Documente Academic
Documente Profesional
Documente Cultură
Editor-șef:
Manolachi Veaceslav, doctor habilitat în pedagogie, profesor universitar
Redactor-șef:
Budevici-Puiu Liliana, doctor în pedagogie, conferenţiar universitar
Comitetul știinţific:
Kruţevici Tatiana, academician, doctor habilitat în pedagogie, profesor universitar, Ucraina
Gancear Ivan, doctor habilitat în pedagogie, profesor universitar, Ucraina
Platonov Vladimir, doctor habilitat în pedagogie, profesor universitar, Ucraina
Bulatova Marina, doctor habilitat în pedagogie, profesor universitar, Ucraina
Lubîșeva Ludmila, doctor habilitat în pedagogie, profesor universitar, Federaţia Rusă
Seiranov Serghei, doctor habilitat în pedagogie, profesor universitar, Federaţia Rusă
Wojnar Josef, doctor habilitat în pedagogie, profesor universitar, Polonia
Cojocaru Viorel, doctor în educaţie fizică, profesor universitar, România
Mihăilă Ion, doctor în educaţie fizică, profesor universitar, România
Potop Vladimir, doctor în educaţie fizică, profesor universitar, România
Ion-Ene Mircea, doctor în știinţele motricităţii, profesor universitar, România
Urichianu Toma Sanda, doctor în educaţie fizică, profesor universitar, România
Popescu Veronica, doctor în știinţe ale educaţiei, conferenţiar universitar, România
Pascal Oleg, doctor habilitat în medicină, profesor universitar, Republica Moldova
Ciorbă Constantin, doctor habilitat în pedagogie, profesor universitar, Republica Moldova
Cușnir Valeriu, doctor habilitat în drept, profesor universitar, Republica Moldova
Dorgan Viorel, doctor habilitat în pedagogie, profesor universitar, Republica Moldova
Povestca Lazari, doctor în pedagogie, profesor universitar, Republica Moldova
Budevici-Puiu Anatolie, doctor în istorie, profesor universitar, Republica Moldova
Gorașcenco Alexandr, doctor în pedagogie, conferenţiar universitar, Republica Moldova
Brega Viorica, doctor în filologie, conferenţiar universitar, Republica Moldova
Triboi Vasile, doctor în pedagogie, profesor universitar, Republica Moldova
CUPRINS
Putin Natalia Formarea eticii profesional-sportive a studenților din instituțiile de în- 5-8
vățământ superior de educaţie fizică şi sport
Training of professional and sports ethics of the students in higher educa- 9-12
tion institutions of physical education and sport
Демченко Алексей Внешкольный досуг учеников 12-13 лет и его характер в социальной 13-18
действительности
Out-of-school leisure time of pupils aged 12-13 years and its nature in the 19-23
social reality
Сейранов Сергей Студенческий спорт, как фактор социально-культурного развития 24-28
страны
University sport as a factor of sociocultural development of the country 29-32
Nastas Natalia Formarea limbajului profesional englez la studenţii din domeniul culturii 92-96
fizice
Training the professional english language to students in the field of phys- 97-101
ical culture
Высочина Надежда Целеполагание в спорте и алгоритм его реализации 102-107
Воробьева А. Goal-setting in sport and the algorithm of its realization 108-112
Putin Natalia,
Universitatea de Stat de Educație Fizică și Sport, Chişinău, Republica Moldova
ce pot fi valorizate, se poate dezvolta un curricu- discipline de studiu şi în sprijinul unei valorizări
lum la decizia instituţiei de învăţământ superior, superioare a acestora, inclusiv a mediului de
implică respect faţă de sine, faţă de cei din jur, să pună în valoare întregul repertoriu de apti-
tudini, talente și atitudini umane. Personalitatea sionale – parte a responsabilităţii sociale, poate
umană ideală poate rezulta numai din armoni- să se identifice o stare de conflict între prestaţia
zarea dezvoltării fizice cu cea intelectuală și cu profesională şi normativitatea conştiinţei juri-
cea morală, îmbinare ce devine ulterior stimul de dice. Educaţia se realizează nu numai în şcoală,
bază şi pentru activarea şi cultivarea resurselor în instituţiile de învăţământ superior, în familie,
aptitudinale. ci şi oriunde indivizii activează, conlucrează, re-
La întrebarea “Credeţi că responsabilitatea spectiv în comunităţile, echipele unde realizează
profesională a specialistului din domeniu trebu- excelenţa profesională sau sportivă, după caz. În
ie să fie în acord cu conștiinţa sa profesională?” domeniul educației fizice şi sportului, realitatea
majoritatea subiecților au dat răspunsuri afirma- ne dovedeşte că nu este suficient ca abaterile an-
tive (peste 69%), cele negative au constituit 16%, trenorului să fie sancţionate numai moral şi etic,
iar la 15% dintre cei intervievaţi le-a fost greu să ci este necesar ca antrenorul şi/sau profesorul să
răspundă la această întrebare (Figura 3). În con- fie conştient şi de consecinţele juridice ale condu-
textul în care ne referim la problematica eticii itelor neconforme cu deontologia profesională.
practice sau a deontologiei profesionale, a celei Un alt aspect ce a fost abordat în cadrul cerce-
pedagogice propriu-zise, cu certitudine este im- tării noastre îl constituie violenţa în sport. Vio-
portant să evidenţiem unele aspecte care privesc lența în sport are cauze şi manifestări diverse în
profilul moral al profesorului, conţinutul și cali- comportamentul participanţilor la activităţile de
tatea muncii sale educative. acest gen. Aceasta poate fi identificată atât sub
formă verbală, cât şi fizică. Violența nu vizează
numai ce se petrece intern sau/şi în arena sportivă
cu ocazia competitiei. Ea se manifestă şi în afara
cadrului competițional, vizând atât activităţile de
pregătire, cât şi pe cele de natură organizatorică.
Plecând de la percepţiile managerilor sportivi
și ale antrenorilor despre performanţele sportive,
evoluţia lor într-o anumită perioadă, am putut
remarca în cercetarea noastră (conform grilei de
punctaj elaborate de noi cu o valoare maximă de
100 puncte) că, la întrebarea cu referire la ten-
Fig. 3. Reflectarea grafică a răspunsurilor cu privi- dinţele aptitudinale şi etice ale unui bun sportiv
re la responsabilitatea și conștiinţa profesională a sau, în cazul nostru, ale unui specialist ce ur-
specialistului din domeniu mează să activeze în domeniu, dintre cei 5 itemi
prezentaţi în Tabelul 1, Figura 4, capacitatea de
De asemenea, în cazurile în care constiinţa motivare şi simţul responsabilităţii au valori sem-
profesională a specialistului din domeniu nu este nificative.
în acord cu imperativele responsabilității profe-
Referinţe bibliografice:
1. Apotrosoaiei I., Burdun I., Lauarean C. (2008) Etica și deontologia antrenorului și sportivului. Iași: Universitatea
Al.I. Cuza.
2. Bănciulescu V. (1983) Sport şi cultură. Timișoara, Editura Facla.
3. Budevici-Puiu L., Manolachi V. (2007) Educaţia morală și profesională – factori elocvenţi în automanagementul
carierei. Chișinău, Valinex, p.181.
4. Macavei E. (2001) Pedagogie. Teoria educaţiei. București, Editura Aramis.
Ştiinţa culturii fizice
USEFS
UDC 378.147+796.011.7
TRAINING OF PROFESSIONAL AND SPORTS ETHICS OF THE STUDENTS
IN HIGHER EDUCATION INSTITUTIONS OF PHYSICAL EDUCATION AND SPORT
Putin Natalia,
State University of Physical Education and Sport, Chisinau, Republic of Moldova
Introduction. The training of key and trans- work is becoming extremely complex, but the
versal competencies requires appropriate strat- design activities and curricular planning and the
egies, as well as the approach of the multidis- evaluation ones, in close interdependence, must
ciplinary and transdisciplinarity educational be done in teams, on sequences, both at the cur-
process. In the current context in which the uni- ricular area and at the entire collective level.
versity curriculum policies in higher education Pluridisciplinarity / multidisciplinarity - a
of physical education and sports institutions are superior form of interdisciplinarity, consists in
centred on competence development and setting overlapping elements of the various disciplines
individual learning plans for students, the ade- that collaborate. A theme belonging to a given
quacy of selected teacher strategies to achieve the field is analysed from the perspective of several
expected learning outcomes becomes extremely disciplines, but it keeps its conceptual structure
important. Also, in the case of training the pro- and independence. In the case of our approach,
fessional - sports ethics of the students from the a relevant example can be represented: the pro-
higher education institutions, it is necessary to fessional - sporting ethics of the specialists in the
approach the multidisciplinarity of the learning field will be associated with the study of the rel-
situations, complex of the specialized disciplines evant aspects from the point of view of physical
that are related to the deontology and professional education, biology, psychology and sports peda-
and sports ethics, which will allow the realization gogy [1, 3, 4].
of some new learning circumstances for develop- The aim of our research is to reflect some as-
ing general competencies in curricular areas and pects of the orientation of education towards
key ones, designing the results and knowledge the formation of ethical, deontological, person-
accumulated in real life in which students will al, cognitive, professional, sporting and social
develop their professional activity [1, 3]. competencies through the multidisciplinary ap-
Competence is the student’s ability to solve a proach of some topics of general interest in the
The Science of Physical Culture
particular situation, based on skills and knowl- curriculum specific to the study program “Edu-
edge previously acquired in the instructive-ed- cation Sciences “. The multidisciplinary approach
ucational process. Thus, taking into account the of content is a superior one, helping to create
fact that students acquire different competencies models based on transfer and integration, benefi-
and in informal or non-formal contexts that can cial to each study discipline, and to support their
be valued, a curriculum can be developed to the higher valorisation, including the learning envi-
decision of the higher education institution that ronment.
SUPES
would also allow for transdiplinary approach- Methodology of research. The scientific ap-
es. Consequently, the context in which teachers proach is an applicative research based on the
analytical-interpretive study and consists in pro- ing from different sources, but it is necessary to
cessing the processed information from the ques- interrelate and integrate all didactic approaches
tionnaires administered to the participants in the into an interdisciplinary scientific model, able to
study. The research method which we used is the ground a specific science of education. Without
survey based on a questionnaire. The methodo- the principle of interdisciplinarity, pluridiscipli-
logical system was filled with the method of the narity is meaningless and ineffective.
specialized bibliography analysis; the method of Analysing the data gathered from the respons-
systematic observation and the method of ana- es of the respondent categories after the applica-
lysing the products of learning activities. tion of the questions set we identified the neces-
The sample of the researched subjects (teach- sity of training professional-sports ethics, the
ers, coaches, students from the Faculty of Peda- acquisition by specialists in physical education
gogy of SUPES, Chisinau) registered a number and sports field of general and specific skills that
of: 103 respondents, respectively 33 teachers, 26 can complete its referential on the labour market
coaches and 45 students (from the Ist and IInd cy- (Figure 2). Thus, scientific and didactic staff gave
cle). The age structure of the respondents cate- positive answers in a percentage of 45%, coach-
gories indicates a majority of the young people es over 38%, while students in a percentage of
- about 65% up to 35 years, 35% of teachers and 17%. At the same time, it is important to note
coaches, their ages are between 48 and 67 years that the need for ethics is an objective fact, but
(Figure 1). ethical compliance is intrinsically imperative in
the world of sport, if we take into account the “ir-
resistible growth of aggression”. In this sense, the
opinion has already been expressed that to the
educator, as any practitioner, either physician, en-
gineer, architect, is not possible and not allowed
to perform his profession without a serious and
deep knowledge of the principles and laws that
guide the realities which they work with [1].
towards an action, the fight against doping, etc. Moreover, the field of physical education
In all cases, regardless of the sport or other field and sport is a generating and stimulating envi-
of activity, the respondent categories have iden- ronment for the formation and manifestation of
tified that this notion implies respect for oneself, conduct, capable of highlighting the entire reper-
for others, towards occasional partners in the toire of human skills, talents and attitudes. Ideal
profession. As far as the educational phenome- human personality can only result from the har-
SUPES
non is concerned, it is not enough just a simple monization of physical, intellectual and moral
juxtaposition of the ideas about education com- development, which is then a basic stimulus and
for the activation and cultivation of aptitudinal performances and normative of legal awareness
resources. can be identified. Education takes place not only
To the question “Do you think that the profes- in school, in higher education institutions, in the
sional responsibility of the specialist in the field family but also wherever individuals work, work
must be in accordance with his professional con- together, respectively in communities, teams
sciousness?” most of the respondents responded where they achieve professional or sports excel-
positively to this question (over 69%), negative lence, as necessary. In the field of physical educa-
ones accounted for 16%, and for 15% of those in- tion and sport, reality proves that it is not enough
terviewed it was difficult to answer at this ques- for the coach’s deviations to be sanctioned only
tion (Figure 3). In the context in which we refer morally and ethically, but that the coach and / or
to the issue of practical ethics or professional de- the teacher should also be aware of the legal con-
ontology, of the actual pedagogy, it is certainly sequences of conduct that is not in accordance
important to highlight some aspects regarding with professional deontology.
the moral profile of the teacher, the content and Another aspect that has been addressed in our
the quality of his educational work. research is violence in sports. Violence in sports
has various causes and manifestations in the be-
haviour of participants in such activities. It can be
identified both in verbal and physical form. Vio-
lence is not only about what happens internally
and / or in the sports arena on the occasion of the
competition. It also manifests itself outside the
competitive framework, focusing on both pre-
paratory and organizational activities.
Starting from the sports managers ‘attitudes,
of the coaches about sports ‘ performances, their
evolution over a certain period of time, we could
Fig. 3. Graphical reflection of responses on the notice in our research (according to the score
responsibility and professional awareness of the schedule developed by us with a maximum of 100
specialist in the field points) that to the question regarding the aptitu-
dinal and ethical tendencies of a good athlete or,
Also, in the circumstances, where the profes- in our case, of a specialist which will work in this
sional awareness of the specialist in the field is field, of the 5 items presented in Table 1, Figure
not in accordance with the imperatives of pro- 4, the capacity for motivation and the sense of re-
fessional responsibility - part of social respon- sponsibility have significant values.
sibility, a state of conflict between professional
References:
1. Apotrosoaiei I., Burdun I., Lauarean C. (2008) Etica şi deontologia antrenorului şi sportivului. Iași: Universitatea
Al.I. Cuza.
2. Bănciulescu V. (1983) Sport şi cultură. Timișoara, Editura Facla.
3. Budevici-Puiu L., Manolachi V. (2007) Educaţia morală şi profesională – factori elocvenţi în automanagementul
carierei. Chişinău, Valinex, p.181.
The Science of Physical Culture
УДК: 159.954:[374+379.8]
ВНЕШКОЛЬНЫЙ ДОСУГ УЧЕНИКОВ 12-13 ЛЕТ И ЕГО ХАРАКТЕР
В СОЦИАЛЬНОЙ ДЕЙСТВИТЕЛЬНОСТИ
Демченко Алексей,
Государственный университет физического воспитания и спорта,
Кишинэу, Республика Молдова
Ключевые слова: социальная современность; внешкольный досуг; пешее и транспортное передвижение; позна-
вательно-развлекательные «тусовки»; природные аномалии; негативные последствия физического характера;
должное двигательное развитие.
Резюме. В научной статье представлена информация по изучению мнений учеников 12-13 лет об их внешкольном,
познавательно-развлекательном досуге и его характере в окружающей социальной действительности. При этом
школьники обозначили основные, как положительные, так и отрицательные моменты их разнообразного досуга,
приводящие к тем или иным последствиям морального или физического характера. Причём, в большей степени
были обозначены негативные последствия физического характера от неудачных межличностных отношений со
сверстниками в «тусовках» и развлечениях, в пешеходно-транспортных перемещениях и при природных анома-
лиях. Школьники-респонденты подтвердили факт о возможном снижении негативных последствий внешкольного
досуга лучшей двигательной подготовкой.
Актуальность. Очень значимым образо- считаем, что этот тезис в полной мере отно-
вательно-воспитательным фактором для уча- сится и к школьникам 12-13 лет, которые в
щейся молодёжи является их внешкольный силу своего возрастного развития зачастую
досуг, в котором они, применяя полученные спонтанно активны в социальных мероприя-
в школе знания, формируют устойчивые уме- тиях и как правило, принимают не всегда об-
ния и навыки личной и общественно-полез- думанное, и не удобное для них решение, в
ной жизни [1, 2, 3, 4]. том числе и двигательного характера, особен-
В то же время, необходимо отметить, что но в непредсказуемых ситуациях [1, 5, 7, 9].
на современном этапе мы живем в сложной Таким образом, решение данной проблемы
социальной обстановке, которая предъявляет является, на наш взгляд, актуальным и важ-
к нам особые требования интеллектуального ным для молодого поколения в современных
и физического характера [1, 2, 6, 7, 8]. Так, условиях социума.
политическая нестабильность в обществе Организация социологического исследо-
(демонстрации и митинги, интенсивность вания.
и скорость передвижения), экономические Нами был организован опрос школь-
«напряжения», климатическая неустойчи- ников 12-13 летнего возраста, г. Кишинэу
вость природы (наводнения, заснеженность (n-115 чел.) по анкете, в которую входили
и гололед и др.), бытовые особенности суще- 16 специализированных и доступных для
ствования требуют от молодых людей особой респондентов вопросов с разнообразными
«расторопности», активного аналитического вариантами ответов. Выраженные мнения
мышления «от необходимого к достаточно- школьников-респондентов позволили нам
му», а также особых координационно-дви- иметь представление о социально-досуговой,
гательных навыков, именуемых нами «при- познавательно-развлекательной деятельно-
кладными», которые придают возможность сти современной молодежи и её характере.
быть безопасным в непредсказуемых ситуа- Результаты исследования.
циях. Такое аналитическое позиционирова- Формулируя в анкете вопросы и задавая
Ştiinţa culturii fizice
влияния аномальных природных явлений на Интересен и тот факт, что 17% школьников
их безопасность. При этом мы задавали и ряд из числа опрошенных (литер В) не планируют
вспомогательных вопросов, которые опосре- свой досуг по собственным интересам ввиду
дованно позволили нам изучить внешколь- наличия обязанностей по дому и выполнени-
ный досуг детей. ем поручений родителей. Эти школьники по-
Так на Рисунке 1 представлены результаты яснили, что отсутствие собственного досуга
опроса школьников по вопросу: «Как важен определяется в основном производственным
для тебя ежедневный внешкольный досуг?». характером деятельности родителей.
Как видно из представленного Рисунка 1, до На Рисунке 2 представлены результаты
72% мнений школьников (литер А) подтвер- выраженных мнений школьников по вопро-
ждают важность личного досуга для актив- су: «Сколько времени ты уделяешь компью-
ного общения со сверстниками, проживаю- теру»?
щими в их районе. При этом такое общение
носит самый разнообразный характер: от
простых бесед до разнообразных развлече-
ний, в том числе и двигательно-игровых.
ры, выноса мусора, покупок в магазине и др. то же время, гораздо большему количеству
школьников (литер В - до 72%) приходится на
разнообразных видах утреннего перегружен-
ного транспорта, в течение получаса и более
добираться до школы и зачастую с опозда-
нием. И лишь только привилегированные 7%
школьников (литер - С) имеют возможность
комфортно добираться до школы, так как
их на личном транспорте подвозят родите-
ли. При этом мы считаем, что большинство
учащихся перемещаются к школе в городе
(возможно и в селе) условиях повышенной
Рис. 3. Показатели мнений школьников по опасности и дискомфорта в перегруженном
вопросу: «Имеются ли у тебя ежедневные общественном транспорте.
домашние обязанности, и какие?» (%). На вопрос: «Какими для тебя являются
наиболее привлекательными развлекатель-
С другой стороны настораживает тот ные заведения города?» (Рисунок 5), школь-
факт, что преобладающее большинство ники отметили, что в первую очередь их
школьников (литер В - до 85% опрошенных) привлекают своими острыми ощущениями
не озабочены домашними обязанностями и и эмоциональностью аттракционы (литер С -
естественно, что их досуг носит чисто раз- 33%). Следующий по нисходящей показатель
влекательный характер. мнений (литер В – 30%) относится заведени-
На Рисунке 4 отражены показатели мне- ям таких категорий, как кафе, булочные, пиц-
ний школьников по вопросу: «Как ты доби- церии, передвижные лотки с разнообразны-
раешься утром до школы и из школы до дома? ми тонизирующими напитками.
Каким транспортом и сколько времени?».
дискомфорта при природных аномалиях (ли- 9), наибольшее количество мнений (литер А
тер D – 12%), в которых перечислили и грозы - 80%) школьники отдали мнениям о том, что
и ливни и ураганные ветры, гололедицу, чрез- их внешкольный досуг далеко не безопасен,
мерные снегопады и землетрясения. так как очень часто у них встречались непри-
На Рисунке 8 представлены результаты ятности в течение года.
мнений школьников по вопросу: «Какие виды
травм ты имел в прошлом году?». Как пока-
зывает Рисунок 8, наибольший показатель
мнений школьников (литер А - 44%) при-
ходится на такой вид травм, как «ушибы»,
приобретенные в спортивных состязаниях,
выяснения отношений в тусовках, непред-
виденные падения на улицах (спотыкания) и
при неудачном выходе из транспорта.
Мы отмечаем тот факт, что практически все ординационные способности», которые бу-
опрошенные школьники имели перечислен- дут способствовать успешному их позицио-
ные виды травм в минувшем году. нированию в сложном современном социуме,
На вопрос: «Как ты думаешь, твой внеш- с точки зрения широкой активности в соб-
USEFS
UDC 159.954:[374+379.8]
OUT-OF-SCHOOL LEISURE TIME OF PUPILS AGED 12-13 YEARS
AND ITS NATURE IN THE SOCIAL REALITY
Demcenco Alexei,
State University of Physical Education and Sport, Chisinau, Republic of Moldova
Keywords: social modernity; out-of-school leisure time; pedestrian and vehicle movement; cognitive-entertaining “get-togeth-
ers”; natural anomalies; negative consequences of a physical nature; proper motor development.
Abstract. The scientific article provides information on the study of opinions of pupils of 12-13 years old about their out-of-
school, cognitive-entertaining leisure and its nature in the surrounding social reality. At the same time, pupils identified the
main, both positive and negative aspects of their various leisure time, leading to various consequences of moral or physical
nature. Moreover, the negative consequences of physical nature from unsuccessful interpersonal relations with peers in “get-to-
gethers” and entertainments, in pedestrian-vehicle movements and in natural anomalies were more indicated. Pupils-respond-
ents confirmed the fact about the possible reduction of negative consequences of out-of-school leisure by means of a better
motor preparation.
Actuality. A very important educational and We organized a survey of pupils aged 12-13
upbringing factor for the pupils is their out-of- years old, Chisinau (n-115 people) on the base
school leisure time, in which they apply knowl- of a questionnaire which included 16 specialized
edge acquired at school and form stable skills and understandable questions for respondents
and abilities of personal and socially useful life with a variety of answers. The expressed opinions
[1, 2, 3, 4]. of pupils-respondents allowed us to have an idea
At the same time, it should be noted that at of social, recreational, cognitive and entertaining
present stage we live in a complicated social en- activity of modern youth and its nature.
vironment that makes special intellectual and Results of the research.
physical requirements to us [1, 2, 6, 7, 8]. Thus, By means of questions in the questionnaire
political instability in society (demonstrations we tried to determine the nature of pupils’ out-
and rallies, intensity and speed of movement), of-school leisure activities in various accessible
economic “stresses”, climatic instability of nature entertainment institutions, as well as the features
(floods, snow cover and ice, etc.), everyday fea- of transport and pedestrian traffic in the city and
tures of existence require from young people a the impact of abnormal natural phenomena on
special “quickness”, an active analytical thinking their safety. At the same time, we asked a number
“from necessary to sufficient”, and also special co- of auxiliary questions which indirectly allowed us
ordination-motor skills which we call “applied”, to study the out-of-school leisure time of pupils.
which give the chance to be safe in unpredictable So Figure 1 presents the results of a survey of
situations. Such analytical positioning and pos- pupils on the question: “How important is your
session of applied motor skills, to a certain extent, daily out-of-school leisure time for you?” As it
can protect young people from ill-considered ac- can be seen from the presented Figure 1, up to
tions and make the right decision in non-stand- 72% of the opinions of pupils (letter A) confirm
ard motor situations. We believe that this thesis the importance of personal leisure time for active
applies fully to pupils aged 12-13 years who, due communication with peers living in their neigh-
to their age development, are often spontaneous- borhood. At the same time, such communication
The Science of Physical Culture
ly active in social activities and, as a rule, take not is of a very diverse nature: from simple conversa-
always a deliberate and a convenient solution for tions to various entertainments, including motor
them, including motor nature, especially in un- games.
predictable situations [1, 5, 7, 9]. We share the views of these pupils that they
Thus, the solution to this problem is, in our need additional (out-of-school) communication
opinion, relevant and important for young gen- with peers and especially entertaining-motor ac-
eration in modern conditions of society. tivities, which compensate, to a certain extent,
SUPES
pansion of adolescent interests in society. Figure 2 presents the results of the expressed
opinions of pupils on the question: “How much
time do you spend on your computer”?
From Figure 2 it follows that the predomi-
nant number of pupils (letter A - 68%) practically
every day spend all their free time on computer
games. At the same time, the other part of the pu-
pils-respondents (letter B -32%) noted that their
leisure time is limited and controlled by the par-
ents. In its turn, it is necessary to note the fact
that, unfortunately, most of the surveyed students
are uncontrollable in working on computers,
Note: A - leisure is important for me because I need which, in our opinion, is fraught with negative
it to communicate with peers; consequences for their health.
B - I like to rest alone;
C - I do not plan my leisure time because of my
On the other hand, it is alarming that the
house chores. overwhelming majority of pupils (letter B - up
Fig. 1. The answers of students to the question: to 85% of respondents) are not concerned with
“How important is your daily out-of-school leisure household chores and it is natural that their lei-
time?” (%) sure time is purely entertaining.
Figure 4 shows the pupils’ opinions on the ques-
Among the interviewed pupils (letter B - 11%) tion: “How do you get to school in the morning
there were also such persons (single persons) and from school back home? What kind of trans-
who often practice the relatively closed nature of port do you use and how long does it take you?”.
out-of-school communication and are content To the question: “Do you have daily household
with certain developmental activities alone. chores and which are they?” (Figure 3), the pu-
It is also interesting that 17% of pupils from pils-respondents answered as follows.
among the respondents (letter B) do not plan As the diagram levels in Figure 3 show, a very
their leisure time according to their own inter- small number of pupils (letter A - up to 15%)
ests due to their household chores and the fulfill- have household duties such as feasible apartment
ment of instructions from parents. These pupils cleaning, taking the garbage out, shopping in the
explained that the lack of their own leisure time store, etc.
is determined mainly by the organizing nature of
their parents’ activity.
The Science of Physical Culture
question: “How much time do you spend on your 10-15 minutes. At the same time, a much larger
computer?” (%) number of pupils (letter B - up to 72%) have to
last place according to their interests (letter D - year and that in their opinion created a certain
only 9% of opinions) are sports sections (hobby discomfort in the surrounding social reality for
groups), which in our opinion are motor-devel- children and adolescents. A little fewer pupils
oping to a certain extent for these pupils in case noted (letter A - 31%), that more depressing for
of parental support. At the same time, 91% of pu- them were rainstorms associated with lightning
pils do not have access to such sports activities, and its rumbling, as well as rain streams that
mainly because of their high cost and long-dis- flooded communication and cleaning facilities
SUPES
ber of respondents (letter C - 27%) noted that bus stops and other negative factors). The inter-
they felt uncomfortable with excessive snowfalls viewed pupils also expressed their discomfort at
in the winter, when it was no place for skates and natural anomalies (letter D - 12%), which listed
sledges, with problematic movement around the both thunderstorms and showers and hurricane
city. winds, icy conditions, excessive snowfalls and
To the question: “In which places did you feel earthquakes.
discomfort or inconvenience for the previous Figure 8 presents the results of pupils’ opin-
year?” (Figure 7), pupils with their opinions des- ions on the question: “What kinds of traumas did
ignated all the types and places of their discom- you have last year?” As Figure 8 shows, the larg-
fort we proposed but the percentage results are est indicator of the opinions of pupils (letter A -
still ambiguous. 44%) falls on such types of traumas as “bruises”
acquired in sports, clarifying relations in get-to-
gethers, unforeseen falls in the streets (stumbling)
and in case of unsuccessful exit from transport.
Thus, in the opinion of pupils, the greatest dis- At the same time, the fourth of the pupils sur-
comfort in the form of, to put it mildly, the clari- veyed (letter C - 25%) noted that, with not always
fication of personal relationships, up to the fights successful motor manifestations, there were dis-
they felt in entertaining institutions and hang- locations and subluxations of limb joints. Muscu-
outs with peers (letter A - up to 34%). Somewhat lar and ligamentous stretches were also observed
to a lesser extent (letter C - up to 29%) they felt with relatively tight muscular-ligament contrac-
discomfort in the streets (the same clarification tions in the hands and ankles (letter D - 13%).
of the relationship), roads and pedestrian cross- And a very small part of pupils (letter B - up to
ings in case of non-compliance with traffic safety 8%) noted the presence of closed fractures of
rules. Approximately the same level of opinions the forearm and lower leg in extreme situations.
on the roads, when riding a bicycle, skating and
The Science of Physical Culture
troubles during the year. taining leisure in the surrounding social reality
is far from safe with possible moral and physical
negative consequences.
In this regard, it is necessary to restructure the
traditional organization of physical education of
pupils, that is, based on the development of their
basic physical qualities, to form specially applied
“coordination abilities” that will contribute to
their successful positioning in a complex modern
society, from the point of view of the wide activi-
ty in their own leisure [59, 60, 62, 86, 166].
Such process of reforming physical education
Note: A - is unsafe, as very often there are troubles; must begin with the family, kindergartens and
B - no, it is not safe, but troubles are relatively rare; primary school classes, and especially from the
C – yes, leisure is safe.
5th grade (that is, from the age of 12), when their
Fig. 9. The results of pupils’ answers to the ques-
age-related psycho-functional development can
tion: “Do you think your out-of-school leisure
contribute to the conscious formation of applied
time is always safe?” (%)
motor-coordinated higher-order skills, allowing
them to be oriented and spatially aware of the
Another, much smaller part of pupils (letter B
necessary possibility of successful own motor re-
- up to 20%) also noted not safe leisure, but they
alization in the surrounding reality.
have come across unpleasant problems relatively
The formation of applied motor abilities
seldom during the year. Attention is drawn to the
among pupils, combined with their steady intel-
fact that not a single pupil from the respondents
lectual development, will contribute, albeit not
expressed an opinion (letter C) that out-of-school
completely, but still, to the elimination (or reduc-
leisure can be safe.
tion) of negative consequences when communi-
Conclusions: Thus, interviewed pupils con-
cating with the surrounding reality in society.
firmed our opinion that their cognitive-enter-
References:
1. Артемов С.Д. (1990) Социальные проблемы адаптации. Москва: Просвещение – АСТ.
180 с.
2. Бальсевич В.К., Лубышева Л.И. (1995) Физическая культура: молодежь и современность.
В: Теория и практика физической культуры, №4, с. 2-7.
3. Бальсевич В.К. (2006) Онтокинезиология человека. Москва: Физкультура и спорт. 275 с.
4. Гужаловский А.А. (1980) Физическая подготовка школьника. Челябинск: Юж.- Урал.
кн. изд-во. 151 с.
5. Дикая Л.Г., Журавлев А.Л. (2007) Психология адаптации к социальной среде:
современные подходы, проблемы, перспективы. Москва: Институт психологии РАН.
624 с.
6. Лях В.И. (1986) Развитие и совершенствование координационных способностей
школьников. В: Физическая культура в школе, №12, с. 56-58.
The Science of Physical Culture
Сейранов Сергей,
Московская государственная академия физической культуры, Россия
Ключевые слова: студенческий спорт, физическая культура, тенденции развития, содержание и формы органи-
зации.
Резюме. Одной из главных задач, имеющих существенное значение в социально-культурном и социально-экономи-
ческом развитии страны, в формировании здорового образа жизни, является вовлечение граждан России в систе-
матические занятия физической культурой и спортом. В этой связи развитие студенческого спорта, как одно из
приоритетных направлений государственной политики в сфере физической культуры и спорта, является эффек-
тивным инструментом вовлечения студентов в систематические занятия физической культурой и спортом,
а также повышения конкурентоспособности российского спорта. Цель исследования: выявить приоритетные
направления в развитии студенческого спорта, определить рациональное содержание и формы его организации.
тельных организациях высшего образования; ние роли студенческого спорта в системе под-
Литература:
1. Грицак Н.И. (2008) Студенческий спорт и его связь с общей культурой общества. В: Фундаментальные
исследования, №1, с. 89-90.
2. Захаров М.А. (2008) Социология спорта: Учебно-методическое пособие. Смоленск: СГАФКСТ. 352 с.
3. Пасмуров А.Г. (2011) Влияние наследия Универсиад на развитие студенческого спорта: Автореферат
дисс… канд. Пед. Наук. Набережные Челны. 21 с.
Ştiinţa culturii fizice
USEFS
Seyranov Sergey,
Moscow State Academy of Physical Education, Russia
Keywords: student sport, physical culture, development trends, content and forms of organization.
Abstract. One of the main tasks that are essential in the socio-cultural and socio-economic development of the country, in
the formation of a healthy lifestyle, is the involvement of Russian citizens in systematic physical training and sports. In this
regard, the development of student sport, as one of the priority areas of state policy in the field of physical culture and sports
is an effective tool for involving students in systematic physical training and sports, as well as increasing the competitiveness
of Russian sports. The purpose of the research: to identify priority areas in the development of student sport, to determine the
rational content and forms of its organization.
One of the major challenges, essential for so- improving Russian sports competitiveness.
ciocultural and socioeconomic development of Previously existing University sports systems
the country in creating a healthy life-style for allowed solving certain tasks with reference to
Russians is promoting systematic participation of their historical period. In the sphere of University
children, teenagers and students in physical cul- sports, as part of elite sports, they promoted Uni-
ture and sports. versity sports teams completing and major inter-
Furthering University sports, as part of mass national University sports competitions conduct-
sports, depends on systemic and effective social ing on their territory. In the sphere of University
partnership of all interested structures, such as: sports, as part of mass sports, they helped to in-
federal executive bodies both in the field of phys- volve students in systematic physical training and
ical culture and sports, in that of education and organize the system of regular national and re-
in the sphere of youth work, other interested fed- gional sports competitions. The system of Univer-
eral executive bodies, including professional ed- sity sports was as a powerful tool of educational,
ucational organizations and those of higher ed- social and patriotic work by means of developing
ucation, executive authorities of subjects of the various forms of mass involvement of students in
Russian Federation, local self-government bodies systematic physical, sports and recreational activ-
subordinated to them, as well as public physical ities such as Spartakiades, the All-Union Physical
culture and sports organizations, such as Rus- Training Complex “Ready for Labor and Defense
sian University Sports Union, University sports of the USSR”, tourism and recreation.
leagues and sports federations [1]. For a long time the duties of organizations in-
In turn, University sports system, built by fed- terested in University sports progress remained
eral executive bodies in the field of physical cul- legally and methodologically uncertain. It affect-
ture and sports, and that of education, together ed the level of control over material, technical,
with all-Russian sports federations and Russian personnel, scientific, methodological and finan-
University Sports Union, is a basis of consistently cial support of University sports and led to a loss
high sports results in the international arena. of educational, social and patriotic work funda-
University sports system as part of elite sports mentals in the system of University sports.
The Science of Physical Culture
provides an effective combination of educational Over recent decades, effective steps have been
activities and training process for high-class ath- taken to build a system of University sports, phys-
letes in the course of their training. ical education, sports and health work in profes-
In this regard, University sports progress as sional and higher education.
one of the state policy priorities in the field of Nowadays the structure of educational or-
physical education and sports is an effective tool ganizations provides for possibility of establish-
to promote the systematic participation of stu- ing various structural units aimed at University
SUPES
dents in physical education and sports, as well as sports progress [1, 3].
University sports currently develop in two ba- interagency interaction of state authorities, local
sic directions: government bodies and the network of organ-
- as part of mass sports, including a system of izations, subordinated to them including their
all-Russian, district, regional, city and local mass interaction with non-state subjects of University
sports events (at the level of educational organ- sports system;
izations) as well as systematic sports and health Developing regulatory and legal framework
work with students; of the University sports system by means of new
- as part of elite sports, including University regulatory statutory acts developing and intro-
sports reserve’s selection and training in order to ducing amendments into acting ones, govern-
participate in global winter and summer Univer- ing the progress of University sports at federal,
siades, as well as other sport events of the Inter- regional and municipal levels, and by new regu-
national Federation of University Sports (FISU) latory statutory acts developing and introducing
and the European University Sports Association amendments into acting bylaws and local regu-
(EUSA). lations, governing physical culture in profession-
University sports system coordinating within al educational organizations and those of higher
the framework of federal legislation is carried out education;
on the level of state administration by federal ex- Enhancing scientific and methodological
ecutive bodies both in the field of physical culture support of the subjects of the University sports
and sports and in that of education, as well as by system by means of accumulation of scientific
Russian University Sports Union in the system of and methodological experience in the field of
non-state regulation. the University sports, specialized scientific and
The current system of students’ physical cul- methodological expert communities building
ture and sports activities includes both mul- and introduction of innovative developments
ti-stage events such as the All-Russian summer into practical activities of professional education-
and winter Universiades, the All-Russian Festival al organizations, those of higher education and
of University Sports; non-state subjects of the University sports;
- Annual championships in individual sports; Perfecting the mechanisms of University sports
- Competitions of University sports leagues system financing by enhancing the effectiveness
per an academic year. of using acting budgetary funds of the University
Based on results of University sports clubs sports financing at the federal, regional and mu-
activity 2016 monitoring, volleyball, basketball, nicipal levels, as well as enhancing cooperation of
football, mini-football, table tennis, track and professional educational organizations and those
field athletics, cross-country skiing, chess, sam- of higher education with non-state subjects of the
bo, fitness aerobics are the most popular sports University sports and commercial organizations,
among students. aimed at public-private partnership develop-
In general, the subjects of University sports ing and increasing the University sports system
system of the Russian Federation implement funding from extra-budgetary funds;
various powers defined by federal and regional Enhancing personnel potential of the Uni-
legislation, local regulatory acts of educational versity sports system subjects by means of elab-
institutions and their founders, methodological oration and implementation of programs of re-
recommendations as to University sports fur- training and qualifications upgrading for those
thering and public organizations’ statutory doc- indulged in University sports at executive bodies,
The Science of Physical Culture
sports be means of specialized radio and televi- and Sports Complex “Ready for Labor and de-
sion programs about University sports, promot- fense” in order to select candidates for Universi-
ing various forms of cooperation of University ties teams in various sports;
sports subjects with media, including student Strengthening sanatorium and health - im-
media, specialized interactive products’ creat- proving work with students by means of elabo-
ing and promoting updated both in professional rating and effective using of existing material and
community and among young people; technical sanatorium and health-improving fa-
Strengthening the role of physical culture at cilities of professional educational organizations
the system of University sports by improving and those of higher education, subjects of the
federal state educational standards in disciplines Russian Federation, municipalities, as well as the
(modules) of physical culture and sports that are elaborating interdepartmental recommendations
to ensure the full consolidation of theoretical and on students’ health improving at professional ed-
practical competences of physical culture by stu- ucational organizations and those of higher edu-
dents, and by improving the quality of teaching cation;
disciplines (modules) at the area of “Physical ed- Strengthening the role of spiritual, moral and
ucation and sport”; patriotic education in the system of University
Improving technologies for inclusive educa- sport by means of educational work with stu-
tion of students by means of adaptation of federal dents devoted to the history of University sport,
state educational standards of disciplines (mod- the famous personalities who made a significant
ules) in physical culture and sports and the sys- contribution to its progress, the role of Univer-
tem of student competitions, taking into account sity sport in the international activities of the
the specificities of students belonging to different Russian Federation, aimed at increasing Russian
nosological groups as well as introducing innova- sports competitiveness in the international are-
tive methodological tutorials to provide physical na, as well as organizing competitions in national
education activity for students with disabilities; sports, projects aimed at University Sports tradi-
Strengthening mass sports work and a system tions continuity, preventing all forms of discrim-
of sports competitions, including that at the place ination and racism;
of students’ residence, by means of improving the Propaganda of a culture of positively-minded
quality of mass sports work at professional edu- support of teams among club fans from among
cational organizations and those of higher educa- students, assisting to complete students fans as-
tion, consolidating the concepts and programs of sociations;
University sports progress at the subjects of the Improving the mechanisms of student social-
Russian Federation as well as standardization and ization by means of furthering the work of stu-
systematization of joint activities of University dents’ self-government bodies with a focus on
sports leagues. sports, promoting sports volunteer movement,
Strengthening the role of University sports sys- students’ tourism, students’ fans associations, as
tem in sports reserve training system by means of well as partnership of sports clubs of education-
developing cooperation mechanisms of subjects al organizations with potential employers in the
of University sports with sport federations, the field of sports for graduates [1, 2, 3].
executive authorities in the field of physical cul- Conclusion. The system of student sport
ture and sports of subjects of the Russian Federa- should develop in the following directions:
tion, as well as enhancing the role of All-Russian improvement the quality of government and
The Science of Physical Culture
complex, as well as using the competitions in the infrastructure; improvement of information sup-
framework of the All-Russia Physical Culture port; strengthening the role of physical culture
and sports in the field of education; improve- reserve; strengthening the role of spiritual, moral
ment of technologies for inclusive education of and patriotic education in the system of student
students; perfection of sports-mass work and sport; improvement the mechanisms of socializa-
system of sports competitions; strengthening the tion of students in society, etc.
role of student sports in the training of the sports
References:
1. Грицак Н.И. (2008) Студенческий спорт и его связь с общей культурой общества. В: Фундаментальные
исследования, №1, с. 89-90.
2. Захаров М.А. (2008) Социология спорта: Учебно-методическое пособие. Смоленск: СГАФКСТ. 352 с.
3. Пасмуров А.Г. (2011) Влияние наследия Универсиад на развитие студенческого спорта: Автореферат
дисс… канд. Пед. Наук. Набережные Челны. 21 с.
The Science of Physical Culture
SUPES
CZU 796.853.23+159.952.6
DISTRIBUIREA ATENȚIEI ÎN PROCESUL DE ANTRENAMENT
AL JUDOCANILOR DE 13-15 ANI LA ETAPA PREGĂTIRII DE BAZĂ
Grimalschi Teodor1,
Boișteanu Alexandru2,
1
Universitatea de Stat de Educație Fizică și Sport, Chișinău, Republica Moldova
2
Școala sportivă nr. 2 din Cahul, Republica Moldova
Cuvinte-cheie: evaluare, pregătire sportivă, mijloace ale gimnasticii, judo, însușiri ale atenției, metodologie.
Rezumat. Problema științifică soluționată în acest articol constă în argumentarea experimentală a influenței activităților de
antrenament sportiv asupra dezvoltării atenției elevilor preadolescenți judocani de 13-15 ani. În aceasta privință s-a constatat
că o mare importanță o are utilizarea justă și rațională a conținutului mijloacelor didacticii gimnasticii pentru a menține
stabilitatea atenției elevilor sportivi un timp mai îndelungat.
tarea elevului sportiv. A înțelege înseamnă a ști ce logiei de pregătire sportivă a preadolescenților
gândește elevul, ce simte, care sunt interesele, ce îi judocani de 13-15 ani prin redirecționarea atenți-
distrage atenția și cât îl influențează mediul social ei asupra mărimii stimulilor senzitivi în procesul
al grupului, mediul psihopedagogic. Posibilită- de antrenament și competițional.
USEFS
Atenția se concentrează asupra unor stimuli P<0,01-0,001, statistic semnificativ (Tabelul 1),
perceptivi ai mișcărilor legate de identificarea in- cu o probabilitate de 99,5-99,9%.
formațiilor concrete privind tehnica de executare Numărul de semne bifate corect la grupa ex-
a acțiunilor, pregătirea fizică, psihologică și tac- perimentală a fost mai mare cu o intensitate și
tică. La minutul al patrulea, capacitatea de aten- stabilitate valoroasă. Productivitatea atenției la
ție se normalizează, atingând pragul inițial, apoi, grupa experimentală este de 76,11%, la grupa
până la minutul al șaselea, atenția este instabilă, martor – de 53,54%, cu o diferență statistic sem-
nivelul performanțelor este mai scăzut (Tabelul 1 nificativă de 22,57% (Figura 1).
și Figura 1). Concluzii:
Dirijarea antrenamentului sportiv în baza
modelelor experimentale de mijloace elaborate
ca valori de expresivitate a acțiunilor motrice a
contribuit la punerea în practică a unei tehnologii
de pregătire specifică, prin care s-a optimizat ca-
pacitatea de redirecționare a atenției adolescenți-
lor luptători din grupa experimentală prin indici
superiori ai caracteristicilor atenției.
Distribuția și concentrarea atenției s-a eviden-
țiat în primele patru minute, cu un flux în minu-
tul al treilea. După patru minute de acțiuni teh-
Fig.1. Flexibilitatea atenției timp de 6 minute la nico-tactice ale sportivului adolescent, activitatea
grupele de control și experimentală în activitatea adversarului nu este percepută cu aceeași claritate,
de pregătire sportivă a preadolescenților judocani volumul și intensitatea însușirilor atenției scade.
Pentru dezvoltarea atenției are o mare impor-
În grupa experimentală (cu un efectiv de 12 tanță exigența profesorului-antrenor față de rea-
subiecți), în urma desfășurării situațiilor tehno- lizarea sarcinilor procesului instructiv-educativ,
logice de practicare a mijloacelor gimnasticii, se utilizarea celor mai raționale tehnologii, proce-
constată că indicatorii atenției sunt superiori în dee, mijloace de stimulare a atenției – exerciții de
comparație cu cei ai subiecților grupei martor, atenție, de imaginație, de memorie, de gândire,
în vederea menținerii atenției mai mult timp în de creație, de mișcare specifică, pentru a reuși să
activitatea de pregătire sportivă. Criteriul t-Stu- mențină stabilitatea atenției în timpul procesului
dent calculat indică o valoare de 3,15-4,92 pentru de antrenament și competițional.
Referințe bibliografice:
1. Dicționar de psihologie. (1997) Coord. Ursula Șchiopu, București: Editura Babel, p.88-89, 596.
2. Jinga I., Istrati E. (2001) Manual de pedagogie. București: Editura ALL Educational, p.154-156, 301.
3. Stephen J. Bull. (2011) Psihologia sportului. Ghid pentru optimizarea performanțelor. Traducere din engleză de
Nicolae Anghelescu. București: Editura Trei, p. 2018.
4. Ulmeanu Fl.C. (1966) Noțiuni de fiziologie cu aplicații la exercițiile fizice. Ed. a II-a revăzută. Oradea: Editura
Uniunii de Cultură Fizică și Sport, p.399.
5. Пустозаров А.Ю, Тостев А.Т., Веретенникова Г.И. (2004) Исследование умственной работоспособности
с помощью корректурной пробы. В кн.: Определите уровень своего здоровъя. Челябинск. ЧПО „Книга”,
с. 74-75.
6. Рогов Е.И. (1995) Оценка устойчивости внимания. В кн.: Настольная книга практического психолога в
образовании. Учебное пособие. Москва: Владос, с. 62-68.
Ştiinţa culturii fizice
USEFS
UDC 796.853.23+159.952.6
EVALUATION OF ATTENTION FEATURES’ DEVELOPMENT RESULTS
OF 13-15 YEARS OLD JUDO PLAYERS WITHIN SPORTS TRAINING
Grimalschi Teodor1,
Boisteanu Alexandru2,
1
State University of Physical Education and Sport, Chisinau, Republic of Moldova
2
Sport School no.2, Cahul, Republic of Moldova
Keywords: evaluation, sports training, means of gymnastics, judo, features of attention, methodology.
Abstract. The scientific problem solved in this article consists of the experimental argumentation of influence of the sports
training activities on the development of attention of 13-15 year-old preadolescent judoka pupils. In this respect, it was found
that a great importance it has the fair and rational use of the means’ content of gymnastics didactics to maintain the stability
of the sports pupils attention for a longer time.
Actuality of the research theme. Extra-curri- environment of the group influences him, the
cular activities of preadolescent pupils inside psycho-pedagogical environment. The possibi-
of sports clubs are responsible for important lities of the didactic action of the teacher-coach
training-development functions: to stimulate can be streamlined through the fundamental and
physical and intellectual development, creative functional knowledge, which it makes available
thinking, attention, motric intelligence; to cul- the psycho-pedagogy of sports training, directed
tivate the spirit of cooperation and socialization at the researching psychological factors that act
[2, p.156], also having a stimulatory function to on the development of the sports preadolescents.
achieve the effort [2, p.301]; to develop the pro- These psychological factors are: perception, me-
prioceptive sense to perceive changes in muscle mory, thinking, language, imagination and, last
tension and stability of the vestibular device [4, but not least, attention.
p.399]. Optional activities, in addition to their The problematic of psycho-pedagogy sports
contribution to the formation of personality, also training of the preadolescents pupils is delimita-
contribute to recreation, to maintaining the capa- ted from a methodological point of view, in the
city of effort by ensuring active rest in the circle of aspect of redirection the distribution of attention
interests [2, p.154-156]. [3, p.218].
The attention has no own informational con- Our research presumes addressing the pro-
tent. It is involved in all physical and intellectual, blem from three perspectives: 1 – the perspective
school and extraschooling activities, being main- of training’s content - in order of influence the
tained by the hierarchy tendency of activity in sports training lessons on the processes of the ce-
accordance with goals, objectives, conditions in rebral cortex, which occur in the central nervous
order to increase their reflection capacity and in system, of the attention factor; 2 – the perspective
order of efficiency of the activities they involve [1, of the preadoloescent – the organization of sports
p.596]. Attention has as a support base the trends training activity, analyzing the changes suffered
economy of psychic energy, of adapting and or- in the nervous system under the influence of the
ganizing the functions of the sensory, knowledge means of gymnastics, in order to increase the
system [1, p.88]. volume, intensity, stability and productivity of
The Science of Physical Culture
The coach-teacher can not accomplish the attention; 3 – the perspective of redirecting atten-
purpose and objectives of the training lesson tion – the sports pupils need to find the answers
and to direct the training and educational pro- to key-objectives independently, to the complex
cess, unless understands what is characteristic situations of created activities in the sports trai-
in the training / development of the sports pu- ning and competitive contests, where they can
pil. To understand means knowing what the stu- suggest edits between the physical condition and
dent thinks, what he feels, what are the interests, aggression from the opponent.
SUPES
The effect of attention activity at the third mi- tain attention more time in sports training acti-
nute constitutes a flow of 10,81% at the witness vity. The calculated t-Student criterion indicates
group (an average of 51,6 correctly ticked signes) a value of 3,15-4,92 for P <0,01-0,001, statistically
and 19,05% at the experimental group (66,90 sig- significant (Table 1), with a probability of 99,5-
nes) in comparision with the indicators of initial 99,9%.
testing, respectively 46,0 and 54,13 signes (t=4,58, The volume of the correctly ticked signs number
P<0,001): Figure 1, favoring the performance of at the experimental group was higher with a valu-
subjects of the experimental group. able intensity and stability. The productivity of the
Attention is focused on some perceptive sti- attention at the experimental group was 76,11%,
muli of movements related to the identification at the witness group - 53,54%, with a statistically
of concrete information on technique of executi- significant difference of 22,57% (Figure 1).
on of actions, physical, psychological and tactical Conclusions:
training. At the fourth minute, attention capa- Conducting of sports training on base of ex-
bility normalizes, reaching the initial threshold, perimental models of means elaborated as expres-
then until the sixth minute, attention is unstable, sivity values of motric actions has contributed to
the level of the performances is lower (Table 1, the implementation of a technology of a specific
Figure 1). training, through which it has optimized the ca-
pacity of redirection the attention of adolescent
fighters from the experimental group through
superior indices of the attention characteristics.
Distribution and concentration of attention
was highlighted in the first four minutes, with
a flux in the third minute. After four minutes of
technical-tactical actions of the sports adoles-
cent, the activity of the opponent is not perceived
with the same clarity, volume and intensity of the
attributes of attention decreases.
For the development of attention has a great
Fig.1. The flexibility of attention for 6 minutes at importance the teacher-coach’s exigency toward
the control and experimental groups in the sports the accomplishment of tasks of the instruc-
training activity of the judo preadolescents tive-educative process, the utilization of the most
rational technologies, procedures, and means
In the experimental group (with a number of stimulating attention – exercises of attention,
of 12 subjects), following the deployment of the imagination, memory, thinking, creation, spe-
technological situations of practicing the means cific movement, to be able to maintain stability
of gymnastics, it is noted that the indicators of of attention during the training and competitive
attention are superior compared to those of the process.
subjects of the witness group, in order to main-
References:
1. Dicționar de psihologie. (1997) Coord. Ursula Șchiopu, București: Editura Babel, p.88-89, 596.
2. Jinga I., Istrati E. (2001) Manual de pedagogie. București: Editura ALL Educational, p.154-156, 301.
The Science of Physical Culture
3. Stephen J. Bull. (2011) Psihologia sportului. Ghid pentru optimizarea performanțelor. Traducere din engleză de
Nicolae Anghelescu. București: Editura Trei, p. 2018.
4. Ulmeanu Fl.C. (1966) Noțiuni de fiziologie cu aplicații la exercițiile fizice. Ed. a II-a revăzută. Oradea: Editura
Uniunii de Cultură fizică și sport, p.399.
5. Пустозаров А.Ю, Тостев А.Т., Веретенникова Г.И. (2004) Исследование умственной работоспособности
с помощью корректурной пробы. В кн.: Определите уровень своего здоровъя. Челябинск. ЧПО „Книга”,
с. 74-75.
6. Рогов Е.И. (1995) Оценка устойчивости внимания. В кн.: Настольная книга практического психолога в
SUPES
UDC 796.012:796.4
RELATION BETWEEN EMOTIONS AND VISUAL-MOVEMENT
ABILITY OF ELITE ATHLETES
Korobeynikov Georgiy1,
Korobeinikova Lesia2,
1,2
National University of Physical Education and Sport of Ukraine, Kiev
One of the important parts of preparation of by the athletes according to the recommendations
elite athletes is information processing ability in to Ethics Committees for Biomedical Research.
competition or training practical. That is why, There were used hardware and software com-
the changes of accuracy and speed of reaction of plex for psychophysiological diagnostics «Mul-
moving skill with the time limit are characterised tipsuchometer-05». The sequence of the study
for modern sport activity [1, 2]. One of the main methods: simple visual-motor reaction; reaction
ways of this approaches is use of personality pe- to the moving object; perception speed; scale of
culiarities of athletes including the individual-ty- emotion excitability.
pological characteristics of higher nervous activ- The simple visual-motor reaction represented
ity [3, 4]. elementary response on the visual stimuli. For
The motor realisation of skills of athletes links determining the balance between acceleration
with different hierarchic levels of nervous system: and deceleration of the nervous system, was used
afferent, analytic and efferent part [5, 6]. “Reaction to the Moving Object” as a complex
In modern combat sport the most meaning sensory-motor reaction. The method “percep-
sign for coordinate movements, determine the tion speed” evaluates the speed and accuracy of
position of the rival, level of anticipation in ath- identifying geometric figures, comparing the giv-
letes is coordinate movements and capability of en fragments with the set-up targets. The “Scale
visual information processing [7, 8]. of emotion excitability” is aimed at defining the
Thus we can assume that visual-movement individual’s emotional excitability. It was present-
ability and effectiveness of competitive activity ed a list of questions aimed at determining the
of wrwestlers has connection with the emotions characteristics of the studied emotional response.
[9, 10]. For the results of test are determined parameters:
The purpose is the study of relation between general emotionality, anger, anxiety, control emo-
emotions and visual-movement ability of elite tions. Statistical analysis was performed with the
The Science of Physical Culture
Consents for research in writing form were given we have used the parameters of latent period of
The data of meaning of emotion excitability in action, average perception speed and significant
athletes with different level of visual motor reac- high meanings of anger for concerning of per-
tion are presented in Figure 1. sons of first group.
According to results which are received for According to existing concepts [10] the func-
“Scale of emotion excitability” the significant dif- tional mobility, force and balance of nervous pro-
ference between first and second groups of ath- cess is genetically determined by characteristics
The Science of Physical Culture
by average meanings of latent time of visual re- the feasibility of perception and perceptual pro-
cessing information. This characteristic is very Probably, such emotional factor as anger is the
important for realization of competition activity hindrance in concentration of attention on object
in combat sport. in athletes. This results to ineffective information
Thus the programs of regulation of emotion- processing and lead to deterioration of visual per-
al states in elite athletes must include individu- ception. Anger as an affective emotion is a nega-
al-typological characteristics of highest nervous tive characteristic and affect to general functional
system. state of athletes. Apart from, anger provokes the
Conclusion deterioration of speed reaction, accuracy, pro-
The received results indicate the significant ductivity and efficiency of information process-
links between anger and peculiarities of visual ing and ineffective performance of coordination
perception in elite athletes. It can be observed of movement in athletes. Thus we must circum-
that the higher is the anger, the lower the rate of stance that anger is not the mobilization of factor
speed of response and the visual perception is in in sport activity.
athletes. This link provides a basis about the af- But anger interferes with process of reasoning
firm that one of the factors which influence on and choice: person is worried, emotionally excit-
the parameters of visual-motor reaction of ath- ed and panics and as a result - loss of control of
letes is anger. the situation.
References:
1. Shiyan V. (2013) Methods for improvement of wrestlers’ motor skill stability. International Journal of Wrestling
Science, 3 (1), 58-70.
2. Borysiuk Z., Waskiewicz Z. (2008) Information Processes, Stimulation and Perceptual Training in Fencing.
Journal of Human Kinetics, 19, 63-82.
3. Korobeynikov G., Korobeynikova L., Mazmanian K., Jagello J. (2011) Diagnostics of psychophysiological states
and motivation in elite athletes. Bratislava Medical Journal, 11, 637-643.
4. Makarenko M.V., Lizogub V.S., Kozhemyako T.V., Chernenko N.F. (2011) Age characteristics of speed of central
information processing in persons with different levels of functional mobility of nervous process. International
Journal of Physiology and Pathophysiology, 2(4), 335-341.
5. Doyon J., Benal H. (2005) Reorganization and plasticity in the adult brain during learning of motor skills. Cur-
rent Option in Neurobiology, 15(2), 161-167.
6. Khudolii O.M., Iermakov S.S., Ananchenko K.V. (2015) Factorial model of motor fitness of junior forms’ boys.
Journal of Physical Education and Sport, 15 (3), 585-591.
7. Berezantsev A.Yu., Davydov D.V., Podlivaev B.A. (2012) Assessment of the Psychophysiological Condition of
A Wrestler’s Functional Reserves and the Resilience of Their Skills. International Journal of Wrestling Science, 2
(1), 36-40.
8. Ogard W. (2011) Proprioception in Sports Medicine and Athletic Conditioning. Strength and Conditioning
Journal, 33(13), 111-118.
9. Filaire E., Sagnol M., Ferrand C., Maso F.; Lac G. (2001) Psychophysiological stress in judo athletes during com-
petitions. Journal of Sports Medicine and Physical Fitness, 41, 263-268.
10. Korobeynikov G., Korobeinikova L., Shatskih V. (2012) Age, psycho-emotional states and stress resistance in
elite wrestlers International. Journal of Wrestling, 3 (1), 58-70.
11. Gierczuk D. (2013) Selected coordination motor abilities in elite wrestlers and taekwon-do competitors. Polish
Journal of Sport and Tourism, 19 (4), 230–234.
The Science of Physical Culture
SUPES
CZU 796.5
PARTICULARITĂŢILE TRASEELOR DE CONCURS LA TEHNICA
TURISMULUI PEDESTRU ÎN PERIOADA DE IARNĂ
Onoi Mihail1,
Mindrigan Vasile2,
1,2
Universitatea de Stat de Educaţie Fizică și Sport, Chișinău, Republica Moldova
Cuvinte-cheie: pistă cu obstacole, etape, obstacole artificiale, procedee tehnice, timp de control, schemă a distanţei.
Rezumat. Competiţiile la tehnica turismului pedestru, care se desfășoară în perioada de iarnă în încăperi închise, reprezintă
parcurgerea traseului de concurs cu depășirea obstacolelor artificiale, efectuarea procedeelor tehnice, utilizarea echipamentu-
lui turistic și efectuarea sarcinilor tehnico-tactice. Traseul de concurs, de regulă, este divizat pe etape, pentru parcurgerea lui
fiind determinat un anumit timp de control. Traseul și numărul etapelor, dificultatea și tipul obstacolelor artificiale, caracterul
sarcinilor, timpul de parcurgere a traseului depinde de calificarea participanţilor, fiind în concordanţă cu regulamentul com-
petiţiilor. Pentru competiţiile la tehnica turismului pedestru în spaţii închise în perioada de iarnă sunt utilizate diverse modele
de trasee, care sunt alcătuite de organizatori în scopul promovării turismului sportiv, al perfecţionării măiestriei sportive a
participanţilor, dar și al pregătirii sportivilor pentru traseele de concurs, care vor avea loc în spaţii deschise (păduri, sau zone
cu relief accidentat) în perioada primăvară-vară-toamnă. Diversitatea și complexitatea acestora depinde de creativitatea
organizatorilor, fiind utilizate diverse obiecte, care alcătuiesc etapele tehnice.
da de iarnă, poate cuprinde o serie de etape, care cadrul traseului de concurs în spaţii deschise, la
sunt stabilite de organizatori, printre cele mai care se mai adaugă și alte etape, care, în condiţii
elocvente fiind: urcarea, coborârea, mușuroaiele, de sală, nu pot fi desfășurate: traversarea râului
bârna, pendulul, traversare, trecerea suspendată, în vad, coborârea și urcarea pe pante abrupte etc.
corzi paralele etc. Aceste etape se regăsesc și în (Figura 1).
Fig.1. Etapele traseului de concurs în spaţii închise și deschise la competiţiile de tehnică a turismului
pedestru
cele în spaţii deschise fiind mult mai complicate, respectaţi pentru asigurarea securităţii partici-
datorită faptului că cuprind obstacole naturale. panţilor.
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Tabelul 1. Parametrii și caracteristicile etapelor tehnice ale traseelor la tehnica turismului pedestru în
spaţii închise (perioada de iarnă) [5, p. 15-16]
Denumirea Clasa distanţei
etapei
1 2 3 4 5 6
Conform cercetărilor efectuate în ultimii 5 ani te competiţii atât în spaţii deschise, cât și închise
(2012 – 2017), la tehnica turismului pedestru în (Figura 1).
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anilor 2012-2017 a evidenţiat faptul că, din tota- tehnice asemănătoare cu cele ale competiţiilor în
lul de 52 de competiţii la tehnica turismului pe- spaţii deschise, însă acestea sunt mai scurte ca
destru, 16 au fost în spaţii închise. Traseele anali- lungime și sunt aranjate utilizând obiectele arti-
zate de noi în rezultatul cercetărilor efectuate scot ficiale.
în evidenţă faptul că ele cuprind o serie de etape
Referințe bibliografice:
1. Грицак Ю. (2008) Организация самодеятельного туризма. Учебное пособие для студентов специально-
сти «туризм». Харьков: «Экограф», c. 87.
2. Кодыш Э. (1990) Соревнования туристов. Пешеходный туризм. Москва: «Физкультура и спорт», c. 12.
3. Махов И., Латышева А. (2016) Pазвитие специальной выносливости в спортивном туризме на дистан-
ции-пешеходной в закрытых помещениях у спортсменов тренировочного этапа 1-го года обучения. В:
Вестник академии детско-юношеского туризма и краеведения. Белгород, c. 151-155.
4. Таймазов В., Федотов Ю. (2014) Теория и методика спортивного туризма. Учебник. Гриф УМО. Москва:
«Советский Спорт». 424 с.
5. Федорова Л. (2013) Рекомендации по организации и проведению соревнований по спортивному туриз-
му в закрытых помещениях. Ижевск. С. 15-16.
Ştiinţa culturii fizice
USEFS
UDC 796.5
PARTICULARITIES OF THE COMPETITION ROUTES FOR
THE PEDESTRIAN TOURISM TECHNIQUE DURING THE WINTER
Onoi Mihail1,
Mindrigan Vasile2,
State University of Physical Education and Sport, Chisinau, Republic of Moldova
Keywords: obstacle course, stages, artificial obstacles, technical procedures, control time, distance scheme.
Abstract. Competitions to the pedestrian tourism technique, which take place during the winter in enclosed rooms, repre-
sent the course of the competition with overcoming the artificial obstacles, performing the technical procedures, using the
tourist equipment, performing the technical-tactical tasks. The competition route is usually divided into stages, for which
a certain control time is determined. The route and the number of stages, the difficulty and the type of artificial obstacles,
the nature of the tasks, the time of the route depends on the qualification of the participants, being in accordance with the
regulations of the competitions.
For the competitions of the pedestrian tourism climatic conditions do not allow the training in
technique in closed spaces during the winter sea- open spaces [3, 4, 5].
son, various models of trails are used, which are The purpose of research: the analysis of the
organized by the organizers for the purpose of particularities of the competition routes to the
promoting sport tourism, improving the sporting pedestrian tourism technique in enclosed spaces
skill of the participants, as well as preparing the compared to the open ones.
athletes for the competition routes that will take The objectives of research:
place in open spaces (forests or rugged areas) The scientific-methodical study on the analy-
during spring-summer-autumn. Their diversity sis of the particularities of the competition routes
and complexity depend on the creativity of the to the pedestrian tourism technique during the
organizers, using various objects, which make up winter.
the technical steps. Highlighting the particularities of the techni-
Actuality. The competition route to the tech- cal stages used in the pedestrian tourism tech-
nique of pedestrian tourism in enclosed spaces nique during the winter period in enclosed spac-
represents a complex of stages between the start es with those in open spaces.
and finish line, equipped with special tourist The methods of research. In order to achieve
equipment. The difficulty of the route of contest the goal and achieve the objectives, the following
in turn, is determined by the technical complex- research methods were used: analysis of scientif-
ity of certain stages, but which binding must be ic-methodological literature of specialty; peda-
consistent with the training of the teams partici- gogical observation.
pating in the competitions [2, p.12]. Experimental basis: the gym of the “Mihai
The length of the route in such competitions Grecu” Theoretical High School and the “Gala-
is approximately up to 300m, being much less ta” Middle School from Chisinau city.
The Science of Physical Culture
than the length of the route in open spaces, which The results of research. The competition
ranges from 300m to 2000m [1, p.87]. The routes route in enclosed spaces to the pedestrian tour-
of contests, represent a training of the participants ism technique is determined by the parameters
for the competitions that will follow or the tourist of the hall where the competition will take place
marches of different categories of complicity, as (height and length) and the angle of inclination of
well as the maintenance of the sporting form of the suspended passes. Stage parameters shall cor-
SUPES
the participants during the winter, then when the respond to the requirements, which are stated by
the organizers in the competition rules. The com- along the athlete’s movement corridor, etc.
petition route shall be developed in such a way: The route of contest in enclosed spaces during
- to be ensured equal competition condition the winter period can comprise a series of stages,
for all participants; which are set by the organizers, among the most
- at the inputs and exits of each stage there eloquent being: climb, descent, anthills, balance
must be no present two-way sense of movement; beam, pendulum, crossing, suspended crossing,
- the distance of the contest route is measured parallel ropes etc. (Figure 1).
Fig. 1. Stages of the contest route in enclosed and open spaces at the pedestrian tourism techniques com-
petitions
According to Figure 1, the technical stages of require to be respected in order to ensure the se-
The Science of Physical Culture
routes of the two competitions are very similar, curity of the participants.
but their difficulty is different, and the open spac- According to the researches carried out in the
es being more complicated, due to the fact that last 5 years beginning from 2012 and until 2017 at
they include natural obstacles. the pedestrian tourism technique in the Republic
The regulation of the conduct of the compe- of Moldova, several competitions were held both
titions at pedestrian tourism in enclosed spaces in open and enclosed spaces (Figure 1).
SUPES
Railing for referee, Railing of the Railing of the Railing of the Railing of the Railing of the
with a hammer. referee, self- referee, self- referee, self- referee, self- referee, self-
insurance insurance insurance insurance insurance
Crossing
L=15-25 m L=20-30m L=30-40m, L=30-40m, L=40-50m,
α – 20-30 α – 25-35° L=20-30m, α – 35-45° α – 45-60° α – 45-60°
α – 35-45°
- Railing of the Railing of the Restoration of Railing Railing
referee, self- referee, self- the railing, self- establishment, establishment,
Suspended
insurance. insurance insurance self-insurance. self-insurance.
crossing
L=14-20 m L=20-28 m L=28-35 m
L=20-30 m L=14-20 m
Railing of the Railing of the Railing Railing Railing Railing
referee. referee, self- establishment, establishment, establishment, establishment,
-self-insurance; insurance. self-insurance. self-insurance. self-insurance. self-insurance.
Balance
-with support on
beam
The Science of Physical Culture
fit for the spring-summer-autumn period. of conducted researches, point out the fact that
The analysis of the competitions conducted they comprise a series of technical stages similar
during the years 2012-2017 revealed the fact that to those of the competitions in open spaces, but
out of the total of 52 competitions at the pedestri- they are shorter in length and are arranged using
an tourism techniques 16 have been in enclosed artificial objects.
spaces. The routes analyzed by us in the result
References:
1. Грицак Ю. (2008) Организация самодеятельного туризма. Учебное пособие для студентов специально-
сти «туризм». Харьков: «Экограф», c. 87.
2. Кодыш Э. (1990) Соревнования туристов. Пешеходный туризм. Москва: «Физкультура и спорт», c. 12.
3. Махов И., Латышева А. (2016) Pазвитие специальной выносливости в спортивном туризме на дистан-
ции-пешеходной в закрытых помещениях у спортсменов тренировочного этапа 1-го года обучения. В:
Вестник академии детско-юношеского туризма и краеведения. Белгород, c. 151-155.
4. Таймазов В., Федотов Ю. (2014) Теория и методика спортивного туризма. Учебник. Гриф УМО. Москва:
«Советский Спорт». 424 с.
5. Федорова Л. (2013) Рекомендации по организации и проведению соревнований по спортивному туриз-
му в закрытых помещениях. Ижевск. С. 15-16.
CZU 796.412
EFICIENȚA MIJLOACELOR DE DEZVOLTARE A MOBILITĂȚII ARTICULARE
A GIMNASTELOR DE 5-6 ANI
Reaboi Natalia,
Universitatea de Stat de Educație Fizică și Sport, Chișinău, Republica Moldova
Cuvinte-cheie: pregătire sportivă, eficiența metodologiei, exerciții speciale și de întindere, mobilitate, gimnastică ritmică.
Rezumat. Problema științifică soluționată în acest articol este argumentarea experimentală a metodologiei antrenamentului
sportiv în vederea dezvoltării mobilității micilor gimnaste de 5-6 ani. În această privință, s-a constatat că utilizarea rațională
a gimnasticii înseamnă dezvoltarea mobilității gimnastelor la etapa inițială în gimnastica ritmică.
Actualitatea temei de cercetare. Sportul con- că nu pot fi realizate corect, amplu și estetic fără
temporan se caracterizează printr-o dozare rigu- o bună mobilitate articulară și elasticitate mus-
roasă a volumului și intensității efortului fizic și culară. Valorificarea eficienței metodologiei de
printr-o specializare timpurie. Gimnastica ritmi- dezvoltare a mobilității articulare la această vârs-
că aparține categoriei sporturilor în care se evi- tă fragilă se realizează prin exerciții speciale de
dențiază aceste tendințe moderne [8]. Din acest întindere și relaxare (posedă o creștere a mobili-
motiv, practicarea gimnasticii ritmice începe la tății cu 12–15%), ce duce, totodată, la obținerea
vârsta de patru ani (grupa de pregătire prealabilă) unei elasticități musculare. La etapa incipientă de
[6, 10], sportivele sunt selectate și implicate într- pregătire, exercițiile de mobilitate trebuie efec-
un proces intensiv de pregătire, care contribuie la tuate peste o zi (sub forme combinate), ca siste-
formarea și perfecționarea capacităților motrice, mul muscular să se odihnească, ulterior acestea
deoarece la 5–6 ani acestea deja participă la di- se efectuează în fiecare zi, fapt care implică ne-
verse competiții naționale și internaționale. cesitatea aspectelor de calitate a antrenamentelor
Teoreticienii [1, 2] în marea lor majoritate, au sportive de gimnastică ritmică [6].
stabilit că capacitățile motrice reprezintă calități Ipoteza cercetării. În cercetare s-a presupus
indispensabile pentru practicarea sportului. Spe- că aplicarea unei metodologii eficiente de dezvol-
cificul mișcărilor din gimnastica ritmică solicită tare a mobilității articulare, în baza elementelor
și o bună mobilitate articulară [3, 4, 5]. În majori- specifice, va asigura sporirea nivelului de pregăti-
tatea cazurilor însă, aceste calități se manifestă în re a micilor gimnaste la etapa inițială.
gimnastica ritmică sub formă combinată. Scopul cercetării îl constituie perfecționarea
În ultimii ani, din motivul intensificării luptei și valorificarea eficienței metodologiei de dezvol-
pe arena internațională, pregătirea pentru com- tare a mobilității la etapa incipientă de pregătire
petiții a compoziției sportiv-artistice a căpătat în gimnastica ritmică.
o valoare semnificativă. Datorită flexibilității, Obiectivele cercetării:
plasticității, coordonării motrice și capacității de 1. Studierea teoriei și practicii antrenamentu-
a mânui cu virtuozitate obiectele portative din lui sportiv la etapa inițială de pregătire în gimnas-
compozițiile sportive, gimnastica ritmică are un tica ritmică.
caracter spectaculos, de o mare varietate și fru- 2. Aprecierea nivelului de dezvoltare a mobili-
musețe [6, 8, 9]. tății articulare a micilor gimnaste.
Dezvolatrea mobilității prin intermediul va- 3. Argumentarea experimentală a eficienței
lorificării eficienței metodologiei folosite în gim- aplicării metodologiei de dezvoltare a mobilității
nastica ritmică reprezintă o cerință de bază în în cadrul antrenamentului sportiv al gimnastelor
obținerea rezultatului sportiv. Faptul că mobilita- de 5-6 ani la gimnastica ritmică.
Ştiinţa culturii fizice
tea articulară se realizează prin anumite exerciții Motivul alegerii problemei de cercetare
speciale de întindere duce, totodată, la formarea constă în faptul că micile gimnaste care practică
unei musculaturi lungi, elastice, realizând o bună această probă sportivă, în care frumusețea miș-
reprezentare a controlului neuromuscular [5]. cărilor plastice se îmbină cu perfecționarea elas-
USEFS
Majoritatea exercițiilor din gimnastica ritmi- ticității musculare, nu pot realiza corect, amplu
și estetic majoritatea exercițiilor din gimnastica crării s-a organizat o cercetare pedagogică cu mi-
ritmică prevăzute de Codul de punctaj. cile gimnaste de 5-6 ani din Școala Sportivă Spe-
Pentru realizarea scopului și a obiectivelor lu- cializată a Rezervelor Olimpice, mun. Chișinău.
ce ajutătoare a influențat benefic asupra dezvol- – mișcări ondulatorii, realizate la nivelul coloanei
tării mobilității scapulo-humerale a gimnaste- vertebrale din stând, stând depărtat, stând pe ge-
lor de 5–6 ani din grupa experimentală. Astfel: nunchi etc.
închiderea și deschiderea pumnilor pentru mo- Valoarea calculată la parametrii sfoara înainte
USEFS
dreptul/stângul înainte este semnificativă față de căreia se realizează o acțiune gradată a intensi-
testarea inițială, la grupa experimentală, cu pro- tății, întinderi, pentru a nu contraveni potențialu-
babilitatea de 99-99,9%. lui anatomic.
Orice mișcare motrice, în special sfoara, duce Concluzii și recomandări
la o deplasare a sistemului osos, a ligamentelor Ca rezultat al analizei și sintezei cercetării teo-
și articulațiilor, orice formă de activitate mus- retico–metodologice fundamentale privind valo-
culară are ca rezultat excitarea proprioceptori- rificarea eficienței de dezvolatre a mobilității, la
lor din mușchi, tendoane, ligamente și suprafețe etapa inițială de pregătire sportivă în gimnasti-
articulare. Prin urmare, s-au folosit următoar- ca ritmică, se poate constata că metodologia or-
ele mijloace de dezvoltare a mobilității: exerciții ganizării și desfășurării acestui proces este la un
de relaxare și încordare musculară; mișcări len- început de cale și nu este studiată suficient. În
te cu amplitudine după posibilitate; repetarea același timp, trebuie să menționăm că valoarea
mișcărilor elastice, mișcări pasive. Metodele de calculată a celor 9 parametri testați, la grupa
dezvoltare au fost următoarele: de repetare, cu experimentală, este semnificativă față de testarea
ajutorul partenerului și de joc. finală, cu o probabilitate de 99-99,9%.
Pentru atingerea exigențelor dorite la probele Datele obținute confirmă eficienţa metodolo-
de menținere a drepului/stângului în toate direc- giei utilizate în cadrul procesului de antrenament
țiile s-au folosit balansări simple sau combinate al micilor gimnaste, la etapa inițială de pregătire
cu echilibre, crescând gradat amplitudinea (grand în gimnastica ritmică.
battement); balansări ample din culcat; din așezat Conținutul antrenamentului sportiv trebuie
mult depărtat înclinări, aplecări în diverse dire- completat cu exerciții speciale pentru dezvoltarea
cții, din culcat facial picioarele mult depărtat în mobilității. Eficiența, în acest sens, este mare dacă
sfoară sau cu picioarele îndoite ca „broscuța”; procesul începe de la o vârstă fragedă, deoarece
fandări în toate direcțiile etc. prin contracțiile musculare repetate, fără exerciții
În vederea realizării scopului propus este ne- de întindere compensatorii, mușchiul capătă for-
cesară încălzirea optimă a musculaturii asupra ță, dar pierde din elasticitate.
Referințe bibliografice:
1. Diacikov V. (1978) Antrenament și refacere. Sportul de performanță. București: C.N.E.F.S., nr. 164, p. 22–24.
2. Dragnea A. (1995) Antrenamentul sportiv. București: Didactică și Pedagogică R. A. 363 p.
3. Dumitrescu E. (2001) Gimnastica ritmică sportivă. Curs de bază. Craiova: Tipografia universității. 140 p.
4. Jeleascov C. (2000) Gimnastica ritmică de bază. București: Editura Fundației „România de mâine”. 204 p.
5. Mociani V. (1985) Gimnastica ritmică sportivă. București: Sport-Turism, p. 5-86.
6. Reaboi N. (2016) Formarea competențelor artistice în gimnastica ritmică la etapa incipientă de pregătire sporti-
vă. Teză de doctor în științe pedagogice. Chișinău. 207 p.
7. Ulmeanu Fl. C. (1966) Noțiunea de fiziologie cu aplicații la exercițiile fizice. Ediția a II-a, revăzută. Oradea: Edi-
tura Uniunii de Cultură Fizică și Sport Tip. Grișani, p. 252–299.
8. Винер И.А. (2003) Подготовка высококвалифицированных спортсменок в художественной гимнастике:
Автореф. дис. канд. пед. наук. Санкт–Петербург: ГАФК им. Лесгафта. 25 с.
9. Карпенко Л.А., Румба О.Г. (2001) Выразительность в гимнастике. В: Материалы научно-практической
конференции, посвященной 100-летию со дня рождения Л. П. Орлова. Санкт-Петербург, с. 74–77.
10. Сермеев Б.В. (1970) Спортсменам о гибкости. Мocква: Физкультура и спорт, с. 34.
Ştiinţa culturii fizice
USEFS
UDC 796.412
DEVELOPMENT METHODOLOGY OF ARTICULAR MOBILITY
FOR 5-6 YEARS OLD GYMNASTS
Reaboi Natalia,
State University of Physical Education and Sport, Chisinau, Republic of Moldova
Keyword: sport training, efficiency of methodology, special exercises and stretching, capacitate mobility, rhythmic gymnastics.
Abstract. The scientific problem solved in this article is the experimental argumentation of the sport training methodology on
the mobility development of small gymnasts aged 5-6 years. In this regard, it was found that the rational use of gymnastics
means to develop the gymnasts’ mobility at their initial stage in rhythmic gymnastics.
Actuality of the research theme. Contempo- not be performed correctly, ample and aestheti-
rary sport is characterized by a rigorous dosing of cally without a good articular mobility and mus-
the volume and intensity of physical effort and by cular elasticity. Valorisation of the efficiency of
an early specialization. Rhythmic gymnastics be- the articular mobility development methodology
longs to the category of sports in which these mo- at this fragile age develops through special stret-
dern trends are highlighted [8]. For this reason, ching and relaxation exercises (it has an incre-
the practicing of rhythmic gymnastics begins at ase in mobility by 12-15%), which also leads to
the age of four (pre-training group) [6, 10], the obtaining of muscular elasticity. At the early stage
athletes are selected and engaged in an intensive of training, mobility exercises should be perfor-
training process, which contributes to the forma- med within a day (in combined forms), resting
tion and improvement of motric skills, because at the muscular system, and then they shall be made
5-6 years old they already participate in various every day, fact that involves the need for quality
national and international competitions. aspects of rhythmic gymnastics [6].
The theoreticians, in a vast majority [1, 2] have Hypothesis of the research. In research it was
determined that motric skills represent indispen- assumed that the application of an efficient me-
sable qualities for practicing sport. The specifics thodology for the development of articular mo-
of rhythmic gymnastics movements also requires bility, based on the specific elements, will ensure
a good articular mobility [3, 4, 5]. In most cases, the improvement of the training level of the small
however, these qualities are manifested in rhyth- gymnasts at the initial stage.
mic gymnastics in a combined form. The purpose of the research constitutes per-
In recent years, due to the intensification of fecting and valorization on the efficiency of mo-
the fight on the international arena, the prepara- bility development methodology at the early sta-
tion for competitions of the sport-artistic com- ge of rhythmic gymnastics training.
position has gained significant value. Due to the Objectives of the research:
flexibility, plasticity, motric coordination and the 1. Studying the theory and practice of sport
ability to manipulate with virtuosity the portable training at the initial stage of training in rhyth-
objects in sports compositions, rhythmic gym- mic gymnastics.
nastics have a spectacular character, of great vari- 2. Appreciation of the level of development of
ety and beauty [6, 8, 9]. articular mobility of small gymnasts.
The development of mobility through the valo- 3. Experimental argumentation of the efficien-
The Science of Physical Culture
risation of the efficiency of the methodology used cy of the application of the mobility development
in rhythmic gymnastics represents a basic require- methodology at the sport training of gymnasts of
ment in obtaining the sporting result. The fact that 5-6 years old at rhythmic gymnastics.
articular mobility is accomplished by some special The reason of choosing the research problem
exercises of stretch also leads to the formation of consists in the fact that the small gymnasts prac-
a long, elastic musculature, realising a good repre- ticing this sport test, in which the beauty of the
sentation of neuromuscular control [5]. plastic movements combines with the perfecting
SUPES
Most exercises in rhythmic gymnastics can of the muscular elasticity, can not realize correct,
rigorously and aesthetically most of the exercises of the paper, a pedagogical research was organi-
in the rhythmic gymnastics provided by the Code zed with the small 5-6 years old gymnasts from
of score. the Specialized Sports School of the Olympic Re-
In order to realize the purpose and objectives serves, Chisinau city.
Table 1. Comparative analysis of the level of development of articular mobility of 5-6 years old gym-
nasts from the control and experimental groups (n = 16)
Statistical data
Nr. Tested parameters Group Initial testing Final testing T P
X m X m
M 9,37 ± 0,71 10,37 ± 0,62 2,403 <0,05
By sitting on the gymnastic bench, E 9,50 ± 0,73 12,19 ± 0,55 6,245 <0,001
1
forward bending (cm) T 0,12 2,18 - -
P >0,05 <0,05 - -
M 33,25 ± 0,88 32,50 ± 0,87 1,396 >0,05
Twisting the arms back with E 33,37 ± 0,86 30,12 ± 0,44 5,711 <0,001
2
gymnastic baton (cm) t 0,10 2,44 - -
P >0,05 <0,05 - -
M 25,25 ± 0,79 24,14 ± 0,64 2,388 <0,05
E 25,37 ± 0,78 22,37 ± 0,46 6,176 <0,001
3 By dorsal lying, the bridge (cm)
t 0,11 2,23 - -
P >0,05 <0,05 - -
M 24,12 ± 0,89 22,87 ± 0,79 2,370 <0,05
E 24,19 ± 0,90 20,81 ± 0,52 5,935 <0,001
4 Forward string with the right (cm)
t 0,05 2,19 - -
P >0,05 <0,05 - -
M 26,50 ± 0,94 25,96 ± 0,91 0,942 >0,05
E 26,75 ± 0,96 23,75 ± 0,88 5,258 <0,01
5 Forward string with the left (cm)
t 0,19 1,75 - -
P >0,05 >0,05 - -
M 27,87 ± 0,77 26,75 ± 0,73 2,444 <0,05
E 28,00 ± 0,76 24,96 ± 0,39 6,153 <0,001
6 Lateral string with the right (cm)
t 0,12 2,16 - -
P >0,05 <0,05 - -
M 28,62 ± 0,80 27,87 ± 0,77 1,554 >0,05
E 28,75 ± 0,79 25,91 ± 0,50 5,824 <0,001
7 Lateral string with the left (cm)
t 0,11 2,15 - -
P >0,05 <0,05 - -
M 65,62 ± 0,75 64,56 ± 0,58 2,400 <0,05
Dorsal lying, right foot forward E 65,75 ± 0,75 62,94 ± 0,45 6,019 <0,001
8
(cm) t 0,12 2,22 - -
P >0,05 <0,05 - -
The Science of Physical Culture
Methods used in the pedagogical research. of the arms with increased amplitude, on diffe-
The following research methods were used to re- rent directions; movements of balance, in the arc,
alize the objectives: the theoretical analysis and circle and in the eight, from the fist, elbow and
the generalization of the literature data; studying shoulder articulation; lowering the arms back -
and generalizing documents on planning, evi- forward with the gymnastyc rope.
dence and control in sport training; pedagogical A good mobility of the arms articulations is
observation; method of tests; graphical and tabu- reflected upon the formation of a correct and
lar method; pedagogical experiment; the statisti- beautiful posture at the initiation stage, as well as
cal and mathematical method of processing and of the correct execution of all exercises related to
interpreting recorded data. articular mobility.
Findings and the obtained results. With regard to sample from dorsal lying (Ta-
The initial and final results of the mobility in- ble 1), the experimental group recorded an ave-
dicators in the control and experimental groups rage arithmetic value of 25.38 cm and the con-
are presented in Table 1 (n = 16). trol group – of 25.25 cm at initial testing. The
Regarding the sample by stting on the gym- variable “t” indicates an increase of results at the
nastic bench, forward bending, the final avera- muscle-tendon elasticity, between the initial and
ge of the obtained results by gymnasts from the final tests (6,176) in the experimental group, the
experimental group constitutes - 12.19 cm, the difference being significant (P <0.001). The con-
indicator is higher than the average obtained by trol group, also, indicates a significant increase
the gymnasts from the control group (10.37 cm). between the initial and the final tests, where t =
Media of the final results obtained by the gym- 2,388 (P <0,05), the variable “t” for the final tests
nasts from the experimental and control groups of the two groups demonstrates that have been
showed a significant difference to the 5% thres- registered values over the significance threshold
hold (t = 2,176; P <0,05). t = 2.23, P & lt; 0.05).
In order to highlight the means used in the de- The spine has a metameric structure and con-
velopment of the muscular elasticity of the lower sists of separate bone segments - vertebrae, whi-
limbs, exercises were used exercises from the sit- ch consistently overlap one over other. When
ting position, forward bending with grasping of performing the bridge, the vertebrae are moving
the ankles, from the sitting position forward ben- away until the stretch line of intervertebral car-
ding with the spikes stretched towards itself with tilage and longitudinal ligaments that pass the
the twist of the leg in the first choreographic posi- anterior and posterior to the median line. When
tion, support bent on the vertices with the simul- performing the bridge are changing not only the
taneous bending of one leg back. These means, positions of the vertebrae, but also of the entire
used during the training process, contribute to bone system in all the articulations.
the fortifying of the organism and the perfecting The development of mobility depends on the
of a correct, harmonious children’s posture. length and elasticity of articulations and muscles
At the sample of twist of the arms with the gym ties; the functional state of brain centers, regula-
baton, the athletes of the experimental group pre- tors and muscle tone.
sent a final average value of 30.12 cm, less than The level of application of stretching exercises,
the initial average of 33.37 cm, resulting in a di- at this age, reached significant progress in the ex-
fference of 3.25 cm. The “t” variable for the final perimental group, due to the algorithmic method
tests of the two groups in this sample, demonstra- of training, which included specific exercises of
The Science of Physical Culture
tes that values above the significance threshold (t rhythmic gymnastics, such as: extensions and
= 2.44, P <0.05) were recorded. forward and lateral bendings from different stan-
The substitution of some exercises with vari- ding, sitting or lying positions; turns, inclinations
ous helpful means has beneficial influenced on of the trunk from different positions; trunk wa-
the development of scapulo-humeral mobility ves - wavy movements, realized at the level of the
of 5-6 years old gymnasts from the experimental spine by standing, standing distanced, standing
SUPES
group. Thus: closing and opening the fists for fin- on the knees etc.
ger mobility; repeated movements of extension The value calculated to the parameters for
string forward and lateral with the right/left, dor- cessary to optimal heating of the musculature, on
sal lying with the right/left forward is significant which a gradual action of the intensity, stretches,
towards the initial testing, in the experimental in order not to contravene the anatomic poten-
group, with the probability of 99-99.9%. tial.
Any motric movement, especially the string, Conclusions and recommendations:
leads to a displacement of the skeletal system, li- As a result of the analysis and synthesis of fun-
gaments and articulations, any form of muscular damental theoretical-methodological research
activity results in the excitement of the proprio- regarding the valorisation of efficiency of develo-
ceptors in the muscles, tendons, ligaments and pment of the mobility, at the initial stage of sports
articular surfaces. Therefore, the following means training in rhythmic gymnastics, it can be found
of development of mobility have been used: rela- that the methodology of organizing and conduc-
xation exercises and muscle tightness; slow mo- ting of this process is at the beginning of way and
vements with amplitude according to the possi- it is not sufficiently studied. At the same time, we
bility; repetition of elastic movements, passive have to mention that the calculated value of the
movements. The development methods were the 9 tested parameters, in the experimental group,
following: of repeat, with the help of the partner is significant compared to the final testing with a
and of game. probability of 99-99,9%.
To achieve the desired exigencies to the sam- The obtained data confirm the efficiency of the
ples of maintaining of the right / left in all di- methodology used during the training process of
rections, simple or compound rocking with ba- the small gymnasts, at the initial stage of training
lance were used increasing amplitude gradually in rhythmic gymnastics.
(grand battement); ample balances from a lying The content of the sports training should be
down position; inclinations from a sitting positi- complemented by special exercises for develo-
on more distant, bendings in different directions, pment of mobility. Efficiency, in this regard, is
from a facial lying position the legs more distant great if the process starts at an early age, becau-
in string or with folded legs as a “frog”; lunges in se through the repeated muscle contractions,
all directions etc. without compensatory stretching exercises, the
In order to realise the proposed goal, it is ne- muscle gains strength but loses its elasticity.
References:
1. Diacikov V. (1978) Antrenament și refacere. Sportul de performanță. București: C.N.E.F.S., nr. 164, p. 22–24.
2. Dragnea A. (1995) Antrenamentul sportiv. București: Didactica și Pedagogică R. A. 363 p.
3. Dumitrescu E. (2001) Gimnastica ritmică sportivă. Curs de bază. Craiova: Tipografia universității. 140 p.
4. Jeleascov C. (2000) Gimnastica ritmică de bază. București: Editura Fundației „România de mâine”. 204 p.
5. Mociani V. (1985) Gimnastica ritmică sportivă. București: Sport-Turism, p. 5-86.
6. Reaboi N. (2016) Formarea competențelor artistice în gimnastica ritmică la etapa incipientă de pregătire sporti-
vă. Teză de doctor în științe pedagogice. Chișinău. 207 p.
7. Ulmeanu Fl. C. (1966) Noțiunea de fiziologie cu aplicații la exercițiile fizice. Ediția a II-a revăzută. Oradea: Edi-
tura Uniunii de Cultură Fizică și Sport Tip. Grișani, p. 252–299.
8. Винер И.А. (2003) Подготовка высококвалифицированных спортсменок в художественной гимнастике:
Автореф. дис. канд. пед. наук. Санкт–Петербург: ГАФК им. Лесгафта. 25 с.
9. Карпенко Л.А., Румба О.Г. (2001) Выразительность в гимнастике. В: Материалы научно-практической
конференции, посвященной 100-летию со дня рождения Л. П. Орлова. Санкт-Петербург, с. 74–77.
10. Сермеев Б.В. (1970) Спортсменам о гибкости. Мocква: Физкультура и спорт, с. 34.
The Science of Physical Culture
SUPES
CZU 796.012:796.015.31+796.333
DEZVOLTAREA CAPACITĂŢILOR COORDINATIVE PRIN JOCURI DE MIȘCARE
Actualitatea temei este dată de faptul că înde- Scopul cercetării este îmbunătățirea proce-
mânarea (redenumită, mai nou, drept un ansam- sului instructiv–educativ și sporirea gradului
blu de capacități coordinative), este una dintre de manifestare a capacităților coordinative prin
cele mai complexe și mai importante calități mo- folosirea unor mijloace atractive, judicios selec-
trice, considerată de unii specialiști drept corolar ționate, aparținând ariei jocurilor motrice. În
al celorlalte calități. În această idee, actualitatea și același timp, scopul lucrării este acela de a pă-
importanţa temei rezidă în conceperea demersu- trunde profund în particularităţile și caracteris-
lui didactic cu teme diferite, în conţinuturi diferite ticile capacităților de coordonare, de a le cunoaș-
(jocuri de mișcare) și se referă la faptul că dezvol- te delimitările esenţiale, formele de manifestare,
tarea calităţilor motrice nu s-a bucurat întotdeau- precum și procedeele metodice și mijloacele de
na de atenţia cuvenită în sensul fundamentării dezvoltare/educare care se regăsesc în prevederi-
acestui proces din punct de vedere metodologic le programei învăţământului primar și de a putea
și că, din acest „unghi”, capacitățile coordinative, aplica, în cadrul demersului didactic, diferite jo-
sub toate formele lor de manifestare, pot fi influ- curi de mișcare specifice.
enţate favorabil, la această vârstă (9-10 ani). Metodele de cercetare folosite au fost: metoda
Jocurile sportive, jocurile de mișcare, jocurile documentării, metoda observaţiei, experimentul,
pregătitoare pentru jocurile sportive, ștafetele și metoda testelor, metoda statistico-matematică
întrecerile conțin, în structura lor, acte și acțiuni și metoda tabelară și grafică. Pentru determi-
motrice care pot îmbunătăți substanțial calitățile narea nivelului de manifestare a capacităţilor
motrice și, prin caracterul lor atractiv, pot să in- coordinative s-a folosit o baterie de 6 teste spe-
fluențeze pozitiv atitudinea elevilor față de proce- cifice, aplicate în două etape. În cele două etape
sul de educare a acestora (a calităților motrice), ale experimentului au participat elevii claselor a
mai ales dacă în conținutul lor este introdus și III-a A (clasă experimentală) şi a III-a B (clasă
obiectul de joc (mingea). de control). Cele două colective nu aveau acelaşi
Caracterul lor atractiv și prezența obiectelor număr de subiecţi, dar au intrat în cercetare câte
de joc îi fac pe copii să uite de „neplăcerile” pri- 25 de elevi din fiecare clasă (15 băieți și 10 fete)
cinuite de procesul pur de educare a calităților pentru a se putea efectua o comparație obiectivă
motrice prin mijloace simple, singulare, direct între cele două eșantioane.
jalonate pe fiecare calitate motrice. Experimentul în cauză a avut următoarele vari-
Ştiinţa culturii fizice
În acest context se înscrie și motivul alegerii abile: variabila „subiect” compusă din eșantionul
prezentei teme, și anume acela că este mai bine ca suspus investigaţiei (elevi de clasa a III-a, în vârstă
acest ansamblu, denumit capacități coordinative, de 9-10 ani, băieţi și fete, cu o anumită dezvoltare
să fie educat (dezvoltat) printr-o diversitate de jo- fizică, cu un anumit „bagaj” motrice și un anu-
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curi de mișcare decât prin mijloace stricte, clasice. mit nivel de dezvoltare a indicilor calităţilor mo-
trice), variabila „stimul” care a cuprins modelele repartizate pe toată perioada experimentului.
operaţionale utilizate la acest eșantion, în vederea Constatări și rezultate. În urma modelării
atingerii scopului propus (jocuri de mișcare) și procesului instructiv-educativ de educaţie fizică
planificarea lor, precum și variabila „răspuns”, ce și a comparării rezultatelor iniţiale cu cele finale,
a constat din rezultatele obţinute de către elevi la se confirmă că nivelul de manifestare a capacită-
probele de control la care au fost supuși. ţilor coordinative ale subiecților din grupa expe-
Pentru evaluarea nivelului de manifestare a riment atinge valori semnificativ superioare faţă
capacităţilor coordinative a fost folosită urmă- de grupa martor. Mijloacele folosite (jocurile de
toarea baterie de teste: aruncarea mingii în ţintă, mișcare) pentru dezvoltarea capacităţilor coordi-
stând cu spatele la ea; testul „Romberg”; testul „în native au stimulat pozitiv atitudinea și interesul
pătrat”; testul „Matorin”; „Drumul figurat”. elevilor faţă de practicarea exerciţiilor fizice, în
Mijloacele folosite pentru dezvoltarea capaci- general, și faţă de lecţia de educaţie fizică, în spe-
tăţilor coordinative au fost jocurile de mișcare în cial. Rezultatele obţinute, precum și indicatorii
număr de 19 şi, adiţional, au fost folosite 10 ștafete statistici calculaţi pentru toate cele 5 probe folo-
dinamice. Toate aceste mijloace au corespuns ni- site sunt redate în Tabelul 1.
velului de dezvoltare al copiilor și au fost judicios
calităţilor motrice, realizat prin exerciţii de prelu- Mediile aritmetice pentru proba ”Aruncarea
crare selectivă și globală a segmentelor corpului, mingii în ţintă, stând cu spatele la ea” (Figura 1)
a marilor funcţii ale organismului și a calităţilor indică o diferenţă de numai 0,03 puncte la tes-
motrice. tarea iniţială în favoarea grupei martor. Testarea
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Utilizând în practică jocurile motrice pentru finală arată un progres semnificativ pentru grupa
riabilitate mică pentru cele două grupe în cadrul Fig. 4. Testul „Matorin” (grade)
Pentru cel de-al cincilea test administrat ce- vel superior, cu metode științifice de investigare a
lor două grupe, “Drumul figurat”, diferenţa realității. Mijloacele folosite favorizează dezvolta-
înregistrată la testarea iniţială între cele două rea capacităților coordinative, generează motiva-
grupe a fost de 2,27 greșeli, iar la testarea finală ția intrinsecă, diminuează presiunea generată de
această diferenţă este de 2,35 greșeli. Ambele gru- personalitatea profesorului, îi determină chiar și
pe au o evoluţie crescătoare, grupa experiment pe elevii reticenți să participe la mișcare.
înregistrând o îmbunătăţire a mediei de grup în În plus, prin deprinderile dobândite, elevii
valoare absolută de 1,58 greșeli, iar grupa martor exersează mișcările simplu și corect, se famili-
în valoare de 1,5 greșeli. În cazul acestei probe nu arizează cu învățarea autodirijată, își formează
sunt diferenţe semnificative între progresul celor personalitatea, manifestă o conduită civică corec-
două grupe. Coeficientul de omogenitate calcu- tă și își schimbă optica asupra învățării.
lat indică o omogenitate scăzută pentru ambele Capacitățile coordinative și formele lor de ma-
grupe. nifestare pot fi foarte bine dezvoltate nu numai de
sine stătător, dar și în verigile lecțiilor care vizea-
ză formarea unor deprinderi motrice de bază și
specifice unor ramuri sportive elementare.
Foarte important este ca, la finalul lecţiilor cu
teme ce sunt orientate spre dezvoltarea capacită-
ților de coordonare, să li se recomande elevilor
utilizarea unora dintre jocurile exersate la oră
pentru a fi practicate și în timpul liber, dar numai
după explicaţii clare și indicaţii precise cu privire
la succesiune, dozare, cuantificare, modalitățile
de desemnare a câștigătorilor etc.
Fig. 5. Testul „Drumul figurat” (nr. greșeli) Sub aspectul angrenării în efort, în desfășura-
rea experimentului, se poate aprecia faptul că nu
Concluzii și recomandări. Activitățile didac- s-a întâlnit vreo atitudine de reţinere, mai ales că,
tice bazate pe tehnici moderne de predare-învă- după un anumit timp, elevilor le-a apărut și o do-
țare-evaluare reprezintă pentru studiul capaci- rinţă de realizare a unor „performanţe” persona-
tăților coordinative, în contextul actual, cel mai le, pe fondul spiritului de emulaţie, pe măsură ce
favorabil aspect al acumulărilor motrice la un ni- lecţiile au devenit mai interesante și mai atractive.
Referințe bibliografice:
1. Acsinte A. (2007) Jocuri și activităţi dinamice de timp liber. Iași: Performantica.
2. Alexe N. (1993) Antrenamentul sportiv modern. București: Editis.
3. Bompa O.T. (2001) Dezvoltarea calităților biomotrice. București: Ex Ponto.
4. Cârstea G. (1993) Teoria și metodica educației fizice și sportului. București: Universul.
5. Dragnea A. (1984) Măsurare și evaluare în educaţie fizică și sport. București: Sport-Turism.
6. Dragnea A., Bota A. (1999) Teoria activităților motrice. București: Ed. Didactică și Pedagogică R.A.
7. Epuran M. (1992) Metodologia cercetării activităţilor corporale. București: A.N.E.F.S., vol. I.
8. Prescorniță A. (2004) Capacitatea motrică și capacitățile coordinative. Brașov: Ed. Universității ”Transilvania”.
9. Rață G., Rață B.C. (2006) Aptitudinile în activitatea motrică. Bacău: EduSoft.
10. Tudor V. (1999) Capacităţile condiţionale, coordinative și intermediare - componente ale capacităţii motrice.
București: R.A.I.
Ştiinţa culturii fizice
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UDC 796.012:796.015.31+796.333
DEVELOPING COORDINATIVE ABILITIES THROUGH MOVEMENT GAMES
The topic actuality derives from the fact that educational process and increase the degree of
skill (nowadays renamed ensemble of coordi- manifestation of the coordinative abilities using
native abilities), is one of the most complex and attractive means, carefully selected from the area
important motor skills, considered by certain of motor games. At the same time, the purpose
experts a corollary of the other skills. In this re- of the paper is to study thoroughly the peculiar-
spect, the actuality and importance of the topic ities and characteristics of coordination abilities,
of research stem from conceiving the didactic to know their essential delimitations, the forms of
approach on various subjects, with different con- manifestation, as well as the methodological pro-
tents (movement games), as more often than not cedures and the means of development/ education
the development of motor skills has not always found in the provisions of the primary education
enjoyed the necessary attention in point of the curriculum, and to apply, within the teaching ap-
methodological founding of this process, all the proach, various specific movement games.
more that seen from this angle coordinative abil- The research methods used were as follows:
ities, under all forms of manifestation, may be fa- the documentation method, the observation
vourably influenced at this age (9-10 yo). method, the experiment, the test method, the
Sports games, movement games, preparatory statistico-mathematical method, and the table
games for sports games, relays and contests con- and graph method. In order to determine the
tain in their structure motor acts and actions that manifestation level of coordinative abilities, a
may positively influence motor skills and, through battery of 6 specific tests applied in two stages
their attractive character, may have a positive in- was used. In the two stages of the experiment, the
fluence on the pupils’ attitude towards the process participants were the pupils in class III A (exper-
of motor skill education, especially if their content imental class) and III B (control class). The two
also relies on the game object (the ball). classes did not have the same number of subjects,
Their attractive character and the presence of therefore the research comprised only 25 pupils
the game objects make children forget the less in each class (15 boys and 10 girls) in order to
pleasant aspects of the mere process through allow a relevant comparative study.
The Science of Physical Culture
which motor skills are educated by simple, sin- The experiment had the following variables:
gular means, directly tailored for each motor skill the variable “subject” consisting of the sample
in turn. subjected to investigation (3rd graders, aged 9-10,
In this context, the present topic was chosen, boys and girls, with a certain physical develop-
as it is better for this ensemble, called coordina- ment, a certain motor “experience” and a certain
tive abilities, to be educated (developed) through development level of the motor skill indices),
diverse movement games than traditional strict the variable “stimulus” which included the oper-
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planning, as well as the variable “response”, con- Findings and results As a result of the in-
sisting of the results obtained by the pupils in the structive educational process of physical educa-
tests they were subjected to. tion and the comparison between the initial and
To assess the manifestation level of coordi- the final results, it is confirmed that the manifes-
native abilities, we used the following tests: ball tation level of the coordinative abilities reaches
throwing towards a target, while facing opposite significantly higher values in the experimental
it, the “Romberg” test; the “Square” test; the “Ma- group as compared to the witness group. The
torin” test; the “Figurative Path” test. means used (movement games) aimed at devel-
The means used in order to develop coordi- oping coordinative abilities positively stimulated
native abilities were a number of 19 movement the pupils’ attitude towards and interest in prac-
games, in addition to 10 dynamic relays. All these tising physical exercise, in general, and the lesson
means corresponded to the development level of of physical education, in particular. The results
the children and were accurately scheduled all obtained and the statistical indices calculated for
through the experiment. all the five tests are shown in Table 1.
Motor training presupposes the education of iment, at the level of both groups. The tests used
motor skills by a pedagogical process of guid- are commonly used in specialised literature and
ing physical development in view of obtaining practice.
changes in the desired direction. The arithmetic average for the test called
The Science of Physical Culture
General and multilateral physical training is a “throwing the ball to the target, facing opposite
process oriented towards developing and educat- it” (Figure 1) indicates a difference of only 0.03
ing motor skills, by means of selective and global points in the initial test in favour of the witness
processing of the body segments, the great bodily group. The final test shows significant progress for
functions and motor qualities. the experimental group, the difference between
By using motor games in practice in order to the two groups being 0.62 points in favour of
develop coordinative abilities, a huge interest was the experimental group. Thus, the experimental
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raised by the evolution of the motor parameters group registers a value of the progress of 26.12%,
of the pupils included in the pedagogical exper- while the witness group’s progress is 18.98%. It is
noticeable that both groups made great progress, increased significantly, i.e. by 8.51% as compared
but higher for the experimental group. Also, the to the initial test, which means an absolute value
variability coefficient of the experimental group of 4 seconds (Figure 3). Both groups display high
shows better homogeneity. homogeneity in both the initial and the final test.
Fig. 1 Ball throwing to target, facing opposite it Fig. 3 The square test (sec)
(points)
The same ascending evolution is visible in the
In the case of the Romberg test the average of Matorin test for both groups in the experiment
the witness group improved by 5.41% in the final (Figure 4). If the difference of the group average
test as compared to the initial test, and the abso- in the initial test was 10.17 degrees in favour of
lute value of the progress made is 0.43 seconds. the experimental group, in the final test the dif-
The experimental group improved their perfor- ferences increases to 12.75 degrees. The experi-
mance by 2.26%, i.e. the absolute value of the pro- mental group registers an absolute value progress
gress made is 0.17 seconds (Figure 2). of 15.92 degrees, while the witness group’s pro-
gress is 13.38 degrees.
In the case of the variability coefficient there
are values between 6.79 and 6.445, which show
high homogeneity for both groups.
high homogeneity and low variability for the two The fifth test given to the two groups was the
groups in the initial and final tests. “Figurative Path” Test. The difference in the in-
The third test designated to assess the move- itial test was 2.27 errors, while in the final test
ment coordination ability called the “Square” it becomes 2.35 errors. Both groups have an as-
test shows a 4% average improvement in the cending evolution, the experimental group im-
witness group for the initial test, respectively a 2 proving the absolute value of the group average
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second-improvement of the result average. of 1.58 errors, while the witness group registered
In the experimental group the performance a value of 1.5 errors. In this event there are no
significant differences in the progress of the two reluctant pupils to join in the movement games.
groups. The homogeneity coefficient indicates Besides, through the skills acquired the pupils
low homogeneity for both groups. practise the moves in a simple, accurate manner,
become familiar with self-guided learning, shape
their personality, manifest the right civic con-
duct, and change their vision on learning.
Coordinative abilities and their forms of man-
ifestation may very well be developed separate-
ly, as well as part of the lesson stages aiming at
teaching basic and specific motor skills for cer-
tain elementary sports branches.
It is very important that at the end of lessons
on topics oriented towards developing coordina-
tive abilities the pupils should be recommended
Fig. 5. The Figurative Path test (no. of errors ) to practise some of the games learnt in class on
their own in their free time, but only after being
Conclusions and recommendations. The provided with clear explanations and accurate di-
teaching activities based on modern teach- rections regarding the succession, dosage, quan-
ing-learning-assessment techniques are, in the tification, means to designate the winner, etc.
present stage of the study of coordinative abili- In point of engaging in effort, during the ex-
ties, the most favourable aspect of motor acqui- periment, it may be said that no reluctant attitude
sitions at higher level, with scientific methods of was noticed, all the more that after a while the
reality investigation. The means used favour the pupils developed an urge to reach personal “per-
development of coordinative abilities, generate formance”, against an emulation background, as
intrinsic motivation, decrease the pressure issued the lessons became more and more interesting
from the teacher’s personality, determining even and attractive.
References:
1. Acsinte A. (2007) Jocuri şi activităţi dinamice de timp liber. Iaşi: Performantica.
2. Alexe N. (1993) Antrenamentul sportiv modern. București: Editis.
3. Bompa O.T. (2001) Dezvoltarea calităților biomotrice. București: Ex Ponto.
4. Cârstea G. (1993) Teoria și metodica educației fizice și sportului. București: Universul.
5. Dragnea A. (1984) Măsurare şi evaluare în educaţie fizică şi sport. București: Sport-Turism.
6. Dragnea A., Bota A. (1999) Teoria activităților motrice. București: Ed. Didactică și Pedagogică R.A.
7. Epuran M. (1992) Metodologia cercetării activităţilor corporale. București: A.N.E.F.S., vol. I.
8. Prescorniță A. (2004) Capacitatea motrică și capacitățile coordinative. Brașov: Ed. Universității ”Transilvania”.
9. Rață G., Rață B.C. (2006) Aptitudinile în activitatea motrică. Bacău: EduSoft.
10. Tudor V. (1999) Capacităţile condiţionale, coordinative şi intermediare-componente ale capacităţii motrice. Bu-
curești: R.A.I.
The Science of Physical Culture
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CZU 796.011.2+001
SUSTENABILITATEA CERCETĂRII ŞTIINŢIFICE ÎN EDUCAŢIA FIZICĂ ŞI SPORT
Budevici-Puiu Liliana,
Universitatea de Stat de Educație Fizică și Sport, Chișinău, Republica Moldova
aspect al vieţii umane, sustenabilitatea apare la teia intră în grupa unor concepte-cheie comple-
intersecţia celor trei componente de bază, care au xe, care, ca și egalitatea, libertatea, democraţia
fost denumite „piloni” ai dezvoltării durabile: so- etc., reprezintă subiectul unor dezbateri știinţifice
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cietate, mediu şi economie (Figura 1). continue în ceea ce privește definiţia, sfera de cu-
prindere și măsura în care pot fi realizate în prac-
Scopul cercetării este de a identifica sistemul Metodologia cercetării a fost selectată astfel,
integrat al indicatorilor măsurabili care stabilesc încât să răspundem principalelor cerinţe specifi-
efectuarea activităţilor necesare pentru asigura- ce unui studiu constatativ. Metodele utilizate în
rea sustenabilităţii cercetării ştiinţifice în dome- cercetare: analiza literaturii de specialitate; meto-
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tice şi metoda analizei produselor activităţii de fizică şi sport devine responsabilă de realizarea
cercetare ştiinţifică. conexiunii naţionale şi internaţionale pentru a
Modelul sistemului integrat va fi cuantificat asigura sprijinul reciproc şi a acţiona operativ în
de către indicatorii de output și de rezultat al cer- direcţia consolidării relaţiilor cu mediul de aface-
cetării știinţifice din domeniul educaţiei fizice și ri, cu comunităţile locale, cu societatea civilă, cu
sportului. mediul sportiv, cu guvernul şi cu alţi deţinători
Pentru satisfacerea cerinţelor regionale și a de interese în promovarea sustenabilităţii.
legăturii dintre universitate, mediul sportiv și Experienţa profesională acumulată de acade-
cel economic, în cadrul laboratoarelor știinţifice miile şi instituţiile de învăţământ superior din
organizate din instituţia de învăţământ superior ţările dezvoltate se bazează pe cercetare, învăţare,
de educaţie fizică și sport, prin finanţarea cerce- conducere şi schimbare în spiritul sustenabilităţii.
tării știinţifice (prin proiecte și granturi), se vor În concluzie, putem menţiona că abordarea
efectua prestări de servicii agenţilor economici integrată a cercetării ştiinţifice pentru o dez-
interesaţi și instituţiilor sportive naţionale, vor fi voltare durabilă a domeniului educaţiei fizice şi
organizate activităţi de instruire și de consultanţă sportului poate contribui la îmbunătăţirea conti-
pentru personalul de specialitate din domeniu. nuă a calităţii vieţii în societate. De asemenea, se
Sustenabilitatea cercetării știinţifice în dome- impune identificarea celor mai efcienţi parteneri
niul educaţiei fizice și sportului se justifică prin care pot oferi experienţă, modele de bune prac-
urmatoarele activităţi (Figura 2): tici, îndrumare şi asistenţă pe durata procesului
a) transferabilitate –cercetarea ştiinţifică în do- de dezvoltare sustenabilă a instituţiei de învăţă-
meniul de referinţă include activităţi care permit mânt superior de profil. Un loc aparte îl ocupă în
continuarea si valorizarea rezultatelor ştiinţifice acest sens colaborările cu mediul de afaceri, cu
după finalizarea şi publicarea acestora; autorităţile publice centrale şi locale, cu organi-
b) abordare integrată – prin continuarea fun- zaţiile sportive, cu comunităţile locale, precum
cționării structurilor care asigură realizarea cer- şi cu sportivii de performanţă care şi-au încheiat
cetării ştiinţifice de profil şi după finalizarea cariera sportivă, împreună cu alte persoane inte-
proiectelor ştiinţifice (câştigate şi îndeplinite), resate de dezvoltarea sportului naţional. Totoda-
din punct de vedere financiar si instituţional; tă, un rol important îl deţine, în acest sens, ins-
c) continuarea activităţilor prin depunerea de tituţia de învăţământ superior de educaţie fizică
alte proiecte cu obiective clar stabilite de către şi sport, întrucât aceasta este unicul furnizor de
unii dintre parteneri; cunoştinţe, cercetare în domeniu, reprezentând,
d) menţinerea şi dezvoltarea reţelei de cercetare de fapt, oportunitatea şi consecinţa, problema şi
doctorală şi postdoctorală în domeniul acreditat. soluţia în acelaşi timp. Instituţia de învăţământ
Reconstrucţia cercetării știinţifice în dome- superior de educaţie fizică şi sport poate face ţara
niul educaţiei fizice și sportului implică înţelege- mai competitivă, oferind suport dezvoltării suste-
rea dinamicii structurilor de cercetare știinţifică nabile a sportului, bazat pe cunoaştere şi cerceta-
și dezvoltarea unor indicatori de monitorizare re, prin dezvoltarea aptitudinilor, competenţelor
a evoluţiei lor pentru asigurarea sustenabilităţii şi calităţilor necesare productivităţii economice şi
acesteia. În Figura 3 prezentăm sistemul integrat creşterii sociale. Mai mult, responsabilitatea so-
al indicatorilor măsurabili care stabilesc efectu- cială a instituţiei academice de profil trebuie să
area activităţilor concretizate pentru asigurarea se orienteze spre transformarea societăţii într-o
sustenabilităţii cercetării știinţifice în domeniul societate sustenabilă.
educaţiei fizice și sportului.
Dezvoltarea sustenabilă a cercetării ştiinţifi-
ce în domeniul educaţiei fizice şi sportului pre-
Ştiinţa culturii fizice
Fig. 3. Sistemul integrat al indicatorilor măsurabili pentru asigurarea sustenabilităţii cercetării știinţi-
fice în domeniul educaţiei fizice și sportului
Referințe bibliografice:
1. Budevici-Puiu L., Manolachi V. (2015) Model of Internal Benchmarking of Higher Education Institutions of
Physical Culture – a Strategic Tool for Performance Obtaining: Working Papers Central and Eastern European
Lumen Conference, Chisinău, p.63-64.
2. Budevici-Puiu L., Manolachi V. (2016) The Insurance and Evaluation of the Scientific Research Quality within
the Institution of Higher Education of Physical Training and Sport from Republic of Moldova: Journal of Man-
Ştiinţa culturii fizice
final.Brissels, 25.10.2011
5. Manolachi V. (2016) Managementul și dezvoltarea durabilă a sportului, Ed.USEFS, Chișinău. 304 p.
UDC 796.011.2+001
SUSTAINABILITY OF SCIENTIFIC RESEARCH IN PHYSICAL EDUCATION AND SPORT
Budevici-Puiu Liliana,
State University of Physical Education and Sport, Chisinau, Republic of Moldova
over-exploitation and cannot meet indefinitely cial responsibility, as without them there can be
the growing needs of people. Moreover, for each no sustainable institutions.
aspect of human life, sustainability occurs at the The notion of sustainability and its derivatives
intersection of the three basic components that fall into the group of complex key concepts that,
have been called “pillars” of sustainable develop- like equality, freedom, democracy, etc., are the
ment: society, the environment and the economy subject of continuing scientific debates on the
SUPES
(Figure 1). definition, the scope and the extent to which they
can be achieved in economic and social practice.
Regarding the concept of sustainability for the The research methodology has been selected to
activity specific to the academic network, it is respond to the main requirements specific to an
necessary to specify the following: ascertaining study. Methods used in research: lit-
Sustainable development is centred on the in- erature analysis; the self-observation method; the
dividual in the sense of improving the quality of method of systematic observation and the meth-
human life; od of analyzing the products of the scientific re-
Sustainable development is a normative con- search activity.
cept that includes standards of judgment and be- The model of the integrated system will be
havior in order to be respected. quantified by the output and outcome indicators
In this context, we can define sustainability as of the scientific research in the field of physical
a defining feature of the knowledge-based organ- education and sport.
ization (in this case, the higher education institu- In order to meet the regional requirements
tion of physical education and sports), having the and the connection between the university, the
ability to function and achieve performance over sports and the economic environment, within
a long period of time. the scientific laboratories organized by the high-
With regard to the sustainability of scientific re- er education institution of physical education
search in physical education and sport, it is impor- and sport, by financing the scientific research
tant to reflect some requirements in this direction: (through projects and grants), services will be
- integrating the sustainability of scientific re- provided to the agents interested economic op-
search in the field requires a rethinking of the erators and national sports institutions, training
academic mission, involving the entire scientif- and counseling activities will be organized for the
ic-teaching staff of the university, students, re- specialized personnel in the field.
searchers and orientation towards reforming the The sustainability of scientific research in the
goals and objectives of the institution and of the field of physical education and sport is justified
research programs, with their reflection in a de- by the following activities - Figure 2:
velopment strategy for at least five years, accepted a) transferability - the scientific research in the
and approved at the level of the entire academic reference field includes activities that allow the
community; continuation and valorization of the scientific re-
- developing research directions in the field of sults after their finalization and publication;
physical education and sport and their continued b) integrated approach - by continuing the
use so as to generate useful assumptions about functioning of the structures that ensure the re-
the aspects and characteristics of sustainability alization of the scientific research in the field and
that increase the scientific and educational po- after the completion of the scientific projects (won
tential from an emancipatory perspective; and fulfilled), financially and institutionally;
- the sustainability of scientific research in phys- c) continuation of the activities by submitting
ical education and sport is related to the social, other projects with clearly defined objectives by
sporting, pedagogic, cultural, economic, legal, some of the partners;
ethical, competitive etc. field, and differs in time d) maintaining and developing the doctoral
and space and can be debated at different refer- and postdoctoral research network in the accred-
ence levels; ited field.
- inclusion of aspects of sustainability in sci- The reconstruction of scientific research in
entific research in physical education and sports the field of physical education and sports implies
The Science of Physical Culture
depends largely on organizational culture, being the understanding of the dynamics of scientific
closely linked to the history of the higher educa- research structures and the development of indi-
tion institution and its investigative tradition. cators to monitor their evolution in order to en-
The aim of the research is to identify the inte- sure its sustainability. In Figure 2 we present the
grated system of measurable indicators that set integrated system of measurable indicators that
out the activities necessary to ensure the sustain- determine the accomplished activities in order to
SUPES
ability of scientific research in the field of physical ensure the sustainability of the scientific research
education and sport. in the field of physical education and sport.
Fig. 2. Activities that justify the sustainability of scientific research in the field of physical education and
sport
The durable, sustainable development of sci- gard is the collaboration with the business com-
entific research in the field of physical education munity, the central and local public authorities,
and sport implies the fulfillment of an agen- the sports organizations, the local communities,
da geared to the specifics of society, namely its’ as well as the sports athletes who have complet-
moving at a rapid pace towards positive change. ed their sports career together with other people
Thus, the higher education institution of physical interested in national sports development. At the
education and sport is responsible for the reali- same time, the higher education institution of
zation of the national and international connec- physical education and sport plays an important
tion in order to ensure mutual support and to act role in this respect, as this is the only provider of
operative towards the consolidation of the rela- knowledge and research in the field, representing
tions with the business environment, with the lo- in fact the opportunity and the consequence, the
cal communities, with the civil society, with the problem and the solution at the same time. The
sports environment, with the government and higher education institution for physical educa-
other stakeholders in promoting sustainability. tion and sport can make the country more com-
The professional experience accumulated by petitive, providing support for the sustainable
academies and higher education institutions in development of sport, based on knowledge and
developed countries is based on research, learn- research, by developing the skills, competencies
ing, leadership and change in spiritual sustain- and qualities required for economic productivity
ability. and social growth. Moreover, the social respon-
In conclusion, we can mention that the inte- sibility of the academic institution in question
grated approach of scientific research for durable, must be oriented towards the transformation of
The Science of Physical Culture
• The number of PhD students / • The share of PhD students who Indicators [additional output]
postdoctoral students obtained the title of doctor (%) • The number of PhD students'
• Number of authorized PhD / PhD • The share of PhD students who mobility months
• Number of doctoral programs • The average number of months of
obtained the doctoral degree mobility / supported PhD student
• Number of researchers (%) within the legal term • Number of national and inter-
• The number of young researchers • Number of papers presented national scientific events (con-
• The number of doctoral supervi- (PhD papers sustained) ferences, seminars, workshops) -
sors • Number of scientific papers pre- participation of Ph.D. / Scientific
• Number of research projects won / Didactic / EFS researchers
sented - postdoctoral research
and funded • Number of national and inter-
• The number of scientific articles national scientific events (con-
• Number of sustainable projects
published in the ISI and other ferences, seminars, workshops)
• The number of honorary mem-
bers of foreign academies BDIs organized with financial support
• The number of consecrated teach- • Transnational partners involved from projects
in the project - doctoral pro- Indicators [additional result]
ers invited from abroad • Sessions, PhD seminars / research
• Number of national awards grams / postdoctoral research
and workshops to launch, moni-
• Number of other appraisals of the • Transfer of knowledge and di- tor and disseminate research pro-
scientific research results dactic activity (monographs, jects
• The number of results in the press articles, dictionaries, university • Scientific publications of PhD
• The number of members of edito- courses, compendia manuals); students / professors / researchers
rial boards of specialized journals • The number of students, master • Subscriptions to scientific data-
quoted by CNAA students who have practiced in- bases
• Number of research project man- • Modernization of scientific labo-
ternship at the EFS Higher Edu- ratories / doctoral schools
agers cation Institution; • Press conferences
• The number of chairpersons of • Number of participations in the • Number of articles / collections
the program committee of the na- development of normative acts popularizing science in the refer-
tional scientific events and consultancy activities in the ence field
• Number of members of the pro- field of EFS
gram / scientific committee of
• Number of reviewers for doc-
national / international scientific
toral / habilitate thesis
events
• Number of experts in national
structures
Fig. 3. The integrated system of measurable indicators for ensuring the sustainability
of scientific research in the field of physical education and sport
References:
1. Budevici-Puiu L., Manolachi V. (2015) Model of Internal Benchmarking of Higher Education Institutions of
Physical Culture – a Strategic Tool for Performance Obtaining: Working Papers Central and Eastern European
Lumen Conference, Chisinău, p.63-64.
The Science of Physical Culture
2. Budevici-Puiu L., Manolachi V. (2016) The Insurance and Evaluation of the Scientific Research Quality within
the Institution of Higher Education of Physical Training and Sport from Republic of Moldova: Journal of Man-
agement Systems, QUAL ITY 65 Access to success, Scopus, Vol.17, No.150//February.
3. Duca G., Petrescu I. (2015) Managementul academic. Biblioteca Ştiinţifică Centrală: “Andrei Lupan” a Academiei
de Ştiinţe a Moldovei, p. 80-83.
4. European Commission. A renewed EU strategy 2011 + 14 for Corporate Social Responsibility. Com (2011)681
final.Brissels, 25.10.2011
5. Manolachi V. (2016) Managementul şi dezvoltarea durabilă a sportului, Ed.USEFS, Chişinău. 304 p.
SUPES
CZU 378.147.88+005
IMPORTANŢA STAGIULUI DE PRACTICĂ MANAGERIALĂ ÎN PREGĂTIREA
PROFESIONALĂ A STUDENŢILOR FACULTĂŢILOR CU PROFIL SPORTIV
Cireș Victoria1,
Amelicichin Ecaterina2,
Universitatea de Stat de Educație Fizică și Sport, Chișinău, Republica Moldova
Introducere. Potrivit lui Vermunt J. [10] pre- Obiectivul cercetării îl constituie determinarea
darea și învăţarea sunt procese interdependente nivelului de dezvoltare a abilităţilor practice, la
care se pot ajusta reciproc, prin adaptarea strate- masteranzi, ca modalitate obiectivă de evaluare a
giilor de predare utilizate de profesor la modul în eficienţei activităţilor de învăţare interdisciplina-
care studenţii utilizează și își reglează activităţile re centrate pe studiul cercetărilor de marketing,
de învăţare. Predarea presupune, astfel, îndruma- realizat prin diverse tehnologii. Evaluarea la ni-
rea studenţilor în procesul de alegere a strategiilor velul ciclului II, specializarea “Marketing și legis-
de învăţare ce permit construirea, modificarea și laţie”, în cadrul desfășurării practicii manageriale,
utilizarea cunoștinţelor. O astfel de predare este furnizează și informaţia necesară pentru adopta-
orientată spre procesele învăţării și, implicit, spre rea, pe baze știinţifice, a unor măsuri de stabilire
student, deoarece se focalizează pe procesele prin a continuităţii în procesul de educaţie și instruire
care cunoștinţele sunt construite și apoi aplicate în a studenţilor.
practică. Cel mai frecvent, studiile care au abor- Scopul acestei cercetări îl constituie analizarea
dat acest aspect au constatat o creștere a înţelege- măsurii în care un program de practică mana-
rii, metacogniţiei și autoreglării [8, 9]. Mai mult, gerială, parcurs de către masteranzii de la spe-
studiile arată că învăţarea orientată spre sens este cialitatea “Marketing și legislaţie în sport”, poate
asociată în mod pozitiv cu indicatorii de eficienţă contribui la eficientizarea învăţării și conduce la
ai studiului, chiar și în cazul punctajelor obţinute modificarea opiniilor și concepţiilor studenţilor
la examenele ce conţin întrebări factuale. Învăţa- despre învăţare într-un mod constructiv.
rea orientată spre reproducere a arătat corelaţii Un alt obiectiv, derivat din acesta, este verifi-
negative cu sistemele de măsurare a rezultatelor. carea impactului unui astfel de program asupra
Învăţarea nedirecţionată a arătat, în cea mai mare dezvoltării și perfecţionării strategiilor și stiluri-
parte, relaţii negative puternice cu performanţa lor de învăţare ale studenţilor, direcţionate spre
la examene, în timp ce, în majoritatea cazurilor, înţelegere și învăţare autoreglată. Se știe că evalu-
Ştiinţa culturii fizice
învăţarea direcţionată spre aplicaţie a demonstrat area vizează eficienţa educaţiei și a instruirii prin
lipsa unei relaţii cu succesul academic. În plus, prisma raportului dintre obiectivele proiectate și
examenele obișnuite din primii ani de învăţământ rezultatele obţinute de către studenţi prin activi-
superior reușesc cu greu să valorifice capacitatea tăţile lor. Evaluarea urmărește consecinţele acţiu-
USEFS
lor [2, 4]. Astfel pot fi preconizate trei direcţii ale fizice și sportului cum ar fi:
evaluării prin strategii didactice adecvate, înche- - asociaţii și cluburi sportive;
indu-se cu aprecieri asupra funcţionării interne a - școli sportive de diferit rang;
acţiunii educaţional-instructive, și anume: evalu- federaţii sportive.
area atitudinilor, a cunoștinţelor și a competenţe- Consolidarea și aprofundarea cunoștinţelor de
lor deţinute de studenţii de la Ciclul II. dirijare și conducere, precum și transformarea lor
Prin experimentul formativ și plecând de la în priceperi și deprinderi manageriale.
ipoteza generală, conform căreia proiectarea in- Formarea calităţilor etice și de dirijare a mana-
tegrată și implementarea unui program educaţi- gerului conform cerinţelor contemporane.
onal opţional în cadrul practicii manageriale, cu Consolidarea experienţei de dirijare și organi-
accent pe activitatea individuală a masteranzi- zare a viitorilor manageri în verigile actuale.
lor cu specific în realizarea cercetărilor de mar- Consolidarea interesului profesional, precum
keting, va determina dezvoltarea abilităţilor prac- şi stimularea interesului pentru activitatea inde-
tice, de comunicare scrisă și orală, a atitudinilor pendentă și creatoare.
de valorizare a actului învăţării, prin valorificarea Dezvoltarea aptitudinilor manageriale și capa-
interacţiunilor complexe în cadrul practicii ma- cităţii de a aplica cunoștinţele însușite în condiţii
nageriale. variate.
Obiectivele monitorizate de noi pe parcursul Accelerarea procesului de încadrare a studen-
desfășurării stagiului de practică au fost în princi- ţilor în funcţia și subdiviziunea respectivă.
pal cele pedagogice centrate pe dezvoltarea: Aprofundarea cunoștinţelor practice prin ac-
- competenţelor personale, respectiv: eficienţa tivitatea de profil.
la locul de muncă, flexibilitatea, orientarea spre Studierea de către coordonatorul și conducă-
rezultate, seriozitatea, comportamentul adecvat, torul stagiului de practică a capacităţilor și apti-
dorinţa de a învăţa continuu, managementul tim- tudinilor studenţilor stagiari în vederea încadră-
pului cu scopul eficientizării activităţii la nivel de rii eficiente a acestora în domeniul specializării
organizaţie; profesiei alese.
- competenţelor sociale (comunicare interper- Plecând de la ipoteza studiului, completată de
sonală, lucru în echipă, rezolvarea de probleme, faptul că un program de practică managerială
leadership) pentru dezvoltarea activităţii profesi- parcurs de masteranzii de la specialitatea “Mar-
onale. keting și legislaţie în sport” poate contribui la efi-
De asemenea, au fost monitorizate și obiecti- cientizarea învăţării și totodată la creșterea utili-
vele economice ce pot fi realizate prin activităţile zării strategiilor de învăţare centrate pe activităţi
studenţilor care pot conduce la obţinerea unor practice concrete și pe aplicarea cunoștinţelor
competenţe de a anticipa nevoile clienţilor pro- teoretice acumulate în cadrul cursului ”Metodo-
movând o oferta corespunzătoare în turism; ca- logia cercetării de marketing” am realizat cerce-
pacitatea acestora de a dezvolta strategii de mar- tarea în direcţia identificării competenţelor ce
keting adaptate unor segmente specifice de piaţă; pot fi dobândite de către studenţi la finalizarea
capacitatea de a gestiona corespunzător resursele stagiului de practică cu referire la disciplina de
umane ale unei entităţi sportive sau turistice. studiu “Metodologia cercetării de marketing”.
Conform curriculum-ului universitar al prac- Din punct de vedere funcţional, ipoteza gene-
ticii manageriale din cadrul catedrei Manage- rală se poate descompune în două ipoteze speci-
mentul Culturii Fizice (catedra de specialitate a fice:
Universităţii de Stat de Educaţie Fizică și Sport Ipoteza specifică 1: Implementarea unui pro-
responsabilă de organizarea și desfășurarea sta- gram educaţional adresat masteranzilor de la
giului de practică respectiv) sunt stabilite concret specialitatea “Marketing și legislaţie” în cadrul
Ştiinţa culturii fizice
Ipoteza specifică 2: Utilizarea metodologiei participanţilor activi la sport sau ale suporterilor/
interactive de dezvoltare a gândirii critice în ca- clienţilor. Mai mult, ei consideră că succesul co-
drul unui program interdisciplinar centrat pe do- municării depinde de această înţelegere. De ace-
bândirea de competenţe specific de cercetare de ea, metoda observării , deși nu permite obţinerea
marketing, fapt ce va contribui și la dezvoltarea unor informaţii complexe ca în cazul anchetei,
capacităţilor de comunicare orală și scrisă a stu- are avantajul de a reda comportamentul natural,
denţilor de la Ciclul II monitorizaţi. efectiv al consumatorilor de sport, fără a antrena
Astfel, grupelor de masteranzi, practicanţi le-a purtătorul informaţiei. Recurgerea la observare
fost testată capacitatea de aplicare a cunoștinţe- presupune implicarea directă a masterandului,
lor teoretice acumulate la disciplina ”Metodolo- în posibila sa calitate de marketer sau manager –
gia cercetării de marketing” în diverse activităţi practicant, respectiv frecventarea de către aceștia
practice, concrete de cercetări de marketing di- a terenurilor de joc, a sălilor de sport, a tribune-
recte, în funcţie de o serie de criterii, reflectate în lor, punctelor de vânzare a biletelor la evenimen-
Tabelul 1 și de realizare concretă a unor cercetări tele sportive, magazinelor de suveniruri sportive
directe de marketing reflectate în Tabelul 2. și a tuturor locurilor din care se pot culege infor-
Masteranzii au realizat cercetările de mar- maţii cu privire la consumatori și produse. Având
keting pe cont propriu, în baza cerinţelor stabi- în vedere apartenenţa managerilor la sistem și
lite de conducătorul practicii manageriale, pe formaţia lor profesională, preponderent sportivă,
baza discuţiilor cu prietenii, angajaţii entităţilor acest fapt îi ajută să obţină informaţii utile, cum
monitorizate și clienţii acestora. De asemenea, ar fi, de exemplu, adresele personale și alte date
masteranzii au menţionat că aceasta ar fi unica care nu se pot obţine prin observare, ci prin re-
modalitate de a înţelege cu adevărat dorinţele curgerea la investigarea direct [1, 5].
Cercetări stradale
Cercetări cantitative
Tipul informaţiei ce se urmărește a fi obţinută
Cercetări calitative
USEFS
De asemenea, masterandul practicant a recurs sau suporterilor cu ocazia unui eveniment sportiv.
și la realizarea unor cercetări de piaţă, precum: Masteranzii au recurs și la tehnici de interoga-
lansarea unui eveniment sau produs sportive nou; re explorativă în sport, concretizate mai ales prin
studii privind revizuirea structurii preţurilor pe realizarea de interviuri personale, cercetări care
stadion sau în arena sportivă; studii de reevalua- au presupus organizarea grupurilor de experţi
re a preţurilor la anumite servicii sportive; studii (grupuri utilizate în evaluarea anumitor campa-
de reevaluare a diferenţelor de preţ dintre diferite nii promoţionale, în prognozarea vânzărilor sau
produse sau dintre diferite locuri la tribune. în aprecierea tendinţelor de afiliere la anumite
Mai mult, cele mai frecvente tehnici de inte- cluburi sportive) și a unor grupuri specializate
rogare pe bază de interviu structurat, utilizat de (pe baza unui eșantion de suporteri, a unui grup
masteranzii practicanţi ca și instrument de cer- selecţionat de consumatori de sport sau de zia-
cetare a fost chestionarul. Construirea chestio- riști sportivi) [7, 8].
narului l-au realizat împreună cu conducătorul În Tabelul 3 reflectăm o serie de aplicaţii ale
practicii managerial, fiind determinant în atinge- cercetărilor de marketing efectuate de masteranzi
rea scopului cercetării și a obiectivelor stabilite. în cadrul stagiului de practică managerială cu
Masterandul a trebuit mai întâi să stabilească ne- referire la politica de comunicare a organizaţiilor
cesarul de informaţii și ulterior, să includă numai sportive.
întrebările la care are nevoie de răspunsuri, anti- În continuare prezentăm rezultatele obţinute
cipând, în măsura posibilului, tipurile de răspun- de masteranzi la finalizarea stagiului de practică
suri pe care se așteaptă să le primească, precum pe grupe de cercetări efectuate. Comparaţia
și modul în care le va utiliza. Structura și conţi- a fost realizată între grupa martor (care nu a
nutul chestionarului a urmărit o schemă logică, parcurs programul educaţional opţional stabilit
începând cu întrebări generale și continuând cu anterior de către conducătorul de practică în
cele specific și invers. Fiecare întrebare a fost eva- ceea ce privesc realizările concrete cu privire la
luată din punctual de vedere al înţelegerii ei de cercetările de marketing) şi grupa experiment
către respondent, al probabilităţii de a obţine un (care a parcurs acest program). Grupele au fost
răspuns; întrebările simple, obiective, primesc de omogene, fiind formate din câte 11-12 masteranzi.
regulă, răspunsuri mai clare decât întrebările gru- Investigaţia propusă, realizabilă în condiţii de
pate după subiecte. intra, inter şi trans-disciplinaritate este situată la
Masteranzii au înţeles că utilizarea chestionaru- linia de intersecţie dintre cercetarea fundamen-
lui în cadrul anchetelor selective de teren permite tală și cercetarea aplicată, cercetarea normativă
trei tipuri de aplicaţii posibile în sport [2, 6, 7]: și cercetarea operaţională, cercetarea filosofică și
ancheta selectivă de teren realizează expedie- cercetarea-acţiune, cercetarea prospectivă și cer-
rea chestionarului prin poștă sau email. Această cetarea retrospectivă [4].
metodă este mai puţin costisitoare și poate fi o Ca tip special de cercetare știinţifică, cercetarea
modalitate mai bună de a ajunge la un eșanţion pedagogică tinde spre o explicaţie și o înţelegere
mai larg de respondenţi; normativă a activităţii de educaţie. Ea urmărește
ancheta selectivă de teren realizată prin tele- definirea și argumentarea legilor și principiilor
fon – ce are avantajul de a permite studierea con- care ordonează acţiunea de proiectare și de rea-
sumatorilor pe segmente de piaţă, dirijând ches- lizare a educaţiei la nivel de sistem și de proces.
tionarul către tipuri specific de respondenţi, fie Această perspectivă, situată la limita cercetării
indivizi, fie organizaţii; filosofice, evidenţiază necesitatea cercetării fina-
auditul de public – cea mai des folosită metodă lităţilor educaţiei care determină orientările va-
de cercetare în sport ce constă în utilizarea unui lorice ale educaţiei, realizabile în diferite contexte
chestionar care trebuie distribuit participanţilor istorice și sociale.
Ştiinţa culturii fizice
USEFS
Tabelul 3. Aplicaţii ale cercetărilor de marketing efectuate de masteranzi în cadrul stagiului de prac-
tică managerială cu referire la politica de comunicare a organizaţiilor sportive
Cercetări calitative asupra consumatorului Cercetări calitative asupra consumatorului
2 grupuri 4 grupuri
Vârsta:22-47 ani 256 de respondenţi
Cu afinităţi pe anumite sporturi Vârsta:23-54ani
Realizat în perioada practicii Care cunosc anumite evenimente sportive impor-
tante ce s-au desfășurat la nivel naţional sau inter-
naţional
Realizat într-o perioada prestabilită
Interviuri cu membri ai lotului naţional pe o anu- Interviuri cu sponsorii
mită probă sportivă - Sponsori
- Federaţiile naţionale Sportive pe probele - Alte organizaţii decât cele sportive
sportive identificate - Mass media scisă
- Comitetul Naţional Olimpic și Sportiv - Televiziuni implicate în mediatizarea eveni-
- Sportivi mentelor sportive
- Antrenori ai lotului naţional - Lideri de opinie
acestea îi pot ajuta în propria lor dezvoltare. al acestora, documentarea, colectarea și prelucra-
Metodologia cercetării pedagogice a presupus rea informaţiilor, modul de alcătuire al portofo-
valorificarea unui ansamblu de tehnici, procedee liului. De asemenea am analizat produsul final și
și mijloace, integrate la nivelul următoarelor cate- prezentarea acestuia de către studenţii Ciclului II.
gorii de metode care vizează investigarea știinţifi- Am demarat experimentul în ideea verificării
că a realităţii educaţionale: ipotezelor în desfășurarea fiecărei activităţi înse-
- observarea sistematică; rând secvenţe ce vizează abilităţilor de cercetare
- ancheta în formă scrisă (grila de observare); de marketing și de comunicare.
- analiza rezultatelor în cadrul practicii mana- Grupul martor și-a continuat activitatea di-
geriale; dactică în mod obișnuit, utilizându-se strategiile
- studiul documentelor bibliografice accesibile clasice de predare-învăţare-evaluare, în timp ce
la nivel academic. grupa experiment a avut un program educaţional
- analiza portofoliilor. opţional de lucru în cadrul practicii manageria-
Metoda analizei portofoliilor, a produselor ac- le, mai deosebit, având în vedere că au beneficiat
tivităţii subiecţilor a constat în analiza, în termeni de studiul diciplinei “Metodologia cercetării de
de produs, dar și de proces, din perspectiva anu- marketing” cu un conţinut nou curricular cen-
mitor parametri stabiliţi în concordanţă cu scopul trat pe aspect practice și mai puţin teoretice. Pe
și obiectivele cercetării, a datelor oferite de mate- parcursul avansării în cadrul unităţii de învăţare,
rialele componente ale portofoliului. Am analizat am asigurat îndrumarea și controlul învăţării și
portofoliile alcătuite de studenţi în cadrul practicii am practicat diverse forme de evaluare periodică
manageriale, având în vedere modul de informare (teste, chestionare) și finală (portofolii, teste).
Tabelul 4. Calificativele obţinute pentru abilităţile de comunicare orală a studenţilor în cadrul practicii
manageriale cu utilizarea terminologiei specifice cercetării de marketing
Itemi
Etalon
Minim 1 Grupa martor Grupa experiment
Maxim 7
Insuficient Suficient Bine Foarte bine Insuficient Suficient Bine Foarte bine
30% 24% 20% 26% 7% 12% 44% 37%
În Tabelul 5 şi Figura 2 sunt reflectaţi itemii obţin calificativul bun, 8% obţin calificativul su-
ce vizează capacitatea de comunicare scrisă. Ast- ficient și 30% obţin calificativul foarte bun, după
fel, 10% dintre studenţi din cadrul grupei martor cum se observă în Tabelul 5 .
Tabelul 5. Calificativele obţinute pentru abilităţile de comunicare orală a studenţilor în cadrul prac-
ticii manageriale cu utilizarea terminologiei specifice cercetării de marketing
Itemi
Etalon
Minim 1 Grupa martor Grupa experiment
Maxim 7
Insuficient Suficient Bine Foarte bine Insuficient Suficient Bine Foarte bine
35% 27% 15% 23% 18% 23% 29% 30%
Tabelul 6. Valorile comparative a competenţelor de cercetare de marketing ale grupei experiment evalu-
ate în cadrul practicii manageriale
Testarea iniţială (fără Testarea finală (cu
Nr. programul opţional programul opţional
Valorile testate desfășurat) desfășurat) t P
crt.
x ±m x ±m
1 Modul de preluare a informaţiilor 1,78±0,17 2,34±0,31 5,544 < 0,001
Studii privind publicitatea și eficienţa
2 1,69±0,27 2, 38±0,24 5,543 < 0,001
acesteia
3 Studii asupra imaginii publice 1,84±0,29 2,53±0,21 5,746 < 0,001
Din Tabelul 6 putem observa că modul de iniţială a înregistrat o valoare mai mică de 1,78
preluare și procesare a informaţiilor la testarea faţă 2,34 la testarea finală (t=5,544; P<0,001). De
asemenea, la studiile privind publicitatea și im- ce constituie conţinutul activităţilor specifice do-
portanţa acesteia pentru entităţile sportive mas- meniului de activitate în care lucrează. Studenţii
teranzii au atins valorile la testarea iniţială de 1,69 învaţă să opereze cu mijloacele (instrumentele,
faţă de 2,38 la cea finală (t=5,54; P<0,001). În ceea echipamentele sportive, documentele, registre-
ce privește valorile înregistrate la studiile privind le etc.) cu ajutorul cărora se desfășoară efectiv
consumatorii de sport, masteranzii au înregistrat activitatea specifică domeniului de formare. De
valori semnificative, la pragul de 1%, itemii de la asemenea, învăţarea modernă presupune valori-
testarea iniţială fiind 1,82 faţă de cei de la testarea ficarea tuturor laturilor și dimensiunilor perso-
finală de 2,6. De asemenea, putem constata va- nalităţii umane. Se acordă atenţie din ce în ce mai
lori semnificative și la studii privind comunicarea multă inteligenţelor multiple, gândirii critice și
scrisă și orală, unde au fost înregistraţi itemi de alternativelor educaţionale, fără de care procesul
1,8 la testarea iniţială și de 2,5 – la testarea fina- învăţării nu este complet și nici eficient, în spe-
lă, cu o valoare a criteriului Student de 5,384 și ranţa că studentul va fi pregătit pentru a învăţa pe
P<0,01. tot parcursul vieţii. Învăţământul de astăzi trebu-
Concluzionând, putem afirma că în perioada ie centrat pe participarea și dezvoltarea funcţiilor
practicii manageriale studenţii iau cunoștinţă de cognitive, favorizând „dezvoltarea gândirii, a fa-
experienţa celor care activează în instituţiile re- cultăţilor de dobândire și folosire a cunoștinţelor,
spective, reușesc să-și însușească laturile prag- de creaţie în cunoaștere, la toate vârstele, și dez-
matice ale viitoarei profesii, modalităţile aplicării voltarea capacităţilor de a face faţă situaţiilor noi
cunoștinţelor teoretice la rezolvarea problemelor de învăţare sau de viaţă” [3, 4].
Referințe bibliografice:
1. Budevici A., Armanov S. (2007) Management și marketing în sistemul educaţiei fizice și sportului. Chișinău,
Valinex, p. 251.
2. Constantinescu M., Căescu St. (2006) The characteristics of sport services – element of differentiation in sport
marketing. Materialele Conferinţei Internaţionale „Marketing şi dezvoltare: 1971 – 2006: 35 de ani de marketing
în România”. Bucureşti, ASE.
3. Cerghit I. (2006) Metode de învăţământ. Iași, Editura Polirom.
4. Gilbert de Landsheere (1995) Istoria universala a pedagogiei experimentale. Bucuresti, Editura Didactică si Pe-
dagogică.
5. Mitniţcaia L., Budevici-Puiu L. (2008) Marketing general și sportiv. Curs universitar. Chișinău: Valinex SA. 220
p.
6. Oprişan V., Pop N.Al. (2001) Politica de comunicare în marketingul sportiv. Bucureşti, A.S.E.
7. Oprișan V. (2002) Marketing și comunicare în sport. București, Uranus. 431 p.
8. Prutianu Ș., Anastasiei B., Jijie T. (2001) Cercetarea de marketing. Iași: Editura Polirom.
9. Vermunt J., Minnaert A. (2003) Dissonance in student learning patterns: when to revise theory? Studies in High-
er Education, 28, 49-61.
10. Vermunt J.D. (2003) The power of learning environments and the quality of student learning. In E. de Corte, L.
Verschaffel, N. Entwistle & J. van Merriënboer (Eds), Powerful learning environments: Unravelling basic compo-
nents and dimensions Advances in Learning and Instruction Series. Oxford: Pergamon, p. 109-124.
Ştiinţa culturii fizice
USEFS
UDC 378.147.88+005
THE IMPORTANCE OF THE TRAINEESHIP OF MANAGERIAL PRACTICE IN THE
PROFESSIONAL TRAINING OF THE STUDENTS OF FACULTIES WITH SPORT PROFILE
Cires Victoria1,
Amelicichin Ecaterina2,
State University of Physical Education and Sport, Chisinau, Republic of Moldova
Introduction. According to Vermunt J. [10], higher education succeed with great difficulty to
teaching and learning are interdependent pro- capitalize on students’ ability to use critical, ana-
cesses that can be mutually adjustable, by adapt- lytical and concrete processing strategies [4, 10].
ing the teaching strategies used by the teacher to The objective of the research constitutes the
the way in which the students use and regulate determination of the development level of practi-
their learning activities. Teaching, thus involves, cal skills, in graduates, as an objective way of eval-
guiding students in the process of choosing learn- uating the efficiency of interdisciplinary learning
ing strategies that allow building, modifying, and activities centered on the study of marketing re-
utilizing knowledge. Such teaching is oriented to- searches, carried out by various technologies. The
wards learning processes and, implicitly, towards assessment at the level of II cicle, „Marketing and
student, because it focuses on processes through Legislation” specialization, within the framework
which knowledge is built and then applied in of deployment of the managerial practice, pro-
practice. Most frequently, studies that have ad- vides the necessary information for the adoption,
dressed this issue have found an increase in un- on a scientific basis, of some measures to estab-
derstanding, metacognition and autoregulation lish continuity in the process of education and
[8, 9]. Furthermore, studies show that learning training of the students.
oriented towards sense is associated in a positive The purpose of this research consitutes the
way with the indicators of efficiency of the study, analysis of measure in which a program of man-
even in the case of the scores obtained at the agerial practice, run by the MA students of the
exams that contain factual questions. Learning „Marketing and Legislation in Sport” specialty,
The Science of Physical Culture
oriented towards reproduction has shown neg- can contribute to the efficiency of learning and
ative correlations with results measurement sys- lead to changing the students’ views and concepts
tems. Purely undirected learning has shown, for about learning in a constructive way.
the most part, strong negative relationships with Another objective, derived from this, is verify-
performance at the exams, while in most cases, ing of the impact of such a program on the devel-
application-oriented learning has demonstrated opment and improvement of students’ learning
a lack of a relationship with academic success. strategies and styles, directed towards under-
SUPES
In addition, the usual exams in the first years of standing and self-regulating learning. It is known
that the assesment covers the efficiency of edu- conducting the respective internship of practice),
cation and training in terms of the relationship its objectives are established concrete as follows:
between the projected objectives and the results The traineeships of managerial practice aim to
obtained by the students through their activi- achieve the following objectives:
ties. The evaluation follows the consequences of Familiarizing students with different manage-
the action taken by the teacher in the process of ment and guidance structures from the field of
formation of general and specific competences of physical education and sport such as:
the students [2, 4]. Thus, three directions of eval- associations and sports clubs;
uation can be envisaged through appropriate di- sports schools from different rank;
dactic strategies, ending with apreciations on the sports federations.
internal functioning of the educational-instruc- Strengthening and deepening of management
tive action, namely: evaluation of the attitudes, and guidance skills, as well as their transforma-
knowledge and skills of the students of Cycle II. tion into managerial skills and abilities.
Through the formative experiment and start- Forming the ethical and management skills of
ing from the general hypothesis, according to the manager according to the contemporary re-
which the integrated design and implementation quirements.
of an optional educational program within the Strengthening the management and organ-
managerial practice, with emphasis on the indi- ising experience of future managers in current
vidual activity of the graduates with a specific in links.
the realization of the marketing researches, will Strengthening the professional interest, as well
determine the development of practical skills, as stimulating the interest for the independent
written and oral communication, of attitudes to and creative activity.
valorizing the act of learning, by capitalizing on Developing managerial skills and the ability to
complex interactions within managerial practice. apply in various conditions the acquired knowl-
The objectives monitored by us during the de- edge.
ployment of traineeship of practice period were Speeding up the process of employment of the
mainly those pedagogical focused on the devel- students into the respective function and subdi-
opment: vision.
of personal competences, respectively: work- Deepening the practical knowledge through
place efficiency, flexibility, result orientation, se- the profile activity.
riousness, appropriate behavior, willingness to Studying by the coordinator and leader of
learn on a continuous basis, time management in traineeship of practice of the student interns ca-
order to make the activity more efficient at the pacities and skills in order to efficient framing of
organization level; them in the field of specialization of the chosen
social skills (interpersonal communication, profession.
teamwork, problem solving, leadership) for the Starting from the study hypothesis, supple-
development of professional activity. mented by the fact that a managerial practice
Also, have been monitored and the economic program run by MA students from specialty of
objectives that can be achieved through students’ „Marketing and Legislation in Sport” can con-
activities that can lead to the acquisition of skills tribute to learning efficiency and also to increas-
to anticipate customer needs by promoting an ap- ing the use of learning strategies centered on con-
propriate offer in tourism; their ability to develop crete practical activities and on the application of
The Science of Physical Culture
marketing strategies tailored to specific market theoretical knowledge acquired within the course
segments; the ability to properly manage the hu- „Marketing Research Methodology” we conduct-
man resources of a sports or tourism entity. ed the research in order to identify the compe-
According to the university curriculum of tences that can be acquired by the students at the
managerial practice within the Department of end of the internship of practice with reference to
Physical Culture Management (specialty depart- the study discipline „Marketing Research Meth-
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ală se poate descompune în două ipoteze specifice: MA students have realised their own market-
From a functional point of view, the general ing research, based on the requirements set by
hypothesis can be decomposed into two specific the leader of the managerial practice, based on
hypothesis: discussions with friends, employees of monitored
Specific hypothesis 1: The implementation of entities and their clients. Also, the MA students
an educational program addressed to MA stu- mentioned that this would be the only way to
dents from the specialty „Marketing and Legis- truly understand the desires of sports partici-
lation” into the management practice with ref- pants or supporters / customers. Moreover, they
erence to marketing research, determines the consider that the success of the communication
structuring of a coherent ensemble of individual depends on this understanding. Therefore, the
study knowledge and skills, through active and observation method, although it does not allow
creative involvement in the act of learning. the obtaining of complex information as in the
Specific hypothesis 2: The use of the interactive case of the investigation, has the advantage to
methodology of critical thinking development restore the natural behavior, effective behavior
within an interdisciplinary program focused on of the sports consumers, without off train the in-
the acquisition of specific marketing research formation bearer. Recourse to observing assumes
skills, fact that will also contribute to the devel- the direct involvement of the graduate student, in
opment of the oral and written communication his possible qality of marketer or manager-prac-
skills of the students of the monitored Cycle II. ticioner, respectively the attendance by them of
Thus, the groups of MA students, practition- playgrounds, sports halls, tribunes, ticket sales
ers, have been tested the capacity of application venues at sports events, sports souvenir shops
of the theoretical knowledge gained in the „Mar- and all places from where information on con-
keting Research Methodology” discipline in var- sumers and products can be collected. In view of
ious practical and concrete research activities of membership of the managers to system and their
direct marketing, according by a series of crite- professional band, predominantly sporting, this
ria, reflected in the Table 1 and by the concrete helps them to obtain useful information, for ex-
realization of some marketing direct researches ample such as personal addresses and other data
reflected in Table 2. that can not be obtained by observation, but by
resorting to direct investigation [1, 5].
Table 1. The main marketing research activities in the field of promoting the sporting entity carried
out by the MA students within the traineeship of managerial practice
Application Application
Marketing researches activi- Marketing researches activi-
proportion of proportion of
ties made by ties in the field of purchasing
the researches on the researches on
MA students behavior of the product
sports entities sports entities
Preference towards the sports
Studies on motivations 23 51
program
Studies regarding advertising Satisfaction offered by the
54 39
and its efficiency product
Studies on public image 65 Behavior of purchase 61
The Science of Physical Culture
Also, the practitioner MA student has resort- the stadium or in the sports arena; price reassess-
ed and to achieving some market researches, ment studies on certain sports services; studies of
such as: launching a new sport event or product; revaluation of price differences between different
studies on the revision of the price structure on products or between different seats at the tribune.
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Moreover, the most common interrogation using a questionnaire that must to be distributed
techniques on the basis of structured interview, to participants or supporters with the occasion of
used by practitioners MA students as a research a sporting event.
tool was the questionnaire. The building of ques- MA students have also resorted to explora-
tionnaire they have realized together with the tory interrogation techniques in sport, primari-
leader of the managerial practice, being deter- ly through realization of personal interrogation,
minant in reaching the research goal and the researches which involved the organization of
established objectives. The MA student had to experts groups (groups used in evaluation cer-
first determine the information needs and then, tain promotional campaigns, in sales forecasting,
to include only the questions he needs answers, or in the appreciation of affiliation tendencies to
anticipating, as far as possible, the types of an- certain clubs sports) and specialized groups (on
swers he is expected to receive, and well as how base of a sample of supporters, a selected group
he will utilize them. The structure and content of of sports consumers or sports journalists) [7, 8].
the questionnaire has tracked a logical scheme, In Table 3 we reflect a stream of applications
starting with general questions and continuing of marketing researchers made by MA students
with those specific and vice versa. Each question within the traineeship of managerial practice
has been evaluated from the point of view of its with reference to the sports organizations com-
understanding by the respondent, of the proba- munication policy.
bility of obtaining an answer; simple, objective In continuation we present the results obtained
questions receive usually more clearly answers by the MA students after the completion of prac-
than the questions grouped by topic. tice traineeship on groups of researches carried
The MA students have understood that using out. The comparison was realized between the
the questionnaire in selective field investigations control group (who did not attend the optional
allows three types of applications possible in educational program previously set by the prac-
sport [2, 6, 7]: tice leader regarding the concrete achievements
the selective inquiry of field realize the dis- about marketing researches) and the experimen-
patch of the questionnaire by post or email. This tal group (which has travelled this program). The
method is less costly and may be a better way to groups were homogeneous, being composed of
reach a wider sample of respondents; 11-12 MA students. The proposed investigation,
The Science of Physical Culture
the selective inquiry of field realized by tele- feasible in conditions of intra, inter-transdiscipli-
phone - which has the advantage of allowing the narity, is located at the intersection line between
studying of consumators on market segments, fundamental research and applied research, nor-
conducting the questionnaire towards specific mative research and operational research, philo-
types of respondents, whether individuals or or- sophical research and action-research, prospec-
ganizations; tive research and retrospective research [4].
audit of public - the most commonly used As special type of scientific research, pedagog-
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method of research in sport, which consists in ical research tends to an explanation and a nor-
mative understanding of the activity of education. ical research, highlights the need to research of
It seeks definition and argumentation of the laws the education finalities that determines the value
and principles that unscramble the design and re- orientations of the education, achievable in dif-
alization of education at system and process level. ferent historical and social contexts.
This perspective, lying at the limit of philosoph-
Table 3. Applications of marketing researches carried out by MA students within the traineeship of
managerial practice with reference to the communication policy of sports organizations
Qualitative researches on the consumer Qualitative researches on the consumer
2 groups 4 groups
Age:22-47 years old 256 of respondents
With affinities on certain sports Age: 23-54 years old
Realized during the practice Who know certain important sporting events that
have taken place at national or international level
Done in a preset time.
Interviews with members of the national team on a Interviews with sponsors
particular sporting probation - Sponsors
- National Sports Federations on identified sporting - Other organizations than sport organizations
probations - Written media
- National Olympic and Sports Committee - Involved televisions in sports event media coverage
- Athletes - Opinion leaders
- Coaches of the national team
Pedagogical research also involves the concen- spectively of the didactic act. It permits the iden-
tration of efforts on the descriptive analysis of the tification of new pedagogical relations, relevant
main factors and „actors” of education. As Gil- within the educational / didactic action, consti-
bert de Landsheere observes, before we know the tuting the basis for optimal solutions of the prob-
laws of education, it is important to objectively lems that arise at the level of the system and the
describe the conduct of the training process and educational process (Education Management).
to analyze its procedures of conducting. Anoth- Thus, we also made an investigation of the lev-
er necessary direction at the level of pedagogical els of development of written and oral commu-
research is the study of the historical process of nication skills, realizing an implicit evaluation of
evolution of thinking about education and of the learning outcomes through the observation grid
school institutions specialized in its effective re- of student behavior from the Cycle II, within
alization in concrete conditions that proves the managerial practice.
„irreducible originality of the phenomenon”. Withn this experiment we projected and im-
Finally, modern trends of pedagogical research plemented an optional educational program, ad-
highlight the importance of investigations specif- dressed to students from the experimental sample.
ically geared towards the direction of higher ed- In this program we have used an interactive meth-
ucation, lifelong learning, adult education. These odology that we following are presenting. Regard-
investigations capitalize the issue of the theory of ing the educational act from this perspective, we
education at the level of operational models ap- can understand the marketing research, commu-
plicable in the field of permanent training, pos- nication and communication in sport, as essential
sible and necessary in the context of an intra, in- actions for the development of critical thinking
The Science of Physical Culture
ter- and trans-disciplinary approach, open in the and an appropriate approach, appropriate to the
direction of permanent self-improvement of the current requirements. Promoting another learn-
subject and the object of education. ing style, the methods were centered on:
In the postmodern perspective, pedagogical - stimulating curiosity and forming an origi-
research represents a managerial leadership ac- nal thought;
tivity of the system and of the educational process - problem solving;
designed and realized especially for the adjusting - reasoned debate of the ideas;
SUPES
and self-regulation of the educational action, re- - democratic acceptance of each person’s ideas;
Table 4. The obtained qualifiers for students’ oral communication skills within the managerial practice
with the use of marketing research specific terminology
Items
Norm
Minimum 1 Control group Experimental group
Maximum 7 Very
Insufficient Sufficient Good Very good Insufficientnt Sufficient Good
good
30% 24% 20% 26% 7% 12% 44% 37%
The Science of Physical Culture
In Table 5 and Figure 2 are reflected items the good qualifier, 8% get the sufficient qualifier
aimed to written communication ability. Thus, and 30% get the very good qualifier, as shown in
10% of the students from the control group get Table 5.
Table 5. Qualifiers obtained for students’ oral communication skills within managerial practice with the
use of terminology specific for marketing research.
Items
Norm
Minimum 1 Control group Experimental group
Maximum 7 Very
Insufficient Sufficient Good Very good Insufficient Sufficient Good
good
35% 27% 15% 23% 18% 23% 29% 30%
Table 6. The comparative values of the marketing research competences of the experimental group
evaluated within the managerial practice
Initial testing
Initial testing
(without op-
(with optional un-
Nr. Tested values tional unfolded t P
folded program)
program)
x ±m x ±m
Takeover mode of the informa-
1 1,78±0,17 2,34±0,31 5,544 < 0,001
tions
Studies regarding its advertising
2 1,69±0,27 2, 38±0,24 5,543 < 0,001
and efficiency
3 Studies on public image 1,84±0,29 2,53±0,21 5,746 < 0,001
4 Studies on motivation 2,23±0,24 3,12±0,22 7,723 < 0,001
5 Studies on sports consumers 1,81±0,25 2,6±0,20 5,392 < 0,01
From Table 6 we can see that the take-up and testing recorded a value of less than 1.78 versus
SUPES
processing mode of information in the initial 2.34 in the final testing (t = 5.544, P <0.001).
Also, in the studies regarding advertising and its to solving the problems that constitute the con-
importance for the sports entities, the MA stu- tent of the activities specific to the field of work
dents reached the values at the initial testing of in which they work. Students learn to operate
1.69 compared to 2.38 at the final one (t = 5.54, with the means (instruments, sports equipments,
P <0.001). As far as the registered values at the documents, registers, etc.) with which the activi-
studies regarding sports consumers are con- ty specific to the training field is actually carried
cerned, the MA students recorded significant val- out. Also, modern learning assume the valori-
ues at the 1% threshold, the items from the initial sation of all sides and dimensions of the human
testing being 1.82 compared to the final testing personality. More attention is paid to multiple
of 2.6. Also we can see significant values at stud- intelligences, critical thinking and educational
ies regarding written and oral communication, alternatives, without which the learning process
where 1.8 items were recorded in initial testing is not complete or effective, in the hope that the
and 2.5 in final testing, with a Student criterion student will be ready to learn throughout life. To-
value of 5.384 and P <0,01. day’s education must be centered on the partici-
Concluding, we can say that during the man- pation and development of cognitive functions,
agerial practice the students acquire knowlidge favoring „the development of thinking, faculties
about the experience of those who activate in of the acquisition and the use knowledge, of crea-
the respective institutions, they succeed to claim tion in knowledge, in all ages, and the developing
these pragmatic sides of the future profession, of the capacities to cope with new situations of
the applying ways of the theoretical knowledge learning or of life" [3, 4].
References:
1. Budevici A., Armanov S. (2007) Management şi marketing în sistemul educaţiei fizice şi sportului. Chişinău,
Valinex, p. 251.
2. Constantinescu M., Căescu St. (2006) The characteristics of sport services – element of differentiation in sport
marketing. Materialele Conferinţei Internaţionale „Marketing şi dezvoltare: 1971 – 2006: 35 de ani de marketing
în România”. Bucureşti, ASE.
3. Cerghit I. (2006) Metode de învăţământ. Iași, Editura Polirom.
4. Gilbert de Landsheere (1995) Istoria universala a pedagogiei experimentale. Bucuresti, Editura Didactică si Pe-
dagogică.
5. Mitniţcaia L., Budevici-Puiu L. (2008) Marketing general și sportiv. Curs universitar. Chișinău: Valinex SA. 220
p.
6. Oprişan V., Pop N.Al. (2001) Politica de comunicare în marketingul sportiv. Bucureşti, A.S.E.
7. Oprișan V. (2002) Marketing și comunicare în sport. București, Uranus. 431 p.
8. Prutianu Ș., Anastasiei B., Jijie T. (2001) Cercetarea de marketing. Iași: Editura Polirom.
9. Vermunt J., Minnaert A. (2003) Dissonance in student learning patterns: when to revise theory? Studies in High-
er Education, 28, 49-61.
10. Vermunt J.D. (2003) The power of learning environments and the quality of student learning. In E. de Corte, L.
Verschaffel, N. Entwistle & J. van Merriënboer (Eds), Powerful learning environments: Unravelling basic compo-
nents and dimensions Advances in Learning and Instruction Series. Oxford: Pergamon, p. 109-124.
The Science of Physical Culture
SUPES
CZU 378.147:811.111:796
FORMAREA LIMBAJULUI PROFESIONAL ENGLEZ LA STUDENŢII
DIN DOMENIUL CULTURII FIZICE
Nastas Natalia,
Universitatea de Stat de Educație Fizică și Sport, Chișinău, Republica Moldova
valorifica cunoștințele și strategiile metacognitive învățare în așa fel, încât să se realizeze sarcinile
de reglare a cogniției și strategiile metacognitive didactice într-un interval de timp rezonabil. Un
de scriere, citire, ascultare, care, la rândul lor, vor alt rol este de a organiza cooperarea în situații de
dezvolta competențele de comunicare (scriere, grup.
citire, ascultare, vorbire) în limba engleză. Limba este un sistem complex de semne, sim-
Motivarea studenților care învaţă limba engle- boluri și o multitudine de reguli gramaticale, dar
ză poate fi diferită. Din perspectivă behavioristă, și instrumentul principal al comunicării interu-
sursa motivației o constituie consecințele com- mane. Comunicarea cu ajutorul limbii natura-
portamentelor anterioare; din perspectivă cog- le (limba maternă a fiecăruia) se desfășoară în
nitivistă, sursa motivației este întărirea și struc- cadrul limbajului. M. Golu afirmă că, în aspect
tura internă (schemele mentale, credințele); din instrumental-funcţional, limba are următoare-
perspectivă constructivistă, sursa motivației este le „elemente”: vocabularul, alfabetul și regulile
curiozitatea studentului, capacitatea lui de con- gramaticale, limba este un instrument de comu-
trol asupra mediului extern [9, p. 146]. Există un nicare potenţial. Limbajul este o submulţime ce
număr semnificativ de factori, care eficientizează se delimitează în cadrul mulţimii de bază, limba
procesul de predare a limbii engleze prin învăța- aflându-se în raport de incluziune faţă de aceasta
rea personalizată [4, p. 291]: [2, p. 494].
- energizarea continuă a studenților, expectan- Predarea limbii engleze ca limbă străină va
țe clar formulate; asigura realizarea celor trei funcţii la care se refe-
- fixarea unor obiective pe termen scurt, ce fa- ră psiholingvistica:
cilitează concentrarea atenției; a) conţinutul (ca mesaj ce trebuie comunicat);
- aprecierea corectă și obiectivă; b) structura sau componenţa lingvistică (cum
- stimularea descoperirii, explorării, curiozită- se formulează acest mesaj din punct de vedere
ții epistemice și participării active; gramatical);
- înțelegerea nevoilor, trebuințelor personale c) valoarea psihologică sau motivarea expune-
ale fiecărui student; rii (starea emotivă, atitudinea vorbitorului faţă de
- stilul didactic al profesorului; ascultător, faţă de cele comunicate).
- accentul pus pe calitatea activităților educați- Pe de o parte, procesul de predare/învăţare a
onale, și nu pe cantitate; limbii engleze reprezintă o interacţiune a aspec-
- încurajarea participării la activitățile desfă- telor menţionate, corelând elemente comune de
șurate în afara orelor de curs; construire a comunicării (unităţi fonologice, le-
- cultura organizațională a instituției de învă- xicale și gramaticale), iar pe de altă parte, asigură
țământ (un orar și program educativ flexibil); echivalenţa existentă între procesele care definesc
- orientarea carierei; exprimarea orală (vorbirea) și cele ce definesc
- familia și atitudinea părinților. vorbirea scrisă (redactarea), implicând funcţiile
Așadar, rolul profesorului de limba engleză afectivităţii, motivaţiei și ale atitudinilor, susţine
constă în trecerea de la statutul de furnizor al cu- T. Slama-Cazacu [5, p. 398].
noștințelor la cel de coparticipant la procesul de Din cele relatate este evident că o limbă poate
livrare a acestora, delegând o parte din respon- fi însușită adecvat numai dacă cel ce o învaţă o
sabilitate pe umerii studenților, transformându-i cunoaște în contextul utilizării concrete. Pentru
în „căutători” activi de cunoștințe. Un alt aspect, a interacţiona competent într-o situaţie dată, nu
care trebuie modificat în mediul universitar, este este suficient să cunoști doar domenii parţiale
înlocuirea prelegerilor cu activităţi bazate pe me- ale atitudinii relevante situaţionale (de exemplu,
tode de învățare interactivă. Chiar dacă se pot in- competenţa lingvistică înţeleasă ca stăpânire a
troduce diverse tehnici de implicare a studenților structurii gramaticale). Comunicarea este un pro-
Ştiinţa culturii fizice
în activitate, totuși aceasta rămâne a fi o abordare ces global de comportament. Acest lucru rămâne
pasivă, studentul fiind un subiect receptor. Un alt valabil chiar și atunci când tratăm comunicarea
rol al profesorului de limba engleză constă în in- numai sub aspectul ei primar, aspectul verbal al
tegrarea programelor curriculare de învățare în interacţiunii. De aici conchidem: învăţarea limbi-
USEFS
ritm propriu. Profesorul organizează situațiile de lor noi trebuie să fie și învăţarea unor elemente de
comportament nou. Cine vrea să înveţe o limbă, rea formării competenţei comunicative, conside-
așa cum este ea folosită real, în mod necesar ia ră Н.Д. Галискова [8, p. 9-12].
cunoștinţă de formele ei fundamentale. Un învă- Învăţarea unei limbi moderne cuprinde un
ţământ care pune cu claritate în evidenţă aceste şir de acţiuni îndeplinite de persoane care îşi
forme oferă prin aceasta o introducere conștientă dezvoltă un ansamblu de competenţe generale,
în noua cultură. dar, mai ales, o competenţă comunicativă bazată
Astfel, savantul german S. Vaimberg susţine pe explorarea mijloacelor lingvistice. În literatura
că scopul predării unei limbi străine ar trebui de specialitate întâlnim mai multe concepte şi
stabilit nu după o progresie geometrică, ci după definiţii ale competenţelor comunicative sau de
una situativ-comunicaţională [6, p.28]. Este cazul comunicare, dar care comportă acelaşi sens. Ideea
să remarcăm faptul că, învăţând o limbă străină, de competenţă aduce o trecere semnificativă
studenţii capătă cunoștinţe practice care le vor de la ce la cum, contribuie la realizarea unui
permite să înţeleagă și să aprecieze o altă cultură, învăţământ formativ şi implică, atât sub raportul
să-și lărgească spectrul perspectivelor de carieră. formării, cât şi al dezvoltării, un efort de durată,
În preocuparea de asigurare a adaptării studen- acţiuni educaţionale convergente şi sistematice.
ţilor la condiţiile de deschidere contemporană Competence (engl.) înseamnă capacitatea unei
către realităţile economico-sociale occidentale, persoane de a corespunde cerinţelor dintr-un
procesul de învăţare a limbii engleze în învăţă- anumit domeniu. Competenţele în DEX sunt tra-
mântul superior a fost regândit și restructurat pe tate drept capacităţi de a cunoaște profund o pro-
principii noi: s-a valorizat tradiţia în majoritatea blemă și pe această bază a avea autoritatea de a se
profilurilor, cu grija de a moderniza, de a adapta pronunţa într-o chestiune [9, p. 409].
și a adecva întregul proces la cerinţele actuale. Cercetările din ultimele patru decenii [1, 3, 7]
Toate aceste căutări conceptuale converg astăzi confirmă afirmaţia că, pentru a comunica eficient
spre primordialitatea comunicării în însușirea și a deţine ceea ce în limbajul psihosociopeda-
limbii engleze. Un fapt deosebit de important în gogiei semnifică noţiunea de competenţă comu-
orientarea comunicativă este deplasarea accen- nicativă, nu este suficient să stăpânești aspectele
tului de la profesor spre student, acesta devenind gramaticale, fonetice, ortografice ale sistemului
factor activ în învăţare și în autoînvăţare. Astfel, limbii ori să folosești un vocabular bogat, ci este
barierele ce pot apărea între profesor și student, nevoie, de asemenea, să fii capabil de a produce
în procesul de predare-învăţare dispar, lăsând loc idei, de a iniţia o conversaţie, de a convinge, de
unui proces cooperant, în care studentul devine a argumenta și a contraargumenta, de a deţine
mai important decât însăși acţiunea de învăţare. competenţe în domeniul discursului/conversaţi-
Studentul este subiect și actor principal în învă- ei. Astfel, competenţa comunicativă poate fi abor-
ţare, fapt important în însușirea limbii. El nu va dată din, cel puţin, două perspective:
enunţa construcţii gramaticale, ci mesaje care să-l 1. Lingvistică, ce se bazează, în mare măsură,
implice ca subiect activ, primind, în același timp, pe capacitatea de a comunica eficient într-o anu-
mesaje al căror destinatar real va fi. mită limbă;
După cum am menţionat, accentul pe idei- 2. Psihosocială, ce relevă capacitatea membri-
le orientării comunicative permite echilibrarea lor unei anumite comunităţi de a intra în relaţie
posibilă a aspectelor examinate din punctul de unii cu ceilalţi, de a-și convinge interlocutorii în
vedere al compatibilităţilor de asimilare a limbi- realizarea unor scopuri personale sau colective.
lor. Scopul învăţării limbii străine, în esenţa sa, Se poate face, în acest sens, o distincţie între
este interactiv și realizarea lui efectivă este posi- competenţa de comunicare, ce relevă, îndeosebi,
bilă doar în cazul orientării consecutive a pro- perspectiva lingvistică, și competenţa comunica-
cesului didactic spre personalitatea studentului, tivă, ce abordează procesul dintr-o perspectivă
Ştiinţa culturii fizice
Referințe bibliografice:
1. Anderson J.R. (1996) ACT: A Simple Theory of Complex Cognition. In: American Psychologist, 51, p. 355-356.
2. Golu M. (2004) Bazele psihologiei generale. București: Editura Universitară. 720 p.
3. Claparède Ed. (1968) L’éducation fonctionnele. Neuchatel; Paris, Delachaux & Niestle Edition, 1931. 6th ed. 266
p.
4. Estes W. (2014) Approaches to Human Learning and Motivation. Vol. 3. Psychology Press. 382 p.
5. Slama-Cazacu T. (1999) Psiholingvistica - o știinţă a comunicării. București: All Educational. 840 p.
6. Hargreaves D. (2006) Personalising Learning - 6. The Final Gateway: School Design and Organization. Associa-
tion of School and College Leaders. 60 p.
7. Helander M.G., Landauer T.K., Prabhu P.V. (1998) Handbook of Human-Computer Interaction. Second Edition,
Proceedings. North Holland. 1582 p.
8. Gamble T., Gamble M. (1986) Introducing Mass Comunication, McGraw Hill, p. 448.
9. Dicţionar explicativ al limbii române. (1996) București: Ed. Univers enciclopedic. 1192 p.
10. Șchiopu L. (2015) Personalized Learning - Revolutionary Approach in Modern Education. În: Linguistic and
Functional Features of Lexicon and Differentiation Methods for Teaching Foreign Languages. International Sci-
entific Conference. Chișinău: Tipografia UPS ,,Ion Creangă”, p. 135-145.
Ştiinţa culturii fizice
USEFS
UDC 378.147:811.111:796
TRAINING THE PROFESSIONAL ENGLISH LANGUAGE TO STUDENTS
IN THE FIELD OF PHYSICAL CULTURE
Nastas Natalia,
State University of Physical Education and Sport, Chisinau, Republic of Moldova
Actuality. Currently, studying English is more student, modifying both the student’s behav-
a necessity than a tendency or preference. The iour and the teacher’s behaviour. This influence,
interest in learning and learning English is de- which the partners exert on each other, depends
termined by global issues: globalization, intercul- on the quality and depth of the English-language
turality, the need to form individuals who agree teaching and learning processes. It should be
to live in a diverse and multi-coloured, tolerant mentioned that the teacher’s didactic strategy
society to understand the representatives of dif- was previously defining for the efficiency of his
ferent cultures to ensure progress and prosperi- / her work, but now the emphasis is on the way
ty national culture. Learning English is not only the partners of the teaching-learning process are
about acquiring vocabulary and phonetic, mor- accepted and understood.
phological, grammatical, semantic structures, Learning English has become an essential ob-
but also about new ways and methods of think- jective on the agenda of international and Euro-
ing, reflection, visions and philosophies on life. pean bodies that have recognized this need and
Aim of research it involves increasing the have implemented concrete actions in the form
learning of English through personalized learn- of methodological innovative responses to learn-
ing, which will lead to the depolarisation of the ing, teaching and assessment requirements for
educational process, the elimination of the lim- the level of knowledge of the foreign language.
its and encouraging the students to participate In the context of European integration, the
actively in the educational process, harmonized fluent speech of English is a reality and a neces-
with the learning needs, adjusted to the prefer- sity not only conversational, but also by fields of
ences of the students and to the specific interests activity (legal, technical, etc.). The modern world
of the students, with a focus on skills training and has imposed certain selection criteria also when
exploration of the metacognitive potential. employing on a professional level, which requires
Objectives of research: Studying the theo- reformatting the process of studying English at
The Science of Physical Culture
ry and practice of the educational process at the university level. Improving the teaching of Eng-
English language course at the State University of lish will not be possible without recognizing the
Physical Education and Sports (SUPES). merit of the cognitive, affective, social and, espe-
Methodology of research: analysis and gen- cially, metacognitive domain, and establishing
eralization of literature, study of working docu- the theoretical and methodological aspects of
mentation, pedagogical observation. developing the Personalized Learning Language
The personalized learning process of English Technology Model that will capitalize metacog-
SUPES
mediates the interaction between teacher and nitive knowledge and strategies cognitive regu-
lation and metacognitive strategies for writing, the didactic tasks are achieved within a reasona-
reading, listening, which in turn will develop ble time. Another role is to organize cooperation
communication skills (writing, reading, listen- in group situations.
ing, speaking) in English. Language is a complex system of signs, sym-
The motivation of students studying English bols and a multitude of grammatical rules, but
may be different. From a behavioural perspective, also a main instrument of inter-human commu-
the source of motivation is the consequences of nication. Communication with the natural lan-
previous behaviours; From a cognitive perspec- guage (the mother tongue of each) takes place
tive, the source of motivation is the strengthening in the language. M. Golu asserts that in instru-
and internal structure (mental schemes, beliefs); mental-functional aspect, the language has the
from a constructivist perspective, the source of following “elements”: vocabulary, alphabet and
motivation is the curiosity of the student, his grammar rules, language is a potential communi-
ability to control the external environment [9, p. cation tool. Language is a subset that is delimited
146]. There are a significant number of factors within the base set, the language being in relation
that streamline the process of teaching English to inclusion [2, p. 494].
through personalized learning [4, p. 291]: Teaching English as a foreign language will
- continuous student energization, clearly for- ensure the achievement of the three psycholin-
mulated expectations; guistic functions:
- setting short-term goals, which facilitates fo- a) content (as a message to be communicated);
cusing; b) structure or linguistic composition (as this
- correct and objective appreciation; message is grammatically formulated);
- stimulating discovery, exploration, epistemic c) psychological value or motivation of expo-
curiosity and active participation; sure (emotional state, speaker attitude towards
- understanding the needs, personal needs of the listener, versus communicated).
each student; On the one hand, the English language teach-
- teacher’s style of teaching; ing / learning process is an interaction of these
- the focus on the quality of educational activ- aspects, correlating common elements of build-
ities and not on quantity; ing communication (phonological, lexical and
- encouraging participation in out-of-class ac- grammatical units) and, on the other hand, en-
tivities; suring the existing equivalence between the pro-
- organizational culture of the educational in- cesses defining the expression oral (speaking)
stitution (one time and flexible educational pro- and those defining the written (writing), involv-
gram); ing the functions of affectivity, motivation and
- career orientation; attitudes, argues T. Slama-Cazacu [5, p. 398]
- family and parents’ attitude. It is obvious from the above that a language
Thus, the role of the English teacher is to move can be appropriately acquired only if the learner
from the status of the provider of knowledge to knows it in the context of concrete use. In order to
the co-participant in the process of delivering it, interact competently in a given situation, it is not
delegating some responsibility on the students’ enough to know only partial areas of the relevant
shoulders, turning them into active “seekers” situational attitude (for example, linguistic com-
of knowledge. Another aspect that needs to be petence understood as a grammatical structure).
changed in the university environment is re- Communication is a global process of behaviour.
The Science of Physical Culture
placing lectures with interactive learning meth- This holds true even when we treat communica-
ods. Although it is possible to introduce various tion only in its primary aspect, the verbal aspect
working techniques to involve students in the of the interaction. Here we conclude: learning
activity, it still remains a passive approach, the new languages must also be the learning of new
student being a receptive subject. Another role elements of new behaviour. Whoever wants to
of the English teacher is to integrate curricular learn a language, as it is actually used, necessar-
SUPES
learning programs at their own pace. The teacher ily gets acquainted with its fundamental forms.
organizes learning situations in such a way that An education that clearly emphasizes these forms
gives it a conscious introduction to the new cul- of actions by people who develop a set of gener-
ture. al competences but, above all, a communicative
Thus, the German scholar S. Vaimberg argues competence based on the exploration of linguis-
that the purpose of teaching a foreign language tic means. In the literature, we come across to
should be established not after a geometric pro- several concepts and definitions of communica-
gression, but after a communication situation [6, tive or communication skills, but which have the
p. 28]. It is worth noting that by learning a for- same meaning. The idea of competence brings a
eign language, students acquire practical knowl- significant shift from one to the other, it contrib-
edge that will enable them to understand and ap- utes to the formation of a formative education
preciate another culture, to broaden their career and implies, both in terms of formation and de-
prospects. In the concern to ensure that students velopment, a lasting effort, convergent and sys-
adapt to the conditions of contemporary open- tematic educational actions. Competence means
ness to Western economic and social realities, the a person’s ability to meet the requirements of a
process of learning English in higher education particular field. Skills in DEX are treated as abil-
has been redesigned and restructured on new ities to deeply know a problem and on this basis
principles: valuing tradition in most of the pro- have the authority to rule on a matter [9, p. 409].
files with care to modernize, to adapt and match The research of the last four decades [1, 3, 7]
the entire process to the current requirements. confirms the statement that in order to effective-
All these conceptual searches now converge ly communicate and hold what in the language
towards the primacy of English language com- of psychosociopedagogy signifies the notion of
munication. A particularly important fact in the communicative competence, it is not enough to
communicative orientation is the shift of empha- master the grammatical, phonetic, orthographic
sis from teacher to student, becoming an active aspects of the language system or to use a rich vo-
factor in learning and self-learning. Thus, the cabulary, but you also need to be able to produce,
teacher-student barriers, teaching-learning dis- develop ideas, initiate conversation, dialogue,
appear, leaving room for a cooperative process convince, argue and counteract, hold speech /
in which the student becomes more important conversation skills. Thus, communicative com-
than learning itself. The student is the subject and petence can be approached from at least two per-
the main actor in learning, which is important in spectives:
acquiring the language. He will not pronounce 1. Linguistics, which relies heavily on the abil-
grammatical constructions, but messages that ity to communicate effectively in a particular lan-
will involve him as an active subject, while receiv- guage;
ing messages whose real recipient will be. 2. Psychosocial, which reveals the ability of
As I mentioned, the emphasis on the ideas of members of a certain community to get in touch
the communicative orientation allows the pos- with each other, to convince their interlocutors in
sible balance of the aspects examined from the achieving personal or collective goals.
point of view of compatibility of assimilation of In this respect, a distinction can be made be-
languages. The purpose of learning foreign lan- tween the competence of communication which
guage is, in its essence, interactive, and its actu- reveals, in particular, the linguistic perspective,
al realization is only possible in the case of the and the communicative competence that ap-
consecutive orientation of the process of study proaches the process from a psychosocial per-
towards the personality of the student, his / her spective.
The Science of Physical Culture
interests and individual requirements, the so- In the teaching of foreign languages M. Grig-
cial-cultural experience and the way of acquiring oroviţă [10, p.33] delimits the following princi-
knowledge. Such a goal treatment allows the de- ples underlying the communicative competences:
viation from the theoretical-oriented objectives - of the communicative orientation;
to the practical, operational, educational ones in - of active and conscious possession;
order to form the communicative competence, - the application of the learned and motivation
SUPES
ing, speaking, reading and writing); Some problems faced by the language teacher are
- awareness and acquisition of language phe- mentioned in the European Language Portfolio.
nomena in context; The lack of motivation of students is probably
- of communicative situation; mentioned most frequently. Some address the is-
- of temporal unity in assimilation of words sue by making considerable efforts to make their
(joins, monologue, dialogue, text). practice more dynamic and exciting by selecting
The same author claims that communicative stimulating learning activities and attractive doc-
competence in learning is based on the following uments. However, the comfort of this approach
reasons: is ephemeral and lasts only until the end of the
1. Cognitive interest - is manifested by “I want activities. Contempt is therefore to incite the stu-
to know, to know”; dent to say what he considers to be interesting
2. The reason for the note - is “I want to get a and to make him take on some of his responsi-
better grade”; bilities for linking the activities of the classroom
3. Sense of debt - is manifested by “I have to with his interests and needs.
learn”; In conclusion, we mention that the motiva-
4. Vocational training - it is manifested by “I tional factor plays a very important role in the
want to get a profession”; formation and development of the communica-
5. The Diploma of Studies - is manifested by “I tive competences of the students in English, con-
want to get the diploma”; tributing efficiently and directly to the formation
6. The reason for self-affirmation - is manifest- and development of the personality of the future
ed by “I want to be the first”; coach teacher who exerts a remarkable influence
7. The reason for affiliation - is manifested on the preservation and improvement of the
by the need for human contacts “I want to like health, of young generations, thus supporting the
someone”; harmonious, multi-coloured development of so-
8. The reason for self-development - is mani- ciety.
fested by “I want to develop myself ”; The training of English professional language
9. The reason for self-integration - is manifest- to SUPES students helps in the knowledge and
ed by “I want to be able to integrate into spaces application of sports-pedagogical language, in
and communities from abroad”. the formation of general and special cognitive
The reasons for learning are divided into two skills, on the basis of which they will undertake
distinct categories: the learning and evaluation activity according to
1. External reasons: the requirements of the modernized curriculum
a) broad social reasons; for physical education.
b) positional reasons; Therefore, the training and learning process
c) reasons of social collaboration. of professional English language for students in
2. Internal reasons: the field of physical culture gains in significance
a) broad cognitive motives; through constantly reporting to social practices
b) cognitive-instructive reasons; and concrete exercising contexts of the acquired
c) reasons for self-training. skills. Learning becomes a clearly oriented pro-
In the vision that we are addressing, the com- cess that increases motivation for action. Com-
munication skills are in close relation with the petencies employ previous student acquisitions,
individuals’ ability to relate, with the knowledge providing concrete opportunities to do things
The Science of Physical Culture
they have in this field and with the degree of as a result of competence development, which
awareness of the dependencies established be- enhance students’ motivation for learning Eng-
tween the communicators. lish. Focusing on the final purchases of training
Results of research. It is important to note gives us the freedom to capitalize on the different
that the formation of communication skills in the learning styles and combinations specific to the
foreign language requires a serious motivation. multiple intellects.
SUPES
References:
1. Anderson J.R. (1996) ACT: A Simple Theory of Complex Cognition. In: American Psychologist, 51, p. 355-356.
2. Golu M. (2004) Bazele psihologiei generale. București: Editura Universitară. 720 p.
3. Claparède Ed. (1968) L’éducation fonctionnele. Neuchatel; Paris, Delachaux & Niestle Edition, 1931. 6th ed. 266 p.
4. Estes W. (2014) Approaches to Human Learning and Motivation. Vol. 3. Psychology Press. 382 p.
5. Slama-Cazacu T. (1999) Psiholingvistica - o știinţă a comunicării. București: All Educational. 840 p.
6. Hargreaves D. (2006) Personalising Learning - 6. The Final Gateway: School Design and Organization. Associa-
tion of School and College Leaders. 60 p.
7. Helander M.G., Landauer T.K., Prabhu P.V. (1998) Handbook of Human-Computer Interaction. Second Edition,
Proceedings. North Holland. 1582 p.
8. Gamble T., Gamble M. (1986) Introducing Mass Comunication, McGraw Hill, p. 448.
9. Dicţionar explicativ al limbii române. (1996) București: Ed. Univers enciclopedic. 1192 p.
10. Șchiopu L. (2015) Personalized Learning - Revolutionary Approach in Modern Education. În: Linguistic and
Functional Features of Lexicon and Differentiation Methods for Teaching Foreign Languages. International Sci-
entific Conference. Chișinău: Tipografia UPS ,,Ion Creangă”, p. 135-145.
УДК 796.06
ЦЕЛЕПОЛАГАНИЕ В СПОРТЕ И АЛГОРИТМ ЕГО РЕАЛИЗАЦИИ
Высочина Надежда1,
Воробьева Анастасия2,
1,2
Национальный университет физического воспитания и спорта Украины, Киев
СОРЕВНОВАТЕЛЬНЫЕ ЦЕЛИ
По срокам достижения
Как правило, у спортсмена есть все ресур- задача тренера и психолога – помочь спор-
сы для реализации поставленной цели, но ча- тсмену их осознать и научить использовать.
сто они находятся в подсознании. И главная
Постановка соревновательной цели (что я хочу?)
ным действиям – более активно, дерзким – логические барьеры и тогда показывает впе-
более дерзко, пассивным – более пассивно. В чатляющие результаты. Это приводит к тому,
психологии этот феномен называется паттерн что он начинает отчетливо видеть свои цели,
(повторяющийся способ действия или мыш- что сразу же отражается на его успешности.
ления). По сути, алгоритм целеполагания Появляется умение не останавливаться на
выстраивается на проведении развивающего достигнутом, искать способы побеждать,
интервью по 4 этапам: постановка эффектив- творчески решать задачи, вырабатывать свой
ной цели, анализ внутренних ресурсов, ана- стиль, индивидуализировать подготовку к
лиз внешних возможностей, формирование соревнованиям.
плана действий. Иными словами, умение грамотно ставить
Необходимо заметить, что специфика де- перед собой цели даёт возможность спор-
ятельности спортсмена накладывает отпеча- тсмену уйти от стереотипного мышления и
ток на схему проведения занятий по поста- стремиться к конечному результату, не за-
новке цели. При этом учитывается характер мечая препятствий, что способствует сни-
соревновательной деятельности; индиви- жению их значимости, и, тем самым, умень-
дуально-типологические характеристики шает влияние стрессовых факторов, а также
спортсмена, которые формируются под вли- повышает уверенность и направленность на
янием интенсивных физических нагрузок; достижение успеха [4].
условия проведения соревнований, влияю- Вместе с тем, постановка соревнователь-
щие на эмоциональную сферу спортсмена ной цели позволяет проработать глубокие
(особенно перед стартом); волевые качества уровни сознания личности: мотивацию, кре-
(которые у спортсменов находятся на более ативность, намерения, жизненную энергию,
высоком уровне, чем у лиц, не занимающих- процесс познания и раскрытие потенциала,
ся спортом); подавляемый инстинкт самосо- что влияет на динамику психического состоя-
хранения; высочайший уровень мотивации, ния спортсмена. Как следствие, у спортсмена
который наиболее выраженно проявляется в развиваются лидерские качества, а также ка-
спорте высших достижений; концентрация чества, которые важны для успешных высту-
на спортивной деятельности (абстрагирова- плений в соревнованиях, ответственность,
ние от других сфер жизнедеятельности, что умение принимать решения и управлять соб-
наблюдается даже у юных спортсменов) и са- ственной жизнью.
модисциплина. С точки зрения спортивной психологии
Интересной особенностью воздействия постановка соревновательной цели – это тре-
технологии целеполаганияв спорте являет- нировка психики спортсмена, поэтому, как
ся то, что в ходе постановки соревнователь- и сам тренировочный процесс, тренировка
ной цели спортсмен самостоятельно находит должна быть регулярной. Так же, как мышцы
правильное на его взгляд решение, ищет от- становятся эластичными и упругими под воз-
веты в себе самом, пользуясь своим жизнен- действием физических нагрузок, так и опти-
ным опытом и собственными ощущениями. мальное функционирование психики связано
Это позволяет ему раскрыть в себе скрытые с определёнными психическими нагрузками.
способности, заблокированные внутренни- Такая тренировка особенно подходит для тех
ми проблемами, преодолеть страхи, кото- спортсменов, которые ориентированы на до-
рые часто возникают в результате получения стижение высоких спортивных результатов.
травмы или присутствия неуверенности, В течение тренинговых занятий у спортсмена
поверить в свои силы, реализовать свой по- формируется особое мышление, нацеленное
тенциал в полной мере, и тем самым выйти на результат, на принятие решений и осоз-
Ştiinţa culturii fizice
Литература:
1. Высочина Н.Л. (2013) Оптимизация системы целеполагания у спортсменов методом коучинга. Вісник
Чернігівського національного педагогічного університету, 112 (1), 75-78.
2. Грант Э., Грин Дж. (2005) Коучингпринятиярешений [Solution-focused coaching]. СПб.: Питер. 138 с.
3. Дауни М. (2005) Эффективныйкоучинг: Урокитренеракоучей [Effective Coaching: lessons from the coach’s
coach]. М.: Добрая книга. 288 с.
4. Дмитриев С.В. (2010) Принципы целеполагания в спорте – новые понятия, новые реальности или пара-
доксы мышления? Физическое воспитание студентов, №3, с. 17-30.
5. Китаева М.В. (2006) Психология победы в спорте: учебное пособие. Ростов-на-Дону: Феникс. 208 с.
6. Малкин В.Р. (2008) Управление психологической подготовкой в спорте. Москва: Физкультура и спорт.
200 с.
7. Парслоу Э., Рэй М. (2003) Коучинг в обучении: практические методы и техники [Coachingin training:
practical methods and techniques]. СПб.: Питер. 204 с.
8. Родионов А.В. (2004) Психология физического воспитания и спорта: учеб. для студентов высших учеб.
заведений физкультурного профиля. Москва: Академический проект; Фонд «Мир». 576 с.
9. Смарт Дж.К. (2004) Коучинг [Koaching]. СПб.: Издательский дом «Нева». 192 с.
10. Сопов В.Ф. (2010) Теория и методика психологической подготовки в современном спорте: метод. посо-
бие. Москва: Москомспорт. 116 с.
11. Торп С., Клиффорд Дж. (2003) Коучинг: руководство для тренера и менеджера [Coaching: A Guide for the
coach and manager]. СПб.: Питер. 224 с.
12. Gallwey W. (2000) The inner game of work. New York: Random House Trade Paperbacks.
13. Vallerand R.J. (2007) A hierarchical model of intrinsic and extrinsic motivation for sport and physical activity.
In: M.S. Hagger, eds. Intrinsic motivation and self-determination in exercise and sport. IL: Human Kinetics. P.
255–279.
14. Vysochina N. (2016) Psychological support in long-term preparation of athletes. Sporto mokslas, 4(86), с. 2–9.
15. Whitmore J. (2004) Coaching for Performance: Growing People, Performance and Purpose. Nicholas Brealey
Publishing.
16. Wrycza P. (1997) Living Awareness: Awakening to the Roots of Learning and Perception. London: GatewayBooks.
217 p.
Ştiinţa culturii fizice
USEFS
UDC 796.06
GOAL-SETTING IN SPORT AND THE ALGORITHM OF ITS REALIZATION
Vysochina Nadiia1,
Vorobiova Anastasiia2,
National University of Physical Education and Sport of Ukraine, Kyiv
Introduction. In recent years, the level of about the specifics of its practical implementation.
sport results in elite sports and the number of The development and realizing of the implemen-
competitions has been steadily increasing. At the tation algorithm for goal-setting in the system of
same time, training and competitive loads are athletes’ training should be based on an individ-
constantly intensifies. Consequently, new meth- ual approach, taking into account the specifics of
ods for increasing the effectiveness of the training sports activities. It will provide an opportunity
process and new sources of athletes’ capabilities for increasing the effectiveness of athletes’ perfor-
reserves should be discovered. mances, maximizing the potential opportunities
One of the directions of psychological influ- and stimulation of the direction on achieving suc-
ence on the optimization of the process of ath- cess. All this determines the current problem.
letes’ preparation for competitions is the im- Analysis of recent researches and publications
provement of the goal-setting approach or the indicates that in the domestic literature, the main
setting of a competitive goal. focus is primarily on the overall athletes’ psycho-
Proceeding from modern requirements of logical preparation [6, 8, 10], and the problem of
sports, the goal setting is a system-forming ele- individual psychological impact on the athlete’s
ment of competitive activity. It is a mental visu- personality is not sufficiently covered. Also, there
alization of the planned result, which have been are no recommendations about methods of the
predetermined by an athlete. The goal-setting athletes’ personality correcting within the opti-
process includes the identification of prospective mization of their goal-setting.
and intermediate goals, as well as the formulation Despite the single scientific papers in the di-
of clear tasks for achieving them. The complexity rection of studying the athletes’ goal-setting pro-
of tasks is determined by the level of the athlete’s cesses [1, 5, 13], there are no clear recommenda-
qualification, his competitive experience, motiva- tions about psychocorrection methods in setting
tional component, personal needs and also, they a competitive goal. At the same time, the problem
The Science of Physical Culture
are an indirect characteristic of the claims level. has been studied by foreign authors rather deeply
Simultaneously, the goals should be specific and in the social aspect [2, 3, 7, 9, 15], as well as in
be achieved by certain means and methods for sport practice [11, 12, 14, 16]. It should become
the planned time. the basis for the development of the domestic the-
Currently, in sports practice, goal-setting as oretical and methodological base and practical
progressive psychotechnology is practically not application of the successful foreign colleagues’
used because of its lack in training process for experience [2, 3, 7, 9, 11, 12, 15, 16].
SUPES
sports psychologists and lack of information The aim: to substantiate the expediency of ap-
plying goal-setting in sports and to form an im- tive attitude towards achieving this goal and for-
plementation algorithm for improving the effec- mation the athlete’s confidence in the high prob-
tiveness of competitive activities. ability of such achievement.
Methods: analysis of special scientific, psy- To achieve successful implementation of the
chological and pedagogical, methodological lit- set goal, the athlete should evaluate the situation
erature and experience of an advanced practice. (based on his own capabilities) and plan future
Results of the study. Both the competitive tar- actions (based on the analysis of the personal re-
get setting and the level of emotional excitation sults dynamics).
(tension) of the athlete depend on the degree of Setting the competitive goal involves over-
expression his needs for achieving the goal [4]. coming by the athlete the obstacles on the way to
The intensity of such a need is determined by the it in the most rational and efficient manner. An
personal and social significance of the competi- important feature of the competitive goal setting
tion result. At the same time, the level of men- is the athlete’s conscious attitude to the goal-set-
tal readiness for the competition depends on the ting process, i.e. understanding and vision of all
athlete’s assessment of his chances to achieve the the complexities of preparation, the distribution
set competitive goal. The probability of achieving of own forces, taking into account the stage of
the goal is connected with the reflection in the preparation and the significance of the goal. In
athlete’s mind of a versatile readiness for compe- this case, the competitive goal is formulated as
tition, which includes functional, physical, tech- concretely and definitely as possible. At the level
nical, tactical and psychological preparation, as of higher nervous activity, conscious goal-setting
well as the anticipated conditions of the forth- manifests in the form of certain reactions of the
coming competition, taking into account the athlete’s nervous system: it activate brain activi-
strength of contestants. ty and nerve impulses, which even at the level of
In this case, the structure of the goal-setting muscle microfilaments trigger the motor reflex.
process should include: determining the goal of In accordance with this principle, the system of
participating in the competition, creating a posi- “ideomotor training” works.
COMPETITIVE GOALS
By terms of achievement
The estimation of the time for the realization and feel his strengths and weakness. This process
the goal is made solely on the basis of the ath- will help the athlete to make an independent de-
lete’s own physical and mental capabilities, as well cision on optimal disposing of the acquired psy-
as his ability to recognize the direction and se- chological resource. It should be noted that the
quence of the target settings, taking into account questions can be perceived by the athlete from
the subject and the object of impact (Figure 1). his own perception, and this can be cause of the
An important feature of this process is the lack changing their wording.
of comparison of the athlete’s own goals with oth- As a rule, an athlete has all resources to realize
er people, or methods that other athletes use to the assigned goal, but often they are in the sub-
achieve their goals. In sports psychology, the set- conscious. And the main task of the coach and
ting of a competitive goal is an individual strategy psychologist is to help the athlete to understand
of achieving success by an athlete, which allows and teach him to use these resources.
to reveal the inner potential of personality and to Modern existing models for the competitive
activate his individual systems of motivation. goal setting are progressive designs for the for-
The basic principles, analogies and methods of mation of the most effective for the athlete way
goal-setting technology are taken from psycho- of thinking. Moreover, consciously or intuitively,
therapy and sports training theory, and are based each athlete chooses his own unique scheme to
on the relationship between the coach and the achieve the goal. If he has tendency to active mo-
athlete [7]. tions – more active, defiant – more defiantly, pas-
The tasks of goal-setting include the solution sive – more passive. In psychology this phenom-
of three main problems: enon is called a pattern (a repetitive way of acting
- Estimation of own achievements (perception or thinking). In fact, the goal-setting algorithm is
of them in a negative perspective) and changing built on conducting 4 stages interview: setting an
attitudes towards them. effective goal, analyzing internal resources, ana-
- Impossibility to achieve the desired goal. lyzing external opportunities, and developing an
- Inability to make radical changes in own live action plan.
if athletes have an understanding of it expedien- It should be noted that the specifics of the ath-
cy. lete’s activity influence on the scheme of setting
The effectiveness of the implementation of the goals process. It takes into account the nature
competitive goal setting depends on: of the competitive activity; athlete’s individu-
- the complexity and immensity of the goal al-typological characteristics, which have been
and obstacles to its achievement; formed under the influence of intense physical
- the level of athlete’s motivation; loads; competition’s conditions, affecting on the
- the intensity and regularity of work for athlete’s emotional sphere (especially before the
achieving the goal; start); volitional qualities (athletes have higher
- psycho-physiological athlete’s characteristics level, than persons who do not engage in sports);
(temperament, stress-resistance, etc.); suppressed instinct of self-preservation; the high-
- features of the athlete’s perception of infor- est level of motivation, which is more common
mation, etc. in the sport of higher achievements; concentra-
A rational algorithm for setting a competitive tion on sports activities (abstraction from other
goal helps to the athlete to obtain the desired re- spheres of life, which is characteristically even for
sult with the least efforts. The method and mech- young athletes) and self-discipline.
The Science of Physical Culture
anism for its implementation include a block of In the structure of the proposed algorithm, an
successive questions concerning the attainment interesting feature of the goal-setting technology
of the stated goal. In connection with this, we de- impact in sports – during the setting of a com-
veloped an algorithm for realizing the goal-set- petitive goal the athlete independently finds the
ting process (Figure 2). right decision in his opinion, searches for an-
Questions are formulated in such way, that the swers in himself, using his life experience and his
SUPES
athlete thinking over it can better, more fully and own sensations. This allows him to reveal hidden
more clearly realize the problem situation, see abilities blocked by internal problems; overcome
fears, which often are results of injury or lack of impressive results. This leads to the fact that he
confidence; believe in oneself; realize his fullest starts to see clearly his goals, which immediately
potential; and thereby to reach a new level of reflects on its success. It appears an ability for do
achievement. When an athlete discovers inner not stopping in achieved, to search ways to win,
potential (mind, creativity, imagination, ability to to solve problems creatively, to develop own style,
feel), he is freed from the yoke of fear and doubt, to individualize the preparation for competitions.
removes psychological barriers and then shows
Setting a competitive goal (What do I want?)
Formulating the motives for Selection of personal qualities Determination of ways and
achieving the goal (What for achieving the goal (positive stages of achieving the goal
motivates me?) and negative) (How to implement?)
In other words, the ability to competently set tal loads. Such training is especially suitable for
goals allows the athlete to escape from stereo- those athletes who are focused on achieving high
typed thinking and to aspire for the final result, sports results. During the training sessions, the
without noticing obstacles. It helps to reduce ob- athlete develops a special mindset, aimed at the
stacles importance, and, thereby, reduces the in- result, making decisions and understanding his
fluence of stress factors, and also increases confi- own internal and external resources. It must be
dence and focus on achieving success [4]. recognized that the application of the goal-set-
At the same time, the setting of a competi- ting algorithm alters the athlete’s attitude not
tive goal allows to work through deep levels of only to achieving a certain sporting result, but
the personality’s consciousness: motivation, cre- also makes his life strategies more rational and
ativity, intentions, vital energy, cognition process energy-saving.
and the potential disclosure, which affects the dy- Conclusions. Analysis of scientific and meth-
namics of the athlete’s mental state. As a result, odological literature shows that the formation of
the athlete develops leadership qualities, as well the ability to effective goal-setting changes not
as qualities that are important for successful per- only athlete’s attitude to achieve a certain sport-
formances in competitions (responsibility, ability ing result, but also makes his life strategies more
to make decisions and manage own live). rational and energy-saving. It should be expected
Sports psychology determs the setting of a that in the coming years this psychotechnology
competitive goal as a training of the athlete’s psy- will be actively introduced into the elite athletes’
che. Therefore, training of the psyche should be training system, which will allow them to opti-
regular like the training process. As well as the mize the process of setting a competitive goal
muscles become elastic and springy under the and, as a result, to reach the peak of physical pos-
influence of physical loads, the optimal function- sibilities.
ing of the psyche is associated with certain men-
References:
1. Высочина Н.Л. (2013) Оптимизация системы целеполагания у спортсменов методом коучинга. Вісник
Чернігівського національного педагогічного університету, 112 (1), 75-78.
2. Грант Э., Грин Дж. (2005) Коучингпринятиярешений [Solution-focused coaching]. СПб.: Питер. 138 с.
3. Дауни М. (2005) Эффективныйкоучинг: Урокитренеракоучей [Effective Coaching: lessons from the coach’s
coach]. М.: Добрая книга. 288 с.
4. Дмитриев С.В. (2010) Принципы целеполагания в спорте – новые понятия, новые реальности или пара-
доксы мышления? Физическое воспитание студентов, №3, с. 17-30.
5. Китаева М.В. (2006) Психология победы в спорте: учебное пособие. Ростов-на-Дону: Феникс. 208 с.
6. Малкин В.Р. (2008) Управление психологической подготовкой в спорте. Москва: Физкультура и спорт. 200 с.
7. Парслоу Э., Рэй М. (2003) Коучинг в обучении: практические методы и техники [Coachingin training:
practical methods and techniques]. СПб.: Питер. 204 с.
8. Родионов А.В. (2004) Психология физического воспитания и спорта: учеб. для студентов высших учеб.
заведений физкультурного профиля. Москва: Академический проект; Фонд «Мир». 576 с.
9. Смарт Дж.К. (2004) Коучинг [Koaching]. СПб.: Издательский дом «Нева». 192 с.
10. Сопов В.Ф. (2010) Теория и методика психологической подготовки в современном спорте: метод. посо-
бие. Москва: Москомспорт. 116 с.
11. Торп С., Клиффорд Дж. (2003) Коучинг: руководство для тренера и менеджера [Coaching: A Guide for the
coach and manager]. СПб.: Питер. 224 с.
The Science of Physical Culture
12. Gallwey W. (2000) The inner game of work. New York: Random House Trade Paperbacks.
13. Vallerand R.J. (2007) A hierarchical model of intrinsic and extrinsic motivation for sport and physical activity.
In: M.S. Hagger, eds. Intrinsic motivation and self-determination in exercise and sport. IL: Human Kinetics. P.
255–279.
14. Vysochina N. (2016) Psychological support in long-term preparation of athletes. Sporto mokslas, 4(86), с. 2–9.
15. Whitmore J. (2004) Coaching for Performance: Growing People, Performance and Purpose. Nicholas Brealey
Publishing.
16. Wrycza P. (1997) Living Awareness: Awakening to the Roots of Learning and Perception. London: Gateway-
Books. 217 p.
SUPES
CZU 796.01:159.9
AN INVESTIGATION OF HOPELESSNESS LEVEL OF THE STUDENTS
MAJORING AT THE FACULTY OF SPORT SCIENCES
Belli Emre1,
Gürbüz Ali2,
Mızrak Orcan3
M.A. Kurudirek4
M. İrfan Kurudirek5
1,3
Faculty of Sports Science, Atatürk University, Erzurum/Turkey
2
Rectorate-Physical Education And Sports, Mimar Sinan Fine Arts University, Istanbul/Turkey
4,5
Scool of Physical Education and Sports, Kafkas Üniversity, Kars/Turkey
in their lives. Accordingly, an individual, before other words, it is a general or usual mood which
has a relation to the fact that cognitive, physical or Material and methods
social state of individuals will never get better [13]. The aim of this study is to explore hopeless-
Considering the relationship between edu- ness levels of the students majoring at the Faculty
cation and hopelessness, it has been shown that of Sports Sciences at Ataturk University.
hopelessness stems from the problems experi- For data collection, “Beck Hopelessness Scale”,
enced at schools [5]. As it has been revealed in which was developed by Beck et al. [2] and adap-
the relevant literature, it is of utmost importance ted into Turkish by Seber (1991), was used in the
to determine the hopelessness levels of individu- current study to examine the hopelessness levels
als, that are, university students and explore their of students.
viewpoints towards future as our youth who will This questionnaire was administered to a total
shape future’s sport and gain insight into their of 497 students consisting of 312 male and 185
health conditions through Hopelessness Scale female students.
that was administered to our participants within For data analysis, SPSS statistical packet prog-
the scope of this research. ram was used for frequency analysis, and inde-
In the light of its importance that has been pendent t-tests, one-way ANOVA and Tukey test
aforementioned, the purpose of the current re- were run to find out the source of the difference
search is to investigate hopelessness levels of stu- among different groups of participants.
dents majoring at Faculty of Sports Sciences in SPSS 16 statistical packet programme was
terms of several demographic features. used to evaluate the acquired data and meaning-
fulness level is accepted as (P<0,05).
Grades N %
Grade 1 120 24,1
Grade 2 110 22,1
Grade 3 124 24,9
The Science of Physical Culture
between 17-21 ages, 45.7% are between 22-26 20.7% are at Physical Education Training depart-
ment and 25.8% are at Sports Management De- grades, it is seen that 24.1% participants are at
partment. Grade 1, 22.1% are at Grade 2, 24.9% are at Grade
When the Table 1 is analyzed in terms of 3 and 28.8% are at Grade 4.
The analysis of data demonstrated that there els of hopelessness ( X =11,93±,448) compared
are statistically significant differences between to female participants ( X =9,21±,376) in emo-
male and female participants in terms of emotion- tion sub-dimension. In addition, male partic-
al dimension (P=,000) and cognitive sub-dimen- ipants had much higher level of hopelessness
sion (P=,000). However, there was not statistical- ( X =11,17±,725) compared to female ones ( X
ly significant differences in terms of motivational =9,55±,762) in cognitive sub-dimension.
sub-dimension (P=,241). When Table 3 is analyzed, there is no mea-
According to the findings of the study, It was ningful dissimilarity in the participants’ level of
revealed that male participants had higher lev- hopelessness depending on ages (P>0,05).
When Table 4 is analyzed, there is no mea- ziroğlu (2012) that analyzed hopelessness levels
ningful dissimilarity in the participants’ level of of primary school teachers in terms of socio-de-
hopelessness depending on ages (P>0,05) mographic features demonstrated that men expe-
Dıscussıon and conclusıon rienced hopelessness at much higher levels than
the following findings were obtained based on women.
the analysis of hopelessness levels of students at Findings of these studies which have also been
Faculty of Sports Sciences: evidenced in the current research seem to sup-
In terms of gender, there were statistically sig- port our findings. Considering age factor, it was
nificant differences between hopelessness levels revealed that there were not statistically signifi-
of men and women regarding emotional and cog- cant differences between hopelessness levels of
nitive sub-dimensions. Accordingly, male stu- students in different age groups. It was found out
dents (X =11,93±,448) had hopelessness levels that overall, participants experienced hopeless-
that were higher than those of female students ness in mid levels. In this sense, a wide number of
(X=9,55±,762). But, in general, both groups were previous studies in the relevant literature showed
found to have medium hopelessness levels. that hopelessness level increases with age specifi-
This finding may stem from that men have a cally after thirties. Therefore, it makes sense if we
position as a head of the family in Turkish culture consider the fact that our participants are still in
and men are the ones who are expected to have their 20s feeling hopelessness at medium level.
much more responsibilities in their families and In the light of these findings, it is of utmost
society and therefore they may feel much more importance to identify and reduce the effects of
anxiety related to future. factors that affect hopelessness conditions and
The study conducted by Yıldırım [13] that levels of Sports Sciences Faculty students who are
aimed to reveal “hopelessness levels of primary expected to shape sports in Turkey in the future.
school teachers”, 316 teachers in total working in Moreover, further inquiry could be carried out
İstanbul in the academic year 2014-2015 showed to contribute to the relevant literature by identi-
The Science of Physical Culture
that men had much higher hopelessness levels fying the reasons that lie behind these findings
compared to women. The study conducted by Ki- regarding hopelessness levels of participants.
References:
1. Abramson L. Y., Alloy L. B., Hankin B. L., Haeffel G. J., Maccoon D. G. & Gibb B. E. (2002) Cognitive Vulnerabil-
ity-Stress Models Of Depression İn A Self Regulatory, Psychobiological Context. In I. H. Gotlib & C. L. Hammen
(Eds.), Handbook Of Depression. New York.
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2. Beck A.T., Lester D. and Trexler M. (1974) The Hopelessness Scale. Journal of Consulting and Clinical Psychol-
ogy, (42), 861-874.
3. Çavuş B. (2016) Öğretim Elemanlarının Örgütsel Adalet Algılarıyla Umutsuzluk Düzeyleri arasındaki İlişki,
Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü, Eğitim Bilimleri Anabilim Dalı, Aydın.
4. Ceyhan A. A. (2004) Ortaöğretim alan öğretmenliği tezsiz yüksek lisans programına devam eden öğretmen
adaylarının umutsuzluk düzeylerinin incelenmesi. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 1, 91-101.
5. Dinçer B., Yılma, S. & Keşan C. (2015) Bilgisayar ve Öğretim Teknolojileri Öğretmen Adaylarının Mesleğe Karşı
Algı ve Umutsuzluk Düzeylerinin İncelenmesi. Eğitim Bilimleri Araştırmaları Dergisi, 5(1), 191-204.
6. Horrigan J. & Witse E. (2010) Hope Against Hope: Philosophies, Cultures and Politics of Possibility and Doubt.
Amsterdam: Rodopi Editions.
7. Izgar A. (2009) Engelli Çocuğu Olan Ailelerin Sosyal Problem Çözme Becerileri ve Umutsuzluk Düzeylerinin
İncelenmesi. Yüksek Lisans Tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü.
8. Kashani J. H., Soltys S. M., Dandoy A. C., Vaıdya A. F. & Reid J. C. (1991) Correlates of hopelessness in psychiat-
rically hospitalized children. Comprehensive Psychiatty, 32(4), 330-337.
9. O’Connor R. C., Connery H., & Cheyne W. M. (2000) Hopelessness: The role of depression, future directed thin-
king and cognitive vulnerability. Psychology, Health & Medicine, 5(2), 155-161.
10. Öngen D. E. (2012) The Relationship between Hopelessness and Sensation Seeking in Secondary School Teacher
Candidates. Procedia-Social andBehavioral Sciences 46, 3021-3025.
11. Seber G. (1991) Beck Umutsuzluk Ölçeğinin Güvenirliği ve Geçerliği Üzerine Bir Araştırma.Yayınlanmamış
Doçentlik Tezi. Eskişehir: Anadolu Üniversitesi.
12. Senemoğlu N. (2005) Gelisim Öğrenme ve Öretim (12. Baskı). Ankara: Gazi Kitabevi.
13. Yıldırım B., Kara Keskinkılıç B.S. (2017) Öğretmenlerin umutsuzluk düzeylerinin incelenmesi, ulakbilge, 5 (11),
571-587.
УДК 796.011.1
МЕНТАЛЬНЫЙ КРИЗИС СОВРЕМЕННОГО ОБЩЕСТВА
И ВОЗМОЖНОСТИ СПОРТА В УЛУЧШЕНИИ СЛОЖИВШЕЙСЯ СИТУАЦИИ
Манолаки Вячеслав1,
Визитей Николай2,
1,2
Государственный университет физического воспитания и спорта, Кишинёв,
Республика Молдова
Ключевые слова: ментальный кризис, агональность, социально-культурный потенциал спорта, спорт как сред-
ство преодоления кризисной ситуации в обществе.
Аннотация. Рассматривается кризисная ситуация, а которой пребывает культура современного общества.
Констатируется ментальный характер данного кризиса. Указывается на тяжелые моральные и практические
последствия сложившейся ситуации. Анализируются возможности спорта как глобального явления выступить
в роли фактора, ослабляющего кризисные явления. Подчёркивается в связи с этим важность процессуального
сближения спортивной деятельности и университетского образования.
цесс человеческого бытия, что всегда сопря- агрессивность, гипертрофия значимости со-
жено с переживанием человеком происходя- участия – инфантильность. Противоречи-
щего как «полного благополучия», которое вость спорта давно замечена и отражена во
как таковое в мотивационном отношении са- мнениях специалистов. В частности, широко
модостаточно. (Отметим, что наиболее близ- известны слова П.Кубертена: «Спорт может
ким данному является определение спорта, вызывать как наиболее благородные, так и
которое дано в работах проф. Л. Матвеева: наиболее низменные чувства; он может раз-
«Спорт представляет собой собственно со- вивать бескорыстие и алчность; может быть
ревновательную деятельность» и «только великодушным и продажным, мужествен-
спорт следует называть собственно соревно- ным и отвратительным» [5, с.22]. Нередко та-
вательной деятельностью» [8, с.26].) кое мнение трактуют как истинно реалистич-
б) Спорт – углубленный соревновательный ное. Это, однако, не в полной мере так. Дело
процесс не в том, что спорт может проявлять себя
Спорт – это соревнование особого рода. очень по-разному в своём влиянии на чело-
Здесь идея соревновательности задана акцен- века. Дело в том, что при всём этом спор-
тировано – максимально конкретно и собрано. тивная победа, как чисто соревновательная
Спорт, по сути, единственная деятельность, победа, неизменно в моральном отношении
где официально провозглашена в качестве оценивается и на родине спорта – в антич-
профессионально первостепенной задача по- ной Греции, и в современном обществе очень
беды человека над другим человеком и где высоко. В спортивном поединке присутству-
одновременно строго определены условия ет и утверждается созидательное, нравствен-
соперничества, реализации равных шансов ное начало, что крайне актуально в условиях
на успех, что уже само по себе предполагает современной культуры. Спорт выделяет, ин-
выход участников в их соперничестве на наи- дивидуализирует человека, не изолируя и не
более глубинный уровень противостояния и отчуждая его при этом, и он уравнивает, не
сопряжения. Это обстоятельство принципи- обезличивая. В спортивном соревновании
ально важно, по нашему мнению, иметь в виду утверждается значимость принципа чести,
при оценке культурного потенциала спорта. присутствует соревнование в благородстве.
в) Спорт – практически свершаемая фило- В спорте трудно быть победителе, но здесь
софия также не редко очень трудно быть достойным
Следует отметить, что идея противостоя- звания победителя. Это, однако, не недоста-
ния представлена в спорте в своей наиболее ток спорта, поскольку здесь просто воспроиз-
естественной и очевидной, в деятельно-прак- водится в концентрированной форме ситуа-
тической, в наглядной форме. Спорт – мета- ция жизни как таковой.
физическая деятельность, это практически д) Спортивное состязание - это первосу-
свершаемая философия, он обращает чело- щее, которое задано процессуально, а не суб-
века к реальности первосущего. – Спорт, по станционально.
оценке Н. Ниссиотиса, «отражает стремление Спорт, имея возможность выступить в
человека постичь глубоко скрытую высшую качестве общемировоззренческой идеи, не
реальность жизни», он «обновляет человека, предполагает отказа от существующих тра-
побуждая его к попытке достижения высшей диционных доктрин (социальных, полити-
цели существования» [13, с.153]. ческих, религиозных), с которыми он неиз-
г) Спорт - актуализация противоречиво- бежно приходит в соприкосновение. Спорт
сти человеческого бытия. Здесь встречаются продуктивен в своей метафизичности. Он по-
и активно взаимодействуют два разнохарак- зволяет, например, человеку, который следует
Ştiinţa culturii fizice
Литература:
1. Бахтин М. (1979) Эстетика словесного творчества. Москва: Искусство. 433 с.
2. Бодрийяр Ж. (2009) Прозрачность зла. Москва: «Добросвет». 387 с.
3. Визитей Н. (1986) Физическая культура и спорт как социальное явление. Кишинёв: Штиинца. 162 с.
4. Кант И. (1969) Об изначально злом в человеческой природе. Собр. Соч. в 6-ти т. Т.4, Ч.2. Москва: Мысль,
с. 22-43.
5. Кубертен П. (1992) Олимпийские мемуары. Киев: Олимпийская литература. 180 с.
6. Лакан Ж. (1991) Современная западная философия: Словарь. Москва: Политиздат, с.165-166.
7. Левинас Э. (2003) Новейший философский словарь. Минск: Книжный Дом, с. 544-549.
8. Матвеев Л. (2008) Теория и методика физической культуры. Москва: Физкультура и спорт. 544 с.
Ştiinţa culturii fizice
12. Ясперс К. (1994) Коммуникация // Краткая философская энциклопедия. Москва: Прогресс, с. 216-217.
13. Nissiotis N. (1979) Philosophy of Olympism // Report of the 18th Session of the IOA. Athens, p. 170-178.
UDC 796.011.1
MENTAL CRISIS OF MODERN SOCIETY AND OPPORTUNITIES
OF SPORTS IN IMPROVING THE CURRENT SITUATION
Manolachi Veaceslav1,
Vizitei Nicolai2,
1,2
State University of Physical Education and Sports, Chisinau, Republic of Moldova
Keywords: mental crisis, agon, socio-cultural potential of sport, sport as a means of overcoming the crisis situation in society.
Summary. It is considered the crisis situation in which the culture of modern society exists. The mental character of this crisis
is stated. The author points out the serious moral and practical consequences of the current situation. It is analyzed the pos-
sibilities of sport as a global phenomenon to act as a factor weakening crisis manifestations. In this regard, the importance of
procedural convergence of sports activities and university education is emphasized.
is human’s personal maturity. In accordance with p.15]. Thirdly, the idea of Olympism is adopted
philosophical concepts, personality is the basic el- as the semantic core of sport, and at the official
ement in the structure of human existence which level it is interpreted precisely as a philosophy of
is essentially tripartite. [11, p.127]. Personality is life. Thus, in fact, sport is now acting in society
something that rises above the fundamental op- as a universal idea of human relations, which is
posites before which human is inevitably placed: massively assimilated and emotionally actively
it is Spirit in the Soul-Body opposition, which is empathized. That is a real situation. However, it
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stated by R. Descartes as the basic one, the Self- is necessary to find out: can sport, being in fact
the Self on the participation, on the primordial. of equal chances for success are strictly defined,
This is an unselfish support of participation (it is which in itself presupposes the emergence of par-
not a means, but a goal) that is self-sufficient, and ticipants in their rivalry to the most profound
therefore the orientation toward it is a manifes- level of confrontation and correlation. This cir-
tation of a feeling of love - “sympathetic empa- cumstance is of fundamental importance, in our
thy, which, as M. Bakhtin says, alone allows us opinion, to be borne in mind when assessing the
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It should be noted that the idea of confronta- versal world-outlook idea, does not presuppose
tion is presented in sports in its most natural and refusal from existing traditional doctrines (so-
obvious, in an activity-practical, in visual form. cial, political, religious) with which it inevitably
Sport is a metaphysical activity, it is practically comes into contact. Sport is productive in its met-
accomplished philosophy, it turns a person to aphysics. It allows, for example, a person who fol-
the reality of the primeval one. - Sport, according lows the principle of Greek heroism, without go-
to N. Nissiotis, “reflects the desire of a human to ing against this principle, to express him/herself
grasp the deeply hidden higher reality of life,” he in a Christian way. Or it also gives a person the
“renews a person, encouraging him/her to try to opportunity to immerse him/herself in a medita-
achieve the highest goal of existence” [13, p.153]. tive state (in particular, this is a “swimmer’s sense
d) Sport - actualization of the contradictory na- of water”), not to lose focus on the significance of
ture of human existence. external and (or) internal success. Sport is able to
Two highly diverse fundamental aspirations “rotate the worldview paradigms” with which it
are encountered and actively interacting here comes in contact, which creates the basis of true
which creates a complicated, risky situation in tolerance and which is of paramount importance
its own way. This is balancing between extremes, for our current socio-cultural mental situation.
while the hypertrophy of the significance of an in- 8. The acquisition of a world outlook com-
dividual victory for me provokes aggressiveness, petence by a person is, at close examination,
the hypertrophy of the significance of complicity the main socio-cultural function of the sport.
- infantilism. The contradiction of the sport has The competitive situation by itself, as we noted
long been noticed and reflected in the opinions above, is metaphysically well founded, and sport
of specialists. In particular, P. Cubertin’s words is perspective as a universal ideology. However,
are widely known: “Sport can cause the most in order to fully realize the appropriate potencies,
noble and most malign feelings; it can develop sport must be driven, carried out by a metaphys-
selflessness and greed; can be magnanimous and ically educated person, a person who realizes the
corrupt, manly and disgusting “ [5, p.22]. Such deep content of competitive activity and who is
kind of opinion is often interpreted as truly re- not indifferent to the problem of the meaning of
alistic. This, however, is not fully so. It’s not that life as a whole. It can be said that sport should
sport can manifest itself very differently in its in- be university sport - university education, not
fluence on a person. The fact is that with all this, at the place of residence, not just as sports at the
a sporting victory, as a purely competitive victo- university, but as an activity aimed at finding by
ry, is invariably morally valued very high both in a person his/her personal maturity - a goal that
the motherland of sport - in ancient Greece and inevitably faces a classical university education.
in modern society. In a sporting duel there is a Sport should fully manifest itself as what sports
constructive, moral principle which is extremely has always been, but the condition of what is now
important in the conditions of modern culture. thoughtlessly (and not without our participation)
Sport singles out, individualizes a person without is weakened. In turn, today’s university should
isolating or alienating him/her at the same time, become more of a sport of a special kind, namely,
and it equalizes without depersonalization. In to be a process of spiritual and practical prepa-
sports competition, the importance of the prin- ration of a person for agon which penetrates our
ciple of honor is affirmed, there is a competition whole existence, preparation for interpersonal
in nobility. In sports it is difficult to be a winner, interactions, competitions, in which always (and
The Science of Physical Culture
but here it is also often very difficult to be worthy especially today) there is fatefully a question of
of the title of the winner. This, however, is not a honor and justice. Sport is able, with the proper
lack of sport, since the situation of life as such is formulation of the case, to educate a person in
simply reproduced here in a concentrated form. the way in which he/she is not educated to the
e) A sports competition is a primordial reality, full in the conditions of today’s living require-
which is given procedurally, rather than substan- ments and in the conditions of its current state of
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tive means of sports preparedness, understood as in life. There is a need for a deep rapprochement
fully and truly as possible - as a person’s spiritual between sport and university education, and due
and practical acquisition of world outlook com- to this - so modern in our time modernization
petence, which can and must be acquired in the of one and the other. A sport training in the true
process of physical, technical, tactical and psy- case is a university world outlook preparation,
chological training of an athlete, awareness and and university education is the best (basic) vari-
full-scale realization of what is essential in sports, ant of competitive (sports) preparedness.
References:
1. Бахтин М. (1979) Эстетика словесного творчества. Москва: Искусство. 433 с.
2. Бодрийяр Ж. (2009) Прозрачность зла. Москва: «Добросвет». 387 с.
3. Визитей Н. (1986) Физическая культура и спорт как социальное явление. Кишинёв: Штиинца. 162 с.
4. Кант И. (1969) Об изначально злом в человеческой природе. Собр. Соч. в 6-ти т. Т.4, Ч.2. Москва: Мысль,
с. 22-43.
5. Кубертен П. (1992) Олимпийские мемуары. Киев: Олимпийская литература. 180 с.
6. Лакан Ж. (1991) Современная западная философия: Словарь. Москва: Политиздат, с.165-166.
7. Левинас Э. (2003) Новейший философский словарь. Минск: Книжный Дом, с. 544-549.
8. Матвеев Л. (2008) Теория и методика физической культуры. Москва: Физкультура и спорт. 544 с.
9. Ницше Ф. (2009) Весёлая наука. Злая мудрость. Москва: «Добросвет». 387 с.
10. Ницше Ф. (1994) Философия в трагическую эпоху. Мосвка: Наука. 280 с.
11. Плеснер Х. (1988) Ступени органического и человек // Проблема человека в Западной философии.
Москва: Прогресс, с.96-152.
12. Ясперс К. (1994) Коммуникация // Краткая философская энциклопедия. Москва: Прогресс, с. 216-217.
13. Nissiotis N. (1979) Philosophy of Olympism // Report of the 18th Session of the IOA. Athens, p. 170-178.