Documente Academic
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Documente Cultură
1. Introduction
In February 2007, the European Parliament through the Committee on
Culture and Education drew attention to the marginal place that physical education
has, although in the curriculum of most of the EU member states. has the same
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a sports character in the school curriculum, both in terms of activities within the
common trunk and those outside it (6).
2. Material and method
Assumption. The lack of a unitary view of the place and the determinant
role of these activities in the motivational development and physical condition of
the growing pupil is an argument for searching and identifying the possibilities of
elaborating and using programs of free time sports, organized and carried out in
outside the daily program of student preparation (timetable) in order to develop the
motor skills and the pupil's personality training (8).
Few are the conceptual milestones of streamlining this complex education
process through extracurricular activities.
The lack of classroom programs, viable, attractive offers, and a clearer
methodology have led us to study and deepen the issue (9). Through the promotion
and implementation of well thought out and managed physical activities in order to
determine the students for a sustained sports activity, a positive motivation of the
students for the movement can be established, with beneficial effects on their
psychomotor development (1).
Thus, our motive and desideratum is that any designed or independent
motorized activity or activity contributes to the improvement of the physical
condition and the development of the students' driving ability.
3. Results
In order to stimulate cognitive, spiritual, interpersonal and social
development, school and extra-curricular education has always focused on the need
to adapt to the individual, diverse needs of all children, to the interests of knowing
and capitalizing on their creative potential.
So achieving multilateral development in the physical education process
materializes in the influence it has on the development and education of the human
body (harmony, cardio-respiratory resistance to sustained efforts), motor skills, but
also skills and abilities basic and specific motors of some sporting branches applied
in the free independent activity (7).
performance sports, spending leisure time in a useful and recreational manner, but
also training and improving the general and specific driving capacity of students. In
addition to the lessons of physical education, in addition to physical education
lessons, the other forms of organization that are not included in the curriculum have
an important role to play in improving and maintaining health, training and
practicing physical exercise.
Developing and capitalizing on the formative potential of physical
education and sport require the integration of extracurricular sporting activities into
the area of concern for their efficiency with a particular impact on the achievement
of education and full health, and the improvement of children's general motor
skills.
Explanations formulated for extracurricular lessons - embodied in the
sporty set - are rather vague. They are provided with one hour / 50 minutes / week
or 2 hours every two weeks and are organized to represent the school in
competitive school competitions, whose calendar is quite poor in competitions and
some branches athletic "sockets" in children are missing. Lessons are organized on
groups of 12-15 students selected from several parallel classes, from the same year
of study or from different years. The whole activity takes place outside of school
hours, after hours or weekends. If they are intended to prepare the representative
team of the school, these classes may be made up of pupils from different classes in
the educational cycle.
References
1. Carp I., (2000), Basics of Physical Education and Sport, Chişinău:
USEFS., 41p.
2. Cârstea G., (1993), Theory and Methodology of School Physical
Education, Bucharest, Universul Publishing House,112 p.
3. Chicu V., (2006), Motion games to develop coordinating capabilities,
Chişinău: USEFS, , 103 p.
4. Constantin V., (2004), Rugby, technique and tactics, Bucharest, FEST
Publishing House, 351 p.
5. Dragnea A., (1996), Sports training, Didactic and Pedagogical
Publishing House, 300 p.
6. Epuran M., (1996), Methodology of research and physical activities in
physical education and sports – vol. I-II, UNEFS, Bucharest, p. 245 – 297.
7. Manolachi V., (2003), Battle Sports - Theory and Methodology,
Chişinău, USEFS., p.134-170.
8. Matveev L. P., (1991), Training and organizing it, Bucharest:
Performance Sport Series, p.15-30.
9. Platonov N.V., (1984), Theory of sports training, Moscova, p.30-60.