,01 to 42
od 42,01 do 46
od 46,01 do 49
preko 49
ispod 146
od 146 to 150
od 150 do 155
od 155 do 158
preko 158
ispod 42
od 42,01 to 45
od 45,01 do 49
od 49,01 do 52
preko 52
ispod 33
od 33,01 to 35
od 35,01 do 37
od 37,01 do 39
preko 39
ispod 58
od 58,01 to 61
od 61,01 do 64
od 64,01 do 66
preko 66
ispod 20
od 20,01 to 21
od 21,01 do 23
od 23,01 do 24
preko 24
ispod 20
od 20,01 to 21
od 21,01 do 23
od 23,03 do 24
preko 24
ispod 80
od 80,01 to 82
od 82,01 do 84
od 84,01 do 86
preko 86
10
ispod 49
od 49,01 to 51
od 51,01 do 54
od 51,01 do 56
preko 56
11
ispod 49
od 49,01 to 51
od 51,01 do 54
od 54,01 do 56
preko 56
12
ispod 21
od 21,01 to 22
od 22,01 do 24
od 24,01 do 25
preko 25
13
preko19.5
od 18,01 to 19
od 17,06 do 18.0
od 17,01 do 17.5
ispod 17,5
od 148,01 to 152 od 152,01 do 155 od 155,01 do 158
preko 158
ZAKLJUAK
Iz gore navedene studije, moemo zakljuiti sledee:
1. Uspostavili smo nivo antropometrijske razvijenosti dvanaestogodinjih deaka u odre
enom geografskom podruju, u pogledu ispitanika koji treniraju atletiku.
2. Odredili smo nivo razvijenosti (nadarenosti) u pogledu svih ispitivanih indeksa. Pri
menjujui ovo, moemo napraviti odgovarajui odabir za treniranje odreene grupe
atletskih disciplina tranje, skakanje ili bacanje.
Ovde moramo napomenuti da zakljuci vae za deake uzrasta 12 godina u poetnom periodu sportskog odabira. Ova injenica ini ove zakljuke operativnim, ne definitivnim. Po
naem miljenju, praenje promena u antropometrijskom razvoju bi trebalo da se nastavi
u naredne 3-4 godine - dovoljno za kompletni razvoj mladog organizma. Ovo e biti dobar preduslov za operativna prilagoavanja, poto e odabiru dati sveobuhvatniji i taniji
karakter.
LITERATURA
1. Durand, P. (1962) L`enfant et le sport. Press Universitair de France.
2. , . (1999) - . ,
3. , . (1974) . .
.
4. , ., . (1982)
. , 8.
5. , . (1986) . , 8. .
6. , ., . , . (1994) .
.
7. , ., . (2002) - . .
8. , . (2012) . . .
9. , ., . , . , . , . (1985) -
. .
10. , . (2011) . .
11. , . (2009) . .
12. , . (1971) . , .
13. , . (1992) - . .
14. , ., . , . (2012) -
13-14 . , 2012 ..
15. , ., . , . (2003) - -
12-18 . . , . , , .
16. , ., . , . (2005)
11-12 . , 4.
17. , . (1966) -
. .
18. , . (1974) . .
Zbornik radova
525
UDK 796.42:572.087-053.5
ANTHROPOMETRY AS A PRECONDITION
FOR SELECTION OF TALENTED CHILDREN FOR ATHLETICS
(12 YEARS OLD)
Stefan Stoykov, Rumiana Karapetrova, Georgi Stoykov,

Ivaylo Lazarov, Julia Solomu
National Sports Academy Vassil Levski, Department Track & Field, Sofia, Bulgaria
INTRODUCTION
Athletics (track & field) is a basic sport that is widely spread among the people of different
ages and professions as a mean for physical development and mental recovery. In this type of physical activity athletes try to achieve certain sport results measured in time or space depending on the
discipline walking, running, jumping or throwing.
Success in any athletics discipline is a function of versatile human activity bringing together
all aspects of sport preparation technical, physical, tactical psychological, etc. Knowledge of all
aspects of sport preparation is crucial for ultimate success and gaps are cause of athletes inferior
sport realization.
Coaches and sport specialists efforts are aimed at seeking for and discovering gifted athletes
and their further sport development and realization.
Knowledge of the overall preparation process of athletes would be downgraded significantly
if a very important detail is missing talent selection. It is the first step of training process. The
selection of the most talented, coordinated and intelligent, potential athletes whose individual characteristics and physical abilities meet the discipline requirements to the greatest extend is crucial.
Anthropometric characteristics are the first, basic characteristics and prerequisite for successful sport selection in all sports and athletics in particular.
METHOD
The aim of the following study is to help the selection of talented children at the age of 12 who
are suitable for athletics. The selection is based on expert selection of anthropometric indexes.
We have aimed at the anthropometric characteristics of boys from the Republic of Cyrus aged
12. The study is focused on the indexes revealing the level of anthropometric growth and physical
development.
For ascertaining, the level of anthropometric growth and physical development were differentiated into 13 indexes (see Table 1). This provides us a better insight into the level of growth a
prerequisite for selection of the most talented for different groups of disciplines.
526
Anthropometry as a Precondition For Selection of Talented Children for Athletics (12 Years Old)
Table 1. Anthropometric indexes

index
name
measured in:
accuracy
X1
Height
cm
0,5
X2
Weight
kg
0,5
X3
Upper limbs swing
cm
0,5
X4
Trunk length
cm
0,5
X5
Humeral diameter
cm
0,5
X6
Upper limb length
cm
0,5
X7
Strong arm armpit measurement
cm
0,5
X8
Weak arm armpit measurement
cm
0,5
X9
Lower limb length
cm
0,5
X10
Strong leg thigh measurement
cm
0,5
X11
Weak leg thigh measurement
cm
0,5
X12
Foot length
cm
0,5
X13
BMI (Body Mass Index)
0,01
The selected survey indexes are available and easy to measure and control. This suggests the
possibility of practical implementation and the objective of timely information which is useful for
researchers and coaches.
The sample of the study included 27 boys aged 12 from the Republic of Cyprus. They are the
members of the groups practicing athletics.

In Table 2 we can see the data from the variance analysis of the studied indexes.
Table 2. Variance analysis.
Mx
Ex
As
Min
Max
V%
152,04
0,79
4,11
-0,76
-0,21
15,00
144
159
2,7
43,09
0,72
3,76
0,13
-0,81
14,00
34
48
8,74
151,07
0,97
5,03
-0,7
-0,16
19,50
141
160,5
3,33
46,31
0,82
4,26
-1,37
0,19
12,50
40,5
53
9,2
35,69
0,38
1,99
-0,82
-0,12
7,00
32
39
5,57
62,06
0,56
2,92
-0,7
0,26
11,00
57
68
4,71
21,81
0,23
1,17
-0,16
0,72
4,50
20
24,5
5,36
21,31
0,23
1,21
0,58
0,8
5,00
19,5
24,5
5,68
82,22
0,48
2,49
-1,14
-0,32
8,00
78
86
3,02
10
52,69
0,67
3,48
-0,73
-0,58
12,00
45
57
6,6
11
52,28
0,67
3,5
-0,75
-0,61
12,00
45
57
6,69
12
24,02
0,19
0,99
-0,74
0,43
3,50
22,5
26
4,1
13
18,6
0,15
0,88
1,19
-1,08
3,42
16,4
19,72
4,31
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527
Overall, the data sample is highly homogeneous, as the degree of homogeneity as determined
by variance coefficient (V%) refers to all studied indexes and ranges between 2,70 and 9,20%.
The homogeneity of the sample is accompanied by normal Gaussian distribution of the cases
in all tests. This is confirmed also by the kurtosis (Ex) and skewness (As) indexes. The first (Ex) ranges from -0.13 to 1,19, and the other ranges from 0,19 to -1,08.
Respondents height has the average value of 152,04 cm. Its range (R) is 15 cm. The shortest of
all boys is only 144 cm tall. The tallest boy is 159 cm.
X2 index (weight) has the average value (X) of 43,09 kg. It varies between 34 (minimum) and
48 kg (maximum).
Upper limbs swing (X3) reveals lower results compared to index X1. The average value for
index X3 is 151,07 cm, the minimum value is 141 cm and the maximum is 160,5 cm.
Trunk length (X4) has the average value (X) of 46,31 cm. It ranges (R) between 40,5 cm (min)
and 53 cm (max).
Humeral diameter (X5) has the average value (X) of 35,69 cm. The minimum value for X5 is 32
cm, and the maximum is 39 cm.
Index X6 upper limb length varies between 57 cm (min) and 68 cm (max). Its average value
(X) is 62,06 cm.
Armpit measures are as follows: for the strong arm (X7) from 20 cm (min) to 24,5 cm (max)
with the average value (X) of 21,81 cm; for the weak arm (X8) from 19,5 cm (min) to 24,5 cm (max)
with the average value (X) of 21,31 cm.
Lower limb length (X9) has the average value (X) of 82,22 cm, with the minimum value of 78
cm and 86 cm is the maximum value for all measured respondents.
Strong leg thigh measurement or index X10 has the average value (X) of 52,69 cm. Its minimum value is 45 cm and the maximum value is 57 cm. For weak leg thigh measurement the results
are as follows: the average value (X) is 52,28 cm, the minimum value is 45 cm and the maximum
value is 57 cm.
Foot length (X12) has the average value (X) of 24,2 cm. It ranges from 22,5 cm (min) to 26,0
cm (max).
The last studied index is BMI. Index X13 has the average value (X) of 18,60, the minimum
value of 16,4 and the maximum value is 19,72.
Table 3 presents the correlation matrix between all studied indexes of respondents (aged 12).
Interrelations (r) between all indexes ranges from 0,43 to 0,93.
In our case, height (index X1) is a base index. All other indexes, to a certain degree, appear
to be its derivatives. This fact explains high correlation level between this and all other indexes r
ranges from 0,63 to 0,93.
We found the weakest interrelations between Body Mass Index (X13) and all other indexes r
ranges from 0,43 to 0,79.
528
Anthropometry as a Precondition For Selection of Talented Children for Athletics (12 Years Old)
Table 3. Correlation matrix.
1
2
3
4
5
6
7
8
9
10
11
12
13
10
11
12
13
0,85
0,93
0,76
0,86
0,80
0,76
0,84
0,80
0,75
0,83
0,88
0,81
0,81
0,86
0,82
0,62
0,56
0,57
0,65
0,58
0,69
0,65
0,60
0,56
0,69
0,61
0,71
0,87
0,87
0,82
0,79
0,85
0,81
0,85
0,75
0,65
0,63
0,65
0,64
0,58
0,59
0,63
0,51
0,50
0,59
0,63
0,65
0,64
0,58
0,59
0,62
0,49
0,48
0,59
0,94
0,80
0,73
0,69
0,82
0,74
0,81
0,68
0,71
0,77
0,56
0,66
0,60
0,79
0,52
0,53
0,57
0,53
0,43
0,37
0,57
0,53
0,55
0,45
In Table 4 we present 5-point rating scale (developed with the help of sigmal method) for the
evaluation of anthropometric signs presenting the development level (talent) in a studied person.
Talent is expressed in verbal form as follows: level 5 excellent level of corresponding index; level 4
very good level; level 3 good level; level 2 satisfactory level; level 1 low level of development.
This five- level evaluation scale is directly applicable in practice and it will be very useful for sport
specialists.
Table 4. Evaluation tables for assessing the development level of studied indexes.
index
level
under 148
from 148,01 to 152
from 152,01 to 155
from 155,01 to 158
over 158
under 39
from 39,01 to 42
from 42,01 to 46
from 46,01 to 49
over 49
under 146
from 146 to 150
from 150 to 155
from 155 to 158
over 158
under 42
from 42,01 to 45
from 45,01 to 49
from 49,01 to 52
over 52
under 33
from 33,01 to 35
from 35,01 to 37
from 37,01 to 39
over 39
under 58
from 58,01 to 61
from 61,01 to 64
from 64,01 to 66
over 66
under 20
from 20,01 to 21
from 21,01 to 23
from 23,01 to 24
over 24
under 20
from 20,01 to 21
from 21,01 to 23
from 23,03 to 24
over 24
under 80
from 80,01 to 82
from 82,01 to 84
from 84,01 to 86
over 86
10
under 49
from 49,01 to 51
from 51,01 to 54
from 51,01 to 56
over 56
11
under 49
from 49,01 to 51
from 51,01 to 54
from 54,01 to 56
over 56
12
under 21
from 21,01 to 22
from 22,01 to 24
from 24,01 to 25
over 25
13
over 19.5
from 18,01 to 19
from 17,06 to 18.0
from 17,01 to 17.5
under 17,5
Zbornik radova
529
CONCLUSION
From the study presented above, we can conclude the following:
1. We established the level of anthropometry development of 12-year-old boys in the relevant
geographic region, regarding the respondents practicing athletics.
2. We determined the level of development (talent) regarding all studied indexes. Using this
we, can make appropriate selection for practicing a particular group of athletic disciplines
running, jumping or throwing.
Here we must note that the conclusions are valid for 12-year-old boys in the initial period
of sport selection. This fact makes the conclusions operational, not definitive. In our opinion, the tracking of the changes in anthropometric development should continue in the
next 3-4 years enough for the complete development of a young body. This will be a good
prerequisite for operational adjustments, as this will give the selection more comprehensive and correct character.
REFERENCES
1. Durand, P. (1962) L`enfant et le sport. Press Universitair de France.
2. , . (1999) - . ,
3. , . (1974) . .
.
4. , ., . (1982)
. , 8.
5. , . (1986) . , 8. .
6. , ., . , . (1994) .
.
7. , ., . (2002) - . .
8. , . (2012) . . .
9. , ., . , . , . , . (1985) -
. .
10. , . (2011) . .
11. , . (2009) . .
12. , . (1971) . , .
13. , . (1992) - . .
14. , ., . , . (2012) -
13-14 . , 2012 ..
15. , ., . , . (2003) - -
12-18 . . , . , , .
16. , ., . , . (2005)
11-12 . , 4.
17. , . (1966) -
. .
18. , . (1974) . .
530
Puls tokom trenanog optereenja i mirovanja kao kriterijum stresa i adaptacije u tranju na srednje staze
UDK 796.422.14:612
PULS TOKOM TRENANOG OPTEREENJA I MIROVANJA

KAO KRITERIJUM STRESA I ADAPTACIJE U TRANJU
NA SREDNJE STAZE
Nacionalna sportska akademija Vasil Levski Odsek Atletika, Sofija, Bugarska
UVOD
U savremenom sportu, nauka i praksa pruaju niz dostupnih, dokazanih i efikasnih metodikih pristupa u vezi sa preciznim dijagnostikovanjem efekta treninga. U naoj studiji postavili smo
slian zadatak u jednoj od najinteresantnijih grupa disciplina - tranju na srednje staze. Reenje ovog
problema zahteva praenje i procenu trenutnog stanja i efikasnosti specifinog trenanog optereenja. Metodika osnova za izradu ove studije je teorija stresa i adaptacije kao osnova za planiranje i
kontrolu trenanog procesa.
METOD
Cilj sledee studije je da se povea efikasnost trenanog procesa kod trkaa na srednje staze
putem ispitivanja dinamike pulsa tokom perioda optereenja i mirovanja tokom standardnog optereenja tranja sa progresivnim poveanjem intenziteta. Ukupno je ispitano 40 osoba- 20 mukaraca
i 20 ena (dobro utreniranih trkaa na srednje staze iz Republike Turske).
Cilj naeg istraivanja su bile promene u adaptaciji kardiorespiratornog sistema usled sistematskog trenanog optereenja u periodu od est nedelja u predtakmiarskom trenanom ciklusu
(od 6. maja do 16. juna 2011).
Ispitanici su testirani u normalnim uslovima dva puta - na poetku eksperimenta (od 6. do 9.
maja) i nakon zavretka eksperimenta (od 18. do 21. juna). Test koji su sproveli bio je standardno optereenje tranja od 6 trka x 1000m sa pasivnom pauzom od tri minuta izmeu trka uz progresivno
smanjenje vremena tranja (poveanje brzine tranja) kako sledi:
- Mukarci: 4:20 min. (3,85 m/sek.); 4:00 min. (4,17 m/sek.); 3:40 min. (4,54 m/sek.); 3:15 min.
(5,13 m/sek.); 3:00 min. (5,55 m/sek.), 2:50 min. (5,88 m/sek.).
- ene: 4:40 min. (3,57 m/sek.); 4:20 min. (3,85 m/sek.); 4:00 min. (4,17 m/sek.); 3:35 min. (4,65
m/sek.); 3:20 (5 m/sek.); 3:05 min. (5,40 m/sek.).
Tempo tranja je kontrolisan uz pomo specijalnog automatskog pejsmejkera. Uz pomo
kompjuterske konfiguracije snabdevene sa K4 dinamika pulsa je merena telemetrijom tokom trenanog optereenja i mirovanja izmeu trka.
Svi ispitanici su trenirani po pojedinano razvijenom trenanom programu koji su izradili
njihovi lini treneri za period trajanja eksperimenta. Metodoloka injenica koja objedinjuje sve trenane pristupe bila je ta da su se svi takmiari pripremali za uee u nekom takmienju poetkom
Zbornik radova
531
jula (radi se o razliitim vrstama takmienja dravna prvenstva, Balkanske igre, Mediteranske igre,
Evropsko ekipno prvenstvo u atletici, itd). Razlike izmeu dva testiranja bile su predmet posebne statistike analize. Na osnovu toga, izradili smo standarde za procenu efikasnosti trenanog procesa.
Rezultati istraivanja nam otkrivaju mogunost odreivanja prirode i veliine karaktera optereenja tranja, kao i obima prema unapreenim nivoima markera adaptacije. Ovi markeri su unapred odreeni nivoi adaptacije na osnovu ponaanja pulsa tokom optereenja tranja sa razliitim
intenzitetom (brzina tranja, trajanje treninga, priroda oporavka, itd). Rezultati eksperimenta iz
nae studije daju nam takvu mogunost. To ukazuje na dopunjavanje obrade podataka korelacijom
izmeu pulsa i brzine tranja. U naem sluaju, kombinovali smo podatke istraivanja za ene i za
mukarce. Predstavljamo rezultate grafiki obraenih podataka na Slici 1 i Slici 2.
Uporeujui stvarne rezultate sa teorijskim predvianjima (predstavljenim na obe slike), moemo jasno videti skoro funkcionalnu povezanost izmeu pulsa i brzine tranja tokom perioda optereenja tranja i mirovanja. Dakle, markeri adaptacije pulsa su povezani sa odgovarajuim brzinama
tranja (prema klasifikaciji koju je predstavio redovni prof. I. Iliev).
-Zona neograniene adaptacije pulsa ispod 135 otkucaja/min. pri brzini tranja pd 3,70 m/
sek. (tempo 4:30 min./km);
-Zona ograniene adaptacije pulsa izmeu 136 i 180 otkucaja/min. pri brzini tranja od
3,71-5 m/sek. (tempo od 4:29 do 3:20 min./km);
-Zona poremeene adaptacije pulsa preko 180 otkucaja/min. i brzina tranja vea od 5 m/
sek. (tempo bri od 3:20 min/km).
Slika 1. Generalizovan model koji predstavlja meusobnu zavisnost brzine tranja

i pulsa tokom trenanog optereenja.
532
Slika 2. Generalizovan model meusobne zavisnosti brzine tranja i pulsa tokom pasivnog mirovanja od tri
minuta izmeu trenanih optereenja.
Kako bi se obezbedila dodatna pojanjenja o funkcionalnim efektima i nivou treninga potrebno je klasifikovati markere optimalne adaptacije prema dinamici pulsa tokom mirovanja predstavljenoj na Slici 2. Razlog za to nam daje funkcionalna povezanost izmeu pulsa tokom trenanog
optereenja i perioda mirovanja. To su sledei markeri adaptacije tokom faze odmora:
-ispod 110 otkucaja/min. nakon tranja brzinom od 3,70 m/sek. (tempo 4:30 min./km);
-izmeu 110 i 120 otkucaja/min. nakon tranja brzinom od 3,71 do 5 m/sek. (od 4:29 do 3:20
min./km);
-izmeu 121 i 130 otkucaja/min. nakon tranja brzinom veom od 5 m/sek. (tempo ispod 3:30
min./km).
Primenjeni kriterijum ima znaajnu vrednost u praksi usled njegovih irokih kapaciteta za
pojedinane pristupe prilikom procene i regulisanja funkcionalnog efekta primenjenih fizikih trenanih optereenja. U naem sluaju, dijapazoni pulsa u fazi odmora, izmereni prema brzini tranja i vremenu trajanja, odreuju nivo trenutne funkcionalne pripremljenosti pojedinca. irok opseg
brzina tranja nam dozvoljava da nainimo pojedinanu interpretaciju funkcionalnih sposobnosti
sportista razliitih kvalifikacija.
Moemo jasno uoiti zone niskog, srednjeg i visokog intenziteta. Pored toga, moemo videti
kvantitativne podatke koji predstavljaju nivo fizike spremnosti i adaptibilnosti na primenjena trenana optereenja tranja. Ova pojava je od velike vanosti u primeni operativne kontrole i regulisanja trenanih optereenja tranja.
Kao to je preporueno za ispitanike, predstavljamo sledee vrednosti pulsa:
do 160 otkucaja u minutu stabilizovanje aerobne zone;
izmeu 160 i 175 otkucaja u minutu efektivna aerobna zona (zona za razvijanje ekonomije
aerobne energije);
izmeu 175 i 185 otkucaja u minutu zona razvoja (obrade) maksimalne snage procesa
respiratornog sistema.
Zbornik radova
533
ZAKLJUAK
1. Ponaanje pulsa tokom faza fizikog optereenja je objektivni pokazatelj za individualnu
procenu efikasnosti treninga.
2. Vreme oporavka pulsa tokom perioda mirovanja je marker adaptacije za utvrivanje
individualne tolerancije na trenana optereenja i fizikog nivoa treninga.
3. Pronali smo funkcionalnu povezanost izmeu intenziteta tranja (brzine) i pulsa tokom
perioda trenanog optereenja i mirovanja.
U zakljuku, moramo napomenuti da poveanje efikasnosti individualnog treninga, naroito
specifine fizike sposobnosti, zahteva dnevnu kontrolu kardiorespiratornog sistema uz pomo posebnog kardiorespiratornog sistema korienjem testera pulsa. Obrada podataka dnevnih rezultata
ukazuje na razvoj linih modela karakteristika i markera adaptacije (aerobni i anaerobni puls).
Izrada pojedinanih kriterijuma za vrednovanje efikasnosti zahteva planiranje trenanog perioda za
funkcionalnu kontrolu. To bi trebalo da obuhvati specifine rokove za sprovoenje laboratorijskih
istraivanja, kao i istraivanja na terenu. Takoe preporuujemo da elitne trkaice na srednje staze
treba da imaju mukarce kao sparing partnere.
Predstavljene norme za funkcionalnu procenu su tane i mogu se koristiti kao osnova za individualno planiranje razvoja specifinih fizikih sposobnosti.
534
LITERATURA
1. .. . ., , 1983.
2. . . (1990).
.
, , . .
3. ., . (1997).
, .
. .
4. ., . (1996).
.
. 10-11.
5. ., . , . (2000).
.
.3 .3 .
6. . (1997). - . . ,
.
7. , . (1998). . .
8. ., . (2000). .
9. . . (1991). , , . , .
10. , . (2006) . &
, .1.
11. ., . (2005). . .
12. Cogan A.K., B.D. Williams. (1999). Metabolic Adaptations to Endurance Training: Substrate Metabolism during Exercise, Human Kinetics.
13. Dick, F. W. (2002). Sports Training Principles A&C Black, London.
14. Arslan, C., KO, S.:Yarma ncesi Bayan ve Erkek Sporcularn Heyecan Durumlarnn llmesi ve Karlatrlmas, Hacettepe niversitesi IV. Spor Bilimleri Kongresi, 1-3 Kasm, Ankara, 2013.
15. Ko,S..Atc,M.,ztrk,H. Farkl branlarda spor yapan rencilerin iletiim beceri dzeylerin
incelenmesi. 4, Uluslararas Spor Bilimleri kongresi, 19-21 mays stanbul, 2011.
Zbornik radova
535
UDK 796.422.14:612
HEART RATE DURING TRAINING LOADS AND AT REST AS CRITERIA

FOR STRESS AND ADAPTATION IN MIDDLE-DISTANCE RUNNING
Rumiana Karapetrova, Joseph Broglie, Georgi Stoykov, Ivaylo Lazarov,Fehim Djoshan

National Sports Academy Vassil Levski Department Track & Field, Sofia, Bulgaria
INTRODUCTION
In the contemporary sport, science and practice provide a number of available proven effective methodical approaches related to precise training effect diagnosis. In our study we set similar
task in one of the most interesting group of disciplines middle distance running. The solution of
this problem requires monitoring and evaluation of current situation and specific training loads
effectiveness. The methodical base for developing this study is the theory of stress and adaptation as
a basis for planning and controlling training process.
METHOD
The aim of the following study was to increase the effectiveness of training process in the middle distance runners by examining the heart rate frequency dynamics during load and rest periods
in standard running load with a progressive increase in intensity. 40 persons were examined in total
20 men and 20 women (well-trained middle distance runners from the Republic of Turkey).
The aim of our research were the adaptation changes in cardio respiratory system due to systematic training loads for a period of six weeks in a pre-competition training cycle (from the 6th of
May to the 16th of June 2011).
The respondents were tested in normal conditions twice at the beginning of the experiment
(from May 6th - 9th) and after the end of the experiment (from June 18th 21st). The test they performed was a standard running load of 6 runs x 1000 m with a three-minute passive pause between the
runs with a progressive running time reduction (running speed increase) as follows:
- Men: 4:20 min. (3,85 m/sec.); 4:00 min. (4,17 m/sec.); 3:40 min. (4,54 m/sec.); 3:15 min. (5,13
m/sec.); 3:00 min. (5,55 m/sec.), 2:50 min. (5,88 m/sec.).
- Women: 4:40 min. (3,57 m/sec.); 4:20 min. (3,85 m/sec.); 4:00 min. (4,17 m/sec.); 3:35 min.
(4,65 m/sec.); 3:20 (5 m/sec.); 3:05 min. (5,40 m/sec.).
Running pace was controlled with the help of a special automatic pacemaker. With the help
of the computer configuration supplied with K4 heart rate frequency dynamics was measured by
telemetry during training load and rest between the runs.
All the respondents were trained by individually developed training program created by their
personal coaches for the experiment period. The methodological fact uniting all training approaches
was that all competitors were preparing to participate in a competition in the early July (in different
types of competitions National Championships, Balkan games, Mediterranean games, Europe-
536
Heart Rate During Training Loads and at Rest as Criteria for Stress and Adaptation in Middle-distance Running
an team Championships, etc.). The differences between two testing were subject to a specialized
statistical analysis. On this basis, we developed the standards for assessing the effectiveness of the
training process.

The results of the survey revealed us the possibility of determining the nature and magnitude of running loads character and volume according to the preferred levels of adaptation markers.
These markers are predefined levels of adaptation based on heart rate frequency behavior during
training loads with different intensity (running speed, training duration, nature of recovery, etc.).
The experiment data from our study give us such an opportunity. It implies supplementing data
processing with the correlation between heart rate frequency and running speed. In our case, we
combined the survey data from men and from women. We present the results of the processed data
graphically in Figure 1 and Figure 2.
Comparing the actual results with theoretical predictions (presented in both figures), we may
clearly see almost functional interdependence between running speed and heart rate frequency during training load and rest periods. Therefore, the heart rate adaptation markers are associated with
the respective running speeds (according to the classification presented by Full prof. I. Iliev).
-Zone of unlimited heart rate adaptation below 135 beats/min. at running speed 3,70 m/sec.
(pace 4:30 min./km);
-Zone of limited heart rate adaptation between 136 and 180 beats/min. at running speed
3,71-5 m/sec. (pace from 4:29 to 3:20 min./km);
-Zone of disturbed heart rate adaptation over 180 beats/min. and running speed higher than
5 m/sec. (pace faster than 3:20 min/km).
Figure 1. Generalized model presenting interdependence between running speed

and heart rate frequency during training loads.
Zbornik radova
537
Figure 2. Generalized model of interdependence between running speed

and heart rate frequency during the three-minute passive rest between training loads.
To provide further clarification on functional effects and training level it is necessary to classify
the optimal adaptation markers according to heart rate dynamics during rest presented in Figure 2.
The reason for this gives us the functional relationship between the heart rate during training loads
and recovery periods. These are t the following adaptation heart rate makers during recovery phase:
below 110 beast/min. after running at the speed of 3,70 m/sec. (pace 4:30 min./km);
between 110 and 120 beats/min. after running at the speed from 3,71 to 5 m/sec. (from
4:29 to 3:20 min./km);
between 121 and 130 beats/min. after running at the speed higher than 5 m/sec. (pace
under 3:30 min./km).
The applied criterion has a considerable practice value due to its broad capacities for individual approaches when evaluating and regulating functional effect of the applied physical training loads.
In our case, the heart rate diapasons in the recovery phase, taken according to running speed and
time duration, determine the level of current individual functional preparedness. The wide range of
running speeds allows us to make individual interpretation of functional capabilities of the athletes
with different qualifications.
We may clearly see the zones of low, medium and high intensity. In addition, we may see the
quantitative data presenting the level of physical preparation and adaptability to the applied running
training loads. This phenomenon is of great importance in the implementation of operational control and regulation of running training loads.
As recommended for the respondents we present the following heart rate values:
up to 160 beats per minute stabilizing aerobic zone;
between 160 and 175 beats per minute effective aerobic zone (zone of the development
of economy of aerobic energy);
between 175 and 185 beats per minute development zone (processing) the maximum
power of the respiratory system processes.
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Heart Rate During Training Loads and at Rest as Criteria for Stress and Adaptation in Middle-distance Running
CONCLUSION
1. Heart rate behaviour during physical load phases is an objective index for individual assessment of
training effectiveness.
2. Heart rate recovery time during rest time is an adaptation marker for determining individual
tolerance to training loads and physical training level.
3. We found functional correlation between running intensity (speed) and heart rate during training
load and rest.
In conclusion, we must note that the increase in individual training effectiveness, especially specific physical ability, requires daily control of cardiorespiratory system with the help of special cardiorespiratory system using pulse testers. The data processing of the daily results suggests the development of personal model characteristics and adaptation markers (aerobic and anaerobic pulse).
The creation of individual evaluation criteria of effectiveness requires training periods of planning for
functional control. It should include specific deadlines for laboratory and field studies. We also recommend that elite female middle-distance runners should use men as sparring partners.
The presented norms for functional evaluation are correct and can be used as a basis for individual planning of specific physical ability development.
REFERENCES
4. .. . ., , 1983.
5. . . (1990).
.
, , . .
6. ., . (1997).
, .
. .
7. ., . (1996).
.
. 10-11.
8. ., . , . (2000).
.
.3 .3 .
9. . (1997). - . . ,
.
10. , . (1998). . .
11. ., . (2000). .
12. . . (1991). , , . , .
13. , . (2006) . &
, .1.
14. ., . (2005). . .
15. Cogan A.K., B.D. Williams. (1999). Metabolic Adaptations to Endurance Training: Substrate Metabolism during Exercise, Human Kinetics.
16. Dick, F. W. (2002). Sports Training Principles A&C Black, London.
17. Arslan, C., KO, S.:Yarma ncesi Bayan ve Erkek Sporcularn Heyecan Durumlarnn llmesi ve Karlatrlmas, Hacettepe niversitesi IV. Spor Bilimleri Kongresi, 1-3 Kasm, Ankara, 2013.
18. Ko,S..Atc,M.,ztrk,H. Farkl branlarda spor yapan rencilerin iletiim beceri dzeylerin
incelenmesi. 4, Uluslararas Spor Bilimleri kongresi, 19-21 mays stanbul, 2011.
Zbornik radova
539
UDK 796.422.092
DINAMIKA REZULTATA ELITNIH TRKAA NA 110 M SA PREPONAMA

SA ASPEKTA STAROSNE DOBI

Nacionalna Sportska Akademija Vasil Levski Odsek Atletika, Sofija, Bugarska
UVOD
Nesumnjivo da je disciplina tranje na 110 m sa preponama jedna od najatraktivnijih i tehniki
najzahtevnijih disciplina u atletskom programu. Ovo se jasno moe videti tokom evropskih i svetskih
prvenstava, Olimpijskih igara i drugih finalnih takmienja.
Proteklih godina bili smo svedoci dinaminog razvoja ove discipline. Nekoliko puta su zabeleeni rezultati ispod 13 sekundi. Takoe smo bili svedoci nekoliko novih svetskih rekorda. Stoga smo
smatrali da je neophodno analizirati uinak najelitnijih trkaa u ovoj disciplini. Sudei po geslu da
treba uiti iz iskustva svetskih elitnih trkaa u trci sa preponama istraivali smo dinamiku njihovih
najboljih rezultata sa aspekta starosne dobi kako bi objektivno predstavili podatke.
METOD
Cilj sledee studije bio je da otkrije dinamiku rezultata elitnih trkaa u trci na 110 m sa preponama (34 sportiste- 13 sportista sa rezultatima brim od 13 sek. i 21 sportista sa rezultatima brim
od 13,34 sek) sa aspekta starosne dobi. Pratili smo njihove rezultate i dinamiku tokom sportskih karijera ovih sportista. Podelili smo sve trkae u tri grupe: prva grupa je obuhvatala one sa rezultatima
brim od 13,00 sekundi; druga grupa je obuhvatala one koji su vie od 6 sezona imali rezultate bre
od 13,34 sekunde; trea grupa je obuhvatala one koji su manje od 6 sezona imali rezultate ispod 13,34
sekunde. Ispitanici su svetski elitni trkai u trci sa preponama predstavljeni u Tabeli 1. Koristili smo
rezultat od 13,34 sek. kao taku koja odvaja elitne trkae od ostalih. Upotreba ovih podataka moe
biti od koristi trenerima u planiranju trenanog procesa i kontroli razvoja sportista.
540
Dinamika rezultata elitnih trkaa na 110 m sa preponama sa aspekta starosne dobi
Prva grupa sportista (oni sa rezultatima brim od 13,00 sekundi) obuhvatila je imena kao to
su trenutni nosilac svetskog rekorda Ariesa Merita, kao i bive nosioce rekorda Dejrona Roblesa,
Lija Ksijanga, Alena Donsona i druge trkae koji predstavljaju deo istorije u ovoj disciplini (videti
Tabelu 1).
U Tabeli 1 moemo videti sve sportiste sa rezultatima brim od 13,00 sekundi (rezultati koji
su postavljeni pri vetru brem od +2,0 nisu ukljueni). Primetno je da su svi sportisti u klubu ispod 13 sek. zabeleili rezultate u svetskoj eliti (13,34 sek) u vie od 6 sezona, ali ne u nizu. Neki od
sportista su postavili svoje line rekorde na poetku svoje karijere u elitnim trkaima, a drugi pak
na kraju. Veina trkaa u ovoj grupi se pridruila svetskoj eliti kada su imali izmeu 18 i 23 godine.
Izmeu njihove prve i tree godine u svetskoj eliti svoje line rekorde postavili su Dejron Robles,
Kolin Dekson, Renaldo Nehemiah, Lai Dukure i Mark Krear. Jedini izuzetak ovde je Dek Pirs - on
je pristupio svetskoj eliti kada je imao 27 godina, ali je ostao u eliti do 36. godine (sa rezultatom od
13, 26 sek.i linim rekordom od 12, 94 sek). Dobri primeri dugotrajne sportske karijere predstavljaju
Liju Ksijang (12 sezona), Kolin Dekson (15 sezona), Alen Donson (16 sezona), Terens Tremel (13
sezona) i Mark Krear (11 sezona).
Na Slici 1 moemo videti intenzitet rezultata izmeu 20-21 i 27-29 godina starosti. Nakon
toga, malo je rezultata koje su postigli elitni trkai iz ove grupe. Rezultati su uglavnom koncentrisani
izmeu 24-25 i 29-30 godina starosti.
Za ovu grupu koja obuhvata najbolje trkae u disciplini trke na 110 m sa preponama starosna
dob pristupanja eliti varira izmeu 20-25 godina starosti. (Tabela 2 i Slika 1)
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541
Slika 1. Sportisti sa rezultatima brim od 13,00 sekundi.
Tabela 3 predstavlja rezultate za trkae koji su proveli vie od est sezona u svetskoj eliti (rezultati bri od 13,34 sekunde). Ovde smo obuhvatili 9 sportista. Otkrili smo tendencije sline onima
u prvoj grupi - veliki procenat sportista je zabeleio svoje line rekorde na poetku njihovih karijera
u svetskoj eliti (tokom jedne od prve etiri sezone). Starosna dob pristupanja svetskoj eliti za ovu
grupu je oko 23. godine. (Tabela 3)
Sa Slike 2 moemo jasno videti dinamiku rezultata. Ovde moemo napomenuti kompaktnost
rezultata ispitanika u periodu izmeu 27 i 32 godine starosti. Trkai su ostvarili najbolje rezultate
542
kada su imali izmeu 23 i 26 godina. Ovde smo takoe svedoci primera dugotrajnih karijera u sportskoj eliti Greg Foster (16 sezona), Toni Deret (11 sezona), Mark Mekoj (11 sezona), Toni Diz (10
sezona) i drugi. Veina ispitanika iz ove grupe je nastavila svoje karijere nakon svoje tridesete godine,
ali za ovu injenicu zasluna je takoe i starosna dob prilikom pristupanja svetskoj eliti- stariji su u
poreenju sa prvom grupom.
Slika 2. Sportisti koji su imali rezultate izmeu 13,00 i 13,34 sekunde u vie od 6 sezona.
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543
Trea grupa elitnih trkaa u trci sa preponama sa manje od 6 sezona u eliti (sa rezultatima
brim od 13,34 sekunde) obuhvatila je 12 sportista. Najbolji rezultat u ovoj grupi je 13,00 sekundi
i postavio ga je Anvar Mur kada je imao 28 godina. Ovde nalazimo dva trenda u postavljanju linih rekorda: prvi je postavljanje linog rekorda na poetku njihove sportske karijere (prva ili druga
sezona): drugi je postavljanje linog rekorda na kraju njihove sportske karijere u svetskoj eliti ove
discipline. (videti Tabelu 4)
Moemo jasno videti da su ovde rezultati ratrkaniji u odnosu na druge dve grupe. Poetna
starosna dob varira izmeu 20-21 i 25-27 godina starosti. Takoe uzrast kada je lini rekord postavljen varira - od 21 do 28 godina.
Na Slici 3 moemo videti podatke iz Tabele 4 koji su grafiki predstavljeni. Iz njih moemo
videti maksimume u postavljanju rekorda sezone (SB) oko 22-23 godine starosti, 25-26 godina (rezultati bri od 13,10 sekundi). Nakon 30. godine rezultati nisu tako brzi kao oni postignuti tokom
gore pomenutih starosnih dobi.
544
Slika 3. Sportisti koji su manje od 6 sezona imali rezultate izmeu 13,00 i 13,34 sekunde.
ZAKLJUAK
Nakon detaljne analize, moemo predstaviti sledee zakljuke:
1. Za prvu grupu trkaa u trci sa preponama (sa rezultatima brim od 13,00 sekundi u vie od
est sezona u eliti):
Veina trkaa je pristupila svetskoj eliti kada su imali 18-23 godine.
Postavili su line rekorde tokom tri godine njihove karijere.
Dobri primeri dugotrajne sportske karijere su Liju Ksijang, Kolin Dekson, Alen
Donson, Terens Tremel i Mark Krear.
Vidimo koncentraciju rezultata izmeu 20-21 i 27-29 godina starosti.
2. Za drugu grupu trkaa u trci sa preponama (sa rezultatima izmeu 13,00 i 13,34 sekunde u
vie od est sezona u eliti);
Veliki procenat sportista je zabeleio svoje line rekorde na poetku svoje sportske
karijere u svetskoj eliti.
Pronali smo kompaktnost rezultata rekorda sezone oko 27-32. godine starosti.
Najbolji rezultati su postavljani izmeu 23-26 godina starosti.
Dobri primeri za dugotrajnu sportsku karijeru u ovoj grupi su Greg Foster, Toni Deret,
Mark Mekoj, Toni Diz.
3. Za treu grupu trkaa (sa manje od est sezona sa rezultatima u svetskoj eliti):
Pronali smo dva trenda u postavljanju linih rekorda: prvi-postavljanje linih rekorda
na poetku sportske karijere u svetskoj eliti; drugi- lini rekord se postavlja na kraju.
Rezultati su ratrkaniji u poreenju sa druge dve grupe.
Nakon 30. godine vidimo opadanje sportskih rezultata.
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545
LITERATURA
1. http://www.iaaf.orf/ - IAAF Official web page
2. , . (2011) . .
3. , . (1999) - . , .
4. , . (2011) , , .
5. , . (2013) , , .
6. , . (2010) , , .
7. , ., (2013) , , .
546
Elite 110 m Hurdlers Results Dynamics with Regard to Age
UDK 796.422.092
ELITE 110 M HURDLERS RESULTS DYNAMICS

WITH REGARD TO AGE

National Sports Academy Vassil Levski Department Track & Field, Sofia, Bulgaria
INTRODUCTION
Undoubtedly, the discipline 110 m hurdle running is one of the most attractive and technically
most difficult disciplines in the athletic program. This is clearly visible during European and World
Championships, Olympic Games and other competitions finals.
In recent years, we have been witnessing dynamic development of the discipline. Several times
the results below 13 seconds were registered. We have also witnessed several new world records.
Therefore, we considered it necessary to analyze the performance of the most elite hurdlers in the
discipline. Judging by the maxim that we should learn from the experience of the world elite hurdlers
we researched the dynamics of their best results in age aspect in order to objectively present the data.
METHOD
The aim of the following study was to reveal the results dynamics of the elite 110 m hurdlers
(34 athletes 13 athletes with the results faster than 13 sec. and 21 athletes with the results faster
than 13,34 sec.) with regard to age. We traced their results and dynamics during the athletes sport
careers. We divided all hurdlers into three groups: the first group included those with the results faster than 13,00 seconds; the second group included those with the results faster than 13,34 seconds
within more than 6 seasons; the third group included those with the results below 13,34 seconds
within less than 6 seasons. The respondents were the world elite hurdlers presented in Table 1. We
used the result 13,34 sec. as a point to divide the elite hurdlers from the rest. The use of these data
can help coaches plan the training process and control the development of athletes.
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547

The first group of athletes (those with the results faster than 13,00 seconds) included the names such as the current world record holder Aries Meritt, the former record holders Dayron Robles,
Liu Xiang, Allen Johnson and other hurdlers who represent a part of the history in this discipline
(see Table 1).
In Table 2 we may see all the athletes with the results faster than 13,00 seconds (results set
with the wind faster than +2,0 are not included). It is notable that all the athletes in the club under
13 sec. registered results in the world elite (13,34 sec.) within more than 6 seasons, but not in a row.
Some of the athletes set their personal best in the beginning of their careers in the elite, other in the
end. Most of the hurdlers in this group entered the world elite at the age of 18 23. Between their
first and third year in the elite, the PB were set by Dayron Robles, Colin Jackson, Reinaldo Nehemiah,
Ladji Doucoure and Mark Crear. The only exception here is Jack Pierce he entered the world elite
at the age of 27, but he stayed in the elite up to 36 years of age (with the result of 13,26 sec. and the
PB of 12,94 sec.). Good examples of a long lasting sport career are Liu Xiang (12 seasons), Colin
Jackson (15 seasons), Allen Johnson (16 seasons), Terrance Trammel (13 seasons) and Mark Crear
(11 seasons).
From Figure 1 we may see the intensity of the results between the age of 20-21 and 27-29. After
that, there are fewer results in the elite set by the athletes from this group. The results are mostly
concentrated between 24-25 years and 29-30 years of age.
For this group including the best hurdlers in the 110 m discipline, the entry age ranges between
20-25 years. (Table 2 and Figure 1)
548
Figure 1. Athletes with the results faster than 13,00 seconds.
Table 3 presents the data for the hurdlers who are present more than six seasons in the world
elite (results faster than 13,34 seconds). We included 9 athletes here. We found some trends similar
to the first group a large percentage of the athletes registered their PB at the beginning of their careers in the world elite (during one of the first four seasons). The world elite entry age for this group
is around 23 years of age. (Table 3)
From Figure 2 we may clearly see the results dynamics. Here we can note that the compactness
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549
of respondents results in the period between the age of 27 and 32. The best results were achieved by
the hurdlers when they were between 23 and 26 years of age. Here we have also witnessed examples
of long lasting careers in the sport elite Greg Foster (16 seasons), Tony Jarrett (11 seasons), Mark
McKoy (11 seasons), Tony Dees (10 seasons) and others. Most of the respondents from this group
continued their careers after their thirties but this fact is also due to the entry age in the world elite
older ones compared to the first group.
Figure 2. Athletes with the results between 13,00 and 13,34 seconds within more than 6 seasons.
550
The third group of the elite hurdlers with less than 6 seasons in the elite (with the results faster than 13,34 seconds) included 12 athletes. The best result in this group was 13,00 seconds set by
Anwar Moore at the age of 28. Here we found two trends in setting the PB: the 1st is setting the PB
in the beginning of their sport career (the first or second season); the 2nd is setting the PB at the end
of their sport career in the world elite of the discipline. (see Table 4)
We may clearly see that the results here are much more scattered compared to the other two
groups. Starting age varies between 20-21 years to 25-27 years of age. Also the age of the PB set varies from 21 to 28 years of age.
In Figure 3 we may see the data from Table 4 presented graphically. From it we can see the peaks in setting the season bests (SB) around 22-23 years, 25-26 years of age (results faster than 13,10
seconds). After 30 years of age, the results are not as fast as those set during the ages mentioned
above.
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551
Figure 3. Athletes with the results between 13,00 and 13,34 seconds within less than 6 seasons.
CONCLUSION
After detailed analysis, we can present the following conclusions:
1. For the first group of hurdlers (with the results faster than 13,00 seconds within more than
six seasons in the elite):
Most of the hurdlers entered the world elite at the age of 18-23.
They set their PBs during the three years of their careers.
Good examples for long lasting sport careers are Liu Xiang, Colin Jackson, Allen
Johnson, Terrance Trammel and Mark Crear.
We may see a concentration of results between the age of 20-21 and 27-29.
2. For the second group of hurdlers (with the results between 13,00 and 13,34 seconds within
more than six seasons in the elite);
a large percentage of the athletes registered their PBs in the beginning of their sport
careers in the world elite.
We found a compactness of SB results around 27-32 years of age.
The best results were set between 23-26 years of age.
Good examples of long lasting sport careers in this group are Greg Foster, Tony Jarrett,
Mark McKoy, Tony Dees.
3. For the third group of hurdlers (with the results in the world elite within less than six
seasons):
We found two trends in PB setting: the 1st the PB is set in the begging of a sport
career in the world elite; the 2nd the PB is set in the end.
Results are much scattered compared to the other two groups.
After the age of 30 we may notice a decrease in sport results.
552
REFERENCES
1. http://www.iaaf.orf/ - IAAF Official web page
2. , . (2011) . .
3. , . (1999) - . , .
4. , . (2011) , , .
5. , . (2013) , , .
6. , . (2010) , , .
7. , ., (2013) , , .
Zbornik radova
553
UDK 796.035:316(497.6)
PROCENA EFEKATA REKREACIJE

NA OSNOVU SOCIJALNO-ISKUSTVENIH OBELEJA
Predrag Dragosavljevi1, Milinko Dabovi2, Gorana Teanovi1

1
Fakultet fizikog vaspitanja i sporta, Univerzitet u Banjoj Luci, Bosna i Hercegovina

2
UVOD
Socijalna sredina moe bitno uticati na pojedinca, tako da se ti uticaji manifestuju kroz djelo
vanje faktora iz ue i ire socijalne situacije. Faktori ire socijalne situacije odraavaju se na pojedinca
posredno kroz globalne politike i ekonomske odnose, a ue socijalne sredine tako to socijalna sre
dina utie na pojedinca, preko grupa kojima pripada (nacionalne, religijske, kulturne). Otuda se pri
sagledavanju meusobne povezanosti efekata rekreacije i socijalno-iskustvenih obiljeja ispitanika
uzima u obzir i uticaj karakteristika socijalnih grupa kojima ispitanik pripada. Socijalni status se
definie na osnovu raznih kriterijuma, kao to su: porijeklo, imovinsko stanje, religija, rasa, visina
dohotka, zvanje, izvor dohotka, potronja, ivotni stil, mjesto boravka, pol, godine starosti, obrazo
vanje, radno mjesto, vanost posla i sl. Taj sistem zavisi od rada, ekonomskog stanja i politike djelat
nosti ljudi. Super i Crites (1962) navode da su interesovanja proizvod interakcije naslijeenih faktora
koji su ukljueni u lini razvoj i uticaja spoljanje sredine. U ovom istraivanju polazi se od toga da
socijalna sredina moe bitno uticati na pojedinca. Nain i sredstva korienja slobodnog vremena su
razliita. Njihov sadraj, forma i oblik zavise od nivoa opte kulture, potreba i fonda slobodnog vre
mena. Zavisno od naina korienja postoji pozitivan i negativan oblik korienja slobodnog vreme
na. Pozitivno korienje slobodnog vremena je vezano za aktivnu, pasivnu i stvaralaku djelatnost.
Nivo rekreacijskih aktivnosti bi se mogao vezati za nivo formiranosti potreba. Potrebe su
odreene materijalnim (ekonomskim) mogunostima sa jedne strane, te obrazovanjem sa druge
strane. Socioloki se potrebe, mogunosti i tenje mogu posmatrati na vie nivoa, od kojih se izdva
jaju individualni i grupni. Sa stanovita drugih disciplina kao to su ekonomija, prostorno planiranje,
drutveno politiko ureenje, mogu se razlikovati drugi nivoi, na pr. lokalni i regionalni nivo, zatim
nivo mjesne zajednice, optine, nivo neposredne radne sredine, radne organizacije i privrede u cjeli
ni. U asovima slobodnog vremena ovjek nastoji da afirmie svoju linost u negativnom ili pozitiv
nom smislu. U pozitivnom smislu ovjek nastoji da realizuje sebe kroz odreene raznovrsne aktivno
sti (posmatrake, stvaralake, aktivno rekreativne), koristei sportsko-rekreativne i druge aktivnosti
kompezatornog karaktera (Vukovi, 1999). Kao preduslov za kvalitetniji ivot mnogi autori navode:
pravilno tjelesno vjebanje, kvalitetnu i odgovarajuu prehranu, odravanje doivljaja vlastitog iden
titeta, socijalizaciju, odbacivanje loih navika i stresnih situacija, pozitivan stav prema ivotu (aban,
2004; Seidman, 2001; Strunz, 2002; Miigoj-Durakovi i sar.2000; Andrijaevi, 2000). Da bi uticaj
fizikih aktivnosti na organizam bio prvenstveno i iskljuivo pozitivan, neophodno je poznavanje
svih osnovnih morfolokih, funkcionalnih i psiholokih karakteristika i razlika meu polovima. Uku
pnost procesa koji nas pokreu na odreene aktivnosti i ponaanja u pravcu postizanja postavljenih
ciljeva nazivamo motivacijom, a pojedine unutranje inioce koji pokreu i usmjeravaju te aktivno
sti, koji im odreuju sadraj, trajanje i snagu nazivamo motivima (Dunerovi, 1996). Prema dosa
554
Procena efekata rekreacije na osnovu socijalno-iskustvenih obeleja
danjim saznanjima bavljenje rekreativnim aktivnostima produkuje raznovrsne efekte za pojedinca.

U najirem smislu efekti se odraavaju na zdravlje, radne sposobnosti, kvalitet radnog ivota, estetski
izgled, samopoznavanje i samopotvrivanje. Stojiljkovi (2001) istie grupnu pripadnost 23%, relak
saciju i poboljanje psihofizike kondicije i zdravlja 14,6%, brigu za narueno zdravlje 9,5%, estetsku
orjentaciju 6,8% i presti i modu 6,3% kao motive za bavljenjem rekreativnim aktivnostima.
Osnovni cilj ovog istraivanja bio je da se sagledaju procjene efekata rekreacije u meusobnoj
povezanosti sa socijalno-iskustvenim faktorima ispitanika, radi dobijanja podataka kako pol, hrono
loka dob i materijalne prilike mogu doprinijeti procjeni efekata rekreacije.
METOD
S obzirom na sloenost predmeta istraivanja, formulisan cilj istraivanja i odabrane istra
ivake metode, istraivanje je realizovano 2013. godine, na uzorku od 553 ispitanika, stanovnika
zapadnog dijela Republike Srpske (Prijedor, Gradika, Srbac i Banja Luka), od ega se 132 ispitanika
nije bavilo rekreacijom, 169 ih se bavilo rekreacijom povremeno, a 252 ispitanika se bavilo rekrea
cijom redovno.Veliina i nain izbora ispitanika koji se aktivno ne bave rekreacijom je uraen po
modelu vieetapnog stratifikovanog sluajnog izbora, dok su ostali ispitanici izabrani po kriteriju
to bolje reprezentativnosti iz redova pedagoga fizike kulture, aktivnih rekreativaca (lanova klu
bova) ili osoba koje su trenutno ukljuene u realizaciju programa nekih rekreativnih grupa. Imajui
na umu izbor moguih naunih metoda, a uvaavajui prirodu problema koji istraujemo, vrste
instrumenata za prikupljanje podataka i druge inioce, u istraivanju su primijenjene dvije metode:
metoda teorijske analize i empirijsko-neeksperimentalna metoda ili servej (Survey) metoda, ijom
je primjenom izvreno empirijsko istraivanje i ispitivanje procjene efekata bavljenja rekreacijom i
utvrena su socijalno-statusna obiljeja ispitanika. Servej metod, kao vid terenskog istraivanja, je
inae veoma pogodan da se uz pomo odreenih instrumenata za prikupljanje i analizu podataka
utvrdi stanje, otkriju odreene tendencije te doprinese izvoenju zakljuaka o optim stavovima i o
njihovim univerzalnim znaenjima. Od socijalno-psiholokih obiljeja ispitanika analizirani su: pol,
hronoloka dob i materijalne prilike u kojima ive. U istraivanju su za potrebe prikupljanja rele
vantnih podataka bili korieni sljedei instrumenti: Upitnik za procjenu efekata rekreacije (Upitnik
je bio anoniman, a popunjavan je uz pismenu instrukciju koju je davao anketar, ali i uz instrukcije
koje su navedene uz svako pitanje, gdje je to potrebno) i Skala za ispitivanje opteg odnosa prema
rekreaciji (Likertova sumaciona skala namijenjena za ispitivanje odnosa ispitanika prema razliitim
aspektima rekreacije). Pouzdanost skale utvrena je primjenom Split-half postupka, kojim se pro
vjerava konzistentnost. Korelacija izmeu polovina skale iznosi 0,6984, a koeficijent pouzdanosti,
izraunat pomou Spearman-Brown formule, je 0,8152). Za obradu dobijenih podataka korien je
statistiki program SPSS 17.00. Drugim rijeima, u obradi podataka, pored frekvencija i procenata,
izraunate su mjere centralne tendencije (aritmetika sredina) i rasprenja rezultata (standardna
devijacija), povezanost izmeu varijabli (Skor korelacija) te testiranje statistike znaajnosti razlika
izmeu relevantnih varijabli (Hi-kvadrat test).
REZULTATI
U ovom istraivanju od socijalno-iskustvenih obiljeja ispitanika analizirani su pol, hronoloka
dob i materijalne prilike u kojima ive. Dobijeni rezultati prezentovani su u tabelama 1, 2 i 3.
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555
Tabela 1. Pol ispitanika i procjena efekata rekreacije
lijep izgled
odmor i
oputanje
zabava
druenje
samodokazivanje i
afirmacija
ne vidi koristi
od rekreacije
regulisanje
tjelesne teine
enski
odravanje
vitalnosti
muki
odravanje
sposobnosti
Pol:
ouvanje
zdravlja
Procjena efekata rekreacije
116
29
37
29
56
46
34. 94
8.73
11.14
1.20
8.73
16.87
13.86
2.71
.90
.90
61
18
30
13
47
15
20
28.50
8.41
14.02
3.74
6.07
21.96
7.01
9.35
0.00
.93
177
47
67
12
42
103
61
29
32.42
8.61
12.27
2.20
7.69
18.86
11.17
5.31
.55
.92
332
214
546
Pearson Chi-square: 27.5213, df=9, p=.001150
Uvid u dobijene rezultate pokazuje da je pol ispitanika znaajan izvor razlika u procjeni efeka
ta rekreacije, s obzirom da je dobijeni Hi-kvadrat=27,5213, uz 9 stepeni slobode, statistiki znaajan
na nivou 0,01. To znai da su razlike u procjeni efekata rekreacije statistiki znaajne s obzirom na
pol ispitanika, kako se moe uoiti u tabeli 1.
Tabela 2. Hronoloka dob ispitanika i procjena efekata rekreacije
zabava
druenje
samodokazivanje
i afirmacija
ne vidi koristi
od rekreacije
odmor i
oputanje
46 - 55 godina
lijep izgled
36 - 45 godina
regulisanje
tjelesne teine
26 - 35 godina
odravanje
vitalnosti
do 25 godina
odravanje
sposobnosti
Hronoloka
dob
ouvanje
zdravlja
74
13
13
33
41
21
35.92
6.31
6.31
3.40
16.02
19.90
10.19
0.00
0.00
1.94
55
10
15
29
11
14
39.29
7.14
10.71
0.00
3.57
20.71
7.86
10.00
0.00
.71
34
19
15
19
22
11
26.77
14.96
11.81
0.00
3.15
14.96
17.32
8.66
2.36
0.00
14
18
14
22.58
4.84
29.03
8.06
0.00
22.58
6.45
6.45
0.00
0.00
177
45
61
12
42
103
61
29
32.90
8.36
11.34
2.23
7.81
19.14
11.34
5.39
.56
.93
206
140
127
62
535
Pearson Chi-sljuare: 147.784, df=27, p=.000000
556
Hronoloka dob ispitanika je, takoe mogu izvor razlika u procjeni efekata rekreacije. Do
bijeni Hi-kvadrat=174,784, uz 27 stepeni slobode, statistiki je znaajan na nivou 0,01, kao to se
vidi u tabeli 2. Analiza dobijenih rezultata pokazuje da kod mlaih ispitanika (uzrasta do 25 godina)
dominira procjena da rekreacija doprinosi ouvanju zdravlja (35,92%), odmoru i oputanju (19,90%)
i lijepom izgledu (16,02%), a kod starijih ispitanika dominira procjena da je rekreacija korisna za odr
anje vitalnosti (29,03%), odmor i oputanje (22,58%) i ouvanje zdravlja (22,58%). Ispitanici sred
njih godina (od 36 do 45 godina) opaaju da je rekreacija korisna za ouvanje zdravlja (26,77%), pa
za zabavu (17,32%), a zatim za odranje sposobnosti (14,96%), te odmor i oputanje (14,96%), dok
ispitanici uzrasta od 26 do 35 godina procjenjuju da je rekreacija najkorisnija za ouvanje zdravlja
(39,29%) i odmor i oputanje (29,71%).
Tabela 3. Materijalne prilike ispitanika i procjena efekata rekreacije
zabava
druenje
samodokazivanje
i afirmacija
ne vidi koristi
od rekreacije
odmor i
oputanje
veoma loe
lijep izgled
loe
regulisanje
tjelesne teine
osrednje
odravanje
vitalnosti
veoma dobre
i dobre
odravanje
sposobnosti
Materijalne
prilike u
kojima ivi
ouvanje
zdravlja
52
11
15
21
19
40.94
3.94
8.66
0.00
11.81
16.54
14.96
0.00
0.00
3.15
98
36
47
11
27
60
39
17
29.17
10.71
13.99
3.27
8.04
17.86
11.61
5.06
0.00
.30
21
21
12
28.38
6.76
10.81
1.35
0.00
28.38
4.05
16.22
4.05
0.00
57.14
14.29
14.29
0.00
0.00
14.29
0.00
0.00
0.00
0.00
177
47
67
12
42
103
61
29
32.42
8.61
12.27
2.20
7.69
18.86
11.17
5.31
.55
.92
127
336
74
7
546
Pearson Chi-sljuare: 93.5747, df=36, p=.000001
Materijalne prilike u kojima ispitanici ive su jo jedan mogu izvor razlika u procjeni efekata
rekreacije. Te razlike su i statistiki znaajne, s obzirom da je dobijeni Hi-kvadrat=93,5747, uz 27 ste
peni slobode, statistiki znaajan na nivou 0,01. Dobijeni rezultati meusobne povezanosti materi
jalnih prilika u kojima ispitanici ive i procjene efekata rekreacije predstavljeni su u tabeli 3. Analiza
dobijenih rezultata pokazuje da ispitanici koji ive u veoma dobrim i dobrim materijalnim prilikama
procjenjuju da se efekti rekreacije za njih ogledaju u odranju zdravlja (49,94%), a u mnogo slabijem
intenzitetu u odmoru i oputanju (16,54%), te zabavi (14,96%), dok ispitanici koji ive u veoma loim
uslovima procjenjuju da je najvaniji efekat rekreacije u ouvanju zdravlja (57,14%), a zatim u odra
vanju radnih sposobnosti, odranju vitalnosti i odmoru i oputanju u istom procentu - 14,29 odsto.
Zbornik radova
557
DISKUSIJA
Uvid u dobijene rezultate pokazuje da je pol ispitanika znaajan izvor razlika u procjeni efe
kata rekreacije. Neto vie mukaraca (34,94%) u odnosu na ene (28,50%) procjenjuje da je za njih
najvea korist od rekreacije u ouvanju zdravlja, a neto vie ena (21,96%) u odnosu na mukarce
(16,87%), korist rekreacije vidi u odmoru i oputanju. Baker i Brownell (2000) navode da promjena
fizikog izgleda dovodi do pozitivnije percepcije vlastitog tijela i veeg samopouzdanja, to ene mo
tivira na ustrajnost u vjebanju, dok se u ovom istraivanju pokazalo da se ene u malom procentu
bave rekreativnim aktivnostima zbog lijepog izgleda (6,07%). Annesi i Whitaker (2008) zakljuuju da
se kod ena motivisanih za vjebanje radi mravljenja, sa gubitkom tjelesne mase javljaju i pozitivne
promjene na psiholokom planu, u vidu poboljanja raspoloenja i poveanja zadovoljstva vlastitim
izgledom, to pridonosi stabilnosti njihove motivacije za dalje vjebanje, dok se u ovom istraivanju
pokazalo da su ene u malom procentu motivisane regulisanjem tjelesne teine za bavljenje rekre
ativnim aktivnostima. Istraivanje (Dragosavljevi i sar., 2014) provedeno u bosansko-hercegova
kom entitetu - Republici Srpskoj pokazalo je da ispitanici ne sudjeluju u sportskim i rekreativnim
aktivnostima (32,2%) ili ih upranjavaju rijetko (23,2%), dok 13,8% njih to ini svaki dan, te da su
mukarci daleko vie ukljueni u aktivnosti sportske rekreacije u odnosu na ene. Moe se pret
postaviti da se ene manje bave rekreativnim aktivnostima zbog obaveza u domainstvu, te da se,
ukoliko ponu upranjavati neku rekreativnu aktivnost, to ini vie zbog oputanja i zabave nego
zbog ouvanja zdravlja. Sa druge strane, vjerovatno je da mukarci imaju vie slobodnog vremena
od ena, te se rekreativnim aktivnostima bave uglavnom zbog ouvanja zdravlja. Da su socio-demo
grafski faktori dosta uticajni na bavljenje sportom pokazali su, pored ostalog i rezultati istraivanja
Havelke i Lazarevia (Havelka N. i Lazarevi Lj., 1981) i Galia (Gali M., 1995). Ispitanici srednjih
godina (od 36 do 45 godina) opaaju da je rekreacija korisna za ouvanje zdravlja, za zabavu, za
odranje sposobnosti, te odmor i oputanje, dok ispitanici uzrasta od 26 do 35 godina procjenjuju
da je rekreacija najkorisnija za ouvanje zdravlja i odmor i oputanje. Moe se zakljuiti da se, bez
obzira na hronoloku dob, ispitanici odluuju na bavljenje rekreativnim aktivnostima, uglavnom iz
istih razloga ouvanje zdravlja i odmor i zabava, to moe biti posljedica naina ivota, radnih i
dnevnih obaveza. Ispitanici koji ive u veoma dobrim i dobrim materijalnim prilikama, procjenjuju
da su efekti rekreacije za njih u odranju zdravlja, a zatim u mnogo slabijem intenzitetu u odmoru
i oputanju, te zabavi, dok ispitanici koji ive u veoma loim uslovima procjenjuju da je najvaniji
efekat rekreacije u ouvanju zdravlja, a zatim u odravanju radnih sposobnosti, odranju vitalnosti i
u odmoru i oputanju. Dakle, bez obzira na materijalne prilike, ispitanici su istakli vanost bavljenja
rekreativnim aktivnostima zbog ouvanja zdravlja. Vanost materijalnih prilika pokazala se u sekun
darnim razlozima za bavljenjem rekreativnim aktivnostima, gdje se uoava da ispitanici koji ive u
veoma dobrim i dobrim materijalnim prilikama navode odmor i oputanje, a oni koji ive u loijim
materijalnim prilikama fokusirani su na odravanje radnih sposobnosti i vitalnosti, za ta odluujui
faktor moe biti nain zarade i vrsta posla kojim obezbjeuju egzistenciju.
ZAKLJUAK
Globalna analiza dobijenih rezultata djelovanja socijalno-iskustvenih obiljeja ispitanika po
kazuje da postoji izuzetno visoko slaganje ispitanika u procjeni da rekreacija doprinosi ouvanju
zdravlja. Stalnim i sistematskim ukljuivanjem u rekreaciju ovjek stvara pozitivne navike za smi
ljen, organizovan, sadrajan i koristan nain provoenja slobodnog vremena. Svojim sredstvima i
metodama, rekreacija utie na korekciju manifestnih negativnih pojava koje se ispoljavaju u narua
vanju zdravlja, smanjenju radne sposobnosti te pojave rane invalidnosti, to znai da rekreacija ima
preventivnu ulogu da uva zdravlje, a samim tim postaje sastavni dio savremene medicine. Sve ono
to ovjeku savremeni nain ivota oduzme, rekreacija kroz svoju kompenzatorno-korektivnu ulogu
moe da nadomjesti.
Ovo istraivanje pokazalo je da je potrebno u sportskoj rekreaciji obratiti panju na socijal
no-iskustvene faktore, kako bi osoba kroz vjebanje i tjelesnu aktivnost uestalo doivljava pozi
558
tivno iskustvo i zadovoljavala potrebu za autonomijom, te da bi se poveavala realna mogunost

da e takvo iskustvo moi preslikati i u druge aspekte vlastitog ivota. Stoga je poeljno provoditi
istraivanja ovakvog tipa prije nego se pone sa organizovanim sportsko-rekreativnim aktivnostima.
Takoe, istraivanje je pokazalo kako organizovanju rekreativnih aktivnosti treba pristupiti anali
zirajui mnoge aspekte i faktore koji mogu doprinijeti bavljenju rekreativnim aktivnostima, uzeti
u obzir miljenje i potrebe stanovnika oblasti u kojoj se eli razvijati kultura bavljenja rekreativnim
aktivnostima, te ukljuiti strunjake raznih profila, kako bi se ostvarili ciljevi i omoguili uslovi za
organizovano bavljenje rekreativnim aktivnostima.
LITERATURA
1. Andrijaevi M. (2000). Rekreacijom do zdravlja i ljepote, FFK, Zagreb.
2. Annesi JJ, Whitaker AC. Weight loss and psychologic gain in obese women-participants in a
supported exercise intervention. Permanente Journal, 2008;12(3):3645.
3. Baker CW, Brownell KD. Physical activity and maintenance of weight loss: physiological and psy
chological mechanisms. U: Bouchard C, ur. Physical activity and obesity. Champaign, IL: Human
Kinetics, 2000;311-28.
4. Cunningham, G., & Michael, Y. (2004). Concepts guiding the study of the impact of the built
environment on physical activity for older adults: a review of the literature. American Journal of
Health Promotion, 18,435443.
5. Dragosavljevi,Predrag, Dragosavljevi,Proko, Teanovi,G., Bonjak,G. i Bili,.(2014). The sta
te of sports and recreation activities in the territory of the Republic Srpska. Acta kinesiologica.
8-1,36-40.
6. Dunerovi,R. (1996). Psihologija sporta. Novi Sad.
7. Gali, M. (1995). Kultura i fizika kultura, Svetovi, Novi sad.
8. Havelka, N. i Lazarevi, Lj. (1980). Motivacija za bavljenje sportom, Institut za fiziku kulturu,
Beograd.
9. Juraki, D., Andrijaevi, M., & Pedii, . (2010). Osnove strategije za unapreenje tjelesne ak
tivnosti i zdravlja zaposlenika srednje dobi s obzirom na obiljeja radnog mjesta i skolnosti ka
sportsko-rekreacijskim aktivnostima. Sociologija i prostor. 48(1), 113131.
10. Miigoj-Durakovi M.i sur. (2000). Tjelesno vjebanje i zdravlje, FFK,Zagreb.
11. aban S. (2004). Slobodni izbor, Publikum, Zagreb.
12. Sidman D. (2001). Izvor dugovjenosti, Mozaik knjiga, Zagreb.
13. Spencer A. Rathus (2000). Temelji psihologije, Naklada Slap, Zagreb.
14. Stojiljkovi, S. (2001). Fitnes-fizika priprema u rekreaciji, Beograd.
15. Strunz U. (2002). Forever young, HENA com, Zagreb.
16. Super, D. E., & Crites, J. O. (1962). Appraising vocational fitness. New York, NY: Harper & Row.
17. Vukovi,S. i Mikalaki,M.(1999). Teorija i metodika rekreacije. Beograd.
Zbornik radova
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UDK 796.035:316(497.6)
EVALUATION OF THE EFFECTS OF RECREATION

ON THE BASIS OF SOCIAL EXPERIENCE CHARACTERISTICS
Predrag Dragosavljevi1, Milinko Dabovi2, Gorana Teanovi1

University of Banja Luka, Faculty of Physical Education and Sport,
Banja Luka Bosnia and Herzegovina
2
University of Begrade, Faculty of Sport and Physical Education, Begrade, Serbia
1
INTRODUCTION
Social environment can significantly affect the individual, so that these influences manifest
through the action of the factors in the narrower and wider social situation. Factors of wider social
situation are reflected in the individual indirectly through the global political and economic relations, and effects of narrower social environment so that social environment affects the individual,
through the group to which it belongs (national, religious, cultural). Hence, in considering the interconnectedness of effects of recreation and social-experience characteristics determiners takes into
account the impact characteristic of social groups to which the participant belongs. Social status
is defined on the basis of various criteria, such as origin, property, religion, race, level of income,
occupation, source of income, consumption, lifestyle, place of residence, gender, age, education,
workplace, and the importance of work etc. This system depends on the performance, economic
status and political activities of people. Super and Crites (1962) state that interests are product of
the interaction of inherited factors involved in personal development and the impact of the external
environment. This study departs from the fact that the social environment can significantly affect the
individual. Methods and use of free time are different. Their content, form and shape depend on the
level of general culture, needs and fund of free time. There is a positive and a negative form of free
time. Positive use of leisure time is related to the active, passive and creative activity.
The level of recreational activity could be related to the level of formed needs. The needs were
determined by certain material (economic) opportunities on the one hand, and by education on the
other. The sociological needs, opportunities and aspirations can be viewed at multiple levels, including its individual and group. From the perspective of other disciplines, such as economics, urban
planning, social and political order can vary other levels, for example, local and regional level, then
the level of local communities, municipalities, then the level of work environment, work organization and the economy as a whole. During free time a man is trying to assert their personality in a
negative or positive way. In a positive sense, man is trying to realize itself through various specific
activities (observation, creative, active recreation) using sport and recreation and other activities
of compensatory character (Vuckovic, 1999). As a prerequisite for a better life, many authors state: proper physical exercise, good nutrition and proper maintenance experience their own identity,
socialization, rejection of bad habits and stressful situations, a positive attitude towards life (aban,
2004; Seidman, 2001; Strunz, 2002; Miigoj-Durakovi at all, 2000; Andrijaevi, 2000). As the effect
of physical activity on the body was first and foremost a positive, it is necessary to know all the basic
morphological, functional and psychological characteristics and differences between the sexes. The
totality of the processes that drive us to certain activities and behaviors towards achieving the set
560
Evaluation of the Effects of Recreation on The Basis of Social Experience Characteristics
goals is called motivation, and some internal factors that initiate and direct those activities, which
determine their content, duration and strength are called motifs (Dunerovi, 1996). According to
current knowledge, engaging in recreational activities produce a variety of effects on the individual.
The effects were reflected on health, working ability, quality of work life, aesthetics, self-knowledge and self-affirmation. Stojiljkovi (2001) emphasizes group affiliation 23%, relaxation and improve mental and physical condition and health of 14.6%, deteriorating health care for 9.5%, aesthetic
orientation 6.8% and prestige and fashion 6.3% as motives for dealing with recreational activities.
The main objective of this study was to review the assessment of the effects of recreation in the interconnectedness of social and experiential factors of participants to obtain information as gender,
chronological age and financial situation can contribute to the assessment of the effects of recreation.
METHOD
Given the complexity of the case of studies, formulated objective research and selected research methods, research was conducted in 2013. on a sample of 553 participants, residents of the
western part of the Republic of Srpska (Prijedor, Gradika, Srbac and Banja Luka), of which the 132
participants did not address recreation, 169 were engaged in occasional recreation, and 252 subjects
dealt recreation properly. Sample size and selecting of participants who are not actively engaged in
recreation is done by model multi-stage stratified random selection, while other participants were
physical education teachers, and persons who were currently involved in the implementation of
programs of some recreational groups. Bearing in mind the range of possible scientific methods, and
taking into account the nature of the problem that we investigate, the types of data collection instruments and other factors, during the research we use two methods: method of theoretical analyze and
empirical-nonexperimental method or Survey method, whose application is carried out empirical
research and testing of assessment the effect of practicing recreation and also determined the social
status of the participants. Survey method is a very suitable, using the specific instruments for data
collection and analysis, to determine the state, reveal certain tendencies and to contribute to the
performance of conclusions of general attitudes, and their universal meaning. From the socio-psychological characteristics of participants were analyzed: gender, age chronological and material conditions in which they live. In this research we used the following instruments: a questionnaire for the
assessment of the effects of recreation (the questionnaire was anonymous, and was filled with the
written instructions which were given by the interviewer, and with help of instructions that are listed
with each question, where it was necessary) and the Scale for testing general attitude toward recreation (Likert scale summation intended for questioning relationship of participants to the various
aspects of recreation. The reliability of the scale is determined using a Split-half process, which
checks the consistency - the correlation between half scale was 0.6984, and the reliability coefficient,
calculated using the Spearman-Brown formula, was 0.8152). To process the data obtained was used
statistical program SPSS 17.00. In other words, in data processing, in addition to frequency and percentages were calculated measures of central tendency (arithmetic mean) and variability (standard
deviation) the association between variables (Score correlation) and testing of statistical significant
of difference between the relevant variables (chi-square test).
RESULTS
In this study of the social and experiential characteristics of participants were analyzed: gender, chronological age and financial situation. The results are presented in Tables 1, 2 and 3.
Zbornik radova
561
Table 1. Gender of participants and estimation of the effects of recreation

beautiful appearance
holidays and
relaxation
fun
socializing
self-assertion
and affirmation
there is no benefits
of recreation
weight
regulation
female
vitality
maintain
male
capabilities maintain
Gender
health maintenance
Assessment of the impact of recreation
116
29
37
29
56
46
34. 94
8.73
11.14
1.20
8.73
16.87
13.86
2.71
.90
.90
61
18
30
13
47
15
20
28.50
8.41
14.02
3.74
6.07
21.96
7.01
9.35
0.00
.93
177
47
67
12
42
103
61
29
32.42
8.61
12.27
2.20
7.69
18.86
11.17
5.31
.55
.92
332
214
546
Insight into the results shows that gender of participants is important source of differences
in the assessment of the effects of recreation, given that the obtained Chi-square = 27.5213, with 9
degrees of freedom, statistically significant at the 0.01 level. This means that the differences in the
assessment of the effects of recreation are statistically significant with respect to participants gender, as it can be seen in Table 1.
Table 2. Chronological age of the participants and estimation of the effects of recreation
fun
socializing
self-assertion
and affirmation
there is no
benefits of
recreation
holidays and
relaxation
46 - 55 years
beautiful
appearance
36 - 45 years
weight
regulation
26 - 35 years
vitality
maintain
to 25 years
capabilities
maintain
Chronological
age
health
maintenance
Assessment of the effects of age and recreation
74
13
13
33
41
21
35.92
6.31
6.31
3.40
16.02
19.90
10.19
0.00
0.00
1.94
55
10
15
29
11
14
39.29
7.14
10.71
0.00
3.57
20.71
7.86
10.00
0.00
.71
34
19
15
19
22
11
26.77
14.96
11.81
0.00
3.15
14.96
17.32
8.66
2.36
0.00
14
18
14
22.58
4.84
29.03
8.06
0.00
22.58
6.45
6.45
0.00
0.00
177
45
61
12
42
103
61
29
32.90
8.36
11.34
2.23
7.81
19.14
11.34
5.39
.56
.93
206
140
127
62
535
562
Chronological age of the participants is also possible source of differences in the assessment
of the effects of recreation. The resulting chi-square = 174.784, with 27 degrees of freedom, statistically significant at the 0.01 level, as it seen in Table 2. Analysis of the presented results shows that
younger participants (aged 25 years) estimated that the greatest benefits from recreation are a health
maintenance (35.92%), rest and relaxation (19.90%) and outlook (16.02%) and older participants estimate that the recreation is useful for maintaining the viability (29.03%), rest and relaxation (22.58%)
and the health maintenance (22.58%). Middle-aged participants (aged 36 to 45 years) estimate that
recreation is beneficial for health maintenance (26.77%) and entertainment (17.32%), followed by
maintenance capabilities (14.96%), and rest and relaxation (14.96%), while participants aged 26 to 35
years estimate that recreation is mostly useful for health maintenance (39.29%) and rest and relaxation (29,71%).
Table 3. Material conditions of participants and estimation of the effects of recreation
bad
very bad
15
21
40.94
3.94
8.66
0.00
98
36
47
11
27
3.27
8.04
29.17 10.71 13.99
there is no
benefits of
recreation
11
self-assertion
and affirmation
holidays and
relaxation
socializing
beautiful
appearance
52
fun
weight
regulation
moderately
vitality
maintain
very good and good
capabilities
maintain
Material life
conditions
health
maintenance
Assessment of the impact of recreation
19
0.00
0.00
3.15
17
5.06
0.00
.30
11.81 16.54 14.96

60
39
17.86 11.61
21
21
12
28.38
6.76
10.81
1.35
0.00
28.38
4.05
16.22
4.05
0.00
0.00
0.00
14.29
0.00
0.00
0.00
0.00
103
61
29
5.31
.55
.92
57.14 14.29 14.29

177
47
67
12
42
32.42
8.61
12.27
2.20
7.69
18.86 11.17
127
336
74
546
Material circumstances in which participants live was a possible source of differences in the
assessment of the effects of recreation. These differences were statistically significant, considering
that the obtained Chi-square = 93.5747, with 27 degrees of freedom, is statistically significant at the
0.01 level. The results of mutual interconnection of material circumstances in which participants
live and evaluation of recreation effects are presented in Table 3. Analysis of the results showed that
participants of a very good and good material conditions estimated that the effects of recreation for
them are a health maintaining (49.94%), followed by a much weaker intensity for rest and relaxation
(16,54%) and entertainment (14.96%), while those of a very poor living conditions estimated that
the most important effect of recreation are a health maintaining (57.14%), and then maintaining
the working capacity, maintaining the vitality and rest and relaxation with same percentage of 14.29
percent.
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563
DISCUSSION
Insight into the results shows that gender of participants is an important source of differences
in the assessment of the effects of recreation. Slightly more males (34.94%) than women (28.50%)
estimated that for them the greatest benefit from recreation is health maintenance, while slightly
more women (21.96%) compared to men (16.87%) estimated that for them the greatest benefit from
recreation is rest and relaxation. Baker and Brownell (2000) found that changes in physical appearance leads to a more positive perception of their own bodies, raise confidence, what motivates women to persevere in the exercise, while this study showed that women in a small percentage engage
in recreational activities because of good looks (6:07%). Annecy and Whitaker (2008) conclude that
women motivated to exercise for the purpose of weight loss, with the loss of body weight positive
changes occur on a psychological level, improve mood and increased satisfaction with their appearance which contributes to the stability of their motivation for further training, while this study
showed that a small percentage of women engaged in recreational activities to regulating body weight.
The research (Dragosavljevi et al., 2014) conducted in the Bosnian entity - the Republic of
Srpska showed that participants do not participate in sports and recreational activities (32.2%) or
rarely practice them (23.2%), while 13.8 % do so every day, and that men are far more active in sports
recreation activities than women. It can be assumed that women are less engaged in recreational
activities due to commitments in the household, and that if they start to practice a recreational activity, do it more for relaxation and entertainment then for the preservation of health. On the other
hand, the likelihood is that men have more free time than women, and recreational activities dealing
mainly due to the maintenance of health. That socio-demographic factors are quite influential in
sports participation showed, among other things, the research results Havelka and Lazarevic (Havelka N. and Lazarevi Lj., 1981) and Galic (Galic M., 1995). Middle-aged participants (36 to 45 years)
observed that recreation is beneficial for health, entertainment, maintenance capabilities and rest
and relaxation, while participants aged 26 to 35 years estimated that recreation is useful for health
and for entertainment and relaxation.
It can be concluded that regardless of the chronological age of the participants decide to engage in recreational activities, mainly for the same reasons - health and leisure and entertainment,
which may be due to lifestyle, work and daily duties. Participants of a very good and good material
conditions estimated that the effects of recreation for them are maintaining health, and then rest
and relaxation and fun, while those of very poor conditions estimated that the most important effect
of recreation are maintenance of health, maintaining the working capacity, maintaining the vitality
and rest and relaxation. So, regardless of the financial situation, participants stressed the importance of dealing with recreational activities for the preservation of health. The importance of material
conditions shown in the secondary reasons for engagement in recreational activities, which shows
that for participants who live in very good and good material conditions rest and relaxation is the
most important, and those who live in poor material conditions are focused on maintaining working
capacity and vitality, for what the deciding factor may be a way of earning and the kind of work.
CONCLUSION
Global analysis of the results of action-social experience characteristics shows that the majority of participants agree with the statement that recreational activities contributes to the preservation
of health. Continuous and systematic involvement in recreation man creates a positive habit for
conceived, organized, meaningful and useful way of spending free time. The recreational activities
impact on reducing the negative behaviors that exacerbate the health, reduced working capacity and
affects development of early disability. The recreation has a preventive role, to preserve health, and
thus becomes an integral part of modern medicine. The recreation can replace everything that a
modern way of life takes away from man.
564
This research has shown that it is necessary to pay attention to the social and experiential
factors in sports recreation, to help people that frequently experience positive effects, satisfy the
need for autonomy and increased real possibility that such an experience can be replicated in other
aspects own life. It is advisable to conduct this type of research before starting the physical exercise.
The research has shown that organizing recreational activities should be approached by analyzing
many aspects and factors that may contribute to addressing recreational activities, take into account
the needs of residents in the area where he wants to develop a culture for recreational activities, and
involve experts of different profiles, in order to achieve goals and enable conditions for dealing with
organized recreational activities.
REFERENCE
1. Andrijaevi M. (2000). Rekreacijom do zdravlja i ljepote, FFK, Zagreb.
2. Annesi JJ, Whitaker AC. Weight loss and psychologic gain in obese women-participants in a
supported exercise intervention. Permanente Journal, 2008;12(3):3645.
3. Baker CW, Brownell KD. Physical activity and maintenance of weight loss: physiological and psychological mechanisms. U: Bouchard C, ur. Physical activity and obesity. Champaign, IL: Human
Kinetics, 2000;311-28.
4. Cunningham, G., & Michael, Y. (2004). Concepts guiding the study of the impact of the built
environment on physical activity for older adults: a review of the literature. American Journal of
Health Promotion, 18,435443.
5. Dragosavljevi,Predrag, Dragosavljevi,Proko, Teanovi,G., Bonjak,G. i Bili,.(2014). The state of sports and recreation activities in the territory of the Republic Srpska. Acta kinesiologica.
8-1,36-40.
6. Dunerovi,R. (1996). Psihologija sporta. Novi Sad.
7. Gali, M. (1995). Kultura i fizika kultura, Svetovi, Novi sad.
8. Havelka, N. i Lazarevi, Lj. (1980). Motivacija za bavljenje sportom, Institut za fiziku kulturu,
Beograd.
9. Juraki, D., Andrijaevi, M., & Pedii, . (2010). Osnove strategije za unapreenje tjelesne aktivnosti i zdravlja zaposlenika srednje dobi s obzirom na obiljeja radnog mjesta i skolnosti ka
sportsko-rekreacijskim aktivnostima. Sociologija i prostor. 48(1), 113131.
10. Miigoj-Durakovi M.i sur. (2000). Tjelesno vjebanje i zdravlje, FFK,Zagreb.
11. aban S. (2004). Slobodni izbor, Publikum, Zagreb.
12. Sidman D. (2001). Izvor dugovjenosti, Mozaik knjiga, Zagreb.
13. Spencer A. Rathus (2000). Temelji psihologije, Naklada Slap, Zagreb.
14. Stojiljkovi, S. (2001). Fitnes-fizika priprema u rekreaciji, Beograd.
15. Strunz U. (2002). Forever young, HENA com, Zagreb.
16. Super, D. E., & Crites, J. O. (1962). Appraising vocational fitness. New York, NY: Harper & Row.
17. Vukovi,S. i Mikalaki,M.(1999). Teorija i metodika rekreacije. Beograd.
Zbornik radova
565
UDK 796.3.012.1-055.2
NEKE PROMENE MOTORIKIH SPOSOBNOSTI KOD JAZZ PLESAICA

PRIMENOM SPECIFINIH VEBI ZA SKAKAE U ATLETICI
Univerzitet u Banjaluci, Fakultet fizikog vaspitanja i sporta, Banjaluka, Bosna i Hercegovina
UVOD
elei da prikupe to vise relevantnih podataka o motorikim sposobnostima koje su izraene
u Jazz baletu autori su primjenili kod plesaica jazz baleta specifian program koji se koristi u radu
sa skakaima u atletici. Cilj istraivanja predstavljaju promjene odreenih motorikih sposobnosti
primjenom tog specifinog modela. U jazz baletu dominantu ulogu imaju motorike sposobnosti eksplozivne snage, agilnosti, brzine, izdrljivosti i fleksibilnosti pa su te motorike sposobnosti i testirane na inicijalnom i finalnom merenju, pre i posle upotrebe specifinog modela za skakae u atletici.
METOD
Uzorak ispitanica inile su 21 jazz plesaica od 12 do 15 godina. Istraivanje je sprovedeno
kroz 12 sedmica u predtakmiarskom dijelu sezone. Za procjenu motorikih sposobnosti koriteni
su sledei testovi: tranje na 20m i 40m, T-test, koverta test i estougaoni test, skok u dalj iz mjesta, troskok iz mjesta, Sardentov test, bacanje medicinke, tranje na 300 jardi, Harvard step test,
pretklon i dohvat na tlu i na klupi, prednoenje, odnoenje i zanoenje. Za potrebe dalje statistike
analize izvedena je aritmetika sredina za svaki od postignutih rezultata navedenih testova na oba
mjerenja iz definisanog broja pokuaja. Program je sprovoen tri mjeseca sa po est treninga sedmino pri emu su intenzitet i obim prilagoavani. Svaki trening je trajao 60 minuta i svake dvije
sedmice je vrena primjena novih vjebi u okviru programa. Svaki od treninga je sadrao uvodni,
glavni i zavrni dio asa (Zagorc, Zaletel i Izance, 1998). Tri treninga su u svom glavnom dijelu sadrala specifine vjebe iz atletike za razvoj eksplozivne snage, brzine, agilnosti i izdrljivosti dok su
tri treninga koritena za rad na koreografijama i razvoju fleksibilnosti. Vjebe koje su primjenjene i
koje su inile osnovu modela za razvoj brzine sadrale su kratke sprinteve na 20 i 40m kroz razliite
startne pozicije; za razvoj agilnosti koritene su vjebekoje sadre brze promjene pravca i smjera, te
razliitih startnih pozicija i polasci u ta kretanja i tranja; za razvoj eksplozivne snage koriteni su
skok u dalj iz mjesta, troskok, petoskok, u i bez jame, razliiti pliometrijski skokovi sa i bez prepreka,
te razliite kombinacije navedenih vjebi (Van Huss WD, Evans SA, Kurowski T, i al.(1988), Rowland
TW, Unnithan VB, MacFarlane NG (1994), Welsman J, Armstrong N, Withers S. (1997), Vinet A,
Mandigout S, Nottin S, i al.(2003), Viski-Stalec N, Stalec J, Kati R, Podvorac D i Katovi D (2007),
Keryl Motta-Valencia (2006), Jovanovi, S., Teanovi, G. i Bonjak, G. (2010), Albon HM, Hamlin
MJ, Ross JJ (2010)). Podaci su obraeni statistikim softverskim paketom SPSS 17.0 za Windows.
Dobijeni rezultati su obraeni statistikom metodom T-testa za zavisne uzorke posmatrajui aritmetiku sredinu, stepene slobode te znaajnost.
566
Neke promene motorikih sposobnosti kod jazz plesaica primenom specifinih vebi za skakae u atletici
REZULTATI
Na osnovu primjenjene statistike metode T-testa i dobijenih rezultata ( Tabela 1. and Tabela
2.), moe se rei da je dolo do statistiki zanaajnih razlika izmeu inicijalnog i finalnog mjerenja
kod veine motorikih sposobnosti. Posmatrajui motoriku sposobnost brzina i kroz rezultate na
testovima 20m,008; 40m,000 ; motoriku sposobnost agilnost kroz rezultate postignute na testovima; t-test , 002; koverta test, 000; estougaoni test ,000; motoriku sposobnost eksplozivne snage
kroz testove troskok ,000; skok u dalj ,001; bacanje medicinke ,000; sardentov test ,000; te motoriku sposobnost izdrljivosti kroz rezultate postignute na testovima 300 yard ,000; Harvard test ,
025; te set rezultata postignutih na testovima LINOBR , 001; LBTBR ,000;LBTBL ,047; LBTB R ,000;
pretklon tlo ,000, koji su predstavljali podruje fleksibilnosti.
Tabela 1. T test zavisnih uzoraka
VARIJABLE
Aritmetika Standardna
Sredina
devijacija
St. greka
aritmeti.
Sredine
95% Interval
povjerenja razlike
Donji
Gornji
df
Sig.
(2 sm)
Par 1
TR20m
IN-FIN
-,14381
,22404
,04889
-,24579
-,04183
-2,941
20
,008
Par 2
TR40m
IN-FIN
-,20381
,22236
,04852
-,30503
-,10259
-4,200
20
,000
Par 3
TTEST
IN-FIN
-,36762
,47258
,10312
-,58273
-,15250
-3,565
20
,002
Par 4
KOVERTA
IN-FIN
-1,97476
1,34310
,29309
-2,58614
-1,36339
-6,738
20
,000
Par 5
ESTUGAO
IN-FIN
-1,46810
1,42929
,31190
-2,11870
-,81749
-4,707
20
,000
Par 6
TROSKOK
IN-FIN
-,35524
,27453
,05991
-,48020
-,23027
-5,930
20
,000
Par 7
SKUDALJ
IN-FIN
-1,01429E1
11,87975
2,59238
-15,55046 -4,73526
-3,913
20
,001
Par 8
BACMEDI
IN-FIN
-,34762
,36475
,07959
-,51365
-,18159
-4,367
20
,000
Par 9
SARDENT
IN-FIN
-2,66667
2,26569
,49441
-3,69799
-1,63534
-5,394
20
,000
Zbornik radova
567
Tabela 2. T test zavisnih uzoraka

VARIJABLE
95% Interval
St. greka
Aritmetika Standardna
povjerenja razlike
aritmeti.
Sredina
devijacija
sredine
Donji Gornji
df
Sig.
(2-sm)
Par
10
300y IN-FIN
2,476
1,365
,298
1,855
3,097
8,316
20
,000
Par
11
Harvard
IN-FIN
-6,571
12,400
2,706
-12,216
-,927
-2,429
20
,025
Par
12
Prednoenje
desnom
IN-FIN
-3,850
4,356
,974
-5,889
-1,811
-3,952
19
,001
Par
13
Prednoenje
levom IN-FIN
-1,100
5,025
1,124
-3,452
1,252
-,979
19
,340
Par
14
Zanoenje D.
IN-FIN
-3,650
3,100
,693
-5,101
-2,199
-5,266
19
,000
Par
15
Zanoenje L.
IN-FIN
-2,200
4,641
1,038
-4,372
-,028
-2,120
19
,047
Par
16
Odnoenje D.
IN-FIN
-2,400
2,479
,554
-3,560
-1,240
-4,329
19
,000
Par
17
Odnoenje L.
IN-FIN
-3,500
7,681
1,718
-7,095
,095
-2,038
19
,056
Par
18
Pretklon
klupa IN-FIN
,450
2,012
,450
-,492
1,392
1,000
19
,330
Par
19
Pretklon tlo
IN-FIN
-4,850
3,588
,802
-6,529
-3,171
-6,046
19
,000
DISKUSIJA
Rezultati T testa za dio varijabli koje se odnose na motorike sposobnosti brzine, eksplozivne
snage i agilnosti pokazale su statistiki znaajnu razliku na finalnim merenjima te se moe govoriti
o uspjeno sprovedenom program vjebi za skakae u atletici na ovom uzorku. Naime, iako se radi o
period u kojem nije senzitivni period za razvoj navedenih sposobnosti adaptirani program te dobro
postavljen obim i intenzitet vjebi u program doprineo je da doe do pomaka u izvoenju samih
vjebi a time i do boljih konanih rezultata na finalnom mjerenju. to se tie rezultata testova motorike sposobnosti izdrljivosti pozitivni su pomaci potvreni statistiki znaajnom razlikom na inicijalnom i finalnom mjerenju. Posmatrajui takmiarski segment odnosno vremensko trajanje same
koreografije kod jazz balerina kree se u rasponu od 2-3 minute. Program rada je bio tako postavljen
da doprinese boljoj izdrljivosti pojedinih dijelova koreografije u kojima dominiraju skokovi i okreti
jer je u tom dijelu i pojaan intenzitet i optereenje na kardio vaskularni sistem. Neto manje razlike
koje nisu bile statistike dobijene su u testovima fleksibilnosti kada su poreeni rezultati na testovima izvoenim levom nogom. Leva noga je bila dominantnija za odraz kod svih ispitanica i mogue
je da u samom procesu nije dovoljno panje posveeno dodatnom rastezanju leve strane ve se po-
568
Neke promene motorikih sposobnosti kod jazz plesaica primenom specifinih vebi za skakae u atletici
tovao princip jednakosti u samom dijelu treninga na kojem je raen streing. Prisustvo veeg broja
pozitivnih rezultata mogao bi biti i zbog injenice da su ispitanice bile dodatno motivisane izvodei
nove kretnje koje su izlazile iz dotadanjeg stereotip treninga to im je donijelo odreenu razigranost
optereenja kao i vei motiv za savladavanje novih kretnji.
ZAKLJUAK
Preporuka autora je da se ovaj model primjenjuje pri radu sa jazz plesaicama ovog uzrasta.
Naravno uz odreene korekcije kod dijela programa koji je posveen razvoju fleksibilnosti pogotovo
onog dijela koji se odnosi na dominantnu stranu pri razliitim skokovima i odrazima. Navedeni i
dobijeni podaci ne mogu se posmatrati generalno i globalno ali daju podstrek za primjenu istog na
veem broju ispitanika ili primjenu programa sa slinom idejom kod ove populacije. Naravno mogu
se posluiti rezultatima u kreiranju buduih planova i programa u radu balerina jazz baleta u ovom
uzrastu.
LITERATURA
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fitness performance variables of 10-14-year-old children in New Zealand between 1991 and
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razvoju brzine, agilnosti i eksplozivnosti kod plesaica dez-baleta. U i. Juki, C. Gregov, S. alaj,
L. Milanovi, T. Trot-Babi ( Ur. ). Kondicijska priprema sportaa Trening brzine, agilnosti i
eksplozivnosti, 443-446. Zagreb: Kinezioloki fakultet sveuilita u Zagrebu, Udruga kondicijskih trenera Hrvatske.
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of North America. (17): 697723.
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15. Metiko, D., Hofman E., Prot F., Pintar ., & Oreb G. (1989): Mjerenje bazinih motorikih dimenzija sportaa, Zagreb.
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heart in prepubertal male runners. Int J Sports Med 1994; 15:51519.
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age-group runners. In: Brown EW, Branta CF, eds. Competitive Sports for Children and Youth.
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and cardiac size and function of gender differences in maximal oxygen uptake in prepubertal
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570
Some Changes of Motorical Abilities in Jazz-Ballet Dancers Using Specific Exercises for Jumpers in Athletics
UDK 796.3.012.1-055.2
SOME CHANGES OF MOTORICAL ABILITIES IN JAZZ-BALLET DANCERS

USING SPECIFIC EXERCISES FOR JUMPERS IN ATHLETICS

University of Banja Luka, Faculty of Physical Education and Sport,
Banja Luka, Bosnia and Herzegovina
INTRODUCTION
Having as an aim to collect as many data about motor abilities important for best performance
in jazz ballet authors decided to use model of specific exercises for jumpers in athletics into the
training process for jazz ballet dancers. Consequently, the aim of the research was to define the
changes of motorical abilities when exercises, specific for training process for jumpers in athletics,
are used in training of jazz ballet dancers. In Jazz-ballet explosive power, agility, speed and coordination, with endurance and flexibility create these motor skills, so motor tests for all motorical abilities
were applied at the beginning and at the end of the training model specific for jumpers in athletics.
METHOD
The sample consisted of the 21 Jazz-ballet dancer ages 12-15 years. The study was conducted over 12 weeks in the pre-season period of training process of jazz ballet dancers. The level
of motor ability of dancers was determined by usage of standardized motor tests: 20m and 40m
running, T-test, letter and hexagonal test, long jump from spot, triple jump from spot, Sargent test
and throwing medicine ball, 300 yard test, Harvard test, reach forward bend bench, reach forward
bend ground, legs in front of body, legs behind and beside the body. In the statistical analysis, for
each test and each dancer individually taken the arithmetic mean derived from the specified number
of attempts. Program was conducted for a period of three months, planned by week until the scope
and intensity of the individual training adapted as necessary. During one week, six training is done
in the time duration of 60 minutes. Every two weeks was traded operation within the framework
of the program with the necessary corrections scope and intensity. The very structure of certain
classes is divided into three parts: introduction, main and final (Zagorc, Zaletel and Izance, 1998).
Three training sessions are included in the main part of the specific exercises to develop speed, agility and explosive power to be applied in athletics when working with jumpers, while the remaining
three used the same training in the preparation of training and in the main part of the training have
been performed exercises specific to jazz ballet and work on the choreography. Exercises that have
been used for the development of speed contained short sprints (20-40m) using different starting
positions; exercises that were used to develop agility, most are characterized by movement with fast
changes of direction and the direction of movement and departures in the running of the different
positions; long jump from place to place, triple jump, 5-jump (on the flat and in the pit) and plyometric jumps and a combination of these jumps are structured exercises to develop explosive strength
(Van Huss WD, Evans SA, Kurowski T, et al.(1988), Rowland TW, Unnithan VB, MacFarlane NG
(1994), Welsman J, Armstrong N, Withers S. (1997), Vinet A, Mandigout S, Nottin S, et al.(2003),
Zbornik radova
571
Sasa Jovanovic, Gorana Tesanovic, Predrag Dragosavljevic, Goran Grahovac
Viski-Stalec N, Stalec J, Kati R, Podvorac D & Katovi D (2007), Keryl Motta-Valencia (2006),
Jovanovi, S., Teanovi, G. i Bonjak, G. (2010), Albon HM, Hamlin MJ, Ross JJ (2010)). Data were
processed with the statistical package SPSS 17.0 for Windows. The effects of the applied models were
carried with the application of statistical methods T-test for paired samples t-test by observing the
arithmetic means, degrees of freedom and significance levels.
RESULTS
On the basis of statistical data processing T-test (Table 1 and Table 2), it may be concluded
that there were positive changes in different motorical abilities. Looking at the motor ability speed
through tests 20m running, 008; 40m running, 000; motor ability agility through the results achieved
in the tests; t-test, 002; letter test, 000; hexagonal test, 000; motor ability explosive power through
tests triple jump, 000; long jump, 001; throwing medicine ball, 000; Sargent test, 000; and motor
ability of endurance through the results achieved in tests 300 yard, 000; Harvard test, 025; the set of
results achieved in tests LINOBR, 001; LBTBR, 000; LBTBL, 047; LBTB R, 000; forward the band
reach-ground, 000, representing flexibility.
Table 1. T test correlated samples
Variables
Ar.
mean
Std.
devit
St.eror
ar.mean
95% Interval of conf

lower
upper
df
Sig.
Pair 1
R20m
IN-FIN
-,14381
,22404
,04889
-,24579
-,04183
-2,941
20
,008
Pair 2
R40m
IN-FIN
-,20381
,22236
,04852
-,30503
-,10259
-4,200
20
,000
Pair 3
TTEST
IN-FIN
-,36762
,47258
,10312
-,58273
-,15250
-3,565
20
,002
Pair 4
ENVELOPE
IN-FIN
-1,97476
1,34310
,29309
-2,58614
-1,36339
-6,738
20
,000
Pair 5
HEXAGONAL
IN-FIN
-1,46810
1,42929
,31190
-2,11870
-,81749
-4,707
20
,000
Pair 6
TR.JUMP
IN-FIN
-,35524
,27453
,05991
-,48020
-,23027
-5,930
20
,000
Pair 7
JUMPSPOT
IN-FIN
2,59238
-15,55046
-4,73526
-3,913
20
,001
Pair 8
THROWMEDI
IN-FIN
-,34762
,36475
,07959
-,51365
-,18159
-4,367
20
,000
Pair 9
SARDENT
IN-FIN
-2,66667
2,26569
,49441
-3,69799
-1,63534
-5,394
20
,000
572
-1,01429E1 11,87975
Table 2. T test correlated samples

Variables
Ar. mean
Std.deviation
St.eror
ar.mean
95% Interval of conf

lower
upper
df
Sig.
Pair
10
300y INFIN
2,476
1,365
,298
1,855
3,097
8,316
20
,000
Pair
11
Harvard
IN-FIN
-6,571
12,400
2,706
-12,216
-,927
-2,429
20
,025
Pair
12
INFRONT
R IN-FIN
-3,850
4,356
,974
-5,889
-1,811
-3,952
20
,001
Pair INFRONT L
13
IN-FIN
-1,100
5,025
1,124
-3,452
1,252
-,979
20
,340
Pair
14
BEHIND R
IN-FIN
-3,650
3,100
,693
-5,101
-2,199
-5,266
20
,000
Pair
15
BEHIND L
IN-FIN
-2,200
4,641
1,038
-4,372
-,028
-2,120
20
,047
Pair
16
SIDE R
IN-FIN
-2,400
2,479
,554
-3,560
-1,240
-4,329
20
,000
Pair
17
SIDE L
IN-FIN
-3,500
7,681
1,718
-7,095
,095
-2,038
20
,056
Pair
18
REACH
BENCH
IN-FIN
,450
2,012
,450
-,492
1,392
1,000
20
,330
-4,850
3,588
,802
-6,529
-3,171
-6,046
20
,000
Pair REACH GR.

19
IN-FIN
DISCUSSION
Results T test for some variables related to motor skills of speed, explosive strength and agility
showed statistically measurable difference to the final measurements and we can talk about successfully effected exercise program for jumpers in athletics in this sample. Although this is a period
in which no sensitive period for the development of the aforementioned skills adapted program
and a well set the scope and intensity of the exercises in the program has contributed to the shift
occurs in performing the exercises and therefore to better the final results of the final measurements
(Baxter-Jones A, Goldstein H & Helms PJ (1993), Hoff, J., and Helgerud, J. (2004), Jovanovi, S., Teanovi, G. i Bonjak, G. (2010). As for the results of tests of endurance motor skills are positive developments confirmed significant difference in the initial and final measurements (Zhang, Y., Johnson,
M.C., Chow, N., Wasserman, K. (1991), Baxter-Jones A, Goldstein H & Helms PJ (1993),Jones AM &
McConnell AM. (1999), Hoff, J., Gran, A. and Helgerud, J. (2002), Hoff, J., and Helgerud, J. (2004)).
Looking at the competitive segment and duration of the choreography for the jazz ballerina is in
the range of 2-3 minutes. The work program was arranged so that contribute to better endurance of
certain parts of the choreography dominated by leaps and turns, because in that part of the increased
intensity and load on the cardio vascular system. Slightly smaller differences were not statistically
obtained in tests of flexibility when compared to the results of tests performed with theirs left leg.
Zbornik radova
573
Left leg was dominant for reflection in all jazz dancers and it is possible that in the process is not
enough attention paid to the additional stretch left but to respect the principle of equality in the area
of training you used for the stretch (Tudor O. Bompa (1985), Helgerud, J., Engen, L.C., Wislff, U. &
Hoff, J. (2001), Alter, M. J. (1998,2004)). The presence of a number of positive results could be due to
the fact that the participants were additionally motivated by performing new movements which had
come from the previous stereotype of training they reached a certain playfulness loads and higher
motivation for learning new movements.
CONCLUSION
Recommendation of authors is to use this set of exercises in the process of programming and
planning training processes of jazz-ballet dancers. Of course, with certain corrections on the part of
the program that is dedicated to the development of flexibility, especially the part that refers to the
dominant party in the various jumps and reflections. These and the information obtained cannot be
generalized but give impetus to the application of the same on a larger number of subjects or application program with a similar idea in this population. Of course I can use the results in the creation
of future plans and programs in the work of jazz dancer in this age.
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razvoju brzine, agilnosti i eksplozivnosti kod plesaica dez-baleta. U i. Juki, C. Gregov, S. alaj,
L. Milanovi, T. Trot-Babi ( Ur. ). Kondicijska priprema sportaa Trening brzine, agilnosti i
eksplozivnosti, 443-446. Zagreb: Kinezioloki fakultet sveuilita u Zagrebu, Udruga kondicijskih trenera Hrvatske.
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Zbornik radova
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Index autora
INDEX AUTORA
Aleksandrovi Marko 234, 239, 244, 249
Arslan Duran 234, 239, 244, 249
Banievi Dragan 172, 182
Bijeli Sneana 13, 24
Bosni Aleksa 288, 294
Broglie Joseph 531, 536
Can Kalayci Metin 129, 137
irkovi Ivan 268, 278
irkovi Vedran 492, 500
Dabovi Milinko 554, 560
Dimitrijevi Raa 57, 66
Dimova Iva 540, 547
Djoshan Fehim 531, 536
Dopsaj Milivoj 57, 66
Dragosavljevi Predrag 554, 560, 566, 571
Erolu Hseyin 129, 137
Gencheva Nezabravka 202, 206, 210, 222
Grahovac Goran 566, 571
Glerolu Ferhat 129, 137
Gutev Grigor 540, 547
Hadovi Miljan 244, 249
Ignjatovi Aleksandar 113, 121, 376, 384
Jakovljevi Vladimir 13, 24
Jakovljevi Vlado 13, 24
Jankovi Bojan 419, 427
Jankovi Radivoje 57, 66
Jelenkovi Predrag 244, 249
Jorgi Bojan 234, 239, 244, 249
Jovanovi Luka 234, 239
Jovanovi Saa 566, 571
Jovanovi Sreko 478, 485
Karapetrova Rumiana 521, 526, 531, 536
Kasum Goran 255, 262, 288, 294
Kebat Roman 192, 197
Keki Dalibor 75, 80
576
Kneevi Olivera 155, 164, 172, 182

Koropanovski Nenad 57, 66, 456, 467, 478, 485
Krespi Marino 300, 308
Lazarevi Duanka 403, 411
Lazarov Ivaylo 509, 515, 521, 526, 531, 536,
540, 547
Macura Marija 268, 278
Markovi Milan 288, 294
Markovi Sran 172, 182
Markovi Vladan 85, 99
Markovi ivorad 113, 121, 376, 384
Milojevi Saa 419, 427
Milojkovi Boban 75, 80, 419, 427
Milovanovi Mladen 113, 121
Mirkov Dragan 155, 164, 172, 182
Miti Duan 435, 445, 492, 500
Mitrovi Bojan 316, 326
Moskovljevi Lidija 403, 411
Mufti Mirsad 192, 197
Nedeljkovi Aleksandar 155, 164, 172, 182
Nedimovi Tanja 35, 46
Nyagin Plamen 540, 547
Obradovi Jelena 145, 150
Orli Ana 403, 411
Ozsari Mehmet 234, 239, 244, 249
Pani Sanja 435, 445
Polimac Miroslav 145, 150
Rajevac Slobodan 255, 262
Ropret Robert 364, 370
Sekuli Damir 300, 308
Simi Marijana 145, 150
Solomu Julia 521, 526
Sretenovi Zoran 354, 359
Stefanovi ore 392, 397
Stojanovi Darko 336, 344
Stoykov Georgi 521, 526, 531, 536
Index autora
Stoykov Stefan 521, 526

Sturza Mili Nataa 35, 46
Suboi Dane 75, 80
ii Nedim 300, 308
Teanovi Gorana 554, 560, 566, 571
Torlakovi Aldvin 192, 197
Trivun Milomir 85, 99
Velimirovi Vedrana 364, 370
Veskovi Ana 456, 467, 478, 485
Vienti Katarina 364, 370
Vinji Dragoljub 354, 359
Vukovi Goran 57, 66, 316, 326, 419, 427
Vukadinovi Mila 145, 150
Vukovi Jovan 145, 150
Zaharieva Darina 202, 206, 210, 222
Zbornik radova
577
CIP
578
CIP -
,
796/799(082)
371.3::796(082)

, (2014 ; )
Zbornik radova / Meunarodna nauna konferencija Efekti primene zike
aktivnosti na antropoloki status dece, omladine i odraslih, Beograd,
11-12. decembar 2014. = Conference Proceedings / International Scientic
Conference Effects of Physical Activity Application to Anthropological
Status with Children, Youth and Adults ; [urednik, editor Duan Miti ;
prevod na srpski i engleski, transleted by Gordana Vekari]. - Beograd :
Fakultet sporta i zikog vaspitanja = Faculty of Sport and Physical
Education, 2015 (Beograd : 3D+). - 577 str. : ilustr. ; 29 cm
Radovi na srp. i engl. jeziku. - Tira 150. - Bibliograja uz svaki rad. Registar.
ISBN 978-86-89773-06-4
a) - b) -
COBISS.SR-ID 214777100

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MEUNARODNA NAUNA KONFERENCIJA

EFEKTI PRIMENE FIZIKE AKTIVNOSTI

INTERNATIONAL SCIENTIFIC CONFERENCE

EFFECTS OF PHYSICAL ACTIVITY APPLICATION TO

Beograd, 11-12. decembar 2014.

Meunarodna nauna konferencija

MEUNARODNA NAUNA KONFERENCIJA

EFEKTI PRIMENE FIZIKE AKTIVNOSTI

INTERNATIONAL SCIENTIFIC CONFERENCE

EFFECTS OF PHYSICAL ACTIVITY APPLICATION

Beograd, 11-12. decembar 2014.

Nezabravka Gencheva, Darina Zaharieva

prof. dr Boo Bokan (Univerzitet u Beogradu, Fakultet sporta i fizikog vaspitanja)

Analiza stava o igri i razlike u odnosu na pol i mjesto stanovanja

ANALIZA STAVA O IGRI I RAZLIKE U ODNOSU

Vlado Jakovljevi1, Sneana V. Bijeli2, Vladimir Jakovljevi2

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

Analiza stava o igri i razlike u odnosu na pol i mjesto stanovanja

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

Std. Dev = .56

Grafikon 1. Raspored rezultata stava o igri

Analiza stava o igri i razlike u odnosu na pol i mjesto stanovanja

esto sam posljednji

Volim da se igram sam

Volim sam da smiljam

Kroz igru bolje

Kad sam bio mali niko

Igra mi prua veliki

Igra nema smisla ako

Volim igru, ali niko nee

esto sam nesretan kad

Kada se igram imam

Najvie sam se igrao dok

Igram se samo kada to

ovjek treba da se igra

Nakon izvrene faktorske analize, dobijeni rezultati provedenog istraivanja su se grupisali,

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

Tabela 4. Rezultati stepena izrazitosti stava po subfaktorima

Stepen izrazitosti stava

Stepen izrazitosti stava

Tabela 6. Odnos stava o igri i polne pripadnosti ispitanika

Analiza stava o igri i razlike u odnosu na pol i mjesto stanovanja

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

Tabela 8. Rezultati Mann-Witney testa- subfaktori i pol

Rezultati Mann-Witney U testa u odnosu na pol pokazuju da se u odnosu na ovaj kriterijum

Analiza stava o igri i razlike u odnosu na pol i mjesto stanovanja

Tabela 10. Stepen izrazitosti stava u odnosu na mjesto stanovanja po subfaktorima

Stepen izrazitosti stava

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

Tabela 11. Rezultati Kruskall-Wallisovog testa subfaktori i mjesto stanovanja

Analiza stava o igri i razlike u odnosu na pol i mjesto stanovanja

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

ANALYSIS OF ATTITUDE ABOUT THE GAME AND THE DIFFERENCES

Vlado Jakovljevi1, Sneana V. Bijeli2, Vladimir Jakovljevi2

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

Luka region.It is representative, deliberate pattern in relation to age.

Std. Dev = .56

Graph 1. Play attitude grade

Vlado Jakovljevi, Sneana V. Bijeli, Vladimir Jakovljevi

I am the last chosen in

I like to play alone

I like to invent new