Volume VII issue...

THE ANNALS OF THE

“ŞTEFAN CEL MARE” UNIVERSITY

Physical Education and Sport Section

The Science and Art of Movement

Volume VII issue 1

ISSN - 1844-9131

SUCEAVA JUNE 2014

THE ANNALS OF THE "STEFAN CEL MARE" UNIVERSITY ISSN – 1844 – 9131 Volum VII issue 1/ 2014

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TABLE OF CONTENTS

EFICIENCY OF EXERCISES FROM RUNNING SCHOOL FOR SPEED IMPROVEMENT……………………………………………………………………………….....5 Onofrei Alina Claudia, Trofin Maria Mădălina, Florian Benedek REFLEXIVELY MASSAGE IN SLEEP EFFICIENCY................................................................11 Pasăre Daniela, Raţă Elena

RECOVERY OF THE ANKLE JOINT TRAUMA IN CHILDREN BY MEANS KINETIC…..18 Pasăre Daniela, Raţă Elena THE SIGNIFICANCE OF THE IMAGING EXAMINATION IN THE RECOVERY PROCESS OF SCOLIOSIS…………………………………………………………………………………...23 Constantinescu Mihai MOTRIC ABILITY DEVELOPMENT OF Vth GRADE STUDENTS THROUGH HANDBALL GAME METHODS…………………………………………………………………………….....28 Petrariu Ileana FINDINGS REGARDING THE COORDINATION OF CHILDREN PRESCHOOL.................33 Grosu Bogdan-Marius

ASPECTS REGARDING THE RECOVERY THROUGH KINETIC MEANS OF PERSONS WITH CERVICAL SPONDYLOSIS………………………………………………………….…40 Florian Benedek COMMUNICATIVE COMPETENCE OF PHYSICAL EDUCATION TEACHER-A DECISIVE FACTOR OF PROFESSIONAL SUCCESS..................................................................................48 Frunză Gabriela

STATE OF PHYSICAL DEVELOPMENT, MOTOR PREPAREDNESS AND DYSFUNCTIONS OF THE LOCOMOTOR’S APPARATUS OF PRIMARY CLASSES GIRLS FROM THE RURAL AREAS OF THE REPUBLIC OF MOLDOVA………………………….57 Adelina Ghetiu

STRENGTH DEVELOPMENT WITHIN PHYSICAL EDUCATION AND SPORT CLASS IN GYMNASIUM……………………………………………………………………………………65 Trofin Maria Mădălina, Leuciuc Florin Valentin CORRECTING CHILDREN KYPHOTIC ATTITUDE BY MEANS OF RHYTHMIC GYMNASTICS………………………………………………………………………………..….73 Pata Oana

THE DEVELOPMENT OF YOUNG SCHOOL CHILDREN THROUGH THE

PSYCHOMOTOR ACTIVITY…………………………………………………………………..84


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Pasăre Daniela, Raţă Elena

CUPRINS

EFICACITATEA EXERCIŢIILOR DIN ŞCOALA ALERGĂRII PENTRU DEZVOLTAREA VITEZEI............................................................................................................................................5 Onofrei Alina Claudia, Trofin Maria Mădălina, Florian Benedek EFICIENŢA MASAJULUI REFLEX ÎN INSOMNII...................................................................11 Pasăre Daniela, Raţă Elena RECUPERAREA ARTICULAŢIEI GLEZNEI POSTTRAUMATICE LA COPII PRIN MIJLOACE KINETICE..................................................................................................................18 Pasăre Daniela, Raţă Elena IMPORTANŢA EXAMENULUI IMAGISTIC ÎN RECUPERAREA SCOLIOZEI…………….23 Constantinescu Mihai DEZVOLTAREA MOTRICĂ A ELEVILOR DE CLASA A V-A PRIN MIJLOACELE SPECIFICE JOCULUI DE HANDBAL.........................................................................................28 Petrariu Ileana CONSTATĂRI PRIVIND NIVELUL COORDONĂRII LA VÂRSTA PREŞCOLARĂ.............33 Grosu Bogdan-Marius ASPECTE PRIVIND RECUPERAREA PRIN MIJLOACE KINETOTERAPEUTICE A PERSOANELOR CU SPONDILOZĂ CERVICALĂ....................................................................40 Florian Benedek COMPETENŢA COMUNICATIVĂ A PROFESORULUI DE EDUCAŢIE FIZICĂ – FACTOR DECISIV AL SUCCESULUI PROFESIONAL.............................................................................48 Frunză Gabriela STAREA DEZVOLTĂRII FIZICE, A PREGĂTIRII MOTRICE ȘI A DISFUNCȚIILOR APARATULUI LOCOMOTOR A FETIȚELOR CLASELOR PRIMARE ÎN ZONELE RURALE ALE REPUBLICII MOLDOVA……………………………………………………………….…57 Adelina Ghetiu DEZVOLTAREA FORȚEI ÎN CADRUL LECȚIEI DE EDUCAȚIE FIZICĂ ȘI SPORT ÎN ÎNVĂȚĂMÂNTUL GIMNAZIAL.................................................................................................65 Trofin Maria Mădălina, Leuciuc Florin Valentin CORECTAREA ATITUDINII CIFOTICE LA COPII PRIN MIJLOACE ALE GIMNASTICII RITMICE …………………………………….........…………………………………………..….73 Pata Oana DЕZVΟLTAREA РЕRЅΟNАLІTĂŢІІ ȘCOLARULUI MIC РRІN РRІЅMА АСTІVІTĂŢІІ

РЅІHΟMΟTRІСЕ…………………………………………………………………………..….....84

Pasăre Daniela, Raţă Elena


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EFICIENCY OF EXERCISES FROM RUNNING SCHOOL FOR

SPEED IMPROVEMENT

Prof. Onofrei Alina Claudia Trofin Maria Mădălina

Conf. univ. dr. Benedek Florian University of “Ştefan cel Mare” Suceava

Keywords: ankle game, knees up, swing leg, sharp running. Abstract: Speed is a very important motile quality, which is present more or less in all the motile acts, especially in those with sports character. Higher or smaller speed of an individual depends mostly on the „hereditary heritage” of that person. The increase of movement’s speed is done primarily due to the high speed work and due to speed-strength practice, the progress element being given by increasing the effort intensity through increasing the movement frequency.

In order to ensure the desired efficiency it is necessary that the speed exercises to be performed in the first part of the lesson, immediately after the students body was well prepared for the effort. Under these conditions it is possible the extension of effort request at maximum intensity. Under these conditions, exercises may continue only in accordance with the resistance capacity of those students, appearing the necessity of differentiated work on homogeneous groups and assuring proper intervals for rest. Introduction:

I made this experiment in order to evaluate the progress at evaluation test 50 m speed, performed by students of two VI classes, from General School number 9 Ion Creangă, Suceava in school year 2013-2014. During the experiment it was observed the fact that students were very responsive and sociable, taking into account the fact that they knew the experiment goal.

It also appeared the competitive feeling at the level of each group, a good and optimist thing as a future teacher. At the end, it was found that the experiment was successful, performing all the request tasks.


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Material-method: The main hypothesis of the research is establishing students’ potential and increasing and improvement of their training level through specific means and methods. For a work to be effective there must be done the following steps:

1. Studying the bibliographic material; 2. Observation; 3. Pedagogical experiment; 4. Measurement and processing statistic-mathematics of data; 5. Graphic method.

Experiment took place at General School number 9 Ion Creangă, at two VI classes, Suceava. The first class VI C consisted from a group of 20 students, from which 14 were boys and 6 girls, was the experimental group, and the second class VI B, has also a group of 20 students, from which 14 were boys and 6 girls, was the witness group. The activity took place in a delimited area of 50 m in the gym. As work material I used a whistle and stopwatch, and the evaluation test was 50 m speed. Efficiency: - Easy running – this type of running is efficient because it helps at heating the whole body, preparing it for the effort; - it is used both at the beginning but also at the end of the lesson; - Running with ankle game – this type of running is efficient for warming the ankles, preparing them for performing specific motile acts and actions; - This type of running is efficient because it develops speed and coordination; - Knees up running– this type of running is efficient because it warms both students’ knees but also their hips; - develops strength and coordination; - Running with heels at bottom (or swinging the leg back) – it develops motility, coordination and speed; - Sharp running – it develops strength and coordination. The research work has the following hypothesis:


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1. Establishment of students’ potential; 2. Increasing and improvement of the level; 3. To select means that can be used during the lesson; 4. To systemise and to dose these means in order to increase their efficiency in the lesson. Works’ tasks: The first research task is to establish the control tests and of the measurements which together will give an overall picture of the extent of students. The following tasks consist in: - processing the initial and final data; - interpretation of initial and final data; - Methodic recommendations regarding methods and means for developing speed. Results and discussions:

Experiment took place at General School number 9 Ion Creangă, at two VI classes (VI A and VI B), from Suceava, in the periods 25.11.2013 respectively 27.11.2013. I made this experiment in order to evaluate the progress at evaluation test 50 m speed, performed by students of two VI classes. During the experiment it was observed the fact that students were very responsive and sociable, taking into account the fact that they knew the experiment goal. It also appeared the competitive feeling at the level of each group, a good and optimist thing as a future teacher. At the end, it was found that the experiment was successful, performing all the request tasks.

EXPERIMENTAL GROUP

Nr.crt First and last name

Male/ Female

Girls 50m T.I

Girls 50m T.F

Boys 50m T.I

Boys 50 m T.F

1 A.O M 9,5 9,0

2 A.D M 9,0 8,7

3 B.A M 9,0 8,7

4 C.S M 8,9 8,6

5 C.C M 8,1 7,9

6 E.F M 9,3 9,1

7 G.R M 8,9 8,8

8 I.O M 9,3 9,1


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9 I.N M 9,2 8,5

10 U.S M 9,0 9,3

11 T.I M 9,7 9,3

12 B.E M 10,0 9,3

13 D.A M 8,4 8,5

14 F. C M 8,9 8,8

15 N.O F 10,0 9,7 16 R.A F 9,8 8,9 17 S.I F 8,7 8,4 18 S.M F 9,5 9,0 19 S.R F 9,0 8,7 20 S.S F 9,8 9,0

9,2 8,865 x 0,511962 0,397724 s 5,564806 5,564806 c.v 0.168 0,133 m

0

2

4

6

8

10

x s c.v. m

Initial TestingFinal Testing

Graphics no. 1 EXPERIMENTAL GROUP

From analyzing the obtained data at the initial and final tests of the

experimental group which we studied along the experiment, it can be noticed an improvement of these, the level of the obtained progresses at the end of the final test being better.


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Through the obtained results it is confirmed the research hypothesis, efficiency of the elements from school running used at the experimental group during the experiment is benefic.

WITNESS GROUP

Nr.crt First and last name

Male/ Female

Girls 50m T.I

Girls 50m T.F

Boys 50 m T.I

Boys 50 m T.F

1 A.B M 8,9 8,9

2 A.S M 9,0 8,4

3 B.R M 9,8 10,2

4 C.I M 13,9 9,2

5 C.V M 9,2 9,1

6 E.M M 9,4 8,5

7 G.O M 10,2 9,7

8 I.A M 8,5 8,7 9 I.L M 11,1 10,9

10 U.N M 9,9 10,1

11 T.R M 9,4 8,4

12 B.C M 8,9 8,9

13 F.M M 9,1 9,2

14 F. C M 8,9 9,1

15 C.O F 9,5 9,4 16 M.A F 9,7 9,7 17 O.I F 10,1 9,7

18 N.M F 9,4 9,2 19 P.M F 8,8 8,6 20 T.I F 9,6 9,3

9,788235 9,294118 x 1,221619 0,699527 s 12,48048 7,526558 c.v 0,39 0,229 m


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0

24

68

1012

14

x s c.v. m

Initial TestingFinal Testing

Graphics no.2 WITNESS GROUP

Conclusions: Experiment took place at General School number 9 Ion Creangă, at two VI classes (VI A and VI B), from Suceava, in the periods 25.11.2013 respectively 27.11.2013. I made this experiment in order to evaluate the progress at evaluation test 50 m speed, performed by students of two VI classes. During the experiment it was observed the fact that students were very responsive and sociable, taking into account the fact that they knew the experiment goal. It also appeared the competitive feeling at the level of each group, a good and optimist thing as a future teacher. At the end, it was found that the experiment was successful, performing all the request tasks. The objective of the research work has been carried out in accordance with hypothesis that was specified at the beginning of the article. As a result of the applied test it was determined the students potential from the first group and it was found out the progress made by those of the second group.Problem from the main hypothesis has been solved as a result of the research work. References: [1] Petru Ghervan, (2006) Teoria Educaţiei Fizice şi Sportului, curs, paginile 19 și 20; [2] Roman, Dumitru (2001) Metodica predării exercițiilor din atletism. Editura Fundaţiei „Romania de Maine”, Bucureşti.


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Titlu:Eficacitatea exercițiilor din școala alergării pentru dezvoltarea vitezei Cuvintele cheie: joc de gleznă, genunchii sus, pendularea gambei, alergare ascuțită. Rezumat:Viteza este o calitate motrică foarte importantă, prezentă mai mult sau mai puțin în toate actele motrice, mai ales a celora cu caracter sportiv. Viteza mai mare sau mai mică a unui individ depinde în cea mai mare măsură de „zestrea ereditară” de care aceasta dispune. Creșterea vitezei mișcărilor se realizează în principal datorită lucrului în viteză maximă si a exersărilor în regim de viteză-fortă elementul de progresie fiind dat de creșterea intensității efortului prin mărirea frecvenței mișcărilor.

Pentru asigurarea eficienței dorite este necesar ca exercițiile de viteză să se efectueze în prima parte a lecției, imediat după ce organismul elevilor a fost bine pregătit pentru efort. În aceste condiții este posibilă prelungirea solicitării la efort cu intensitate maximă. In aceste condiții exercițiile se pot continua numai în concordanță cu capacitatea de rezistență a elevilor respectivi apărând necesitatea lucrului diferențiat pe grupe omogene și asigurându-se intervale de odihnă corespunzătoare.

REFLEXIVELY MASSAGE IN SLEEP EFFICIENCY

Pasăre Daniela

professor teaching degree I, No.8 Middle School, Suceava, Romania

Raţă Elena, Ph D in Physical Education, associate professor University: „Ştefan cel Mare” from Suceava

Keywords: Lifestyle - reduced hours of sleep, consequences, recovery methods and efficiency of reflex massage of people suffering from sleep disorders. Abstract: This article presents a study that is based on questioning and observing certain categories of respondents directly involved with the


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research subject namely to establish conclusive elements and the possibilities of generalization in the composition and content of the schemes used in the application of manual therapy (massage reflex disorders) in the recovery of people suffering from sleeplessness due to daily stress, depression or other causes. Introduction

Today, the lifestyle of modern man is so alert and so full of worry that his permanent central nervous system is energized continuously, is excited by the multitude of stimuli received from natural and social environment.

Not infrequently this nervous tension continues its effect on the psyche and our body long after the source voltage no longer act, which makes the bustle society to manifest even during the night.

Failure sleep hygiene will lead to changes in all physiological functions of the body, and will manifest both behavioral (irritability, depression, decreased ability to concentrate) and in terms of maintaining physical and mental performance

The main reason for choosing this theme of the study was the large number of acquaintances who have problems with sleep disorders, disorders that were caused by daily stress, lifestyle, work environment and bad diet. After various statistics studied in bibliographical sources, over 15-20% in different samples of the population suffers from various forms of insomnia. Other statistics show that billions of boxes, tablets or drugs are ingested annually in the world only because of this problem, and 10% of all prescriptions dispensed annually in some countries aimed exclusively sleeping pills. We designed this work and in the hope of finding new ways to combat insomnia, finding the most effective ways of association means of massage and complementary techniques, their application and to detect the extent to which this mode leads to considerable better results, faster and more sustainable to improve life for people suffering from this disease. The theoretical substantiation

Man spends one third of their lives sleeping. Sleep is of fundamental importance for humans, being a necessity of life, its role in maintaining health is just as important as that of air, food and water.


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After L. Popoviciu (1972) Sleep is of two types: - Sleep slow, classical, slow brain waves, or sleep "orthodox" as he calls Oswald (1965); - Sleep rapid (SR), paradoxical sleep (PS), sleep fast cortical activity, "activated sleep" (Dement) Hess (quoted by L. Popoviciu, 1972) understands sleep as the "integrative physiological function" as a basic phenomenon of existence, as a "basic condition of life." Sleep cycle consists of a period of slow wave sleep (last 6:00 to 6:00 and 30 minutes) and a REM sleep period that is deemed to be "sleeping unit" (jumatete an hour to two hours) .

After L. Popoviciu (1972) demonstrated that lack of sleep causes some important biochemical disorders, behavioral, psychological and EEG, due to either lack of SL, or the lack of REM sleep.

According to experts there can be a total and persistent insomnia, lack of sleep is not complete and compatible with long life.

Insomnia The term "insomnia", considered strictly "literally" is inaccurate, since in most cases it is not a complete lack of sleep, but only a partial failure. The correct term is "hiposomnie" but universally used term "insomnia", available in the medical literature everywhere. According to the literature, insomnia is a disorder of the nervous mechanism regulating sleep-wakefulness center, which is manifested by lack of sleep, is often encountered in asthenia or mental illness. It should be kept in mind that the term insomnia is not a specific diagnosis but rather a symptom or group of symptoms that characterize a poor quality of sleep. Affected system: central nervous system. Incidence / Prevalence: frequency condition: almost 50% of the population aged over 16 years had episodic sleep disturbances. The prevalence of age: more common in old age. The prevalence of sex: Men <Women. (www.jurnalul.ro-2004) Signs and symptoms: - Insomnia sufferer accuses combined with sleepiness and decreased work capacity during the day. - Inability to sleep conditional desire or decision and a normal transition to sleep during relatively monotonous occupations, such as reading or watching TV etc.


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- Accuse nonreparator sleep. - "Insomnia is one of the most common disorders of the body characterized by difficulty falling asleep, frequent awakenings morning, fatigue, irritability, disturbance in attention and memory, decreased job performance" (George M., www.jurnalul.ro, 2004 ). Often, sleep disorders associated with the intervention of a stressful life event (conflict situations, professional problems, frequent travel with jet lag, divorce, etc) - INSOMNIA casual or transitional, generally not exceeding one week in duration.

Sometimes, insomnia is associated with somatic diseases (pulmonary, cardiovascular, endocrine and neurological) or psychiatric (anxiety, depression, addiction to alcohol, drugs) - INSOMNIA becomes chronic. In these cases, the duration of insomnia exceeds 4-6 weeks. Effects on reflex massage insomnia

Reflex massage is a method that is based on the effect of stimulation of peripheral neurons, stimulation acting a cutout-musculo-visceral reflex.

The therapeutic effects achieved by the reflex massage - locally has circulatory action (direct and / or indirect immediate

subcutaneous tissue - away, massage works through the nervous system and can trigger

nerve impulses that generate regulatory reactions to the organs affected. He also influence and driving functions, secretory and circulatory internal organs. The therapeutic effects of massage reflex its open them a wide field of application (after Mârza D., 2003).

- rebalancing autonomic generally obtained through "base building" - clear influence on the parasympathetic during application "base building", causing relaxation of the patient, critical effect in the treatment of most diseases called "civilization", due to modern ambience that attracts and functional nervous disorders. - its regulatory effects on vegetative centers respiratory, cardiac and sleep you are striking. The research took place over a period of 10 months, experimental

work being carried out at the residence of five selected patients, who are taken into observation and treatment by massaging reflex.


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As the research methods used documentation, observation, survey, case study, testing and evaluation, experiment, recording, processing and graphical data. METHODS OF TESTING AND EVALUATION '' HAMILTON'S DEPRESSION SCALE • Last name: • DATA: DOSAGE: Item (0-16) Track: • 1. depressed mood (sadness, feeling of being hopeless, helplessness, ) • 2. insomnias of NIGHT BEGINNING • 3. sleeplessness at midnight • 4. insomnias MORNING • 5. WORK AND ACTIVITIES • 6. FAT LOSS (assessed by weighing). TOTAL SCORE Experimental methodology followed to achieve the objectives

Reflex massage technique (Dicke method) is based on the stimulation of the body surface by stretching one of the three layers of connective tissue, this tension was obtained by placing two fingers (medius and ring finger) on the skin and moving tissues depending on the maximum extensibility.

Reflex massage was performed with the patient in a sitting position and started with the construction of the base - which was performed in lumbar and sacral region (between the tailbone and the twelfth dorsal vertebra), namely: - Stage I - the twelfth dorsal vertebra to the seventh dorsal; - Stage II - from the seventh dorsal to the seventh ofthe cervical; - Stage III - from the seventh cervical to the base of the skull.

After base construction and work continued at the shoulder, arm,

forearm and hand. At the shoulder were executed with both hands stretching meaning

axillary region. The arm were performed on small trails joint capsule, deltoid and biceps muscles. At the elbow were performed on small trails cross the elbow flexion crease. In the hands were executed paths interosseous spaces.


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PRESENTATION AND INTERPRETATION OF DATA

Their recovery program was very well developed in the causes that led to insomnia to combat sleep disorders applied reflex massage

Individual form General information about the patient. Name: V. Name: Cristina Gender: female Age: 26 Profession: housewife Clinical diagnosis: insomnia History Insomnia was installed to patient due to lack of sleep. After birth the patient had disturbed sleep schedule repeatedly breastmilk and felt depressed. Results of initial tests performed: Hamilton's depression scale TOTAL SCORE: 8 CONCLUSIONS

During the experiment it was intended to achieve the objectives in the initial stage can achieve .It thus establishing conclusive elements and possibilities of generalization in terms of composition and content


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schemes used in applying manual therapy (massage reflex) in the recovery of people suffering of insomnia due to depression or other causes.

Using massage reflex (Dicke method) in the treatment of depressive sleep disorders home has favorable effects in the recovery of persons in this situation, resulting in improved sleep and extending lifespan. Linking actions as many factors involved in the therapeutic process to effect recovery both initial and final examinations and to establish programs themselves, resulting in improved efficiency and faster achievement of the objectives As a general conclusion it can be said that by applying reflex massage in treating sleep disorders yielded optimal results. But these results can not be obtained if reflex massage is not associated with a healthy lifestyle, balanced, without excesses. REFERENCES: 1). CǍLINA, M.,L. – „Masajul medical şi sportiv” ,Tipografia Universitãţii din Craiova, 2005 2). MÂRZA DOINA- „ Reflexologia în Kinetoterapie ”, Ed. Symbol, Bacău, 1998 3). MÂRZA DOINA – „ Masaj Reflex – Curs pentru studenţii Departamentului de Studii Postuniversitare Studii de Masterat ”, Universitatea din Bacău, 2003 4). POPOVICI L. şi colab. - „Probleme de psihologie, fiziologie şi patologie ”, Ed. DACIA, Cluj-Napoca, 1978 5). POPOVICI L. şi CONSTANTIN A. - „ Patologia stărilor de veghe şi de somn ”, Ed. Ştiinţifică şi enciclopedică, Bucureşti, 1984 6). RAŢĂ GLORIA - „ Strategii de gestionare a timpului liber ”. Curs pentru studenţii Departamentului de Studii Postuniversitare Studii de Masterat – Activităţi corporale sportiv-recreative şi de timp liber, Bacău, 2003 Titlu: Eficienţa masajului reflex în insomnii Cuvinte cheie: Stilul de viaţă – reducerea orelor de somn, consecinţele acestuia, metode de recuperare și eficiența masajului reflex a persoanelor care suferă de insomnii. Rezumat: Acest articol prezintă un studiu ce are la bază chestionarea și observarea unor categorii de respondenți direct implicați în problematica supusă cercetării și anume stabilirea unor elemente concluzive şi cu


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posibilităţi de generalizare în cea ce priveşte alcătuirea şi conţinutul schemelor folosite în aplicarea terapiilor manuale (masajul reflex conjunctiv) în recuperarea persoanelor care suferă de insomnii datorate stresului zilnic, a depresiilor sau a altor cauze. RECOVERY OF THE ANKLE JOINT TRAUMA IN CHILDREN

BY MEANS KINETIC

Pasăre Daniela professor teaching degree I, No.8 Middle School,

Suceava, Romania Raţă Elena, Ph D in Physical Education, associate professor

University: „Ştefan cel Mare” from Suceava Keywords: Physical therapy, recovery, tibio-tarsal joint. Abstract: The materials help to emphasize the role of physical therapy in the tibio-tarsal joint recovery both during and after immobilization removed. The purpose of recovery is to avoid or reduce any infirmity in reducing disability and incapacity for work and, especially, the creation of a new state of equilibrium, based on the physical and functional outstanding through which the patient must be taught and trained to adapt active life.

Introduction

In recent years, physical therapy has developed into a large-scale structured discipline. Through the efforts of specialists in medicine, biomechanics, physiology, nutrition, pharmacology, and lines were programs to treat and prevent accidents, pains and diseases. Analysis and continuous modification of these programs are designed to achieve better health standards.

Due to the fact that the child is found more cases of ankle level fractures caused by falls or blows trauma, orthopedic or surgical cases solved, resulting in joint stiffness after immobilization of the tibio-tarsus joint.

I thought to approach this topical issue to highlight the role of physical therapy in the tibio-tarsus joint recovery both during and after immobilization removed.


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The assumptions work This work is based on the following assumptions: - Therapist treatment can prevent complications; - Treatment applied during immobilization therapist remaining

segments can reduce recovery time; - Associated means favorable for the final recovery of physical

therapy; - Applied as gypsum isometric contractions during immobilization

may reduce muscle atrophy; - Precocity recovery program favors shortening the recovery period. We used the method of documenting theoretical research methods,

investigation, observation, measurement, experiment, recording, processing and graphical representations of data.

Experimental method that underlies this work concerns the application of a specific physiotherapy rehabilitation program by meeting the requirements stated in hypothesis, ie achieving quantifiable results in a given time and subject to certain milestones. Subjects on which this study was conducted su was selected based on clinical manifestations, laboratory and topographic criteria. The experimental group consists of: S.A - 10 years, female N.T. - 13 years, female O.I. - 14 years, female RESULTS

Tables articular balance assessment Name: S A. Date of birth: 15.01.1998, 10 years, Suceava Diagnosis: fractured left tibio-tarsal Date of admission: 4.12.2007 Date of commencement of physical therapy: 6.12.2007

Range of motion

Evaluation of tibial tarsus joint


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Date of assessment 6.12.2007

Date of assessment 13.12.2007

Patient assessment at end of treatment / discharge

21.12.2007 Passive Active Passive Active Passive Active

Fle-xion

Exten-sion

Fle-xion

Exten-sion

Fle-xion

Exten-sion

Fle-xion

Exten-sion

Fle-xion

Exten-sion

Fle-xion

Exten-sion

15° 35° 14° 33° 18° 37° 17° 35° 22° 40° 20° 38°

ASSESSMENT GRAPH OF MOTION

S. A. - 10 years 500

400

300

200

100 first evaluation second evaluation end of treatment

Evaluation of the muscular balance (muscle testing) S. A. – 10 years

Normal values

Date: 6.12.2007

Date : 13.12.2007

Date : 21.12.2007

0 1 2 x 3 x 4 x


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5

Graph of the muscular balance assessment S A. - 10 years 5 4 3 2 1 first evaluation second evaluation end of treatment CONCLUSIONS In hospitals there must exist orthopedic wards and physiotherapy

services. Orthopedic plays anatomy and function therapist. The anatomical complexity of its components, tibio-tarsal

articulation recovered gradually and over time.


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The bone lesion is closer to the joint stiffness is more difficult to recover.

Therapist treatment prevents complications Treatment therapist applied during immobilization segments

shorten recovery vacant. Means associated with physical therapy (paraffin, massage,

electrotherapy, vibration massage on soft parts, hydrokinetotherapy) contribute favorably to final recovery.

Isometric contractions applied under gypsum decreases muscular atrophy during immobilization.

Precocity shortens recovery program recovery. REFERENCES: 1. Apostol L. – Bazele teoretice-metodice ale kinetoterapiei, Editura Omnia, 1992 2. Baciu C., - Anatomie funcţională şi biomecanica aparatului locomotor, Editura Sport - Turism, Bucureşti 1977 3. Bombart M., Raleaux L, Michaut - Reéducation apres traumatismes du membre inferieur, Paris 1972 4. Bourmetan A. - Traitment monokinesithérapique des fractures, Kirésither, 1979 5. Leonida, Cristu, Ionescu - Leziuni fracturale ale oaselor diafizare ale membrelor la copii 6. Popescu, R., Marinescu, L., Bazele fizice si anatomice ale kinetologiei. Testarea musculo-articulară, Ed. Agora, Craiova,1999 7. Rădulescu Al., Alexandra D., Niculescu Gh. şi Baciu - Dificultăţi, riscuri, atitudini în diagnosticul şi tratamentul traumatismelor aparatului locomotor 8. Zbenghe T., - Recuperarea medicală a sechelelor posttraumatice ale membrelor, Editura Medicală, Bucureşti 1981

Titlu: Recuperarea articulației gleznei posttraumatice la copii prin mijloace kinetice Cuvinte cheie: Kinetoterapie, recuperare, articulaţia tibio-tarsiană.


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Rezumat: Materialul expus contribuie la evidențierea rolului kinetoterapiei în recuperarea articulaţiei tibio-tarsiene atât pe perioada imobilizării cât şi după înlăturarea acesteia. Scopul recuperării constă în evitarea sau reducerea oricărei infirmităţi, în reducerea invalidităţii şi incapacităţii de muncă şi, mai ales, în crearea unei noi stări de echilibru, bazată pe capacităţile fizice şi funcţionale restante prin intermediul cărora pacientul trebuie să fie învăţat şi antrenat să se adapteze la viaţa activă.

THE SIGNIFICANCE OF THE IMAGING EXAMINATION IN

THE RECOVERY PROCESS OF SCOLIOSIS

Kt. Drd. Constantinescu Mihai USEFS, Chișinău, Moldavian Republic

Keywords: functional physical deficiency, scoliosis, examination. Abstract: The current article presents several general aspects based on a research in progress and desires argument the necessity for the paraclinical investigation, respectively imagistic examination of the type of radiography for the establishment of the positive diagnosis in the treatment of functional physical deficiencies, of scoliosis in particular. Introduction: Scoliosis belongs to the category of functional physical deficiencies of the spine and currently, according to statistics, these deficiencies have a high degree of occurrence at children of pre-pubertarian age. The casuistic submitted to research confirms the fact that scoliosis, once installed, are in most cases developmental and hard to manage, due to the fact that they are discovered late and the methods of treatment are not always appropriately chosen. Regular examination of the body posture may be a significant factor in what concerns the prevention of functional physical deficiencies, especially of those related to the spine. Except for those deficiencies etiologically congenital or of an infectious nature (such as poliomyelitis, skeletal tuberculosis, other genetic or rheumatic deficiencies) during the period of growth and development, there are moments which could favor the installment of postural deficiencies on the ground of an accelerated growth. Obesity, certain forms of musculo-ligamentous insufficiency, excessive sedentariness, prolonged activity in uncomfortable, vicious


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positions during growth may constitute the appropriate ground for the installment and aggravation of the functional physical deficiency at the spine level (Ștefan A. Birtolon, 1978, p. 27). Regardless of the fact that there have been conducted numerous researches regarding the etiology of the scoliosis, one of the most frequent deficiencies of the spine, its cause remains almost unknown (Mihai Jianu, 2010, p. 34). The role played by the paravertebral muscles is most frequently brought into discussion in the argumentation of the installation of scoliosis, given that biomechanically, its role in stability is obvious and demonstrated. The factors most incriminated by the majority of researchers comprise a quite large area, referring at the same time to intrinsic and to extrinsic factors. Irrespective of the manner the postural deficit is installed, its screening must occur as soon as possible, in order not to permit its aggravation, implicitly that of the structure. The methods of examination and identification of spinal deficiencies are known and accepted by the majority of specialists, annual periodical investigations are conducted in medical cabinets in schools, or in the practices of GPs, all forms of control are being conducted over children, and yet the number of patients diagnosed with scoliosis is alarmingly increased. Material and method: In order to argument and support the hypothesis emitted, that is the importance of the imagistic examination in the confirmation of positive diagnosis in scoliosis, a case study will be presented. At the clinic Coramed in Suceava, are conducted somatoscopic, anthropometric and functional investigations for the majority of children who are guided to this recovery center. If some of the cases are clear while being accompanied by a positive diagnosis with all the investigations up to date, in certain situations, both the diagnosis and the referral slip are not sufficient for the confirmation of the pathology. The somatoscopic and the anthropometric investigations may be subjective and may comprise a cumulous of variables, both in what regards the method and the professional point of view of the person conducting the investigation. A scoliosis case which at first sight did not raise any level of gravity, subsequently, after the radiographic test, it was considered that it needed orthotic corsetage. We mention that the scolioses comprised between 0º-30º are approached by means of a kinetic program, those comprised between 30º-50º, corset and physiotherapy, while those over 50º may be reduced by means of surgical techniques.


25

The patient presented in this case is guided towards our clinic by her GP, who, during a periodical examination, acknowledges an asymmetry at the level of the shoulder blades, accompanied by a minor postural deficit. Are conducted the standard investigations comprised in the specific protocol of spinal deficiencies, are performed as well measurements and the information is registered on electronic medium in order for it to be processed, monitored and compared. Due to the fact that the patient does not correspond from the normal weight point of view, it is recommended a specific program of physical exercise, postural hygiene, appropriate nutrition, and after that, we proceed to instruction regarding the program to be conducted.

Fig. 1 The patient investigated in standing position Fig.2 Radiography

Simultaneously it is consulted the specialist doctor in orthopedics

who proceeds to conducting supplementary investigations, in particular those of imagistic type (radiography). If the investigation stops only after the acknowledgement of the symmetry of the shoulders line or the position of the shoulder blades, the postural malalignment is difficult to observe, yet if we will look at the spaces between the arms and the trunk, the difference may be easily observed. In the right side, it can be noticed a larger space between the arm and the trunk, which emphasizes a thoraco-lumbar left scoliosis. While analyzing the radiography, it can be notices that an “S” scoliosis is present. In consequence, at the primary examination of somatoscopic kind could not be observed anything else but the thoraco-lumbar left


26

scoliosis, while the radiography allowed the acknowledgement of its compensation in the right side of the cervico-thoracic area. In the majority of cases, the scolioses which appear during this period, (pre-pubertarian), ere developmental and are difficult to screen. In most cases, are treated superficially and in the moment when it is tried their treatment, this thing is no longer possible, the only remaining solution to be done in this stage being the attempt to stabilize the situation. Also within this context, we will present a case in which a scoliosis screened in time and managed correspondingly, was corrected by means of physiotherapy in less than 6 months. The female patient aged 11, comes at the clinic with a “C” thoraco-lumbar left scoliosis presenting an angulation of 10º-12º. The fact that she followed the physiotherapeutic program on a regular basis, at the investigation conducted after six months, it can be noticed the reduction of the scoliosis to almost normal, with a little angulation. Also, the fact that the scoliosis was observed in an incipient stage and that it was correspondingly managed while the patient followed a strict program of specific physical exercises, materialized into stopping and reducing the scoliosis. In the third figure is presented the initial examination, while in the fourth figure, it is presented the radiography realized after six months.

Fig.3 Radiography 2013 Fig.4 Radiography 2014


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It is assumed that the scolioses installed during the pre-pubertarian period and even earlier are developmental, which aspect renders harder their treatment by means of strictly physiotherapeutic methods. The imagistic examination is to be mandatorily conducted as a means of investigation and establishment of the positive diagnosis, as well as for the establishment with certainty of the degree of angulation of the scoliosis, in order to monitor the evolution of the recovery process. Results and discussion: By presenting the two study cases of scoliosis may confirm the significance of periodical examinations in children starting with school age. The persons who may notice in time these deficiencies are the parents. Due to the fact that they claim the lack of knowledge in this area makes that these malalignments are not observed in time by the special doctor, and unfortunately their evolution is most of times rapid. We stipulate that in the moment of notice of these postural deficiencies it cannot be stated with certainty whether they are development or not, given the fact that these appear on a dynamic field of growth and development, which does not allow the stabilization and correction in complete. Especially due to this state of permanent change from the organism’s morphological point of view at this age there must be monitored and registered the evolution of the process of growth and development. Conclusions: - Scolioses are deficiencies producing modifications of morphological and structural order on the spine and chest with implications over the posture, without being screened by means of a simple somatoscopic examination. - The later they are noticed, the more difficult or even impossible the process of recovery by means of classical methods. - The developmental state of these deficiencies cannot be previewed. - The necessity of imagistic investigation is mandatory in the perspective of monitoring and managing with objectivity the program of recovery for spinal physical functional deficiencies. Bibliography: 1. Mariana Cordun, Postura Corporală Normală și Patologică, ANEFS Publishing House, Bucharest, 1999.


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2. Laurian Șdic, Kinetoterapia în Recuperarea Algiilor și a Tulburărilor de Statică Vertebrală, Medical Publishing House, Bucharest, 1982. 3. Mihai Jianu, Scolioza Pediatrică, Proediting and Tipography Publishign House, Bucharest, 2010. 4. Ștefan. A. Birtolon, Exercițiul Fizic și Coloana Vertebrală, Sport-Tourism Publishing House, Bucharest, 1978. 5. Adrian N. Ionescu, Gimnastica Medicală, ALL Publishing House, Bucharest, 1994. Titlu: Importanța examenului imagistic în recuperarea scoliozei Cuvinte cheie: deficiența fizică funcțională, scolioză, evaluare. Abstract: Acest articol prezintă unele aspecte generale ce au la bază, un studiu aflat în derulare, și dorește să argumenteze necesitatea examenului paraclinic, respectiv imagistic de tipul radiografiei pentru stabilirea diangnosticului pozitiv în tratamentul deficiențelor fizice funcționale și anume, al scoliozelor.

MOTRIC ABILITY DEVELOPMENT OF Vth GRADE STUDENTS

THROUGH HANDBALL GAME METHODS

Petrariu Ileana Stefan cel Mare University of Suceava

Keywords: motric ability, students, handball game, development Abstract: This study aims to highlight the importance of handball game methods to develop motric ability for Vth grade students. This study was conducted on a group of 23 students. They were initially applied a series of tests to determine the motor ability development level. After initial testing, the children attended a training program with the specific handball methods. The final tests were applied in order to determine the students training level. Following statistical and mathematical interpretation of the results was determined the students progress.


29

Introduction: Harmonious physical growth and development is a complex

biological phenomenon specific to children from infancy until they reach maturity, coinciding with graduation from high school.

Therefore, physical development has been anticipated as a target with a major importance for physical education, especially for I-VIII classes, which appears as a significant purpose to be achieved during the school cycle.

The growth and physical development of children and pupils aged 7-14 years requires a systematic action on muscle groups with direct implications for acquiring / maintenance of proper body attitudes that prevent the installation of physical deficiencies specific to this stage school, characterized by an increasing or continuous and accelerated development. Material-method:

In this study involved a total of 23 students. During the study period were also recorded absences from students, however the degree of presence of 92%.

The place of the research was the sports center of Ion Creangă School from Suceava (outdoor field, gym). The experimental method was applied for students’ preparation in order to improve their level of physical development through specific handball methods.

Material base, support facilities and equipment devices were provided by the institution where the study was conducted (balls, whistles, equipment, metric tape, cones, stopwatch etc.) Results and discussions:

Interpretation of the results was performed for each sample, comparing the results with the initial and final recording student achievement progress or regress.

We calculated the arithmetic mean, standard deviation and coefficient of variation of the values obtained by students at the 5 tests.


30

1,45

1,5

1,55

1,6

1,65

met

ri

testare initiala testare finala

Săritura în lungime de pe loc

Figure no. 1. Graphical representation of the long jump test

For the first test "Long Jump", students have achieved a breakthrough

12cm, comparing the results with those obtained from initial testing to final testing.

4,95

5

5,05

5,1

5,15

5,2

Secu

nde


Alergare 30m

Figure no. 2. Graphical representation of running 30m test

For second test "Speed running 30m" students have achieved progress of 0.14 hundredths of a second, comparing the results with those obtained from initial testing to final testing.


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6,6

6,8

7

7,2

7,4

7,6

7,8

8

secu

nde


Dribling printre jaloane

Figure no. 3. Graphical representation drible through cones test

The third test "Dribbling among cones", students have achieved

progress of 0.85 hundredths of a second, comparing the results with those obtained from initial testing to final testing.

22

22,5

23

23,5

24

24,5

25

nr. r

epet

ări


Abdomene

Figure no. 4. Graphical representation trunk lifting

The fourth test "Trunk lifting - Crunches" students achieved an

average improvement of 2 reps, comparing the results with those obtained from initial testing to final testing.


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1,05

1,1

1,15

1,2

1,25

secu

nde


Marele maraton

Figure no. 5. Graphical representation of the great marathon test

The fifth test "The Great Marathon" students have achieved progress

11-hundredths second, comparing the results with those obtained from initial testing to final testing. Conclusions:

The experiment conducted allowed to observe that the goals and objectives of physical education included in the curriculum in secondary school are available in any material equipment conditions with good results only when the teacher is concerned with finding the most appropriate actuating technology.

From the taken and processed data it can be seen a favorable evolution in terms of grade pupils motric capacity development by specific handball methods.

References: [1] Dragnea, A., Teodorescu, S. M., (2002), Teoria sportului, Editura FEST, Bucureşti; [2] Ghervan, P., (2006), Jocuri pregătitoare pentru Handbal, Editura Universtăţii din Suceava, Suceava [3] Abălaşei B., Iacob, R. M., (2007), Handbal – îndrumar metodic, Editura P.I.M., Iaşi; [4] Iancu, A, (2005), Curs de handbal, Editura Valahia University Press, Târgovişte;


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Titlu: Dezvoltarea motrică a elevilor de clasa a V-a prin mijloacele specifice jocului de handbal Cuvinte cheie: dezvoltare motrică, elevi, joc de handball, dezvoltare Rezumat: Acest studiu are ca scop principal determinarea importanţei mijloacelor specifice jocului de handbal în dezvoltarea motrică a copiilor de clasa a V-a. Acest studiu a fost efectuat pe un lot de 23 de elevi. Acestora li s-au aplicat o serie de teste iniţiale pentru a etermina gradul de dezvoltare motrică a acestora. După testarea iniţială, elevii au urmat un program de pregătire în care li s-au inclus mijloace specifice jocului de handbal. Testarea finală s-a aplicat pentru determinarea nivelului de dezvoltare motrică a elevilor. Pe baza interpretării statistico-matematice a rezultatelor s-a determinat progresul înregistrat de elevi. FINDINGS REGARDING THE COORDINATION OF CHILDREN

PRESCHOOL

Grosu Bogdan-Marius Stefan cel Mare University of Suceava

Keywords: education, preschool, coordination, psychomotor Abstract: Analysis of the current system of physical education in the preschool shows that in most kindergartens, training activities are conducted, the subjective and objective reasons, without being systematized, at a lower organizational-methodical and lack of emotional perception. Such a situation requires a revision of the content of physical education activities for children, for the selection and application of


34

methods and physical education most current, effective and popular. One of the imperatives of modern society in the institution in which children are educated at this age, is to increase the training process based on preparatory training disciplines: mathematics, reading and more, as well as framing extrauditory activities, which most often limits the driving functions thereof. Preschool education provides differentiated stimulation of the child to develop his intellectual, socio-emotional and psihomotric, taking into account the specific features of its age. It is known that the ontogenetic development of the child, the first to appear is movement based on its subsequently developing language and thought.

Introduction:

Until the last two decades of the last century the concept of early education was referring to pre-schooling education, held in the range from 3 years to 7-6 years. Early education was seen as a systematic activity undertaken in specialized institutions such as kindergartens and was known as the education / preschool.

World Conference in Jomtien (Thailand) 1990 - Education for All - has introduced a new concept: the "lifelong learning" (lifelong education) and, with it, the idea that education begins at birth. Thus, the concept of early education has expanded, falling below 3 years of age, and was expressed by the phrase "early childhood development", including in the sphere of education, protection and health. This has led to a new speech policies toddler through a convergent approach to the social, educational, medical (health and nutrition).

Nowadays, through early education means teaching approach covering the period of life from birth to 6/7, when the child enters school and also when significant changes occur in the register of child development. Material-method:

The research hypothesis assumed psychomotor activities for children of 4-6 years under the instruction of children, will increase the influence of the educational process on the formation of the necessary driving skills and experience of preschool children and the need to move their training, which that will prepare them for success in school.

The hypothesis of this paper is to analyze coordination in sport at preschool age. In this context we plan to perform a series of tests to determine psychomotor coordination capacity of preschool age children.


35

The subjects of the research are two groups of children of 10 children, a group of 4-5 years and 5-6 years group, select from the Kindergarten "Aşchiuţă" Suceava. For finding we used in the assessment:

• Matorin test the overall coordination and balance; • Slalom test with squares for overall coordination; • Test Bruininks - Oseretsky segmental coordination.

Results and discussions:

The table no. 1.1 and 1.2 present the data recorded in the age group 4-5 years and 5-6 years age group in the "Test Matorin".

Table. 1.1. Age group 4-5 years

Nr. Name and surname

LEFT RIGHT

crt. child 180° 180°- 270°

270°- 360°

360° 180° 180°-270°

270°-360°

360°

1. A. D. N B

2. C.V. B FB

3. D. A. N S

4. D. C. S FB

5. F. G. B S

6. I. R. S N

7. J. I. B B

8. J. M. N S

9. P. A. S N

10. P. P. FB FB

Table. 1.2. Age group 5-6 years

Nr. Name and surname

LEFT RIGHT

crt. child 180° 180°- 270°

270°- 360°

360° 180° 180°-270°

270°-360°

360°

1. B. M. S FB

2. C.C. N B

3. C. I. B FB

4. C. D. B B


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5. G. L. S S

6. H. L. N FB

7. O. E. B S

8. J. I. S B

9. M. M. FB FB

10. U. T. S S

3

1 3

3

unsatisfactory satisfactorywell very well

2

3 2

3

unsatisfactory satisfactorywell very well

Figure nr. 1.1. Return to the left Figure nr. 1.2. Return to the right

In Tables. 2.1 and 2.2 present time obtained in the two age groups ie children 4-5 years category and category of children 5-6 years proven "Slalom with squares"

Table nr. 2.1. Age group 4-5 years

Nr. crt.

Name and surname

Execution time

1. child 1 minut şi 30 secunde 2. C.V. 1 minut şi 15 secunde 3. D. A. 55 secunde 4. D. C. 1 minut şi 05 secunde 5. F. G. 45 secunde 6. I. R. 53 secunde 7. J. I. 1 minut şi 19 secunde 8. J. M. 57 secunde 9. P. A. 1 minut şi 10 secunde 10. P. P. 1 minut şi 03 secunde



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Nr. crt.

Name and surname

Execution time

1. child 1 minut 2. C.C. 49 secunde 3. C. I. 1 minut şi 20 secunde 4. C. D. 1 minut şi 05 secunde 5. G. L. 51 secunde 6. H. L. 46 secunde 7. O. E. 1 minut şi 15 secunde 8. J. I. 1 minut şi 46 secunde 9. M. M. 1 minut 10. U. T. 1 minut şi 07 secunde

In Tables. 3.1 and 3.2 present data obtained after applying the "test

Bruininks - Oseretsky" segmental coordination.

Table nr. 3.1. Age group 4-5 years Nr. crt.

Name and surname

1 2 3 4 5 6 7 8

1. A. D. + + + + - + - - 2. C.V. + + + + - + - - 3. D. A. + + + + + - - + 4. D. C. + + + - + + - - 5. F. G. + + + + - + - - 6. I. R. - + + + - + - - 7. J. I. + + + + + - - + 8. J. M. + + - + + - + - 9. P. A. + + + + + - - - 10. P. P. + + + + - + + -

9

1

10

0

9

1

9

1

5 56

4

2

8

2

8

0

2

4

6

8

10

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8

+

-


38

Figure no. 2.1. Graphical representation of test results Bruininks - Oseretsky for the age group 4-5 years


Nr. crt.

Name and surname

1 2 3 4 5 6 7 8

1. B. M. + + - + + - + +

2. C.C. + + + + + - + -

3. C. I. + + + + + + + -

4. C. D. + + + - + - - -

5. G. L. - + - + - - - -

6. H. L. + + - + + + + +

7. O. E. + + + + + + + +

8. J. I. + + + + + + - -

9. M. M. + + + - - + + -

10. U. T. + + + + + + - -

9

1

10

0

7

3

8

2

8

2

6

4

6

43

7

0

2

4

6

8

10

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8

+

-

Figure no. 2.2. Graphical representation of test results Bruininks - Oseretsky for

the age group 5-6 years


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Conclusions:

The data presented in Tables. 1.1 and 1.2 we conclude that the number of those who failed to rotate to the left is greater in the group of children 4-5 years, that there were three cases of children while in group 5-6 were only 2 cases this was due to poor guidance of children in group 4-5 years.

Also returning to the right group of children 5-6 years managed more correct spins, getting 4 marks very well (FB), while the group of children aged 4-5 were fewer, only three and two children IR and PA failed to rotate obtaining unsatisfactory grade (N).

As can be seen from the data presented in Tables. 2.1 and 2.2 we can say that the group of children 5-6 years yielded better results, while the group of children 4-5 years have seen a longer time for completion of the 30 squares.

The data presented in Tables. 3.1 and 3.2 we can conclude that this test was harder for kids 4-5 years group, for which only two children - DA and JI - were able to pass, while others in this group have failed. Samples toughest were: item 7 - jump vertically, with heels touching hands and item 8 - simultaneous drawing of crosses and lines.

And the group of children 5-6 years this test was pretty hard as we can see in Table. 3.2 out of 10 children undergoing test only seven children namely: BM, DC, IC, HL, OE, JI and UT managed to pass it, while three of the 10 test subjects were not able to overcome this test.

In conclusion, by applying psychomotor tests, the two age groups 4-5 years and 5-6 years of 10 children each, we can say that the group of children 5-6 years succeeded performs better all three tests, while a group of children 4-5 years old performance test was more difficult. References: [1] Stog Larisa, (2007) Maturizarea psihologică pentru şcolaritate, Editura Performantica, Iaşi; [2] Opriţoiu Aretia, (2009) Studiul modalităţilor de adaptare la preşcolari, Editura Etnic, Drobeta-Turnu Severin; [3] Leucea-Ilica Laurenţiu, (2007) Didactica educaţiei fizice, pentru învăţământul preşcolar şi primar, Editura Universităţii Aurel Vlaicu, Arad; [4] Golu Florinda, (2009) Pregătirea psihologică a copilului pentru şcoală, Editura Polirom, Iaşi;


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Titlul:Constatări privind nivelul coordonării la vârsta preşcolară Keywords: educaţie, preşcolar, coordonare, psihomotricitate Abstract: Analiza sistemului actual de educaţie fizică din cadrul instituţiilor preşcolare demonstrează că, în majoritatea grădiniţelor, activităţile de instruire se desfăşoară, din motive subiective şi obiective, fără a fi sistematizate, la un nivel organizatorico-metodic redus şi în lipsa unei percepţii emoţionale. O atare situaţie necesită revizuirea conţinutului activităţilor de educaţie fizică a copiilor, în favoarea selectării şi aplicării unor metode şi mijloace de educaţie fizică mai actuale, mai eficiente şi mai populare. Unul dintre imperativele societăţii moderne, în instituţiile preşcolare, în care sunt educaţi copii de această vârstă, constă în intensificarea procesului de instruire în baza disciplinelor de instruire pregătitoare: matematica, lectura şi altele, precum şi încadrarea în activităţile extrauditoriale, care, de cele mai multe ori, limitează manifestarea funcţiilor motrice ale acestora. Educaţia preşcolară asigură stimularea diferenţiată a copilului în vederea dezvoltării sale în plan intelectual, socio-afectiv şi psihomotric, ţinând cont de particularităţile specifice de vârstă ale acestuia. Este cunoscut faptul, că în dezvoltarea ontogenetică a copilului, prima care apare este mişcarea, pe baza acesteia dezvoltându-se ulterior limbajul şi gândirea. ASPECTS REGARDING THE RECOVERY THROUGH KINETIC

MEANS OF PERSONS WITH CERVICAL SPONDYLOSIS

Associate Professor Benedek Florian University “Ştefan cel Mare” Suceava

Keywords: kinesiology, recovery, cervical spondylosis Abstract: The vertebral column is therefore, a rod, elastic and strength at the same time, forming the axial skeleton of the body. The joints between the vertebral bodies, as amphiarthrosis, allow movements of small intensity between each vertebra, but which, gathered on the whole column, gives it a special mobility. The mobility of vertebral column is


41

higher at athelets. Due to the curvures of the vertebral column, the projection of gravity centers of different segments can not be found in the projection’s line of general center of weight of the body. The gravity action causes from one vertebra to another, rotational requests, which tend to stress the curvures and which need to be neutralized in order that the column not to collapse. Introduction:

In the romanian medical dictionary from 1969 the vertebral column is defined as flexible support column of the body skeleton, formed from vertebra separeted through intervertebrale discs and linked through vertebral ligaments.

In ,,Functional Anatomy of Locomotor System” by Clement Baciu (1972) it is written that the most important segment of the locomotor system is the vertebral column, from which all the other segments are tied of.

In ortostatism the vertebral column has a vertical direction. It is an elastic column with three curvatures, these offering a higher resistance to vertical pressures that act over the column. The curvures have also the role to diminuate vertical shocks and to mentain column’ balance on the tailbone, making easier the efforts of the muscular part of the column. This attitude and this form of the column are menatined due to the game of muscular tonicity, elasticity of ligaments and discs, as well as due to the anatomical joint of the 24 bone segments of the vertebral column, which adapt to each other the different articulation areas.

The vertebral column is therefore, a rod, elastic and strength at the same time, forming the axial skeleton of the body. The joints between the vertebral bodies, allow movements of small intensity between each vertebra, but which, gathered on the whole column, gives it a special mobility.

Due to the vertebral column’s curvures, the projection of gravity centers of different segments can not be found in the projection’s line of general center of weight of the body. The gravity action causes from one vertebra to another, rotational requests, which tend to stress the curvures and which need to be neutralized in order that the column not to collapse.

The forces which oppose to these rotational requests are the ligaments.


42

Other elements that have the role to absorb the requests are the intervertebrale discs. They do not stay in power like the ligaments, but they are pressured.

The mobility of the spine is not uniform. It is higher in the cervical and lombar regions, very reduced to chest level and absent at the level of sacrum bone. Movements of the cervical column between C2 – C7 a). The flexion movement of the cervical column

The movement is being executed on sagittal level. The layout of the joints of the articular apophyses is responsible for slipping the cervical vertebra between each other during the flexion movement. The vertebral disc, involved in this movement, it will diminish above, and back it will expand. During the flexion, the spinous apophysis and the vertebral blades will remove in fan way. b). Extension movement of the cervical column

The movement is being executed on sagittal level. The layout of the joints of the articular apophyses is responsible for slipping the cervical vertebra between each other during the extension movement. During the movement, the back part of the intervertebrale discs is compressed, while the anterior vertebral ligament is energized. Extension is blocked in the last phase of coming into contact of the spinous apophyses. c). Lateral tilt movement of cervical column. The lateral tilt is more pronounced than in other regions and it is compulsory associated with a rotation movement. The pure lateral tilt is hindered by the articular apophyses meeting with the transverse apophysis root of underlying vertebra. d). The rotation movement at the cervical column level. This movement is performed around a longitudinal axis. Rotation is maximum al the level of cervical column level, reaching 75°. Material-method: Assumptions

• Can kinesiology relax the pacients with cervical spondylosis? • Can be pain reduced through kinesiolgy and its means? • Through kinetic means there can be mentained the circulation and

nervs from cervical region to normal standard? • Can kinesiology increase the amplitude of movements of cervival

column and head?


43

• Can kinesiolgy help the pacient to restore in the social-professional environment?

Project purposes and objectives The purpose of the project was to check the truthfulness of the above assumptions. The objectives are:

- Consulting literature; - Identifying ways of verifying hypotheses; - Selection of representative case of the paper; - Organization of concrete recovery action and recording of the

obtained results; - Writing a paper which will include the final results. The duration of recovery program was 3 months, the pacient making

kinesiology 3 times a week. Study was made on one pacient, having the following description:

- Gender - female; - Age - 26 years; - Occupation - Insurance broker;

Program steps Phase 1

- The initial evaluation of the pacient; - Elaboration of the recovery program;

Phase 2 - Applying the recovery program; - Observing an recording the effects (results) of recovery program;

Phase 3 - Recording and interpretation of final results

Kinesiology’s objectives in cervical spondylosis are: Pain relief; Local relax and relax of the whole body; Improvement of circulation and local nutrition; increasing of the amplitude of cervical column and head’s moves;

Methods and means used in recovery: - Massage; - Passive motion; - Tractions; - Isometric contractions; - Active -passive mobilization;


44

- Active exercises; Results and discussions:

1. Evaluation of cervical column mobility

Table1.1. Evaluation of cervical column mobility EVALUATION OF CERVICAL COLUMN MOBILITY

Evaluations Normal distance

Initial examination Final examination

chin – sternum distance

0 cm 1 cm 0,5 cm

occiput-wall distance 0 cm 1 cm 0 cm shoulder – ear distance 0 cm 3,5 cm 1,5 cm

2. Pain evaluation

Table 1.2 - Pain evaluation – initial and final evaluation

Pain

Values Initial evaluation Final evaluation 0 1 2 ● 3 4 5 6 7 ● 8 9 10

3. Vertigo evaluation

Table 1.3 - The impact of vertigo over everyday life– initial and final evaluation

Vertigo

Values Initial evaluation Final evaluation 0 ● 1 2 3 4 ● 5


45

For the interpretation of results I chose an exposure mode representation, thereby highlighting the results after applying the kinesiology program

1. Pain evaluation

7

2

012345678

Pain

Initial evaluatio

Final evaluatio

Graphic 1.1 Pain at initial and final evaluation

Graphic 1.1 gives the intensity of pain from the initial evaluation, and

also the pain intensity during the final evaluation. According to this graphic I found out a decrease in pain.

2. Evaluation of cervical column mobility


46

1

0.5

0

0.2

0.4

0.6

0.8

1

1.2

Chin-sternum distance

Initial examinatio

Final examinatio

Graphic 1.2 Chin – sternum distance at initial and final evaluation

Graphic 1.2 gives back the mobility degree of cervical column in the

moment of initial evaluation, but also in the moment of final evaluation. According to the schedule I found out an increase of cervical

column’s mobility in the flexion movement of the head.

1

0

0,2

0,4

0,6

0,8

1

1,2

Occiput-wall distance

Initial evaluatio

Final evaluatio

Graphic 1.3 Occiput-wall distance at initial and final evaluation

Graphic 1.3 gives back the mobility degree of cervical column in the

moment of initial evaluation, but also in the moment of final evaluation. According to the schedule I found out an increase of cervical column’s mobility in the extension movement of the head.


47

3.5

1.5

0

0.5

1

1.5

2

2.5

3

3.5

4

Shoulder-ear distance

Initial evaluat

Final evaluatio

Graphic 1.4 Shoulder – ear distance at initial and final evaluation

Graphic 1.4 gives back the mobility degree of cervical column in the moment of initial evaluation, but also in the moment of final evaluation. According to the schedule I found out an increase of cervical column’s mobility in the lateral tilt movement of the head.

3. Vertigo evaluation

4

1

00.5

11.5

22.5

33.5

44.5

Vertigo

Initial evaluation

Final evaluation

Graphic 1.5- The degree in which the vertigo affects patient’s everyday life

In graphic 1.5 I exemplified the impact of vertigo on everyday life in the initial evaluation, as well as in the final evaluation. I found a decrease of intensity of these symptoms, a lower impact over everyday life.


48

Conclusions: I reached to the following conclusions after the obtained results: Through kinetic methods and means it was obtained the

relaxation both at local level, but also relaxation of the entire body.

Pain’s intensity decreased a lot after applying the program of kinesiology.

As a result of applying the kinetic techniques it was found an improvement of the amplitude of cervical column’s moves.

As a result of the improvement of physiological parameters, the patient has become capable to conduct his everyday activities with a higher yield compared to the period before the treatment.

References: [1] Sbenghe Tudor. (2008) Kinesiologie – Ştiinţa mişcării . Editura Medicală, Bucureşti. [2] Papilian Victor. (1975) Anatomia omului, Volumul I, Aparatul locomotor, Editura Didactică şi Pedagogică, Bucureşti. [3] Clement Baciu. (1972) Anatomia funcţională a aparatului locomotor. Editura Stadion, ,Bucureşti. [4] Radu Păun şi Colab. (1999) Tratat de medicină internă, Reumatologie, Editura Medicală, Bucureşti.

Titlul: Aspecte privind recuperarea prin mijloace kinetoterapeutice a persoanelor cu spondiloză cervicală Cuvinte cheie: kinetoterapie, recuperare, spondiloză cervicală Rezumat: Coloana vertebrală, este deci, o tijă în acelaşi timp elastică şi rezistentă, formând scheletul axial al corpului. Articulaţiile dintre corpurile vertebrale, ca amfiartroze, permit mişcări de mică amplitudine între fiecare vertebră, dar care, însumate pe întreaga coloană, îi dau o mobilitate deosebită. Mobilitatea coloanei vertebrale este mai mare la sportivi.Datorită curburilor coloanei vertebrale proiecţia centrelor de greutate a diferitelor segmente nu se găseşte pe linia proiecţiei centrului general de greutate a corpului. Acţiunea gravitaţiei determină de la o vertebră la alta, solicitări rotaţionale, care tind să accentueze curburile şi care trebuie neutralizate pentru a nu se prăbuşi coloana.


49

COMMUNICATIVE COMPETENCE OF PHYSICAL EDUCATION TEACHER –

A DECISIVE FACTOR OF PROFESSIONAL SUCCESS

Frunză Gabriela, PhD, associate professor State University of physical training and sports, Chişinău

Key–words: pedagogical communication, communicative

competence, principles of pedagogical communication, pedagogical communication, quality indicators, didactic communication competences.

Abstract. Communication competencies represent teacher’s basic

feature and mark the level of performance which ensures the efficiency of message transmission and reception. The purpose of pedagogical communication during physical education classes ensures the providing of communicative feedback within a teacher-student relationship. Communicative behavior changes are marked by student’s results: cognitive, affective, behavioral.

The experiment, based on questionnaire method, was conducted in 2 (two) stages and consisted of completing a self-assessment grid in which were included relevant items for communication skills that must be possessed by a physical education teacher, items such as: strategies for students’ communication training, freedom of scientific expression, level of empathy, feedback level, synchronization of nonverbal with verbal communication, use of problematical questions for generating active communication situations, linking teaching strategy with communicating levels of students, active involvement of students in debates, dialogues, verbal modeling of learning situations that stimulate the success of applied interactive strategies, applying various communicative methods for creating opportunities for cooperation and competition during the class etc.

Introduction. The European Standard stipulates 8 (eight) basic competencies which should be possessed by each citizen. 3 (three) of these are related to communication culture, and namely: communication


50

in the mother language, communication in a foreign language and culture of expressiveness.

In terms of the Common European Framework, communication competencies are defined by the relation of 3 (three) specific components: linguistic component, socio - linguistic component, pragmatic component, shown in their fundamental elements as a synthesis of knowledge, skills and abilities.

In this context, communication skills training and development are achieved during the educational process, directly during the lesson. Defined in terms of communication, educational process appears as a chain, theoretically infinite, of teaching communication situations.

Practical value. Teacher’s communication abilities determine his relationship with students and represent a dynamic system of personality, which ensure harmonization with himself and with others for maximizing professional/social efficiency; are expressed through communication skills that are integrated in a charismatic style of teaching communication, a catalyst of professional comfort and emotional values.

The development degree of communication culture is expressed in didactic speech, communicative competencies representing teacher’s basic features and mark the level of performance which ensures the efficiency of message transmission and reception.

Competence, as interpreted by author Gh.Dumitriu refers to "the ability of the transmitter (teacher) to be well informed, the ability to communicate and express information in a clear, consistent, understandable, accessible and empathy way for recipients" [2, p.87].

L. Sadovei defines communicative competencies of teacher as " an ensemble of communicative behaviors for developing/transmission/evaluation of didactic speech and building productive communication networks in the educational context" [3, p. 69].

In author's opinion, the model of didactic communicative competencies represents a theoretical construction of recovery of discursive and relational competencies, of their circuits, teleological determined in the context of teaching mode within the university curriculum. Last is expressed by the functionality/synchronizing of cognitive, rhetorical plans in discourse component and by motivational, conversational plans in relational component.

Communication competencies are targeted by author T. Slama-Cazacu, who claims that these represent "the capacity to present own


51

intentions, needs, interests in the communication process and to perceive the interlocutor in order to initiate a dialogue within the educational process [...] communication ability determines the understanding between teacher and student with the reason to achieve the learning goals and activity development "[4, p. 84].

I. Cerghit defines didactic communicative competencies as a better developed communication code owned by teacher [1, p.70].

In this context, we believe that ,for physical education teacher, communication skills are crucial; they directly influence the success of teaching act. The purpose of pedagogical communication during physical education class supposes providing communication feedback (reverse connection) within the teacher-student relationship. Changes of communicative behavior are marked (highlighted) by disciple’s results: cognitive, affective, behavioral.

Cognitive results are materialized in knowledge, ideas and resolvent strategies acquisition, changes in term of opinions, perceptions and attitudes, judgments, scientific concepts and intellectual operations, understanding and expressing the content and significance of informational messages etc.

Affective results are highlighted by impersonal accepting of social environment interventions, by the development of feelings and passions, dynamic changing of emotional and motivational states, ranging from simple moods, desires, interests and claims to attitudes, beliefs, convictions; at the same time are related to vision change upon valuation levels, decrease of anxiety, frustrations and increasing of satisfaction feeling.

Behavioral results take the form of new methods and manners/learning styles and answers, resulting from verbal and nonverbal behaviors, of conscious and responsible participation, cooperative competence and performance of improved behaviors. These are specific reaction of response, of involvement in learning, decision, resolution etc.

Research methods. For assessing knowledge and application of communication skills during physical education class, a sample of 33 subjects was asked to fill in a grid of communication competencies in which were included relevant items for communication skills.

Experimental group consisted of physical education teachers, from schools and lyceums from Moldova, with age variation of 25-45 years old.


52

Initially, it was requested to define teaching communicative competence. During data collection process, it was established that not all interviewed subjects could provide an answer, some records were not completed or it was provided a partial definition of the term. Lower are reproduced some answers variants:

- messages exchange, understandable information transfer between teacher and student;

- teacher's ability to communicate with students; - a set of verbal methods and processes through which teacher

transmits information to the audience; - interaction between teacher and student for streamlining and

optimizing the educational process; - ability to effectively communicate with the audience; - ability to effectively represent the teaching content; - possession of an academic language, of specialized terminology; - literary, accurate, standardized communication with students; - knowledge and representing of educational message; - efficient running of the teaching process; - clear message sending etc. It is found that the definitions proposed by evaluated subjects have a

more explanatory nature, which emphasizes the teacher's ability to communicate with student and understanding produced on him. However, communicative competencies involve the streamlining of lesson content, holding academic language, better interaction between teacher and pupil for achieving educational efficiency.

Communicative behavior of school teachers is reflected in Table 1.

Table 1. Questionnaire and self-assessment results of teachers’

communication competencies (in stages until and post experiment)

Nr. Maximum Minimum Not done

Before ex.

Post ex.

Before ex.

Post ex.

Before ex.

Post ex.

1. At what level you use strategies for communication competencies training?

3% 28% 75% 50% 22% 12%

2. Ascertain, in proportion, how your free, scientific and accessible expression stimulates learning and communication.

50%

70%

47% 30% 3% -


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3. Determine your level of empathy with the audience.

12% 35% 76% 65% 12%

-

4. Evaluate the feedback during the course. 12%

30%

60%

50%

28%

15%

5. Appreciate the applicability of interactive didactic strategies for maintaining and promoting the interest.

15%

45%

50%

50%

35%

15%

6. How often, during teaching approach, you use problematical questions to generate active communication situations?

9% 35% 40% 65% 51% -

7. To what extend, for activating the discussion, you synchronize verbal with nonverbal communication?

32% 60%%

50% 35% 18% 5%

8. Specify how much attention you pay to the management of communicative competencies training and of students’ orientation with the reason to produce and verbalize new knowledge that you promote.

50% 70% 30% 20% 20% 10%

9. Did you design and implement an interactive teaching strategy correlated to communication competencies of students?

21% 48% 73% 52% 6% -

10. To what extent you have used the student's communicative behavior for a deeper understanding of the proposed tasks?

50% 65% 48% 35% 2% -

11. Specify the extent to which the student is actively involved in debates, dialogues, exercises.

27% 70% 73% 30% - -

12. To what extend the modeling of verbal learning situations stimulate the success of interactive didactic strategies implemented by you?

33% 55% 67% 45% - -

13. What is the percentage of situations in which, by applying various communicative methods, you have managed to create opportunities for cooperation and competition during lesson?

24% 48% 67% 52% 9% -

For item 1, shown in Table 1, at what level you iuse strategies for communication competencies trening, were recorded minimum values: 3% - maximum, 75% -minimum and 22% - not done.

With the goal to form communication skills for students, teachers must introduce communication strategies and not to be confined only to use didactic content. Thus, it must be taken into account the reactions of students for setting communication behavior at a proper time. Otherwise, educational activity may be compromised.

For identifying strategies which optimize communication and cultivate communication skills it is necessary, for the teacher, to take into account the student's personality and his knowledge, to demonstrate pedagogical tact and free, scientific, accessible expression for students.


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In this context, 50% of respondents believe that exhibit coherent scientific expression, cultivating among students correct, literary expression; 47% think they have a mediocre vocabulary and 3% have deficiencies at this chapter.

For item 3, determine your level of empathy with the audience, 12% consider that they empathize at most with the auditory, 76% of teachers empathize a little with students, and 12% do not empathize at all.

Empathy dimension is relevant in the educational process; empathizing with students lead to suppression of destructive emotions. Teachers, who tend to have communication skills, must know how to express their emotions in an appropriate language, must be able to identify situations that trigger emotions, and to apply means of behavior destined for emotional expression.

Teachers’ communicative behavior is measured by the effect of feedback in the teaching-learning-evaluation process and messages circulation, regardless of their nature: from teacher to student or student to teacher. The feedback is the conscious, deliberate reaction; its effect is almost anticipated; it represents the message that promotes cognitive development of students, but also their emotional side.

At the given item - evaluate the feedback during the course, 60% of teachers determined it as being minimum, 28% do not take this aspect into account, and only 12% note maximum feedback during classes.

Interactional dimension has been tested and at item 5 - applicability of interactive didactic strategies for maintaining and promoting the interest. Most participants of the survey, 50% appreciate at min this aspect; 35% did not achieve it and only 15% accomplished it at max.

From view point of improving interactive teaching strategies for maintaining and promoting the interest, stands out the low quality of teaching communication in terms of pre-university education. School teachers apply few methods of communication activation by using interactive methods - action which creates indisposition for students in some learning situations and limit their enthusiasm during the lesson. Contribution of interactive methods application, of collaboration between students and teachers, is undeniable, making, from the teaching communication, a complex process.

In this context, physical education teacher must generate active communication situations, using problematical questions that would require not only the student's physical capabilities, but as well as their logic; it would increase the motivation and active/reflective implication.


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Teachers, from pre-university institutions, subjects of questioning, record deficiencies at this chapter - 51% of subjects do not use problematical questions; 40% - occasionally do and 9% generate a lot of active communication situations.

Out turn of didactic communication is not restricted to verbal content formulation. If verbal component expresses a particular content, paraverbal and nonverbal components expresse attitudes.

Asked at what extend, for activating the discussion, you synchronize verbal with nonverbal communication, 50% of teachers give less importance to this method, 18% actually do not take this aspect into account and 32% believe that perform the activation of the discussion by synchronizing verbal communication with nonverbal.

Para - and non-verbal communications come before the verbal message. It has been shown experimentally that the information received on a positive emotional background is better remembered, while an emotionally stressful environment (fear, discomfort, excessive physical exercise, etc.) facilitates forgetfulness.

Varied and convergent combining of verbal messages, verbal and nonverbal ensure clarity increase and save time. Communication divergence can produce confusion, uncertainty and even rejection of content transmitted by the teacher.

We believe that, during physical education class, priority should be given to this type of communication, taking into account the specific of discipline.

At item 8, specify how much attention you pay to the management of communicative competencies training and of students’ orientation with the reason to produce and verbalize new knowledge that you promote, 50% pay attention to making and verbalization of new contents, 30% do not really give importance to verbalization of recently acquired knowledge, and 20% of teachers disregard this aspect during physical education class, where physical capabilities are priority.

Asked if teaching strategy is correlated to communication competencies of students, only 21% gave positive answers, 73% correlate at min teaching strategy to communication skills and 6% neglect the given aspect.

For item 10, to what extent you have used the student's communicative behavior for a deeper understanding of the proposed tasks, 50% largely turn account the communicative behavior of students for the efficient execution of the proposed tasks, 48% give lower


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importance and 2% do not give importance to communicative behavior of the student.

Asked to clarify the extent to which the student is actively involved in debates, dialogues, exercises, 27% say that students participate actively in conversation and debates, 73% believe that the involvement of pupils in discussion during classes is minimal.

Referring to the item 12 – to what extend the modeling of verbal learning situations stimulate the success of interactive didactic strategies implemented by you, 33% think they use at max this method during lesson time, while 67% have reservations in this regard.

Asked to determine what is the percentage of situations in which, by applying various communicative methods, you have managed to create opportunities for cooperation and competition during lesson, 24% consider that use at max communication methods that lead to cooperation and competition opportunities during lesson, 67% manage deficient communicative methods and 9% do not apply communicative methods.

Post - experimental self-evaluation was carried using the same questionnaire, that was applied at the initial stage (Table 1). The results are shown in Table 2.

Statistically, it was shown that the level of communication skills for teachers involved in the experiment has grown by effective increasing of average values of variables, such as: presenting of communication training strategies, empathy degree, students’ motivation through communication, satisfaction produced by individual progresses pursued by the teacher, ascertaining of communication feedback between teacher - student, verbal and nonverbal communication.

Conclusion: We tend to point that a teacher’s speech supposes

permanent evidence of communicative behavior of education’s participants in various situations and interactions, involving creativity and continuous renovation of pedagogical approach.

In this context, during physical education lesson, pedagogical approach must be focused on meeting certain dimensions of communication: training and development of communication skills; development of cooperation capacity; self-esteem developing; development of participatory spirit; development of active listening habit; development of empathic capacity; training and development of emotional skills; training and development the capacity of providing and receiving a feedback; crystallization of own communication style.


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Bibliography:

1. Cerghit I. Prelegeri pedagogice. Iaşi: Polirom, 2001. 230 p. 2. Dumitriu Gh. Comunicare şi învăţare. Bucureşti: Editura

Didactică şi Pedagogică, 1998. 276 p. 3. Sadovei L. Competenţa de comunicare didactică. Chişinău:

UPS „Ion Creangă”, 2008. 171 p. 4. Slama-Cazacu T. Stratageme comunicaţionale şi

manipularea. Iaşi: Polirom, 2000. 236 p.

Titlul: Competenţa comunicativă a profesorului de educaţie fizică – factor decisiv al succesului profesional Key–words: comunicare pedagogică, competenţă de comunicare, principii ale comunicării pedagogice, indicatorii calităţii comunicării pedagogice, competenţă de comunicare didactică. Abstract. Competenţa de comunicare reprezentînd caracteristica de bază a cadrului didactic şi marchează nivelul de performanţă ce asigură eficienţa transmiterii şi receptării mesajului. Finalitatea comunicării pedagogice în cadrul lecţiei de educaţie fizică presupune asigurarea feedback-ului comunicativ în relaţia profesor-elevi. Modificările conduitei comunicative sunt marcate de rezultatele discipolului: cognitive, afective, comportamentale. Experimentul, bazat pe metoda chestionarului, s-a desfăşurat în două etape şi a constat în completarea unei grile de autoevaluare în care au fost incluşi itemi relevanţi competenţelor de comunicare pe care trebuie să le posede profesorul de educaţie fizică, precum: strategii de formare a competenţelor de comunicare la elevi, exprimarea liberă, ştiinţifică, nivelul de empatie, nivelul feedback-ului, sincronizarea comunicării verbale cu cea nonverbală, utilizarea întrebărilor problematizate pentru a genera situaţii de comunicare activă, corelarea strategiei didactice cu nivelul de comunicare a elevilor, implicarea activă a elevilor în dezbateri, dialog, modelarea verbală a situaţiilor de învăţare care să stimuleze succesul strategiilor didactice interactive aplicate, aplicarea diverselor metode comunicative pentru a crea oportunităţi de cooperare şi competiţie la lecţie etc.


58

STATE OF PHYSICAL DEVELOPMENT, MOTOR PREPAREDNESS AND DYSFUNCTIONS OF THE

LOCOMOTOR’S APPARATUS OF PRIMARY CLASSES GIRLS FROM THE RURAL AREAS OF THE REPUBLIC OF MOLDOVA

Adelina Ghetiu, Doctoral candidate, State University of Physical Education and Sport,

Republic of Moldova Key-words: village’s primary school students, physical development, motor preparedness, vertebral column, orthopedic deficiencies, scoliosis, flat foot, obesity, locomotor system, physical exercises, physical therapy. Abstract: The present article describes the experimental-analytical information about state of physical development, motor preparedness, the existence of negatives factors (scoliosis, flat foot and obesity) of village’s primary school students (girls) of Republic of Moldova. This information will permit to know the situation and form a process of education and development in physical education, taking into account the state secondary school students in cities. Nowadays, a very up-to-date topic is strengthening the resistance of human body in unfavorable social, economic and ecological environment, which contributes to the increase of labor and intellectual capacity, physical development, maintenance and reinforcement of health, which are possible only by planning specific motor skills. To this end, a great importance is paid to motor development of the young generation, and namely of children who, if developing in a favorable environment, will reflect the state of their health and of the entire society. It should be mentioned here that the necessity of movement and intense motor activity are the most important biological characteristics of the body of a child. Reduced muscular activity does not only hamper the development of the body as a whole and damages health, but also leads to serious future consequences, such as the decrease


59

of the capacity of assimilating knowledge and of acquiring essential motor skills. A very important age stage in the development of children is the twelve-year school education, which contributes to the intense development of intellectual, psychic, psychological and motor-functional capacities which, as a whole, represent the level of instruction and health of school students. In this context, we can state that an important aspect at this age stage is also the motor development of children which, at its turn, improves the physiological and psychic functions of the body, encourages the physical growth and development, increases the level of intellectual capacities of school students [1;2;3]. Nevertheless, currently a great number of researchers have found that the instructional-educational process from the educational institutions is characterized by the increase of the volume and intensity of educational-cognitive activity which influences the reduction of the level, insufficient as it is, of the motor activity. Such an orientation and tendency in the development of a modern educational institution is in absolutely no correlation with the necessity of settling the issues of physical development of school students, from the viewpoint of sufficient neuromotor activity and appropriate physical development. Moreover, the lack of appropriate conditions and non-execution of sufficient motor activities by children at home, in pre-school and pre-university institutions lead to the appearance of functional disorders of the muscular and locomotor systems, such as scoliosis and flat foot (platypodia), which practically cannot be cured along the life but can be prevented and stopped by practicing correctly selected motor activities. The presence of scoliosis and flat foot phenomenon, as well as the insufficient motor activity of healthy children leads to an inappropriate physical training, which at its turn generates disorders of the motor development, influencing in the same time the psychic aspect of the child and reduces his communication capacities, an important factor in the creation of school student’s personality.

In the light of the above, we have organized and carried out a pedagogical research within the national project „Modern tendencies in the promotion of a healthy lifestyle, by means of prophylaxis and rehabilitation of locomotor system’s disorders of school-age children, using physical development methods”. The implementation of this project supposes the study of the level of physical development, of motor training and of negative factors in the motor development of school


60

students from different districts of the Republic of Moldova, including primary schools from Edinet, Chisinau, Stefan Voda, Causeni, Singerei districts and from Tataresti locality. For investigating the physical development level and the motor training of school students and for detecting negative factors, we have applied an optimal number of tests, for various categories of children and school environments that would provide sufficient validity, credibility and transparency of the studied phenomena [4]. Types of conducted tests: a) for the evaluation of the physical development of school students: -height (cm); -weight (kg); b) for the evaluation of the motor development of school students: - shuttle run 3x10m (sec); - standing long jump (cm); - bench push-ups (no.); - sit-ups (hands on the chest) in 30 sec. (no.); - forward bends on the bench (straight legs) (cm); c) for determining negative factors of the physical development of school students: -flat foot (platypodia) (%); -scoliosis (%); -obesity (%).

We would also like to mention that the results of physical development tests complexly reflected the motor state of school girls, according to force, force-speed abilities and coordination of body movements and elasticity. Hence, all tests had been conducted in accordance with the established methods, represented at full extent in the relevant literature and their results had been analytically – mathematically processed, emphasizing basic statistical characteristics from the entire selected data, which constituted the basics for an accurate comparative analysis in accordance to the Student’s t-criterion. The obtained results allowed us to determine the level of physical development of school students and to analyze, using the comparative method, the preponderant regional difference of physical development between the northern, southern and central parts of Moldova.

Tables 1, 2, 3 represent the results, based on which can be determined the physical and motor state and the presence of negative factors at girls from primary classes from Tataresti, Singerei and Causeni districts. Thus,


61

in table 1 had been presented statistical data of the investigation performed on school girls according to their physical development (height, weight and their correlation with the Quetelet index, DE- diaphragmic excursion), as well as to their motor state, based on tests which reflect the development of basic physical qualities and the presence of negative factors: flat foot, scoliosis and obesity.

Table 1. Statistical characteristics of investigation results over primary classes girls from rural educational institutions of the Republic of Moldova, according to

their physical state, motor development and the existence of negative factors in their development.

District centers (villages)

Tests

Flat

foot

%

Scol

iosi

s %

Obe

sity

%

Que

tele

t ind

ex

(nor

m)%

Hei

ght

(cm

)

Wei

ght

(kg

Que

tele

t in

dex

Shut

tle r

un

(sec

)

Stan

ding

lo

ng ju

mp

(cm

)

Sit-

ups (

no.)

(han

ds o

n th

e ch

est)

in

Pu

sh-u

ps

(no.

)

Dia

phra

gmi

c ex

curs

ion

(cm

)

Forw

ard

bend

s (s

trai

ght

1st class

Tataresti 121,10±2,10

23,50±3,40

0,18±0,02

11,20±0,20

78,45±6,47

15,80±0,90

1,66±0,25

4,30±0,28

5,50±0.64

26,66

6,66

6,66 93,34

Singerei 129,87±1,34

26,38±0,96

0,20±0,005

9,18±0,13

111,13±2,53

16,67±0,89

1,03±0,11

3,53±0,23

5,93±0,97

26,66

- - 100,00

Causeni 127,20±1,94

25,50±1,23

0,19±0,006

9,17±0,13

114,90±3,59

16,60±1,23

1,20±0,14

4,60±0,30

3,60±1,44

6,66

- - 100,00

X 126,06±1,79

25,13±1,86

0,19±0,01

9,85±0,15

101,49±4,20

16,36±1,01

1,30±0,17

4,14±0,27

5,01±1,02

20,00

2,22

6,66 93,34

2nd class


23,40±1,24

0,19±0,007

9,50±0,29

99,40±3,72

15,50±1,73

1,80±0,99

4,30±0,37

2,80±1,61

20,00

13,33

- 100,00


29,94±0,92

0,23±0,005

9,31±0,15

113,07±5,21

20,13±0,82

1,33±0,52

3,93±0,15

6,60±0,17

40,00

13,33

- 100,00

Causeni 126,60±4,74

24,60±1,43

0,25±0,004

10,30±0,06

118,30±5,70

19,80±1,11

1,30±0,38

4,55±0,28

9,60±1,53

- - - 100,00

X 124,57±2,42

25,98±1,20

0,22±0,005

9,70±0,17

110,26±4,88

18,48±1,22

1,48±0,63

4,26±0,27

6,33±1,44

20,00

8,89

- 100,00

3rd class


29,50±3,08

0,21±0,01

10,41±0,28

118,50±5,60

18,60±0,75

2,71±0,36

4,14±0,42

5,50±0,32

20,00

13,33

6,66 93,34


24,50±1,47

0,18±0,008

11,83±0,32

130,00±4,84

15,16±2,09

2,66±0,09

3,86±0,32

7,66±1,45

26,66

13,33

- 100,00

Causeni 131,00±0,53

30,08±0,35

O,22±0,01

9,25±0,03

139,25±3,90

18,50±1,04

2,30±0,15

3,98±0,24

8,50±0,78

- 13,33

- 100,00

X 131,87±1,50

27,96±1,63

0,20±0,009

10,50±0,21

129,25±4,78

17,42±1,29

2,56±0,20

3,99±0,33

7,15±0,855

15,55

13,33

6,66 93,34

4th class


30,70±2,12

0,21±0,005

9,15±0,56

151,50±8,15

20,00±1,24

3,00±0,80

5,00±0,01

9,00±6,26

13,33

6,66

- 100,00


29,00±0,74

0,20±0,008

9,11±0,14

129,80±4,61

16,00±0,67

3,13±0,26

4,93±0,37

2,80±0,96

46,66

20,00

- 100,00

Causeni 139,10±1,57

32,10±1,34

0,24±0,006

8,60±0,13

151,10±6,16

19,44±1,34

3,50±0,68

4,96±0,25

10,00±1,68

20,00

6,66

- 100,00

X 138,06±3,32

30,60±1,40

0,22±0,006

8,95±0,28

144,13±6,31

18,48±1,08

3,21±0,58

4,96±0,21

7,27±±2,97

26,66

11,11

- 100,00


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Average general indexes of girls from primary classes


26,77±2,46

0,20±0,01

10,06±0,33

111,96±5,98

17,47±1,15

2,29±0,60

4,433±0,27

5,70±2,21

26,66

10,00

6,66 93,34


27,45±1,02

0,20±0,006

9,86±0,18

121,00±4,30

16,99±0,12

2,04±0,24

4,06±0,27

5,75±1,14

35,00

11,67

- 100,00

Causeni 130,97±2,19

28,07±1,09

0,22±0,06

9,33±0,09

130,89±4,84

18,58±1,18

2,07±0,34

4,52±0,27

7,92±1,36

13,33

5,00

- 100,00

X 130,13±2,20

27,43±1,52

0,21±0,007

9,75±0,20

121,28±5,04

17,68±1,15

2,13±0,39

4,34±0,27

6,46±1,57

25,00

8,89

6,66 93,34

Table 2 represents the comparative statistical analysis of the obtained results on the physical and motor state of the investigated girls from primary classes, representing in different colors the investigated districts and their real domination according to the studied indicators.

Table 2. Investigation results of physical and motor development and the presence of negative factors of the motor state of girls of primary classes from the

educational institutions of the Republic of Moldova No.

Tests Statistical characteristics X ±m

Comparative analysis

Tataresti

Singerei Causeni 1-2 Tataresti-Singerei

1-3 Tataresti-Causeni

2-3 Singerei-Causeni

1 2 3 t P t P t P I Physical

development 1 Height

(cm) 127,07± 3,08

132,36±1,34

130,97±2,19

1,57 >0,05 1,03 >0,05 0,54 >0,05

2 Weight (kg)

26,77± 2,46

27,45±1,02 28,07±1,09 0,25 >0,05 0,48 >0,05 0,42 >0,05

3 Diaphragmic excursion (cm)

4,43± 0,27

4,06±0,27 4,52±0,27 0,97 >0,05 0,24 >0,05 1,21 >0,05

4 Quetelet index

93,34 100,00 100,00 - - - - - -

II Motor state 1 Shuttle

run 3x10m (sec)

10,06± 0,33

9,86±0,18 9,30±0,09 0,54 >0,05 2,15 <0,05 2,65 <0,01

2 St. long jumps(c

m)

111,96± 5,98

121,00±4,30

135,97±4,94

1,23 >0,05 2,46 <0,05 1,53 >0,05

3 Bench push-ups (no.)

2,29± 0,60

2,04±0,24 2,90±0,78 0,38 >0,05 0,32 >0,05 0,07 >0,05

4 Sit-ups (hands on the chest) in 30 sec. (no)

17,47± 1,15

16,99±1,12 19,51±1,59 0,30 >0,05 0,67 >0,05 0,97 >0,05


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5 Forward bends on the bench (hands down)(cm)

5,70± 2,21

5,75±1,14 2,27±1,30 0,02 >0,05 0,86 >0,05 1,22 >0,05

Note: P – 0,05; 0,01; 0,001 t= 1,980; 2,618; 3,374

The results of the obtained statistical analysis show that from the

physical development criteria, and namely according to height, weight and DE (diaphragmic excursion) indexes, girls from primary classes from Tataresti, Singerei and Causeni have basically a similar development (with d>0,05). This fact is also available for Quetelet indexes which, according to the standard tests, is observed at the school girls from Singerei and Causeni districts (100%), followed with a slight difference by the primary classes girls from Tataresti district (93,34%).

Hence, according to the evaluation of physical development of primary classes girls from rural educational institutions of Tataresti, Singerei and Causeni districts, we have found that in the majority of cases the body and the physical state is being formed in accordance with age physiology and also under the influence of certain negative factors and the ecological environment.

The investigation of the motor state of girls of primary classes school from the above-mentioned localities showed that according to the majority of tests, indexes which characterize force, force-speed and body elasticity show a relatively identical development (unconfirmed) with d>0,05 (Table 2). Exceptions are the „shuttle run” test results, which characterize speed and coordination possibilities of primary classes girls from the investigated districts, out of which the girls from Singerei and Causeni districts (relatively similar, with d>0,05) prevail over their peers from Tataresti district, with d<0,05. According to development level of force-speed abilities, the results of girls from Causeni district prevail over the results of their peers from Tataresti district, with d<0,05. According to other results, characterizing other motor abilities of girls from primary classes, no regional differences had been recorded (d>0,05). Thus, we consider that the motor state of primary classes girls from rural educational institutions of the investigated districts corresponds to an unsatisfactory motor activity during their time at school; the speed-coordination and speed-force capacities of primary classes girls from Tataresti locality are low, comparing to Singerei and Causeni districts.


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The study of negative factors of physical development of girls from the primary classes in the rural educational institutions, shown in Table 3, proves that according to the presence of flat foot, the first place is held by the girls from Singerei district (35%), the second place – by the girls from Tataresti district (26,66%) and the third place – by girls from Causeni district (13,33%). According to the number of girls from the primary classes who have scoliosis, the first place is held again by Singerei district (11,67%), the second place – by Tataresti district (10,00%), and the third place – by Causeni district (5,00%). The presence of the first stage of obesity at girls from primary classes had been found at a relatively low number of girls in Tataresti district (6,66%), which corresponds to their Quetelet indexes (93,34%). Table 3. The existence of negative factors of physical development of girls of primary classes in the rural educational institutions of the Republic of Moldova No. Negative

factors of physical

development

Tataresti Singerei Causeni Average index

Distribution of places according to the existence of negative

factors

I II III 1 Flat foot % 26,66 35,00 13,33 25,00 Singerei Tataresti Causeni

2 Scoliosis % 10,00 11,67 5,00 8,89 Singerei Tataresti Causeni 3 Obesity % 6,66 - - 6,66 Tataresti - - Hence, the investigation results of girls of primary classes from the rural educational institutions of Tataresti locality and of Singerei and Causeni districts show that according to their physical development, children grow and develop in accordance with physiological age laws and the existent regional peculiarities, including negative ones.

The motor state of the investigated girls of primary classes from the rural area shows that in the majority of cases is relatively the same in all localities and reflects, as a rule, the insufficient motor activity during studies.

Moreover, we are concerned about the fact that girls do not show true increasing results in the motor preparedness at the following stages of primary education from each assessed region. In our opinion, such results, the majority of them, show little improvement only due to the natural physiological development of children. We believe that this means that the efficiency of guided physical training of girls from the


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investigated primary classes is very low and has no developmental peculiarities.

The insufficient motor preparedness of girls is directly linked with the existence of negative factors, among which we can specify flat foot, scoliosis and obesity, as factors that hamper their motor development and had been detected in all education institutions from rural areas, but especially in Singerei district and Tataresti.

In conclusion, we can state that physical development of girls from the investigated districts is complying with the existent physiological age laws and regional peculiarities, including negative ones.

The motor state of boys and girls of primary classes from the rural area of investigated districts shows that it is relatively the same in all localities and reflects in the majority of cases the insufficient motor activity during school time.

The motor preparedness of boys and girls from primary classes from the rural areas of the investigated districts shows that it is relatively the same in all localities and reflects in the majority of cases the insufficient motor activity during the studies.

The efficiency of guided physical training of girls from the investigated primary classes is very low and does not have the necessary developmental peculiarities.

The insufficient motor activity of ., including the mandatory physical training in school, leads to primary stages of obesity of girls in primary classes, detected in the majority of cases in the fourth grade.

The prophylactic activity for preventing and averting the development of flat foot, scoliosis and obesity in children from the rural area, as negative factors of their development, is incorrectly organized and ensured. Bibliography: 1. Balisevich V.K. „Онтокинезиология человека: Монография. Москва: Теория и практика физической культуры”, 2000. page 275. 2.Bubnovskii S.М. „Концепция построения комплексной универсальной лечебно-оздоровительной методики для применения в средней школе, гимназиях, лицеях в качестве уроков физического воспитания.” В: ЛФК и массаж. Москва, 2002, No. 3, pages 9-11. 3.Zavalisca A., Tuchila I., Demcenco P. „Particularităţile de reabilitare a elevilor cu deficienţe fizice din ciclul gimnazial în procesul educaţiei fizice: monografie.” Chisinau, 2010, page 490.


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4.Zavalisca A., Demcenco P. „Metode matematico-analitice de cercetare pedagogică în cultura fizică.” Chişinău, 2011, page 490. Titlul: Starea dezvoltării fizice, a pregătirii motrice și a disfuncțiilor aparatului locomotor a fetițelor claselor primare în zonele rurale ale Republicii Moldova Cuvinte-cheie: elevii școlilor primare din zonele rurale, dezvoltarea fizică, pregătirea motrică, coloana vertebrală, deficiențele ortopedice, scolioza, platfusul, obezitatea, aparatul locomotor, exercițiile fizice, terapia fizică. Rezumat. Prezentul articol descrie informația experimental-analitică privind starea dezvoltării fizice, pregătirea motrică, existența factorilor negativi (scolioza, platfusul și obezitatea) elevilor școlilor primare (fete) din zonele rurale ale Republicii Moldova. Această informație va permite cunoașterea situației și crearea unui proces educațional și de dezvoltare a educației fizice, luînd în considerație starea elevilor școlilor medii din orașe.

STRENGTH DEVELOPMENT WITHIN PHYSICAL EDUCATION AND SPORT CLASS IN GYMNASIUM

Trofin Maria Mădălina Leuciuc Florin Valentin

University Stefan cel Mare of Suceava

Keywords: strength, Gymnasium, optimization Abstract:This research was fulfilled in order to determine strength

development of schoolchildren belonging to secondary school. To achieve this optimization there were chosen two grades, respectively the 6th grade A class and the 6th grade D class of the 9th Elementary School Ion Creanga of Suceava. We started from the following hypothesis: if we use specific methods and tools used for strength development, closely related to the particularities of each age group, we get the desired result, namely the development of the motric skill – strength – and the


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fulfillment of the goals of Physical Education and Sports subject. Following the used methods and means, there was recorded a progress in final testing.

Introduction Strength concept is often treated in specialized writings. Most authors

dealing with matters related to sport training, among other things, treat the notion of strength.

The definition of strength concept, to which different authors refer, evolves in three main directions: Definitions referring to the ability of muscles to develop a certain level of tension; Definitions highlighting the physiological and physical sides; Definitions related to the movements of each individual (Leuciuc F.V., 2010, p. 15).

Within school classes, strength is related to the motric skill – endurance in the sixth link. Strength and endurance are motric skills which can be easily improvable and systematically taught from the age of 9-10 years, characterized by an upward trend and a maximum opportunity for improvement.

Skills that force the body in terms of speed are placed before those that force the body in terms of strength and endurance (I.A. Bratu, 1985, p. 65).

By the age of 11 – 12 years, muscle strength follows a parallel development for both sexes. This explains the fact that at this age girls sometimes are physically more developed than boys in terms of strength. After this period, strength development for boys is more pronounced, ending at 18-20 years, 2-3 years later than girls (Leuciuc F.V., 2010, p. 78).

From the age of 10-15 years, we can count on achieving higher results in strength development with the specific means and methods of this motric skill.

For children, strength development is not indicated earlier, due to multiple causes, among which the most important are the differences between the growth rhythms of skeletal and muscle systems (C. Florescu, V. Dumitrescu, A. Predescu, 1969, p 167).

During childhood, strength should be developed in terms of speed, using by excellence natural exercises such as: pushups, squats, jumping on one leg and both legs, jumped step, skipped step (Leuciuc F.V., 2010, p. 79).


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Materials and methods To achieve any scientific research paper, in any field, certain research

methods are required. The theoretic subject named Research Methodology provides the means to research and teach us which they are and how these methods of scientific investigation should be used.

This ongoing research aims at determining the development level of the motric quality – strength for students of the 6th grade A class and for students of the 6th grade D class studying at the 9th Elementary School Ion Creanga of Suceava.

To achieve the objectives of this research we used the following methods: studying biographical writings, teacher observation, experimental method, statistical-mathematical method and graphical method.

In this research we applied the following control samples: - Abdominal strength test; - Standing long jump; - Vertical jump test (Jump Sargeant).

Samples were held in the gym of the school, and the materials used were as follows: 10 gym mats, wooden cubes, a whistle, a stopwatch and a meter to measure.The reasearch took place at the 9th Elementary School Ion Creangă of Suceava.

The subjects formed two groups of students: the control group represented by the 6th grade A class and the experimental group represented by the 6th grade D class. Students showed responsiveness and interest in the activity.The research lasted from the 28th November 2013 until the 14th May 2014.

Results The control group (the 6th grade A class) counted 29 students – 21

girls and 8 boys, and the experimental group (the 6th grade D class) 27 students-16 girls and 11 boys. I mention that all students were able to perform physical exercises without medical excuse. Following the sustained samples there was obtained the results shown in Tables 1 and 2.

Abdominal

strength test (no. of repetitions)

Standing long jump (cm)

Vertical jump test (Jump

Sargeant) (cm) T.I. T.F. T.I. T.F. T.I. T.F.

Boys


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X 19.5 25.85 231.87 233.85 60.12 61.71 S 4.44 4.56 19.17 17.69 9.53 10.3

C.V. 22.77 17.64 8.26 17.56 15.86 17.7 Girls

X 17.57 21.19 193.28 195.04 44 45.09 S 2.89 4.14 14.4 14.11 6.75 6.69

C.V. 16.55 19.54 7.45 7.23 15.34 14.84 Table no 1. The 6th grade A class: control group

Abdominal

strength tes (no. of repetitions)

Standing long jump (cm)

Vertical jump test (Jump

Sargeant) (cm) T.I. T.F. T.I. T.F T.I. T.F

Boys X 28 31.45 246.09 249.9 64.09 67.18 S 5.62 5.53 7.86 8.09 6.94 7.05

C.V. 20.07 1.76 3.19 3.23 10.84 10.5 Girls

X 23 25.12 206.25 208.06 51.18 53.25 S 6.07 6.66 26.73 26.51 11.58 11.53

C.V. 26.42 26.51 12.96 12.74 22.63 21.65 Table no 2. The 6th grade D class: experimental group

Discussions Improvements were noted for both groups after final testing. Thus, for the abdominal strength test: - boys of the control group progressed by 32.6%, while those of the

experimental group by 12.32% (Figure 1); - girls of the control group progressed by 20.6%, while those of the

experimental group by 9.21% (Figure 2); - following the results of this sample, we see that both boys and

girls of the control group progressed more than those of the experimental group: boys by 20.28% and girls by 17.5%.


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Figure 1: Average values obtained by the male subjects in the

abdominal strength test

Figure 2: Average values obtained by the female subjects in the

abdominal strength test

Regarding the test of standing long jump: boys of the control group progressed by 1%, while those of the experimental group by 1.6% (Figure 3); girls of the control group progressed by 1%, while those of the experimentalal group by 1% (Figure 4); following the results of this sample, we see that both boys and girls of the control group progressed by 0.4%, while the girls recorded the same progress of 1%.


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Figure 3: Average values obtained by the male subjects for the test of

standing long jump

Figure 4: Average values obtained by the female subjects for the test

of standing long jump

Vertical jump test (Jump Sargeant): boys of the control group progressed by 2.7%, while those of the experimental group by 4.9% (Figure 5); girls of the control group progressed by 2.47%, while those of the experimental group by 4.04% (Figure 6); following the results of this sample, we see that both boys and girls of the experimental group recorded a higher progress than those of the control group: boys by 2.2%, while girls by 1.6%.


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Figure 5: Average values obtained by the male subjects for the

vertical jump test (Jump Sargeant)

Figure 6: Average values obtained by the female subjects for the

vertical jump test (Jump Sargeant)

In the first two samples girls were better than boys recording a visible progress, while in the last sample boys recorded better results.

Abdominal strength test is a test that develops both abdominal muscles and students' ability to perform physical exercises having as counterweight one’s own body.

The test of standing long jump is effective because it develops mainly lower limb muscles, but also the upper limb muscles. Also the test creates a better orientation in space and time and also determines the ability to correctly estimate lengths.

Vertical jump test involves all muscles of the body.


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The results and the statistical – mathematical indices presented in tabular form show the usefulness of the control samples that were applied.

Conclusions The research found a real success, so we came to the following

conclusions: 1. After applying the set of tests, the experimental group recorded a

progress compared to the control group. Arguments that come to support this assertion are the results of the statistical-mathematical indices and graphic representations of the average values of the two groups in all three samples.

2. The means and methods used are appropriate, thus the research objective namely the optimization of the motric skill – strength, was accomplished – optimization is effective.

3. The research hypothesis was achieved, obtaining the desired result, namely the development of motric skill – strength.

References 1) Leuciuc F.-V., Musculație, Editura Universității din Suceava,

2010; 2) Bratu I. A., Deprinderi motrice de bază, Editura Sport-turism,

București, 1985; 3) Florescu C., Dumitrescu V., Predescu A., Metodica dezvoltării

calităților fizice, Editura Sport-turism, București, 1969; 4) Ghervan P., Teoria Educației Fizice și Sportului, Suceava,

Editura Universității din Suceava, 2014.

Titlul: Dezvoltarea forței în cadrul lecției de educație fizică și sport în învățământul gimnazial Cuvinte cheie: forţă, ciclul gimnazial, optimizare Rezumat: Această cercetare a fost făcută cu scopul determina gradul de dezvoltare a calității motrice forța în ciclul gimnazial. Pentru a realiza această optimizare s-au ales două clase de la nivelul ciclului gimnazial, respectiv clasa a VI-a A și clasa a VI-a D de la Școala Generală numărul 9, Ion Creangă, din Suceava. Datorită mijloacelor și metodelor adecvate


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ce s-au folosit, optimizarea a fost eficientă. S-a plecat de la ipoteza: dacă vom folosi metode și mijloace specific utilizate pentru dezvoltarea forței, acestea fiind în concordanță cu particularitățile de vârstă, vom obține rezultatul dorit și anume dezvoltarea calității motrice forța și îndeplinirea obiectivelor educației fizice și sportului. În urma metodelor și mijloacelor folosite s-a constatat un progres la testarea finală.

CORRECTING CHILDREN KYPHOTIC ATTITUDE BY MEANS OF RHYTHMIC GYMNASTICS

Oana Pata Faculty of Physical Education and Sport

„ Stefan cel Mare” University of Suceava Keywords: children, kyphotic attitude, rhythmic gymnastics

Abstract: The paper aims to demonstrate the rhythmic gymnastics wrole, in the prevention and correction of kyphosis in children of school age. Rhythmic Gymnastics, very diverse nature of its contents and attractive, particularly through corrective elements of body technique and handling of portable objects, can be a beneficial way to prevent kyphosis in children of school age.Low overall physical ability and attitude Kyphotic, or even more advanced types of kyphosis caused by a number of factors pests small school life, such as position in the bank for 4-5 hours, time spent at the computer, or other activities extracurricular, largely involving incorrect position of the spine, it can prevent and correct by practicing rhythmic gymnastics.

Introduction


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Frequently kyphosis is the most typical and deviation of the spine and can take very different aspects and characters, the causes and mechanisms of production, shape, extent and localization in the spine, the evolution and the possibilities of correction.

By location, Kyphotic deviations may be typical when exaggerates normal curvature of the spine in the thoracic region, and atypical when located in the lumbar, cervical, thoracic or lumbar they comprise the entire column.

Being very close to a branch of art, which combines fine ballet movements, technical elements of body, dance steps, techniques for handling objects become truly portable and choreography, rhythmic gymnastics are particularly attractive to students all ages and especially for those of school age and its content has a strong correction character.

Material and methods

Stretching the spine kyphosis, largely conditions as curvature. The short kyphosis have a look angular, rounded curvature determines the medium and the long oval shape have. Evolution kyphosis is very different and is conditioned by causes and mechanisms that produced them. After Prof. Dr. A.N. Ionescu, deviations Kyphotic, kyphosis are divided into functional and pathological kyphosis.

Functional kyphosis, takes a number of common features, namely: are typical deviations, lightweight, easy to install, have a long evolution and a favorable prognosis. In this group are described four clinical forms: Kyphotic attitude, habitual kyphosis, training and compensation.

Kyphotic attitude is usually an exaggeration of physiological thoracic curvature, which is installed during growth. The main cause of this deviation is a functional disorder of the spine support capacity due to insufficient development of the back muscles, a joint laxity and control exaggerated nervous enough.

The spine remains mobile for a long time, then becomes permanent stretching ligaments, muscle elasticity decreases and the minimum and structural changes occur.

The habitual Kyphosis and professional Kyphosis , are the result of uncorrected Kyphotic attitudes to time, structural changes occurring in the elements making up the device support. The mobility of the spine is preserved but in a lesser degree.


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Compensatory kyphosis is a column secondary deviation, occurs by offsetting a primary lordotic curves reached a certain stage of development.

Pathological or structural Kyphosis: are greater and more serious deviations of the spine, with profound changes in form, structure and fucţiile them. These deviations have cause and mechanisms for well-defined, appear in a variety of forms, requiring complex treatment, support and individualized. In this group the following are clinical forms:

Congenital kyphosis malformations are caused by the existence of vertebral body level (aplasia, squash, blockage), intervertebral joints or ribs. These kyphosis are usually short, angular, located in thoraco-lumbar region, painless and fixed. The spine remains mobile above and below the malformation. Correct diagnosis is on the basis of radiological examination is essential in these forms.

Rachitic kyphosis, are easy to diagnose because always appear together with other signs and symptoms of the disease such as deformities of the head, chest, abdomen or legs. This kyphosis is painless, mobile, it emphasizes seated and standing position improves or disappears. The location is its most Frequently lumbar region, where the skin from the spinous is pigmenting, becomes rough and thick.

Paralytic kyphosis, are due to the destruction of motor neurons in the spinal previous horns by polio virus, the agent of infantile paralysis. Since the affected muscle groups are very different aspect of these deviations is very varied and uncharacteristic. The spine remains long while mobile, spinal curvatures are gradually stresses under the action of gravity and contraction of antagonistic muscle groups. The evolution of these kyphosis deformity is severe paralytic forms monster can reach or even collapse column. Even with early treatment and application of a complex still unsatisfactory results in this type of deviation.

Traumatic kyphosis occurs following an accident, sometimes very small, spine, which occurs after a certain time a slight thinning process. This subtracting process vertebrae resistance leads to their flattening and with it the occurrence of deformation. This deformation presents a short angular deflection curvature, fixed accompanied by painful phenomena and motor disorders and sezitive.

Pott kyphosis (TB), resulting from the destruction of 1, 2, 3, vertebral body by the action of Koch bacillus. They flatten and collapse earlier, while intact vertebral arches are pushed back creating a "hump" or


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kyphosis Pott. Predilection of thoracic kyphosis or Pott is the region in the thoraco-lumbar passage. The curve is short, angular and flat.

Rheumatic kyphosis, in its most severe form, is encountered during spondilartritei spondylitis (as kyphosis). It is a progressive and irreversible due to ossification of ligaments and bone formation bridges between vertebrae.

Juvenile kyphosis (Scheuermannn vertebral epiphysis) Vertebral epiphysis is an adolescent growth dystrophy which causes a

painful dorsal kyphosis. Clinical signs of vertebral epifizitei comes down to a round back painful. These signs do nothing to attract attention, radiological examination is the key that gives stabillească diagnosis and severity of the condition allows the spine. Frequently vertebrates are met: T6-T12. Frequently achieve increases ranging from T12 to the lumbar vertebrae. In more advanced stages of the disease, clinical signs appearing skin pigmentation Frequently it in the right dorsal spinous. Radiological signs are essential

Other different kyphosis in this group included some deviations Kyphotic which are extremely rare. This post kyphosis tetanus, which is actually a traumatic kyphosis, kyphosis psycho neurotic, nervous common in children and a sensitivity exaggerated kyphosis and drug myopathy.

The children posture changes under the influence of the general condition of the body and various external causes. An enormous importance is proper nutrition of the child's physical, participating in various games, sports exercises. Besides general gymnastics and swimming, rhythmic gymnastics ensure a harmonious development, and torso muscle growth .

All the unhealthy factors in the child's life are, long stay in the desk , playing the piano for a long time, sitting in front of computer for more than 30 minutes, or stay with various other electronic devices such as phones and tablets in hand.

Recovery programs: In making recovery programs taking into account a number of local general parameters. The general characteristics of which more importance are: • The type and specific deficiency; • Duration of disease and recovery; • Age deficiency; • General physical capacity;


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• profession and branch of sport; Complete medical diagnosis of the condition and location, general

outlines first milestones of the programs. Duration of disease and recovery Condition type requires different recovery times and then set up a

plan of action stretches variables. Age deficiency also causes some general indications of

the nature of the recovery program. In children recovery, it is recommended imitation and games for adults and adolescents gym, occupational therapy and sports.

Physical capacity is general intensity and recovery programs is determined by tests of O2 consumption in effort on dynamometry and ergometry. After testing the maximum capacity is up programs that require 30-50% of muscle strength.

Rhythmic gymmnastics Rhythmic Gymnastics is a branch of gymnastics expression, which is

basically the art of combining elements, plant and equipment handling the portable objects, due to various musical rhythms.

Rhythmic Gymnastics is a branch as beautiful, artistic and expressive, the more complex and attractive to practice requiring relatively little material conditions, unsophisticated. Unlike artistic gymnastics which implies a large number of devices and aids, it is necessary for rhythmic gymnastics gym with a reasonable height, equipped with fixed ladders, mirrors and front wall, objects and portable music devices. For this reason, rhythmic gymnastics proves to be an affordable branch practiced in schools, colleges and universities.

The character of the show, given the combination of elements in various choreographers, accompanied by background music very attractive, is another feature that should determine practicing rhythmic gymnastics with pupils and students, who will always be attracted to these types of activities.

The content of rhythmic gymnastics, synthesized in 4 groups as preparatory group means, technical means, special rhythmic means, and general physical training means, ensures proper development of the organism small school age children to practice this branch attracts sports beauty, harmony and plasticity movements.

The first group exercises aimed at preparing the body and overall physical development include multilateral exercises, or selective influence locomotor movements consisting of rotating, and extension,


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balancing, tension and relaxation of body segments and posture exercises executed at bar Wall (sin from classical ballet).

A second group of rhythmic gymnastics content, is the most representative, including specific motor skills rhythmic gymnastics, exercises like torso and wave, balance exercises, turns and pirouettes, jumps, dance elements, exercises with portable objects and acrobatic elements. Of these exercises with portable objects, clearly defines character as distinct branch of rhythmic gymnastics and represents the specific purpose of training, which presents the competition gymnasts joint mastery of all other movements.

The group of special means is the harmonious combination of background music means presented in the second group, as freely chosen exercises with and without portable objects.

The means of general physical training subject of the fourth group, consisting of exercises to develop motor skills in a balanced way, optimal specific individual exercises in pairs, active, passive, and without strength, isometric, isotonic and intermediate exercises objects (elastic cord, stick, rope, sand bags, sand coils, medicine ball, dumbbells, etc., fixed scale exercises at the bank of gymnastics, trampoline or elastic net, gymball, etc.) .

Rhythmic Gymnastics is a branch which, from early childhood age, may interfere with the correct attitudes deficiencies, especially Kyphotic attitude through posture exercises which are present from the preparatory training such as locomotor exercises influence, executed free or with portable objects, individually or in pairs, with or without musical accompaniment, and exercises executed at wall bar, arms and legs positions, battement fondu, battement Jette, or plie exercises.

Specific fundamental means as dance steps, elements of balance, which involve maintaining the body in different positions ( standing on the toes, back straight, shoulders pulled back, head straight, long neck, abdomen pulled), small jumps, jumping higher, and torso movements like waves, and dynamic and static acrobatic elements, all contribute decisively to correct Kyphotic attitude.

During these exercises the methodicall indications has to continue and as well the frequent corrections, an important role is played by the introduction of portable objects that either helps maintain proper body segments in posterior plans, or can influence carrying body parts (arms, head, shoulders) in the posterior plane, the kyphosis deficiency attitude can be corrected. For example keeping circle at the back in the frontal


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plane, held with both hands from inside the circle, determines a straight position of the torso, even a torso extension, pulling the shoulders back and so correcting Kyphotic deficiency attitude. Also back circle passing, from a hand to another, can be an effective exercise for correcting kyphotic deficiency position, while developing and muscles of the arms, back and scapular-humeral articular mobility.

All exercises with portable objects handling, moving objects from one hand to another, from behind, be it a circle, ball, rope, ribbon or clubs, causes carrying shoulder back, head and torso in extension, which will contribute selectively to correct Kyphotic attitude, a habitual kyphosis, a professional kyphosis or compensatory kyphosis.

These specific rhythmic gymnastics exercises with portable objects, may be used for structural or pathological kyphosis, but in different ways depending on the nature of disability, diagnosis, individual peculiarities (age, sex, health, etc.)

The study premises In conducting this study, we started from the premise that through

rhythmic gymnastics, can prevent and correct Kyphotic attitude, habitual kyphosis, professional and compensatory kyphosis at children. This study is based on an observation of a particular case of a 9 year old girl, who began attending training gym two years ago. The girl present a functional kyphosis. After two years of preparation it was corrected total. As a result, we considered important to initiate a study on several girls attending training rhythmic gymnastics.

Hypothesis work Practicing regular rhythmic gymnastics at the age of

childhood, causes preventing or correcting where necessary the different types of kyphosis in children.

Research methods: Method of literature study The observation method Experimental methods Graphic and tabular method Statistical and mathematical method

Research Subjects The research subjects consisted of a total of 12 girls practicing

rhythmic gymnastics for a year. Subjects age is between 6 and 10 years old.

Organize and conduct the experiment


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The experiment was conducted on a total of 12 girls, practicing rhythmic gymnastics at Sports Club Profesport of Suceava. The period during which the measurements were made was in October 2014 - March 2015. In early October were conducted and anthropometric measurements were recorded initial data from early tests and in March 2015 were recorded resulting data After final testing. After analyzing and comparing data were formulated experimental study conclusions.

Tabel 1. Anthropometric mesurements

Numele și prenumele

Age Heigt Weight

Ianul Teodora 8 1,23 22 kg Bodnar Irina 8 1,25 21 kg Culiță Maria 7 1,26 28 kg Simioniuc Alexia 7 1,50 19 kg Rurac Miruna 6 1,24 24 kg Cazac Delia 8 1,28 30 kg Anastasiei Daria 10 1,39 39 kg Balcic Iasmina 8 1,28 29 kg Băișanu Alexandra 8 1,29 30 kg Moraru Sabina 5 1,12 18 kg Teșu Ioana 9 1,25 18 kg Joroveanu Francesca 9 1,28 30 kg

Tests Lifting the torso from horizontale pozition in 30 seconds Table 2. Dynamics of experimental group statistical indicators Lifting the torso to experimental group

Lifting the torso Experimental group I.T F.T.

x 16,33 21,46 S 1,175 2,503

Cv 0,07 0,11


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Media representation experimental group E. G. for the lifting of the torso

The test " Lifting the torso from horizontale pozition in 30 seconds " arithmetic values between initial testing (IT), and final testing (FT) are 16.33 and 21.46 experiment group, which represents a breakthrough 5, 13 lifts, when final testing. Analyzing the results obtained at the end of the experiment, it is observed that the experimental group progressed from practicing rhythmic gymnastics.

As a result, it can be said that the means of rhythmic gymnastics applied to the experimental group had a significant influence on the development of abdominal strength, demonstrated proven lifting the torso from horizontale pozition in 30 seconds

Test- Kipt hanging on horizontal bar Table 3. Dynamics of statistical indicators experimental group

Test- kept hanging

Experimental group I. T F. T.

x 39,04 41,04 S 2,189 1,198

Cv 0,05 0,02


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Graphic. 2. Representing the group average experience it E. G kipt hanging on horizontal bar

The test " kept hanging " arithmetic values between initial testing (IT), and final testing (FT) are the experimental group of 39.04 sec. and 41.04 sec. which represents progress for 2 sec., the final testing. Analyzing 39.04 sec. obtained at the end of the experiment, it is observed that the final testing, the experimental group made considerable progress.

Conclusions Physical development exercises, in the first part of rhythmic

gymnastics lessons, influences abdominal muscles growth opportunities, arm strength and back muscles strenght, leading to maintain the spine in the correct position, which has a beneficial role in correcting and preventing Kyphotic attitude and functional kyphotic to children.

Specific core exercises, like waves, balance exercises, turns and pirouettes, jumps, dance steps adapted to specific movements, exercises portable objects and the acrobatic exercices, best assist the development of general labor, but especially the development of the body's upper body muscle strength. Development of abdominal and back muscle strength contribute adequately to maintain the spine in the correct position and therefore demonstrating the correct rhythmic gymnastics exercises to correct and prevent Kyphotic attitude and kyphosis in children.

The results of the two tests, it was observed that the initial testing to final testing were developed abdominal strength indices, motor skills and strength back, which demonstrates the influence of rhythmic gymnastics on growth opportunities keeping the spine in the correct position and that Kyphotic correct and prevent poor attitudes to young schoolchildren.


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By lifting the sample placed in the torso of lying in 30 seconds, there has been progress on development of abdominal strength and initial testing to final testing, progress that has demonstrated the beneficial influence they have years of gymnastics, to 7-10 years girls. Specific movements of rhythmic gymnastics, consisting of specific steps, equilibrium positions, small jumping and big jumping, portable objects manners in different directions and plans, turns and pirouettes, acrobatic elements and semiacrobatice, all led to the development of abdominal muscle strength, favoring an better support the spine and therefore optimal prevention and correction of attitude to 7-10 years old Kyphotic children.

The test kept hanging on horizontal bar, final tests have also shown considerable progress on developing strength back and upper limbs, the six months of training by attending gymnastics workouts three times a week, proved to be extremely useful. Development indices back and upper limb muscles also contribute to maintaining the spine in an upright position and allow proper torso constant correction and recovery from negative influences caused by harmful factors in the lives of children, the desk siting position at school , the computer siting position at home, holding tablet or phone in hand position, etc.

By its contents, rhythmic gymnastics is a sport branch extremely beneficial in terms of growth and harmonious development of body girls 7-10 years and the growth and development of general and specific motor skills, strength development torso or abdominal force and back strength, directly responsible for preventing and correcting Kyphotic attitude and even functional kyphotics at school age children.

We can say thet the rhythmic gymnastics, may occupy a far better place than in the physical education lessons, at school and secondary school, could continue even at the high school level, means more weight on dance, and should be the object of study for students from faculties of physical education and kinesiology, for then throught P.E. specialists, to return to school. His character coordinative / corrective, gives importance and value through other branches that are taught in school, which can of course add beauty and attractiveness specific artistic and rhythmic gymnastics show available.

Bibliography


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1. ANDRON C. ELIJAH A., RAVEICA G., 2006 Guidance practical work in anatomy, publisher Edu Soft, Bacau, 2006

2. BACIU C., 1981 pre and post operative Physical Therapy, Sports Publishing -Turism Bucharest 1981

3. GALLAHUE, D., L., (2007), Developmental Physical Education for All Children, Human Kinetics, Champaign.

4. IONESCU AN, MAZILU V., (1968), normal growth and harmonious development of the body, Publishing National Council for Physical Education and Sport, Bucharest

5. JIPA I., Magda S., (1967), and acrobatic gymnastics programs, Publisher National Council for Physical Education and Sport, Bucharest

6. JIPA I., (1972), modern gym lesson, Ed Stadium, Bucharest 7. STOENESCU, G., (1978), modern rhythmic gymnastics, Sport,

Travel Publishing, Bucharest 8. STROESCU, A., Podlaha, R., (1974), gymnastics terminology

Publishing Stadium, Bucharest 9. PHYSICAL AND TESTS PSYCHOMOTOR (2004), National

Research Institute for Sport, Bucharest

Titlul: Corectarea atitudinii cifotice la copii prin mijloace ale gimnasticii ritmice Cuvinte cheie: copii, atitudine cifotică, gimnastică ritmică Rezumat: Lucrarea își propune să demonstreze rolul gimnasticii ritmice în prevenirea și corectarea cifozei la copiii de vârsta școlară mică. Gimnastica ritmică, prin natura conținutului său foarte divers și atractiv, în special prin elementele corective, de tehnică corporală și de mânuire a obiectelor portative, poate constitui un mijloc benefic de prevenire a cifozei la copiii de vârstă școlară mică. Capacitatea fizică generală scăzută, cât și atitudinea cifotică, sau chiar tipuri mai avansate de cifoză, determinate de o serie de factori dăunători din viața școlarului mic, precum poziția în bancă timp de 4-5 ore, timpul petrecut în fața calculatorului, sau alte activități extrașcolare, care presupun în mare măsură poziții incorecte ale coloanei vertebrale, se pot preveni și corecta prin practicarea gimnasticii ritmice.


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THE DEVELOPMENTOF YOUNG SCHOOL CHILDREN THROUGH THE PSYCHOMOTOR ACTIVITY

Pasăre Daniela, first-degree primary school teacher at

Secondary School nr.8, Suceava, Romania Raţă Elena, Ph D in Physical Education, associate professor

University: „Ştefan cel Mare” from Suceava Keywords: music, movement, movement intelligence, physical exercise, educational activity Abstract: This article presents the main reason for the choice of this topic which is based on the main theme: it researches the relation between music and movement, the implications of the formation of the intelligence of movement within the educational framework for the pre-adolescent children. Introduction

The education of the modern human being is based on his multilateral physical, intellectual, ethical, aesthetical development in close connection with the requirements of the contemporary society according to the real abilities needed for the coordinates of human personality.

The pshychomotric activities are physilogical by the nature of their means, pedagogical through strategies, biological through their effects and social through their way and forms of organization:therefore they cannot be regarded isolated as an expression of the physical strength but as a way to relate to the personality dimensions, as a form of continous improvement.

The present study enforces and promotes the movement and musical games in order to outline the primary school students’ personality.It focuses on a new educational perspective by encouraging, adopting and promoting an innovative, interactive approach that requires a programme of outdoor activities mainly focused on music and physical movement.

Games based on music and movement allow an intense sense of movement experiences, they offer a larger scale of moral sense, they challenge to take action, or give a state of biogical balance and a balance of the soul and they engage the whole personality.Children learn to understand themselves better and get to know the world they live in and socialize.


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Even though there are many researches in this domain, specialists have a lot of unsolved issues regarding the significance of the educative values of music and movement within the general physical, pshychomotor and social development of school children.The schooling period is considered esssential to establish a basis for the motivational, social, moral and intellectual aspects of a child’s personality. The purpose of the research

The study is aimed as a recommendation or a basis for a supplementary approach when teaching music to children aged 7 to 10, or an integrated part of the curriculum for children aged 5 to 7, integrating music and physical movements.

It should be emphasized that the phrase „physical movement” means an activity that is done in an environment which encourages freedom of expression through natural movementsand creates a positive body image. In addition to this, physical movements during music classes help achieving the specific objectives of music lessons: understanding music with one’s body. This pattern may suggest different strategies to teach music at primary level as well as the development of basic music concepts. The alternative teaching methods might help pupils understand, love and enjoy music, at the same time, they can develop their bodies through physical movemnts according to their abilities and limitations. The objectives of the research 1. To study and use on a larger scale the theoretical and practical aspects related to the development of primary students’personality by using music and physical movements 2. To evaluate the level of the general, psychomotor, psycho social development of students in primary school. The basic methods that were used for the present study:The analysis of the scientific-methodological speciality books * The pedagogical observation * The questionnaire type of investigation * The test – it was tested the social climate and the interpersonal relationships through the sociometric method; eveluations by using sociologic questionnaires * The pedagogical experiment


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* Some mathematical-statistical methods to work with the quantitative data The organization of the research:

This research took place within the framework of a secondary school during a school year.There were three distinct stages as it follows:

The first stage was one of ascertainment and it included: studying the scientific literature related to the topic of the research; the analysis of the school curricula; the analysis of the opinions of the teachers who have applied the questionnaires.

The experiment included a number of 21 teachers and had the goal to analyze the social climate and the interpersonal relationships of the pupils within the educational cycle of development.

The second stage focused on the basic pedagogical experiment;this was put into practice – a music and movement program on a group of 26 children in the first grade, as well as the initial tests for all those participating in the study.

The third stage included the application of the final tests and the processing of the data obtained during the pedagogical experiment. The conclusions and the methodical recommendations were stated and based on the final results. Results and further discussions:

A scientific investigation was achieved based on questionnaires applied on a number of 21 teachers.

The research was meant to analyze and compare certain aspects of the manner in which games or movement games are used in the educational process.

The questionnaire used for teachers had a number of 5 questions and 21 teachers with different specialities answered those- 35 % of them were from the sport and physical education area, 65% were teaching maths and physics and 5% were teaching Art and Music.

Analyzing the answers the following facts were taken into consideration: Question 1 was about the idea of getting acusstomed with the term of game or dinamic game amongst the 21 teachers: 39,3 % were aware of the term, 57% said they did not know the term and 3.7 % did not answer related to the topic. (chart nr. 1)


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39.3%

57%

3.7%

0

10

20

30

40

50

60

%

DaNuNeutru

Chart 1. The graphic representation of answers to question 1

Most of the teachers that were questionned think they are not familiar with this notion of dinamic games and this proves the fact that they need some more reliable information so that they can be motivated to use the musical dinamic games as a means of socialization.

Question nr. 2 „What do the musical and movement games represent from the educational point of view? ” –only 18,3 % consider them as a form, method and means for the children’s education whereas 51.7 % see them as means for musical education; a bigger percentage 31% see them as being a method- chart nr.2.

Analyzing the answers to question nr. 2 we draw the conclusion that more than a half of those who answered think that the subject which includes music and physical movement is a method used in Physical education.This shows that the relation between the organizational forms, the methods and means used in the educational process is not perceived in the best way.


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39.3%

57%

3.7%

0

10

20

30

40

50

60

%

Forma, metoda si mijlocMijlocMetoda

Chart nr.2. The graphical representation of answers to question 2

Question nr.3 was related to the importance that it should be given

to the subject called „Music and Movement” within the curriculum and extra curriculum activities. A percentage of 41,3 of the responders have said that it should be placed together with the sport activities; 12% of them plead for using them whenever there is a possibility due to their positive emotional and affective feelings they create;36,7 % agree they are very useful for the spare time; 6,6 % think they are good for reabilitation and physical recovey and 3,4% din not give valid answers.

41.3%

12%

36.7%

6.6%

3.4%

0

5

10

15

20

25

30

35

40

45

%

Chartnr.3 The graphical representation of the answers given to question

nr.3regarding the place of the subject Music and Movement


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The answers regarding the importance given to the subject called

„Music and Movement” within the educational process show a similar importance of the sports activities and those meant for rest and relaxation but also a smaller importance given to them as means of developing positive emotions and feelings.

Question nr.4 makes specific reference to the influence of the subject „Music and Movement” on the pupils’ personality: 25,3 % of the responders have given a positive answer, 54% gave a positive answer and 20,7 % gave a neutral answer.

25.3%

54%

20.7%

0

10

20

30

40

50

60

%

DaNuNeutri

Chart nr.4 The graphic representation of answers to question nr.5 – the

influence on students’ personality

Taking into consideration these answers shows that a great part of the teachers who answered these questions do not agree with the positive influence of the subject „Music and movement” on chidren’s personality since they teach classic, theoretical characteritic and the educational process has a static not a dinamic character.

Question nr. 5, that is: „What characteristic should the subject Music and Movement have within the educational process ?” had the following answers: 12,3% think it should be a compulsory subject, 84,4 % think it should be an optional subject and 3,3 % think it should be also optional to some extent – chart nr.5.

The answers to question nr.5 prove that most of the teachers think that the subject Music and Movement sould be optional, meaning they


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are not interested in using games as a valuable form or method of educational strategy.

12.3%

84.4%

3.4%

0102030405060708090

%

ObligatoriuOpţionalFacultativ

Chart nr.5 The diagram showing the answers regarding the characteristic

of games used for the educational process

After the static evalauation of the answers given to the questionnaires we can conclude: there is little interest for the usage of musical and movement games and a greater importance is given to the traditional pirinciples, methods and means in the learning process. We have seen that most of the teachers do not think that dinamic, musical games have an influence on the development of pupils’ personality and they are not willing to use them. Conclusion:

This study is meant as a basis for the development of the curriculum which combines music and physical movement, a pattern that might influence the policy regarding musical education concerning the field of teacher training, as well as increasing the awareness level aimed to integrate a new subject: Music and Movement.

The present study attempted to fiind an answer to another question: „Why the natural reaction towards music expressed through body movements tends to disappear at school children?”. The research tried to reveal whether the causes are linked to new listening habits acquired over the years or it has something to do with the way teachers teach musical education in primary schools.


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The lack of a formal curriculum and the lack of a form of monitoring gives music teachers a sense of autonomy, yet they need more knowledge, a structured curriculum and teaching aids.

Generally speaking, children’s qualities and behaviour disabilities are revealed through music and movement games in a way that the teacher may intervene and stimulate or try to eliminate them. During the compulsory physical education activities for very young children - the movement game can be used to achieve the curricular objectives regardless of the time of the lesson. My personal opinion is that lessons should be taught mainly using movement games.

As a final conclusion we can say that music, as well as well chosen dinamic games - are a real and important way of the psycho-physical development of a child, it has an essential part in forming their will and physical strength, in strengthening their health. Bibliography:

1. Асhіm M., Ѕοсіοlοgіа gruрurіlοr mісі. The Sociology of Smaller Groups - Buсurеştі: Рοlіtісă, 1970

2. Аlbіі H., Dіdасtіса рѕіhοlοgісă.The Psychological Didactics - Buсurеştі: Реdаgοgісă, 1987

3. Аrdеlеаn T., Fundаmеntаrеа tеοrеtісă şі mеtοdісă gеnеrаlă а dеzvοltărіі саlіtăţіlοr mοtrісе în аtlеtіѕm The Theoretical and General Methodical Foundation of Developing Pshycho-motor Qualities in Athletics // Е.F.Ѕ.-Buсurеştі, 1980

4. Јurсău N., Аdарtаrеа, în „Рѕіhοlοgіе еduсаţіοnаlă”Adaptation in „Educational Psychology”, Еdіturа UT Рrеѕѕ, Сluј-Nарοса, 2000

5. Lеvіtοv N., Рѕіhοlοgіа сοріluluі şі рѕіhοlοgіа реdаgοgісă The Child’sPsychology and the Pedagogical Psychology, Еdіturа Dіdасtісă şі Реdаgοgісă, Buсurеştі, 1963

Titlul: Dеzvοltarea реrѕοnаlіtăţіі școlarului mic рrіn рrіѕmа асtіvіtăţіі рѕіhοmοtrісе Cuvinte cheie: muzică, mișcare, inteligență motrică,exercițiu fizic, act educațional. Rezumat: Acest articol prezintă motivația pentru alegerea acestei teme ce are la bază problematica supusă cercetării și anume rеlаțіа dіntrе


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muzісă șі mіșсаrе, іmрlісаțііlе аѕuрrа fοrmărіі іntеlіgеnțеі mοtrісе în саdrul асtuluі еduсаțіοnаl la copiii de vârstă prepubertară.

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