THE ANNALS OF THE “ŞTEFAN CEL MARE” UNIVERSITY Volume XI issue...THE ANNALS OF THE “ŞTEFAN...

THE ANNALS OF THE

“ŞTEFAN CEL MARE” UNIVERSITY

Physical Education and Sport Section

The Science and Art of Movement

Volume XI issue 1

ISSN - 1844-9131

SUCEAVA JUNE 2018

TABLE OF CONTENTS THE INFLUENCE OF DYNAMIC GAMES AND RECREATIONAL ACTIVITIES ON CHILDREN……………………………………………………………………………………………..7 Andrieş Vasile Onesim Florin EECTS OF PROGRESSIVE LOADS WORKOUTS ON THE DEVELOPMENT OF MUSCLE STRENGHT AND BODY COMPOSITION FOR WOMEN ……………………………………...…12 Ghervan O. Leuciuc F. STUDY ON PROPELLENT (MOTOR) QUALITY DEVELOPMENT SPEED-ABILITY USING RUGBY-TAG ELEMENTS AT GYMNASIUM LEVEL…………………………………………….25 Coltuneac Marius Gheorghe

Benedek Florian

CONTRIBUTIONS TO THE EDUCATION AND DEVELOPMENT OF AMBIDEXTERITY TO STUDENTS IN SECONDARY SCHOOL THROUGH MEANS SPECIFIC TO MOVEMENT GAMES..................................................................................................................................................32 Beligan Ionuț Benedek Florian

APPLICATIONS OF KINETOTHERAPY IN CONGENITAL HIP DISLOCATION………………40 Danelciuc Francisc Tadeus ELEMENTS OF OCCUPATIONAL THERAPY IN KINETOTERAPEUTICAL PRACTICE….......47 Andreea – Gabriela Lazăr IMPROVING PSYCHOMOTRICITY COMPONENTS THROUGH LUDIC ACTIVITIES………..54 Andreea – Gabriela Lazăr THE SANOGEN AND THE CORPORAL POSTURE……………………………………………….61 Vizitiu Elena Constantinescu Mihai

CUPRINS

INFLUENTA JOCURILOR DINAMICE SI ACTIVITATILOR RECREATIVE ASUPRA COPIILOR………………………………………………………………………………………………7 Andrieş Vasile Onesim Florin EECTELE ANTRENAMENTELOR CU INCARCARE PROGRESIVA ASUPRA DEZVOLTARII ORTEI MUSCULARE SI A COMPOZITIEI CORPORALE LA FEMEI…………………………....12 Ghervan O. Leuciuc F. STUDIU PRIVIND DEZVOLTAREA CALITĂȚII MOTRICE VITEZĂ - ÎNDEMÂNARE UTILIZÂND ELEMENTE DIN RUGBY-TAG LA NIVEL DE GIMNAZIU.....................................25 Coltuneac Marius Gheorghe

Benedek Florian

CONTRIBUŢII LA EDUCAREA ŞI DEZVOLTAREA AMBIDEXTRIEI LA ELEVII DIN CICLUL GIMNAZIAL, PRIN MIJLOACE SPECIFICE JOCURILOR DE MISCARE………………………32 Beligan Ionuț Benedek Florian

APLICAȚII ALE KINETOTERAPIEI ÎN LUXAȚIA CONGENITALĂ DE ȘOLD……………….40 Danelciuc Francisc Tadeus ELEMENTE DE TERAPIE OCUPAȚIONALĂ ÎN PRACTICA KINETOTERAPEUTICĂ ……….47 Andreea – Gabriela Lazăr ÎMBUNĂTĂȚIREA COMPONENTELOR PSIHOMOTRICITĂȚII PRIN ACTIVITĂȚI LUDICE……………………………………………………………………………………………….54 Andreea – Gabriela Lazăr ÎNOTUL SANOGEN ȘI POSTURA CORPORALĂ……………………………………………..….61 Vizitiu Elena Constantinescu Mihai

THE ANNALS OF THE "STEFAN CEL MARE" UNIVERSITY ISSN – 1844 – 9131 Volum XI issue 1/ 2018

5

THE INFLUENCE OF DYNAMIC GAMES AND RECREATIONAL ACTIVITIES ON CHILDREN

Andrieş Vasile,

School ,,Grigore Antipa’’ Botoşani Onesim Florin,

Stefan cel Mare University of Suceava

Keywords: dynamic games, non-formal education, attractive activities, independent practicing of physical exercises.

Summary: Sport activities and gameplay are two of the most

effective means used by teachers world-wide to accomplish educational goals. The involvement of children in dynamic sports tends to make the educational process more attractive and pleasant, creating a habit both at school and in their free time.

Introduction: Current educational requirements are constantly changing,

requiring adaptability and an intense concern from those who lead the educational process.

To ensure a healthy lifestyle your child needs to be involved and used to practicing physical activities both in school and in his spare time. To get this habit he must first be into physical activities, this requires tact and pedagogical skills from teachers, teacher-student interaction and providing suitable conditions for the process.

"The game is an assimilation of the real to its own activity, providing it with the necessary nutrition and transforming the real according to the multiple needs of the ego. That is why all active methods of educating young children require adequate material to be provided for them to play and to assimilate the intellectual realities that, without it, remain outside the understanding of the child "[1]

Hypothesis We have assumed that through the play, we will be able to bring

more children to move and to practice physical education both in school and extracurricular.


6

Material-method The current times require a different approach to the practice of

physical exercises taking into account the following considerations: General considerations:

1. – Sedentary lifestyle 2. – Irrational diets 3. – Environmental pollution

Considerations about the work in school-time:

1. The current regulations of the school curriculum regarding the number of hours allocated to the common core - too few to meet the need of sport activities and oversubscribed to reach certain objectives and specific steps.

2. Teachers constantly avoiding independent approach to student autonomy in the lesson, which would allow a gradual shift from teacher controlled activity to further self-employment (which remains only as a goal).

3. Progress of most lessons as a template characterized by rigidity, rarely introducing creativity and imagination of students in competitions. Problems are introduced without taking into consideration changing stimuli depending on the context and needs, leading to a monotony of instructions and generates conscious and active state of nonparticipation.

4. Poor communication in the lesson, combined with reduced peculiarities understanding of students given by age, cause difficulties in appreciating and understanding the importance, purpose and effects of physical exercises used in the determination of effort regarding certain fundamental principles of training habits of self-initiative, theoretical knowledge, ways of practice, etc.

5. The poor sports ground conditions of many schools, combined with the arguments listed above may contribute to a student's negative attitude of rejection of the physical education discipline. Given the above considerations we can say that today we face a

problem regarding the manner and degree of involvement of students in physical exercise making itself a great concern of specialists in physical education in order to find the most effective methods to attract children to the dynamic activities. In this way the child must be involved in


7

various physical activities outside of school. , other than physical exercise in school hours,

The route is: Physical exercise in schools - physical exercise in an organized form outside of school - independent practice of physical exercises.

One of the methods used to attract children to physical activity are dynamic games. These are one of the most attractive tools with which teachers are able to reach their

educational goals. Every teacher knows that only on hearing the word “joy” students manifest happiness, showing us such a beneficial effect on their education.

In the educational process any type of game finds its significance, but especially affects the dynamic game character, the physique and psyche of those involved in the game. The game and the race are such levers with which every teacher has to juggle to ensure attractive hours. Playful appearance and emulation involves affective subjects taking action into a very enjoyable activity at the sport class.

A suitable place to carry out dynamic games you will find in the leisure club Sport Relax in Botosani , where physical activities and various games of movement on land and in water can be carried out.

The diversity of activities within the club eliminates the monotony and creates great satisfaction to the kids involved in the activity. Work performed during the summer holidays June 15-September 15 ensures students continuity of activities conducted during the school year in physical education classes. Activity is a mixture of a variety of actions,

Fig. 1 Dynamic Game „The rope”


8

ranging from specific exercises: football, handball, basketball, volleyball, tennis, badminton and athletics and gymnastics.

Of special importance and with a great effect on children are those activities that differ from those practiced in school . Novelty and

diversity are issues that can thus attract children to very popular swimming, horse riding and tourist orientation courses

The opinion of the specialized authors [2, 3] is that at physical education hours the main goals are:

1. Increasing the body's exercise capacity. As has been shown, it

has great applicative value during schooling, but especially later in school life.

2. Developing and preparing multilateral driving. This implies the need for correct and harmonious physical development and multilateral training, which means a relatively large volume of knowledge, skills and skills, and especially the influence of all the motoring qualities.

3. Applicability of practical knowledge and skills. They have a value of use used in daily activities, used as working tools in improving motor skills and work capacity, used for relaxation and recreation, in the practice of sporting disciplines and disciplines.

4. The above-mentioned achievements are achieved as a result of acting on multiple plans in an organized and systematic way, throughout the schooling period in accordance with the psychic particularities of the pupils.

Fig. 2 Dynamic Game „Swimming”

Fig. 3 Dynamic Game „Riding”


9

In addition the nature with the fresh air and green grass make their mark on the body and mental health of children

The combination of intellectual and physical effort becomes a principle of life in the conditions of modern civilization. Physical education is an important form of active rest for all categories of people. Rationally practiced, she reconsolidates them after the intellectual effort, restores their ability to work.

Results and discussions: The hypothesis from which it went proved to be true. The feedback

from parents and children enrolled at the club and the visible effect of sport activity on our children induce the conclusion that such outdoor activity with moving games and races is extremely beneficial to the subjects involved.

We can say that sport games can bring great rewards and joy to children enrolled. Therefore every sports teacher should use them in classes and in camps or hiking trips and also to advise children to practice them in their free time.

Bibliografie:

1. Jinga I., Istrate E. Manual de pedagogie. Bucureşti: ALL, 1998. 463 p.

2. Micheline Nadeau 120 de jocuri sportive Editura Polirom 2010

3. Silvia Barbu Altius, fortius citius! Editura Carmis Liliana Cioacă Jocuri pentru orele de educaţie

INFLUENTA JOCURILOR DINAMICE SI ACTIVITATILOR RECREATIVE ASUPRA COPIILOR

Andrieş Vasile,

Scoala ,,Grigore Antipa’’ Botoşani Onesim Florin,

Universitatea Stefan cel Mare, Suceava Cuvinte cheie: jocuri dinamice, educaţie nonformală, activitate atractivă, practicarea independentă a exerciţiilor fizice.

Rezumat: Jocul este unul din cele mai atractive instrumente cu ajutorul căruia dascălii au posibilitatea să-şi atingă obiectivele educaţionale.


10

Implicarea copiilor în jocurile dinamice fac activitatea mai atractivă şi mai plăcută, mărind astfel şansele ca practicarea exerciţiilor fizice să fie o obişnuinţă atât în timpul activităţilor şcolare dar şi în timpul liber.


11

EECTS OF PROGRESSIVE LOADS WORKOUTS ON THE DEVELOPMENT OF MUSCLE STRENGHT AND BODY

COMPOSITION FOR WOMEN

Ghervan O., Leuciuc F. Ștefan cel Mare University of Suceava

Faculty of Physical Education and Sports Suceava, Universității street, no. 13, code 720229

Keywords: strength, HIIT training, female, body composition Abstract: Special literature shows that High Intensity Interval training (HIIT) has the capacity to develop muscle mass, muscle strength and sports performance. The general recommendation of moderate to high intensity programs using short rest periods was based on empirical evidence suggesting that this training paradigm is commonly used by bodybuilders in the hypertrophy phases of periodic workout for athletes and on studies that have reported higher increases in muscle mass as training volume, meaning the number of the performed sets. If we apply a progressive load training program aiming at improving muscle strength, muscle mass, and body composition changes, we will probably get improvements of these parameters. Thus, this type of protocol could be an effective solution in combating obesity and associated pathologies, which have a weight and an altered body composition complemented by a sedentary life. The exercise program covers a volume and an intensity helping to keep muscle mass, increase in strength and change body composition in the shortest time spent in the fitness gym.

Introduction Progressive load strength programs have the potential to develop

muscle mass, muscle strength and sport performance [3]. Previous studies have shown that progressive workout improves jumps in height, sprint, strength and muscle strength, all of these factors being correlated with improving muscle performance [5].

As the intensity of progressive exercise increases, the activation of fast muscle fibers increases and the focus is more on the mechanical stress [8]. In contrast, large volumes, meaning a greater number of repetitions using short rest periods, generate a higher metabolic stress [18]. A minimum intensity threshold is required to maximize the stimulation of muscle activation for those metabolic stress programs [18].


12

Thus, the metabolic stress is concerned with increasing the exercise volume, the load volume and reducing the rest interval between sets [11, 18].

The general recommendation of high intensity programs using short rest periods was based on empirical evidence suggesting that this training paradigm is commonly used by bodybuilders [5] in the hypertrophy phases of periodic workout for athletes and on studies reporting higher increases in muscle mass as exercise volume, ie the number of the performed sets [10, 12].

A high volume of workout is associated with an increased exercise hormone response, which they thought to provide an enhanced stimulus for muscle mass growth [11, 13, 20]. However, these studies extrapolated acute endocrine response to a single exercise with progressive load in changes of the skeletal muscle mass over time. Although it has been shown that anabolic hormones (testosterone), exogenously administered, cause linear growth of the accumulation of weak tissue [1], they have not demonstrated a consistent relationship between the increasing endogenous anabolic hormone response during progressive exercise and increasing muscle mass. In addition, investigations that compared the acute anabolic hormone response to different progressive exercise protocols (traditional hypertrophy, resistance, or power models) could not demonstrate that greater metabolic stress was more beneficial to stimulate testosterone-enhanced responses [7, 14].

A major limitation of research lies in the fact that most studies have examined the adaptations in performance and muscle strength for non-trained or moderately trained people. Differentiating the effectiveness of the program is difficult for non-trained people, because trained individuals respond favorably to a multitude of training stimuli. As the "adaptation window" decreases during long-term resistance training, more scientific advice is needed to adequately address the design of programs for trained people that target muscle strength and muscle growth [18].

These investigations have shown that high intensity training is more beneficial for improving muscle strength, but similar to high volume training protocols for increasing muscle mass [2, 19]. However, some methodological limitations (eg program design and hypertrophy assessment) raise questions about the effectiveness of each type of program in increasing muscle strength and muscle mass. In addition, endocrine response to training remains unclear. Therefore, the purpose of


13

this study was to compare a moderate, high-intensity intensity program using short rest periods to a high-intensity volume program using the same rest periods for non-trained people by progressively increasing the exercises difficulty through load. Muscle strength, muscle mass and body composition responses were measured before and after the 26-week follow-up period.

Material-method If we apply a progressive load training program that aims at

improving muscle strength, muscle mass, and body composition changes, we will probably get improvements of these parameters.

The purpose of this research is to verify the hypothesis that progressive stretching training or high intensity interval training (HIIT) using strength-specific exercises could lead to the development of muscle mass, muscle strength, reducing body fat and the improvement in body mass index.

The program addresses to people willing to apply these training methods and gain an improvement of the parameters mentioned above, within a time frame.

We have the complementarity of a program with circuit execises and strength exercises. That is why we have proceeded to progressive loading in the case of complex exercises of squats, front strap straightening and push-ups.

Therefore we initiated a program evaluating whether there are muscle mass growth, muscle strength growth and body mass index improvement for women with beginner level in progressive exercise.

The program ran for 26 weeks starting in September 2017 and ended in February 2018. During the first 6 weeks subjects were weekly monitored and after this time the measurements were recorded every 4 weeks.

Subjects took note of the protocol and the possible risks they undergo during the training and the completion of a medical questionnaire aiming at obtaining data exposing the medical history of each subject, thus excluding potential subjects with pathologies that could not be subjected to such an effort. The participation agreement was individually signed.

The training sessions took place at the Sun Gym Suceava gym, each participant following 3 training sessions per week, with the same organization content, having as structure: 4 circuits of 10 workstations with 7 exercises variables and 3 exercises with measured parameters: squats, push-up, front strap straightening (classic).


14

10 female subjects aged between 18 and 41 participated in this research, women previously sedentary or with physical activity at recreational level. Normoponderal in terms of body mass index (BMI ≤ 24.9).

The training sessions were held on Mondays, Wednesdays and Fridays of each week at 18:00.

The training sessions were as follows: 40 seconds in exercise / exercise followed by 20 seconds rest between exercises; 4 minutes of rest between circuits. The progressive load exercises ended at a distance of 1-2 positions compared to the next monitored exercise. The monitoring was done during the 40 seconds, recording the number of repetitions obtained for that exercise.

A training session meant a circuit consisting of 10 workstations four times, at each station the duration of the workout was of 40 seconds and the break of 20 seconds.

The body composition was determined with Tanita SC330. The device uses bioelectric impedance (BIA) method, used to estimate total body water (TBW), the body mass without fat and the body fat. Three follow-ups were: before the exercise program, during and after the exercise program. The subjects received a nutritional counseling session where they were trained with general notions about macro and micronutrients. The distribution of macronutrients in the daily diet was approximately the following: 45% carbohydrates, 40% protein, 15% lipids.

Results and discussions

Each subject recorded major progression during the three applied tests, which leads to the conclusion that the increase in strength occurred in all cases regardless of body composition, previous fitness level, and the adaptability to the program. The initial evaluation took place during the first training session and the final evaluation during the last training session. Throughout this program there was one subject that left the program for personal reasons and professional context. The average of the group of the subjects considerably increased from the first training session, the same thing transposing in the ease with which the subjects were able to perform all types of exercises. Improvements were recorded for each studied parameter and they will be displayed on tables and graphs to follow the group evolution (table 1).


15

Table 1. The individual evolution values of the subjects in the three monitored movements

Subjects Squats Straightening with dumbbell

Push-up

Pre-test Post-test Pre-test Post-test Pre-test Post-test A.L. 20 34 14 23 17 30 O.C 16 29 17 26 16 33 A.D 18 35 15 29 18 31 D.L 19 31 16 28 24 37 S.A 18 31 18 29 13 31 A.B 16 32 10 25 19 34 G.R 17 - 15 - 12 - S.D 22 40 22 35 15 30 N.L 10 23 13 26 17 39 B.M 22 38 16 30 29 38

Table 2 shows the average values with the progress of the group of subjects from the initial phase of the measurements to the final phase of the exercise program.

Table 2. The average evolution values of the subjects during the three monitores movements

Period Squats (no. of repetions)

Straightening with dumbbell (no. of repetions)

Push-up (no. of repetions)

Week 1 17,8 rep 15,6rep 17rep Week 2 18,8 rep 16,2rep 19,5rep Week 3 18,3rep 16,9rep 21,8rep Week 4 21,7 rep 17,2rep 17,2rep Week 5 20,1rep 17,8rep 19,2rep Week 6 20,4rep 17,9rep 10,9 rep Week 10 18,7rep 17,6 rep 12,8rep Week 14 18,8rep 18,6rep 13,2rep Week 18 17,9rep 17rep 14,4rep Week 22 17,2rep 16,6rep 15,6rep Week 26 33,6rep 27,8rep 33,6rep


16

Figure 1 shows the group evolution per week at dumbbell squats on a number of repetitions. It should be noted that the load is progressive and at the final measurement we recorded the number of repetitions using the initial load.

Figure 1. The average value of the group registered in the exercise progression of the dumbdell squat

17,8 18,8 18,321,720,120,4 18,7 18,8 17,917,2

33,6

57,5

1012,5

1517,5

2025

27,530

505

10152025303540

No. of repetition

Load (kg)

In figure 2 we graphically plotted the average group evolution of

subjects with straightening with the dumbbell on a number of repetitions. We used the same method of loading the exercise, namely the progressive exercise.

Figure 2. Group average values recorded in the progression of the

straightening exercise

15,616,216,917,217,817,917,618,617 16,6

27,8

1012,5

1517,5

2022,524 25

27,530

10

05

101520253035

No. of repetition

Load (kg)


17

In Figure 3, we plotted the average group evolution of the subjects in the push-up exercise. Figure 3. Group average values recorded in the progression of the push-

up exercise

1719,5

21,817,219,2

10,912,813,214,415,6

33,6

05

10152025303540

No. of repetition

At dummbbell squats the progress was 55.6% between the initial and final testing. In the case of straightening, the progress was 62.4%, and for push-up the progress was 51.5%. Figure 4 illustrates progress data in each monitored exercise during the program applied to the involved subjects.

Figure 4 Progress of the subjects in the 3 evaluation tests


18

We initiated a program in which a group of individuals (normoponderal) with physical activity at recreational level who followed a program of strength training with a hyperprotective diet (> 2g / kg body). We included exercises that had the capacity to promote rapid increases in strength and fitness as well as to cause poor mass retention. We monitored three of these within 26 weeks and tracked the subjects' evolution on muscular force parameters, the difficulty of exercises being progressive.

The results of the program confirm the hypothesis that strength-specific exercises with progressive loading circuit exercises maz determine favorable changes of the following parameters: muscle strength, muscle mass and body composition.

The results of this program are in line with other studies that examined the impact of strength-specific exercises and hyperprotective diets on poor weight retention [4, 9, 15, 16, 17]. Pasiakos et al. [16] associated a low-to-moderate exercise program (static bike and 40-60% VO2max treadmill) and 3 low intensity strength training sessions (3 sets of 15 repetitions); 21 days reported a loss of 1.2 kg of mild weight at a protein intake of 2.4 g / kg body [16], slightly higher than that reported by us. We can speculate that the structure of the training program used in our study (volume, intensity and frequency) and the duration of the intervention (1-7 months versus 21 days) led to a better retention of the weak body mass.

The structure of the training program used in our study (strength training, progressive load, high intensity circuit) had a significant role in stimulating muscle strength. Data from special literature suggest that strength training determines a significant increase in muscle strength and muscle mass. Thus, weight-training with progressive load in circuit followed by the subjects of this program has probably led to an increase in strength and muscle mass [6]. Program data suggest that a significant increase in muscle strength could be achieved by performing to specific strength and progressive exercise in circuit.

The results show that each subject following such a progressive load-specific training program experienced progression in muscle strength, muscle mass and body composition.

The results also show that women with a higher BMI had a higher muscle strength increase than those with a lower BMI.

The study has some limitations that can be improved in the future or through other studies. One of the major limitations of the protocol is


19

that the participants transmitted their capability to perform the monitored exercises and the participants' food intake could not be strictly controlled.

Another factor that could not be controlled and has the ability to influence the final results was the physical activity of each individual, outside the training sessions. Those with sedentary lifestyles may have a significantly lower muscle mass compared to the physically active individuals.

Conclusions

This study confirms the purpose and working hypothesis so in the case of some women, a program of strength-specific exercises with progressive load performed in a high-intensity circuit associated with a hyperprotective diet (> 2g / kg body), during a 26-week period, results in significant increase in strength, slight loss of muscle mass and body composition changes. Increase in strength is significant within 26 weeks; respectively 55.6% in squats, 62.4% in straightening and 51.5% in push-up.

The protocol used in this work can bring major increases in muscle strength for women, and the hyperprotective diet reduces the loss of muscle mass that occurs in a body remodeling program.

A positive change in body composition and strength parameters could noticed in the collected data. Loss of muscle mass has been diminished due to progressive exercise supplemented by a hyperprotective diet, as well as a significant decrease in the percentage of body fat in some cases.

Thus, this type of protocol could be an effective solution in combating obesity and associated pathologies, which have a weight and an altered body composition complemented by a sedentary life. The exercise program covers a volume and intensity helping to keep muscle mass, increase in strength and change body composition in the shortest time spent in the fitness gym.

References [1] Amenda Ramirez, Len Kravitz, Resistance Training

Improves Mental Health. [2] Bhasin S, Woodhouse L, Casaburi R, Singh AB, Bhasin D,

Berman N, Chen X, Yarasheski KE, Magliano L, Dzekov C, Dzekov J, Bross R, Phillips J, Sinha-Hikim I, Shen R, Storer TW. Testosterone dose-response relationships in healthy young men. Am J Physiol Endocrinol Metab. 2001 Dec; 281(6):E1172-81


20

[3] Brandenburg JE. Docherty D. The effects of accentuated eccentric loading on strength, muscle hypertrophy, and neural adaptations in trained individuals. J. Strength Cond. Res. 2002;16:25–32.

[4] Delecluse C. Influence of strength training on sprint running performance. Current findings and implications for training. Sports Med. 1997 Sep;24(3):147-56.

[5] Epuran M. Metodica cercetarii activitatilor corporale ,ed a2-a, Bucuresti 2005

[6] Garthe I, Raastad T, Refsnes PE, Koivisto A, Sundgot-Borgen J. Effect of two different weight-loss rates on body composition and strength and power-related performance in elite athletes. Int J Sport Nutr Exerc Metab 2011; 21:97–104.

[7] Hackett DA, Johnson NA, Chow CMJ. Training practices and ergogenic aids used by male bodybuilders. Strength Cond Res. 2013 Jun; 27(6):1609-17.

[8] Hameed M, et al. The effect of recombinant human growth hormone and resistance training on IGF-I mRNA expression in the muscles of elderly men. J Physiol 555: 231–240, 2004.

[9] Hasani-Ranjbar S, Soleymani Far E, Heshmat R, Rajabi H, Kosari H. Time course responses of serum GH, insulin, IGF-1, IGFBP1, and IGFBP3 concentrations after heavy resistance exercise in trained and untrained men. Endocrine. 2012 Feb; 41(1):144-51

[10] Henneman E, Somjen G, Carpenter DOJ. Functional significance of cell size in spinal motoneurons. Neurophysiol. 1965 May; 28():560-80.

[11] Kraemer WJ, Marchitelli L, Gordon SE, Harman E, Dziados JE, Mello R, Frykman P, McCurry D, Fleck SJJ. Hormonal and growth factor responses to heavy resistance exercise protocols. Appl Physiol (1985). 1990 Oct; 69(4):1442-50.

[12] Josse AR, Atkinson SA, Tarnopolsky MA, Phillips SM. Increased con-sumption of dairy foods and protein during diet- and exercise-induced weight loss promotes fat mass loss and lean mass gain in overweight and obese premenopausal women. J Nutr 2011; 141:1626–34.

[13] Kraemer WJ, Ratamess N, Fry AC, Triplett-McBride T, Koziris LP, Bauer JA, Lynch JM, Fleck SJ. Influence of resistance training volume and periodization on physiological and performance adaptations in collegiate women tennis players. Am J Sports Med. 2000 Sep-Oct; 28(5):626-33.


21

[14] Kraemer WJ, Ratamess NA. Hormonal responses and adaptations to resistance exercise and training. Sports Med. 2005; 35(4):339-61.

[15] Kraemer WJ. A series of studies-the physiological basis for strength training in American football: fact over philosophy. J. Strength Cond. Res. 1997;11:131–142

[16] Maddalozzo, G.F., and Snow, C.M. 2000. High intensity resistance training: Effects on bone in older men and women. Calcified Tissue International, 66, 399-404.

[17] McBride, Blow, Kirby, Haines, Dayne, & Triplett. Relationship between maximal squat strength and five, ten, and forty yard sprint times. J Strength Cond Res. 2009 Sep;23(6):1633-6. doi: 10.1519/JSC.0b013e3181b2b8aa.

[18] McCaulley GO, McBride JM, Cormie P, Hudson MB, Nuzzo JL, Quindry JC, Travis Triplett N. Acute hormonal and neuromuscular responses to hypertrophy, strength and power type resistance exercise. Eur J Appl Physiol. 2009 Mar; 105(5):695-704.

[19] McCaulley GO, McBride JM, Cormie P, Hudson MB, Nuzzo JL, Quindry JC, Travis Triplett N Acute hormonal and neuromuscular responses to hypertrophy, strength and power type resistance exercise. Eur J Appl Physiol. 2009 Mar; 105(5):695-704

[20] Mettler S, Mitchell N, Tipton KD. Increased protein intake reduces lean body mass loss during weight loss in athletes. Med Sci Sports Exerc 2010; 42:326–37.

[21] Pasiakos SM, Cao JJ, Margolis LM, Sauter ER,Whigham LD, McClung JP, Rood JC, Carbone JW, Combs GF Jr., Young AJ. Effects of high-protein diets on fat-free mass and muscle protein synthesis following weight loss: a randomized controlled trial. FASEB J, 2013; 27:3837–47.

[22] Pikosky MA, Smith TJ, Grediagin A, Castaneda-Sceppa C, Byerley L, Glickman EL, Young AJ. Increased protein maintains nitrogen balance during exercise-induced energy deficit. Med Sci Sports Exerc 2008; 40:505–12.

[23] Ratamess NA, Alvar BA, Evetoch TK, Housh TJ, Kibler WB, Kraemer WJ, et al. American college of sports medicine position stand. Progression models in resistance training for healthy adults. Med. Sci. Sports Exerc. 2009;41:687.

[24] Schoenfeld BJ, Ratamess NA, Peterson MD, Contreras B, Sonmez GT. Alvar BA. Effects of different volume-equated resistance


22

training loading strategies on muscular adaptations in well-trained men. J. Strength Cond Res. 2014;28:2909–2918.

[25] West DW, Phillips SM. Associations of exercise-induced hormone profiles and gains in strength and hypertrophy in a large cohort after weight training. Eur J Appl Physiol. 2012 Jul; 112(7):2693-702

EECTELE ANTRENAMENTELOR CU INCARCARE PROGRESIVA ASUPRA DEZVOLTARII ORTEI MUSCULARE

SI A COMPOZITIEI CORPORALE LA FEMEI

Ghervan O., Leuciuc F. Universitatea Ștefan cel Mare Suceava Facultatea de Educaţie Fizică şi Sport

Suceava, str. Universității, nr. 13, cod 720229 Cuvinte cheie: forţă, antrenament HIIT, femei, compoziţie corporală Rezumat: Literatura de specialitate arată că exercițiile de forță cu încarcare progresivă (HIIT) au calitatea de a dezvolta masa musculară, forța musculară și performanța sportivă. Recomandarea generală a programelor de intensitate moderată până la ridicată, care utilizează intervale scurte de odihnă, s-a bazat pe dovezi empirice care sugerează că această paradigmă de formare este folosită în mod obișnuit de culturisti în fazele de hipertrofie a antrenamentului periodic pentru sportivi și pe studii care au raportat creșteri mai mari ale masei musculare ca volum de antrenament, adică numărul de seturi efectuate. Dacă vom aplica un program de antrenament cu încarcare progresivă ce urmarește îmbunătățirea parametrilor de forță musculară, masă musculară și schimbarea compoziției corporale, probabil vom obține îmbunătățiri ai acestor parametrii. Astfel acest tip de protocol poate fi o soluție eficientă în combaterea obezităţii și a patologiilor asociate, ce au în spate o greutate și o compoziție corporală alterată, completată de o viață sedentară. Programul de exerciții reușeste sa acopere un volum și o intensitate ce favorizează pastrarea masei musculare, creșterea în forță și modificarea compoziției corporale într-un timp cât mai scurt petrecut în sala de fitness.


23

STUDY ON PROPELLENT (MOTOR) QUALITY DEVELOPMENT SPEED-ABILITY USING RUGBY-TAG

ELEMENTS AT GYMNASIUM LEVEL

Coltuneac Marius Gheorghe1

Benedek Florian2

1Secondary School No. 10 Suceava 2University "Stefan cel Mare" Suceava

Keywords: rugby-tag, propellent (motor) quality, speed, skill. Abstract: The purpose of the paper is to study the extent to which the development of speed-skill propellent quality can be influenced by the specific means of rugby-tag game at the level of the 7th grade. The first part of the paper is the scientific basis for it and includes: the history of the theme, its importance and its relevance in the literature, the conceptual delimitations: the rules of the rugby-tag game, the rugby-tag game as a means of physical education and sport, and skill, the propellent qualities of speed and skill, the development of propellent skills through the rugby-tag game and the biopsychosocial particularities of the subjects under investigation. The methodology used for research is described in the second part of the paper. We formulated the hypothesis, the purpose, the reason, the tasks, the objectives and the stages of the research. The third part of the paper is the actual research and contains: the data about the subjects, the place and the period of the research; the training program with the means and methods specific to the rugby-tag game; the results of the initial and final tests as well as their interpretation. The last part dedicated to the conclusions of the paper. Introduction: Rugby designates a ball sport that originates from England. The name of the game comes from the English town with the same name, where the rules of this sport have been formulated. The ball with which rugby is played is of oval shape, so this sport is often referred to as "oval balloon sport". [2,5] The rugby-tag game we are going to talk about in this paper is a simplified version of the official rugby game, suitable for beginners or students because it does not involve direct contact with the opponent. In 2010, the rugby-tag game was introduced as an alternative school subject in the Physical Education and Sport School Program.[3,4] Physical


24

education and sports teachers can use rugby-tag in physical education and sports lessons, making it a safe and effective means to meet the objectives of physical education and sports.[1] Material-method: In conducting the research, we started from the hypothesis that: the rational use of the exercises and specific games to rugby - tag according to the biopsychosocial particularities of the 7th grade pupils will contribute to a rapid and visible increase of the parameters of propellent quality speed – skill.

The specific means of rugby-tag game can help to develop students' overall propellent ability, to the harmonious physical development, to the maintenance of the optimal health, and the formation of moral and character traits during the competitive play.

The research tasks can be presented as follows: 1. Studying the literature on the theme of this paper (information

about the rugby-tag game, the biopsychosocial developmental characteristics of the gymnasium students, the propellent skills and the methods and means of their development);

2. Developing a test program to objectively show the level of development of the subjects involved in the experiment;

3. Establishing the test conditions for the subjects selected for research, initial testing of the subjects and registration of results;

4. Choosing the most appropriate means specific to rugby-tag game for the development of speed-skill propellent skills;

5. Applying the specific means of rugby-tag game to students of the 7th grade - experiment

6. Dosing of exercises according to the biopsychosocial developmental particularities and the level of general propellent ability of the pupils;

7. Final testing of pupils under the same conditions; 8. Interpretation of the obtained results; 9. Drawing conclusions. Several objectives were underpinning the research, each of them

required time for information and data collection: - to inform about the rule of the rugby-tag game - to develop a training program for the development of speed-skill propellent skill using specific means of rugby-tag - to select the most conclusive tests to demonstrate the hypothesis from which we started


25

- to demonstrate that through rugby-tag specific means the speed-skill propellent quality indices increase - to promote rugby-tag game among all Physical Education and Sport teachers and students

In order to carry out this experiment, I chose to work with the students from two classes of seven graders from The Secondary School Number 10 Suceava. Students from class VII A-experimental class will work differently from the students of the class VII B-witness class. Students from the two classes will be tested in relation to their level of propellent skills speed and skill, followed by applying to the experimental class a program for the development of propellent skills speed and skill by methods and means specific to the rugby-tag game and the witness class will follow a program to develop the propellent skills of speed and skill through the specific means provided in the curriculum.

At the end of the training programs, the speed and skill propellent skills indices will be tested again.

The experiment itself took place at the The Secondary School Number 10 from Suceava, which had all the necessary materials. The research was conducted in the school year 2016-2017, between January and May.

The research lasted four months as follows: - in January: the choice of classes to work with and the initial testing of pupils; - in February - May: documenting about the chosen topic; designing the training program using the specific means of rugby – tag game and applying it to the experiment class twice a week; observing pupils' evolution; - in May: re-evaluating students from both classes undergoing the experiment; recording the results and drawing conclusions after the statistical and mathematical data processing. Materials used in research: • rugby balls, equipment for players, tag belt, colorful scarves, milestones, balls of other sizes and weights Results and discussions The probes chosen for speed manifestations were: running speed test 50 m for running speed test of ball commuting for the execution speed and ball shuttle for speed as skill. The overall skill was assessed through the Matorin test and the in square test. After the data were recorded in the tables and arithmetic means were calculated, the results of the initial and final testing for each class


26

were compared, as well as the comparisons of the averages of the two classes with which we worked. The difference between the results was expressed in seconds, number of passes or meters, as well as in percentage. At the 50m Speed Running test, which showed that the specific methods and means in the rugby-tag game help to develop the speed of movement, one can notice the obvious evolution of the students in the experiment class compared to the students in the witness class who attended the lessons of physical education according to school curriculum (see Chart I).

Alergare de viteză 50 m

7,57,67,77,87,9

88,18,28,38,4

Testare inițială Testare finală

Grupa experiment Grupa martor

Chart 1 Speed running 50 m At the initial testing, the results of the two classes were quite close (8.33 experiment class and 8.25 witness class, respectively). Instead, in the final test under the same conditions, both classes have achieved an evolution, but more obvious is that of the experimental class that went through the training program using the means from the rugby-tag game (7.78 experiment class, respectively 7.97 witness class). After the mathematical and statistical interpretation of the data, the apparent progress of the experimental class was observed, where the difference between initial and final testing is 0.55 seconds on average (7.11% percentage difference), while in the witness class the difference between initial and final testing is 0.28 seconds on average (3.53% difference). Table 1 Initial and final testing Speed running 50 m

Speed running 50 m Experiment Class Witness Class

T.I T.F T.I T.F 8,336 7,782 8,253 7,971

Difference (D) 0,554 0,282


27

Percentage difference (D %) 7,119% 3,538%

Naveta cu balonul

12,20012,40012,60012,80013,00013,20013,40013,60013,80014,00014,200



Chart 2 Ball shuttle Observing the results obtained at the tests from the Ball shuttle probe that targeted the speed as skill (Chart II), the evolution of the experiment class is evident. In the schooling phase, the propellent capacities are permanently developed irrespective of the means by which they operate, both classes displaying a certain evolution of the speed as skill, but the results of the experimental class where the training program was applied by means and methods specific to rugby-tag games, exceed those achieved by the witness class. At the initial testing, the results obtained by the two classes had quite close values: 13.95 seconds on average in the experiment class and 13.37 seconds on average in the witness class. After applying the training program with the means and methods specific to the rugby-tag game in the experiment class, the final test class gained a result of 12.84 seconds on average and the witness class averaged 13.11 second. There is a difference between the results of the initial and final tests: 1.11 seconds on average, 8.65% in the case of the experimental class and 0.26 seconds, 2.01% in the witness class. Table 2 Initial and final testing Ball shuttle

Ball shuttle Experiment Class Witness Class

T.I T.F T.I T.F 13,956 12,844 13,378 13,114



28


Numar de pase

0,0001,0002,0003,0004,0005,0006,0007,0008,0009,000

10,000



Chart 3 Number of passes At the initial testing, in the case of the students in the witness class there was an average number of performed passes of 7.21 versus 6.89 average obtained by the students in the experimental class (chart III). At the final tests, we observe the evolution of both classes, but obviously the better result is obtained by the experimental class which obtains an average of 9.25 vs. 8.28 the average obtained by the witness class. It is noted that from the initial test to the final test the average of the experimental class increased by 2.35 passes, the average of the witness class increased by only 1.07 passes on average. The percentage difference is of 34.19% for the experimental class and 14.85% for the witness class. Table 3 Initial and final testing Number of passes

Number of passes Experimental Class Witness Class

T.I T.F T.I T.F 6,893 9,250 7,214 8,286




29

Testul in patrat

10,600

10,800

11,000

11,200

11,40011,600

11,800

12,000

12,200



Chart 4 Test in square Agility, speed and balance are qualities required in any sporting game. These can be measured with the in square test. The results of the test, graphically represented, (chart IV) prove once again the visible and rapid development of the propellent quality indices in the experiment class. At the initial test, the experiment class averaged 12.01 seconds, and the witness class averaged 11.99 seconds. After applying the training program with specific means of rugby-tag to the experiment class, at the final test the class obtained 11.13 seconds and the witness class 11.79 seconds on average. Table 4 Initial and final testing Test in square

Test in square Experiment Class Witness Class

T.I T.F T.I T.F 12,016 11,136 11,995 11,796




30

Testul Matorin

15,000

15,500

16,000

16,500

17,000

17,500

18,000



Chart 5 Matorin Test At the Matorin Test regarding general coordination, the same results were obtained at the initial testing, respectively 16 in the case of the two classes. After applying the training program to the experimental class, the results from the final test recorded an increase of 1.5 points on average and the results of the witness class that attended the education lessons according to the school curriculum increased by 0.78 points on average. The percentage difference between the results of the two classes is significant, the increase is 8.57% at the level of the experimental class and only 4.68% at the level of the witness class. Table 5 Initial and final testing Matorin Test

Matorin Test Experimental Class Witness Class

T.I T.F T.I T.F 16,000 17,500 16,000 16,786



Conclusions: The aspects revealed in the content of this paper converge to the following conclusions: 1. The use of methods and means specific for the rugby-tag game in physical education lessons is an element of improvement of the didactic process. 2. Interpretation of test results in the experiment showed that the pupils' motion indexes are for the majority of pupils over the scales of the


31

National Assessment System in both the experimental and the witness classes. 3. After applying the rugby-tag training program, the evolution of the pupils' results in the experimental class is significant compared to the results of the pupils in the classroom where the traditional means of education were used in the physical education lessons, according to the curriculum. References: [1] BADEA D. (2001) RUGBY – Fundamente teoretice si metodice. Ed. Fest, Bucuresti; [2] CARSTEA G. (2000) Teoria si metodica educatiei fizice si sportului. Editura AN-DA, Bucuresti; [3] CONSTANTIN, V., (1985) Rugby – pregătirea copiilor și juniorilor, București, Editura Sport – Turism; [4] CONSTANTIN, V., (2004) Rugby- tehnică şi tactică, Editura FEST, Bucureşti; [5] SAVESCU I. (2007) Educatie fizica si sportiva scolara. Editura Aius PrintEd, Craiova ;

STUDIU PRIVIND DEZVOLTAREA CALITĂȚII MOTRICE VITEZĂ-ÎNDEMÂNARE UTILIZÂND ELEMENTE DIN RUGBY-

TAG LA NIVEL DE GIMNAZIU

Coltuneac Marius Gheorghe1

Benedek Florian2

1Scoala Gimnaziala nr. 10, Suceava 2Universitatea Stefan cel Mare, Suceava

Cuvinte cheie: rugby-tag, calitate motrică, viteză, îndemânare. Rezumat: Scopul lucrării este de a studia măsura în care poate fi influențată dezvoltarea calitătii motrice viteză-îndemânare prin intermediul mijloacelor specifice jocului de rugby-tag la nivelul clasei a 7-a.

Prima parte a lucrării este baza științifică a acesteia și include: istoricul temei, importanța și relevanța ei în literatură, delimitările conceptuale: regulile jocului de rugby-tag, jocul de rugby-tag ca mijloac de educație fizică și sport, abilități, motrice viteză-îndemânare,


32

dezvoltarea calității motrice viteză-îndemânare prin jocul cu tag-ul rugby și particularitățile biopsihosociale ale subiecților aflați în studiu.

Metodologia utilizată pentru cercetare este descrisă în partea a doua a lucrării. Am formulat ipoteza, scopul, motivul, sarcinile, obiectivele și etapele cercetării. A treia parte a lucrării este cercetarea reală și conține: date despre subiecți, locul și perioada cercetării; programul de instruire cu mijloacele și metodele specifice jocului de rugby-tag; rezultatele testelor inițiale și finale, precum și interpretarea acestora.


33

CONTRIBUTIONS TO THE EDUCATION AND DEVELOPMENT OF AMBIDEXTERITY TO

STUDENTS IN SECONDARY SCHOOL THROUGH MEANS SPECIFIC TO MOVEMENT GAMES

Beligan Ionuț1

Benedek Florian2

1 ‘Ion Creangă’ Secondary school Suceava 2University of “Ştefan cel Mare” Suceava

Keywords: ambidextry, education, motion games, gymnazium. Abstract:

Movement games have a major importance for students in general and for secondary school students in particular. Through their specific content they form socio-psycho-molitic abilities of selfevoluation and the value of ones personality. Games have an important role in developing ones willingness its qualities. ‘The effort of willingness is present in any human activity facilitating overcoming external or internal obstacles which can occur throughout a specific activity’.[3] Movement games offer the possibility to educate such qualities and require both physical and pshychic effort. Thus, movement games are complex exercises that have implications on humans personality and its different components (intellectual, affective and volitional). The purpose of these activities is to complete the activities organized by the school system. Introduction

Movement games have a specific role in developing one’s vocational personality. Both the theory and practice of these games have registered an evolution, being determined by circumstances and specific socio- historical conditions. In the beginning they were seen as a means of recreation after on intense intellectual effort. Nowadays the ideal of such education considers games an indispensable part in the formation of human personality.[1]


34

The deeper meaning of movement games is obvious through their contribution to the development of a harmonious personality, through the functional balance between the two parts> the physical and psychic ones. Thus, the movement games are distinctive throughout the P.E. class, meant to improve the basic movements, to develop movement qualities of speed, resistance, force, dexterity, thus contributing to the development of effort, rhythm, balance, special orientation and some personality characteristics.[2] Having mentioned the idea above we become aware of the importance of movement games in developing ambidexterity to students in secondary school students. In this context, our paper intends to high light the way movement games, mainly played during P.E. classes, contribute to the affective and motility involvement of students. Material-method: Method- Students involved in our research are between 10- 12 and 14-15, period of age that involves a lot of morpho- physiological changes. These changes lead to development disproportions, on the one hand and some morphological, functional, psychic and movement peculiarities. In this research we have started with this assumption: if during P.E. classes the movement games are well-selected, organized and used, they can contribute decisively to the students, emulation and motivation, to their harmonious physical and motility development to the achievement of general and specific objectives of developing ambidexterity. The subject of this paper is represented by pupils that attend ‘Ion Creangă’ Secondary school where I teach. The research was done throughout January 2015, when I chose the theme of my paper and august 2017 when I handed in the paper. Our school has a good material basis that allows a good research and teaching activity. The tests for students involved: simple dribbling, passing the ball on 30’, throwing the ball to a fix target, throwing the ball to distance after 3 steps, dribbling through poles, technical route. Results and discussions:

The results obtained by the two groups at the initial tests are in Tabel nr.1.


35

Tabel 1. The results obtained by the two groups at the initial and final tests.

Probe The Segment/ side

Statistics indices

experiment group control group

initial testing

final testing

testing diference

initial testing

final testing

testing diference

Simple dribbling

Dominant

X 5'80 5'67 0'13 5'80 5'71 0'09 S 0,082 0,096 - 0,086 0,080 -

CV 14,13 15,80 - 14,82 14,01 - „t' 2,934 - 2,543 -

Non-dominant

X 6'21 6'06 0'15 6'20 6'12 0'08 S 0,080 0,099 - 0,055 0,055 -

CV 12,88 16,33 - 8,87 8,98 - „t' 3,452 - 2,543 -

The passing of the thrown or pushed ball on 30”

Dominant

X 17,43 21,37 3,94 17,25 19 1,75 S 1,456 1,576 - 1,785 2 -

CV 8,35 7,37 - 10,34 10,52 - „t' 2,292 - 1,861 -

Non-dominant

X 15,06 18,21 3,15 15,18 16,31 1,13 S 1,983 1,964 - 1,844 1,792 -

CV 13,16 10,83 - 12,14 10,98 - „t' 2,722 - 1,961 -

Throwing the ball at a fix target

Dominant

X 6,68 8,93 2,25 6,75 8,31 1,56 S 0,681 0,658 - 0,559 0,463 -

CV 10,19 7,37 - 8,28 5,57 - T 2,883 - 3,452 -

Non-dominant

X 5,06 7,17 2,12 4,68 6 1,32 S 0,555 0,881 - 0,681 0,612 -

CV 10,96 12,27 - 14,55 10,20 - „t' 3,276 - 1,464 -

Throwing the ball at a 3 steps distance

Dominant

X 28,93 32,43 3,50 28,75 30,93 2,18 S 0,899 1,058 - 1,561 1,675 -

CV 3,10 3,26 - 5,42 5,41 - „t' 3,700 - 2,202 -

Non-dominant

X 18,18 21,31 3,13 17,62 18,68 1,06 S 1,589 1,647 - 1,316 1,260 -

CV 8,74 7,75 - 7,46 6,74 - „t' 2,752 - 1,557 -

Dribbling through poles

X 7'10 6'92 0'18 7'06 6'98 0'08 S 0,118 0,125 - 0,085 0,094 -

CV 1,66 1,80 - 1,20 1,34 - „t' 2,650 - 2,543 -

The technical route X 6,75 8,87 2,12 7 8,12 1,12 S 0,559 0,484 - 0,612 0,549 -


36

CV 8,28 5,45 - 8,74 7,37 - „t' 3,276 - 1,194 -

Graphic and results of research

Simple dribbling 30 m

Graphic 1- The difference between the two tests A) The results for the dominant group From graphic 1 for the dominant group the difference between the initial and final tests regarding the time of accomplisment is 0,13 sec. and for the witness group the difference is 0,09 sec. The progress is bigger for the experiment group. B) The results for non- dominant group The difference between the two tests is 0,15 sec. and for the witness group the difference is 0,08 which means a bigger progress for the experiment group.

The passing of the thrown or pushed ball on 30”.

Graphic 2- The difference between the two tests A) The arithmetic mean for the experiment group was 17,43 at the initial test and 21, 37 at the final test. The control group obtained 17,23 at the initial test and 19 at the final one. Comparing the results we can appreciate that the progress of the experiment group was 3,94 while the control group had only 1,75.


37

B) The results for the non- dominant group The experiment group had 15,06 the average mean at the initial test while the final test had 18,25 having a 3,15 progress. The control group had 15,18 at the initial test, 16,31 at the final one. Their progress was only 1,13. The difference between the two groups is 2,02.

Throwing the ball at a fix target

Graphic 3- The difference between the two tests

A) The results for the dominant group The average mean of the experiment group is 6,68 while for the control group is 6,75. The final average mean for the control group is 8,31. Comparing these average means we can notice a 2,25’’ progress, 0,69 more than the control group. B) The results for the non- dominant group The experiment group had an average mean of 5,06” and the final one 7,17; 2,11 progress. The control group which wasn’t independent had an average mean of 4,68 with 1,32 less at the final test, where the value was 6 p. The progress of the experiment group was 0,75 higher than the one of the control group.

Throwing the ball at a 3 steps distance

Graphic 4 – The difference between the overage mean at the two

tests


38

The experiment group which acted independently had a 28,93 m average mean at the initial test and 32,43 m at the final test, having a 3,50 m progress, 1.32 m higher than the one of the control group. Students in the control group had a specific methodology in order to perform correctly and registered a 28,75 m overage mean at the initial test while at the final one had 30,93 m, a 2,18 m progress. The results for the non-dominant group At the initial test, the experiment group had a 18,18 average mean and, as a result of practicing the means meant to maximize the results of the experiment, they had a 21, 31 m overage mean, 2,07 more than the control group’s progress. The progress of the control group was inferior than the one of the experiment group, only 1,06. This value was the result between the average mean at the initial test – 17,62 and 18,68- the average mean at the final test.

Dribbling through poles

Graphic 5- The difference between the average mean at the two tests At this point, the experiment group had 7,10 at the initial test and 6,92 at the final test. The progress was 0,18, 0,10 higher than the control group. The control group had 7,06 at the initial test and 6,98 at the final one. The difference between the two tests is 0,08.

The technical route

Graphic 5- The difference between the average mean at the two tests


39

Students from the experiment group had 6,75 p at the initial test. At the final test the average mean was 8,87. The control group had 7p at the initial test and 8,12 at the final one. The average progress for the experiment group was 2,12 p while the control group had only 1,12 p. Conclusions Throughout the P.E. class well selected, organized and structured movement games contribute to a higher motivation and interest in students as well as to their performance and to the density of the lesson. The progress students registered throughout the research confirm the initial hypothesis leading to two main conclusions. 1. The efficiency and attractiveness of movement games, used during the P.E. class, in the V form can solve and develop ambidexterity reaching the objectives physical education requires as well the social needs. This can be accomplished even with little materials contributing to the development of the general capacity of effort for students. 2. Selecting and organising the movement games according to the themes, pims and objectives of the lesson can lead to great results and performance in developing ambidexterity to students in the V form. References: [1] AUBERT, E., ALBARET, J.M., Viellissement et psychomotricité. Marsseille, Edition SOLAL, 2001 [2] EPURAN, M., Metodologia cercetării activităţii corporale. Exerciţii fizice. Sport. Fitness. Bucureşti, Edit. FEST, 2005 HORGHIDAN, V., Problematica psihomotricitatii. Bucureşti, Edit. Globus, 2000; [3] PRESCORNITA, A., Capacitatea motrica si capacităţile coordinative. Braşov, Edit. Universitarii Transilvania Braşov, 2004;


40

CONTRIBUŢII LA EDUCAREA ŞI DEZVOLTAREA AMBIDEXTRIEI LA ELEVII DIN CICLUL GIMNAZIAL, PRIN

MIJLOACE SPECIFICE JOCURILOR DE MISCARE

Beligan Ionuț1

Benedek Florian2

1 Scoala Gimnaziala ‘Ion Creangă’ Suceava 2Universitatea “Ştefan cel Mare” Suceava

Keywords: ambidextrie, educare, jocurile de mişcare, gimnaziu. Rezumat: O importanţă majoră în educaţia fizică a elevilor şi îndeosebi a elevilor din clasele gimnaziale, aparţine jocurilor de mişcare, care prin conţinutul lor specific, posedă potenţialul formării la aceştia, a capacităţilor socio – psiho - motrice şi a atitudinilor de autoafirmare, autoevaluare şi a orientării valorice a personalităţii. Jocurile au un rol important în dezvoltarea voinţei şi a calităţilor ei. „Efortul de voinţă este prezent în orice activitate umană, facilitând învingerea obstacolelor externe sau interne ce pot interveni pe parcursul desfăşurării activităţii respective”.[3] Jocurile de mişcare oferă prin efortul depus, cadrul propice educării acestor calităţi şi solicită nu numai din punct de vedere fizic ci şi psihice.

Astfel jocurile de mişcare sunt exerciţii complexe, nota lor definitorie este trecerea cu toate implicaţiile sale asupra personalităţii umane şi a diferitelor ei componente (intelectuale, afective, voliţionale).

Menirea acestor activităţi este de a întregi şi completa cele prevăzute şi realizate în cadrul formelor organizate de către şcoală.


41

APPLICATIONS OF KINETOTHERAPY IN CONGENITAL HIP DISLOCATION

Danelciuc Francisc Tadeus University of “Ştefan cel Mare” Suceava

Keywords: dislocation, congenital, kinetotherapy. Abstract:The congenital hip dislocation is one of the serious limb malformations, which untreated on time determines functional sequelae with high degree of disability. Due to increased incidence, of the severe functional disability it causes and evolution to coxarthrosis, congenital hip dislocation represents a public health problem.

Introduction. Dislocation, subluxation and simple hip dysplasia are three degrees of the same congenital anomaly called developmental dysplasia of the hip, defined with the help of radiographic and anatomical data.In case of dislocation,the femoral head emerges from the cotyloid cavity, is no longer in contact with the acetabulum and moves up or sideways.In the case of subluxation, the femoral head tends to migrate in the same direction, in a large and flat cotyloid and thus remains in contact with the articular surface of this cotyloid. Dysplasia is not accompanied by femoral head movement. The problem of diagnosis in congenital hip dislocation is particularly important; the sooner the diagnosis will be made and the treatment set up sooner, its efficiency will be bigger. In practice, the early detection period is between the time of birth and the age of 3-4 months. During this time, diagnosis is difficult, but there are all conditions for getting a good result.The late detection period begins after the age of 3-4 months. With the start of walking, the preluxation stage progressively turns into dislocation due to the concomitant action of body weight. All unstable or dysplastic hips should be diagnosed from birth, preferably in the first week and treated immediately because it is not known which hip will correct spontaneously and which will evolve to subluxation or dislocation. Material and method

The treatment is different, depending on the age of the child and the degree of disability: dysplasia or dislocation. In case of dysplasia


42

prophylactic treatment is very important, careful examination of newborn hips allows an early clinical diagnosis, which will or may not be confirmed by the radiological and / or ultrasound examination.

The newborn with positive Ortolani sign and with positive echographic signs, as well as infants with radiographic signs of dysplasia they will be put into splint abduction . Maintenance of pelvic limbs in abduction, flexion and external rotation (position where the femoral head is well centered in the cotyloid cavity)is done by: • trapezoidal pillows placed between the legs (type Frejke, Becker); • Von Rosen Splint; • Pavlik Harness. At birth, when the unstable hip is recognized, maintaining it in flexion and abduction for 1 to 2 months is usually sufficient.

Kinetic treatment Treatment by specific and non-specific kinetic methods must be

applied both during the immobilization period, and during the pre- and postoperative period.

Physical therapy during immobilization in gypsum or orthopedic appliances „of posture” has a role in combating troublesome symptoms, preventing vicious positions and in achieving functional and resting positions of the joint. The interest in early mobilization is very high because it prevents the occurrence of joint stiffness and muscle hypotonia / hypotrophy.

In the preoperative period, the kinetic treatment objectives are: • maintaining mobility of the unaffected joints; • maintaining the trophicity of the hip and thigh muscles; • toning muscles of the upper part; • preparing for the positions what will be adopted; Postoperative kinetotherapy has as objectives: • correct posture and normal body alignment; • Analytical mobilization of all lower limb joints; • consolidation / recovery of hip stability; • consolidation / recovery of controlateral stability; • consolidation / recovery of muscle control and ability; • education / re-education of walking; • ensuring psychomotor development age-appropriate; • orthopedic hip hygiene.


43

The study was conducted at the "St. John the New" Hospital in Suceava, in the orthopedics department,infantile surgery and balneophysiotherapy and medical recovery, on an experimental group of 14 children, between the ages of 4 months and 8 years,selected randomly, with the congenital left dislocation (7), right (5), bilateral (2).

For each individual case, we appreciated the results of the general clinical examination, laboratory investigations, local exam, radiological, treatment and post-treatment treatment.

For each patient there was a file in which they were mentioned : • Common identity data; • Objective Exam; • Personal physiological and pathological antecedents; • Joint examination with the results obtained in the two tests (initial and final); Exercise programs are designed according to the recovery period and the goals we are pursuing.In the following way:

1. During the immobilization period, the exercises are aimed at: maintaining the tonus and contractile capacity of untreated muscles, prevention of joint stiffness, prevention of trophic disorders,maintaining a normal cortical tonus, maintaining the trophicity of the hip and thigh muscles. There are daily 3-4 kinesitherapy sessions consisting of: • Isometric contractions of quadriceps and gluteus maximus, using proprio and exteroceptive stimulation in the infant, and for small child adaptive special materials and toys. • Isotonic contractions assisted by physical therapist for hip and knee flexor muscle groups.For the little child through stimulation, and for the big baby through commands. • Isometric and isotonic contractions against resistance in the distal muscular groups of the affected inferior limb and, muscle groups of the healthy inferior limb. • Passive mobilizations. • General and partial massage. Muscle contracture receive physiotherapeutic treatment, light baths associated with classic massage, vibromassage, underwater massage. • Using excitomotor current (medium and low frequency at the level of the muscular masses).


44

2. In the post-operative / post-immobilisation period A. Obtaining normal body alignment: • Passive mobilization in the lower limb joints,used for corrective purposes, general and local toning, prophylactic for joint stiffness. • Correct positioning: in dorsal decubitus with a pillow between the knee - for infants; and ventral decubitus positioning to avoid the installation of a hip flexion - to the child over three years.

B. Analytical mobilization of all lower limb joints: • Passive mobilization:

-at the level of the affected member, methodical mobilization begins with interphalangeal joints, continues with ankle and knee joint and ends with the hip joint where it insists on extension, abduction and external rotation.

In the newborn, the hip is not functional and structurally able to be placed in the extension, because it can favor subluxation of the posterior femoral head(is avoided sudden deflection of the hip). • Autopassive mobilizations(for the big baby) In autopasive mobilizations, suspend exercises are preferred and traction in the lower limb shaft made by the patient with upper limbs or with the healthy lower limb. • Hydrokinetotherapy partial or general, doing exercises active, passive-active, passive. • Free active mobilizations.

In infants, it is accomplished by triggering reactions targeted by extero- and proprioceptive stimulation,and with the help of special materials.In the big baby, it will insist on regaining the first degrees of flexion, abduction, external rotation and extension to stabilize the hip.

C. Strengthening or Recovering Stability 1. For the child who did not walk we have the objective: preparation for orthostatism, stimulation of balance. Using the Bobath method, the child will be trained to lift in sitting,quadruped, on the knees, gradually moving into a knight's position, squat and through anteroposterior unbalances it reaches into consolidated orthostatism by lateral imbalances. 2. For the child who has been walking the aim is to restore stability, toning the muscles of the lower limbs, toning the extensor muscles of the spine, correcting vertebral deviations and the trunk position. • Stability Recovery: the positioning makes the stability ensure not through muscle contractions but by ligament stretching.


45

• Muscle toning - insists on toning the gluteus maximus, the gluteus medius, the hamstrings and the quadriceps. D. Ensuring psychomotor development age-appropriate. Valentina Horghidan says that through psychomotor education it aims to develop the bodily scheme and the organization of the "I" to the world. For psychomotor education and re-education Guilmain recommends a complex therapy which addresses three aspects: • Re-educating intellectual control over affective functions. • Re-educating relational activities through exercises to reduce synkinesis and development of motor coordination. • Re-educating tonic activity through attitude and balance exercises. E. Education - reeducation of walking 1. Educating walking (for the child who did not walk) Objectives: strengthening orthostatism, gaining steady reflex, stimulating walking. • The Bobath method (for children): lifting in sitting with help; • Balance exercises; • The child will be supported vertically on a large diameter ball that serves as a mobile support point; • The child will be instructed to hit the ball, push her, follow her in the move, being supported by hips; • Standing up without help; • Walk with help using the stick, circle and baby-walker games; • Walk without help; • Different variants of walking in pools and on land; • Learning to walk ascend and descend;

2. Re-education of walking (to the child who walked). Exercise itself goes when a child is able to maintain his / her

standing position,in steady state of balance and perform alternate movements of the lower limbs. Session of re-education on land or in water,may be preceded by the application of FNP techniques.

Walking without help runs at a pace of 60-80-100-120 steps per minute, with a 1-5 minute break. Initially is resuming on walking on a flat terrain then on inclined terrain. The hardest walk at the end includes: walking with sudden stops and starts, walking on a sinuous line, walking with the change of direction, on peaks and heels.


46

Results: In the following we have exemplified the dynamics of evolution and the interpretation of the values obtained in the case of the first patient in the study with congenital right hip dislocation. Table 1 - Dynamics of the evolution of articular balance values in the case of the first patient with congenital right hip dislocation Flexion Extension Abduction Internal

rotation External rotation

Initial

Final

Initial

Final

Initial

Final

Initial

Final

Initial

Final

The inferior healthy member

900 900 200 200 450 450 450 450 450 450

The inferior affected member

450 850 100 150 200 400 250 300 200 250

Progress 400 50 200 50 50

GENERAL CONCLUSIONS From the purchased data we can conclude that the recovery of

congenital hip dislocation by kinetic methods is a positive one. Through these methods, it is possible to evaluate and perform

analyzes regarding the dynamics of the evolution or involution parameters in the recovery of the dislocation.

Remarks: a) children who walk should avoid high loading of the coxofemoral joint, but this does not mean a lame walk, but avoiding orthostatism and prolonged walking. b) Reduction of coxfemoral congenital dislocation is achieved by two forms of treatment, orthopedic, for small and uncooperative children and surgical , for large children who overstressed their hip by walking. Individual kinetic treatment is applied before and after any form of reeducation (orthopedic or surgical), imposed by the functional hip deficit. References: • Baciu, C.; Radovici, I. – Kinetoterapia pre şi post operatorie, Editura Sport-Turism, Bucureşti, 1981; • Buiac, D. Copilul mic şi nevoia de mişcare, EDITIS, Bucureşti, 1994;


47

• Jianu, M.; Zamfir, T. Ortopedie şi traumatologie pediatrică, Editura Tradiţie, Bucureşti, 1995; • Kiss, I. Fiziokinetoterapia şi recuperarea medicală, Editura medicală, Bucureşti, 1999; • Robănescu, N. Reeducarea neuro-motorie, Editura medicală, Bucureşti; • Varna, A. Diagnosticul şi tratamentul precoce al luxaţiei congenitale de şold la nou născuţi şi sugari, Oradea, 1997.

APLICAȚII ALE KINETOTERAPIEI ÎN LUXAȚIA CONGENITALĂ DE ȘOLD

Danelciuc Francisc Tadeus Universitatea “Ştefan cel Mare” Suceava

Cuvinte cheie: luxație, congenital, kinetoterapie. Abstract.

Luxația congenitală de șold este una dintre malformațiile grave ale membrelor, care netratată la timp determină sechele funcționale cu grad înalt de invaliditate. Datorită incidenței crescute, a handicapului funcțional sever pe care îl determină și a evoluției spre coxartroză, luxația congenitală de șold reprezintă o problemă de sănătate publică.


48

ELEMENTS OF OCCUPATIONAL THERAPY IN KINETOTERAPEUTICAL PRACTICE

Andreea – Gabriela Lazăr

Ștefan cel Mare University of Suceava Keywords: elements of occupational therapy, methods, kinetotherapy, complex recovery Abstract

Although occupational therapy is a separate field of therapy, certain specific elements, especially those related to the motricity sphere, support kinetotherapy. Kinetotherapy and occupational therapy do not oppose, but complement themselves. Some specialists consider occupational therapy as a means of kinetotherapy. Kinetotherapy recovers movement, and occupational therapy recovers the gesture.

Any therapeutic activity wants to recover the patient physically and mentally, but it should not be omitted also the social return of the patient. As interdisciplinary science, occupational therapy supports other forms of therapy, primarily in the role of psychosocial therapy. Only by simultaneous action, the therapeutic methods can comprise the complexity of a human being, viewed as a biopsychosocial entity.

The purpose of this research is to highlight the importance of occupational therapy in the complex recovery process, as well as the role of the means or forms specific to this therapy in the work of future kinetotherapists. I also want to point out some aspects that may lead to the enrichment of knowledge, therefore, the article may have a theoretical importance in the field of kinetotherapy. The purpose of the research

The purpose of this research is to highlight the importance of occupational therapy in the complex recovery process, as well as the role of the means or forms specific to this therapy in the work of future kinetotherapists. I also want to point out some aspects that may lead to the enrichment of knowledge, therefore, the article may have a theoretical importance in the field of kinetotherapy. The concept of occupational therapy

American Occupational Therapy Association defines occupational therapy as "a form of treatment that uses specific activities and methods


49

to develop, improve or rebuild the ability to perform the activities necessary to the individual's life, to compensate for dysfunctions and to reduce physical deficiencies" or "art and the science of directing man's response to selected activity, designed to promote and maintain health, prevent progression to infirmity, assess behavior, and treat a patient with physical or social dysfunctions. "

Occupational therapy directs "man's participation in certain tasks in order to restore, sustain and enhance performance, ease the learning of those skills and functions essential for adaptability and productivity, and correct pathological issues." (Council on standards, Ajot, 1972 quoted by Popovici, D.,V., 2005, p.15, Pritcan,V., Boderscova, L.,Chihai, J., 2008, p.10 and Preda, V., 2003).

The meanings of the occupational therapy phrase derive from the words that make it: Occupation is the idea of an activity in which you get involved, engage and participate effectively and motivated; therapy is the treatment of a disease, a disability. Thus, occupational therapy is based on the idea that voluntary activity (occupation) can be used effectively to prevent or improve the dysfunctions of the human body, contributing to increasing the individual's adaptation to society, enhancing its ability to work "(Pritcan, V., et al., 2008, pp. 10-11).

Occupation is recognized as the only process involving individual motor performance, integrated functions of the nervous system and attention. Through its own application methodology and the results it can achieve, occupational therapy can be seen as a medical process that has social ends. (Marza - Danila, D., 2012, p.100). Occupational therapy is the link between "medical recovery" and "socio-professional recovery." (Sbenghe, T., 1987, p. 240).

Occupational therapy is an important part of complex recovery treatment and consists of the use of several forms of activity (entertaining, sportive, lucrative). It is also used to develop compensation tactics for common activities (dressing, travel, nutrition), hygiene, school activities, etc. (Caciulan, E., Stanca, D., 2011, p.139).

Occupational therapy aims at the recovery, adaptation and integration of people with different handicaps, using work activities, various games and everyday life activities (Moţet, D., 2010, p.452). Occupational therapy is "any easy, attractive, fun, relaxing and recreational work or occupation, indicated and supervised by a physician, for a therapeutic purpose that can be performed at any age and seeking to steal the patient from the state of suffering. "(Popescu, Al., 1993, p.24).


50

The objectives of occupational therapy

According to Peggy L. Denton quoted by Pritcan,V., et al. (2008, p.13) and Popovici, D., V., (2005, p.17), the action of occupational therapists is exercised in the following directions:

training self-care skills and personal hygiene; stimulating responsibility in different life situations; forming self-image and stimulating self-confidence; cultivation of self-control and personal expressiveness; involvement of neuromuscular function and sensory integration; support interpersonal relationships by organizing entertainment;

More specifically, in occupational therapy, there are three major general areas, including other partuiculars, namely:

the formation of everyday life skills; training capacities and skills for work; educating your skills to spend your free time.

Other objectives of Occupational Therapy encountered in the

literature (Dan, M., 2005, pp.10-11, Popescu, Al., 1993, p.37, Pritcan, V., 2008, pp.164-165, Bălteanu, V., 2004, p.15) are:

removing passive functional disorders present in a series of conditions in which gesture re-education (recovery of a motor deficit) is required;

preventing dysfunctions and maintaining general health; development and maintenance of force, tolerance of effort,

mobility, flexibility and coordination; restoring patient's independence from the psychosomatic; increasing independence in development of occupational roles; increasing occupational performance for ADLs, productive

activities, amusement and recreation activities; stimulating self-confidence and personality development; finding the patient's outstanding capacities and inclinations; total or partial recovery of work capacity; use the professional skills of the patient; improvement of sensations, perceptions and cognitive functions; improving socialization and supporting emotional balance; rapid reintegration into social, economic and professional life.


51

Forms of occupational therapy The term "occupation" does not refer strictly to the actual work,

to the occupation that an individual has. Occupation term refers to a sum of activities in the most varied fields the individual performs during the day. The main categories of occupational activities presented by Sbenghe, T., (2002, p. 475) are

daily self-care activities (personal hygiene, clothing, mobilization, food, transportation, etc.);

work as an employee or work organized by him/her; educational activities (schooling); entertainment activities (games, sports, excursions, hobbies).

Another classification of the techniques used in occupational therapy, by Cordun, M., (1999, pp. 264-265) is: 1. Basic productive activities

They are found in any service of ergotherapy and include activities such as: pottery, weaving, knitting of raffia, nuele, wood and iron processing etc. They are considered to be the oldest human trades and any individual would have a "natural" ability to execute them. 2. Complementary productive activities

It represents all the other lucrative activities that require qualification, experience and knowledge in the field (carton, marochineria, lathe, typography, typography). 3. Expression activities

It includes activities such as: drawing, painting, sculpture, engraving, music, etc. It is a category of activities that can result in the realization of a finite product that can be capitalized. 4. Louudotherapy activities

Includes motion games, sports games or parts of them: table tennis, ball throw, bow, golf, etc. 5. Recreational activities

In this category of activities are entertaining games such as: chess, table, goal, table football, card games, soccer games. These can be adapted to the patient's deficit. 6. Rehabilitation activities

It is ADLs. Also included are the equipment and adaptations needed to increase the performance of daily activities.

According to other authors (Marza-Dănilă, D., 2012, p.100, Dan, M., 2005, p.9), occupational therapy has the following forms:


52

1. Occupational recreational therapy, which includes: expression techniques (drawing, engraving, puppets, sculpture); sports techniques (various sports games or parts thereof); recreational techniques (games adapted to people with

disabilities). 2. Functional occupational therapy, which includes:

basic techniques: activities practiced since the beginning of the society (knitting, pottery, carpentry, hardware);

Complementary techniques: the rest of the human lucrative activities (carton, marochinaria, typography, lathe).

3. Occupational therapy, which applies to hospitals, recovery centers, specialized schools. It covers two subcategories:

occupational therapy preparatory to school activity and professional orientation of children;

occupational therapy for reprofessionalisation adult, in sense of professional reorientation.

Conclusion

At the base of occupational therapy, there is the theory that claims that man is an active being, whose development is influenced by the practical activities in which he engages. These activities are determined by a motivation that affects their physical, mental and social capacity. Occupational therapy is a method that helps a person with deficiencies to gain the maximum potential for independence in their own lives.

All occupational activities used methodically turn into a useful gymnastics for the gesture recovery of the deficient. Involvement in practical activities focuses on the purpose of the activity and less on the gestures necessary to achieve the proposed objective. Occupational activities have a therapeutic purpose, more precisely, the patient trained in an activity is motivated to execute the movement for a much longer period than an analytical exercise.

The role of Occupational Therapist is to develop attributes and abilities, with beneficiaries being people who have encountered problems in their ability to function at any time of individual, physical or mental development. Occupational therapy addresses those individuals whose ability to adapt to daily tasks has decreased due to developmental disorders, physical infirmities, mental illnesses, social dysfunctions, traumas, nervous depression, etc.


53

Bibliography 1. Bălteanu, V., 2004, Metode kinetologice, Tearpia ocupațională și

Ergoterapia, Editura Cermi, Iași 2. Beșliu, N., coord., 2006, Educație incluzivă: Repere

metodologice, Editura Casa „Bons Offices”, Chișinău. 3. Caciulan, E., Stanca, D., 2011, Paralizie cerebrală infantilă,

infirmitate motorie cerebrală – Evaluare și kinetoterapie, Editura Moroșan, București

4. Cordun, M., 1999, Kinetologie medicală, Editura Axa, București 5. Dan, M., 2005, Introducere în terapia ocupațională, Editura

Universității din Oradea 6. Eftimie, C., G., 2016, Art-terapia în educația și recuperarea

copilului, Editura Smart Publishing București 7. Mârza – Dănilă, D., 2012, Bazele generale ale kinetoterapiei,

Universitatea „Vasile Alecsandri”, Bacău 8. Moțet, D., 2010, Enciclopedia de kinetoterapie, Vol.2, Editura

Semne, București 9. Popescu, Al., 1993, Terapia ocupațională și Ergoterapia, Editura

Cerma, Bucureşti 10. Popovici, D.,V., 2005, Terapie ocupațională pentru persoane cu

deficiențe, Editura Muntenia, Constanța 11. Pritcan V., Boderscova, L., Chihai, J., 2008, Terapie

ocupațională și reabilitare psihosocială, Bălți 12. Sbenghe, T., 1987, Kinetologie profilactică, terapeutică și de

recuperare, Editura Medicală, București 13. Sbenghe, T., 2002, Kinesiologie – Stiința mișcării, Editura

Medicală, București

ELEMENTE DE TERAPIE OCUPAȚIONALĂ ÎN PRACTICA KINETOTERAPEUTICĂ

Andreea – Gabriela Lazăr Universitatea „Ștefan cel Mare” din Suceava

Cuvinte cheie: elemente de terapie ocupațională, metode, kinetoterapie, recuperare complexă


54

Rezumat Deși activitatea de terapie ocupațională constituie un domeniu

separat de terapie, anumite elemente specifice, mai ales cele legate de sfera motricității, vin în sprijinul kinetoterapiei. Kinetoterapia și terapia ocupațională nu se opun ci se completează, unii specialiști considerând terapia ocupațională chiar un mijloc al kinetoterapiei. Kinetoterapia reeducă mișcarea, iar terapia ocupațională reeducă gestul.

Orice demers terapeutic are ca scop recuperarea bolnavului pe plan fizic și psihic, însă nu trebuie omisă și restituirea pe plan social a acestuia. Ca știință interdisciplinară, terapia ocupațională vine în sprijinul celorlalte forme de terapie, în primul rând în rolul de terapie psihosocială. Numai prin acțiunea simultană, metodele terapeutice pot cuprinde complexitatea omului, privit ca entitate biopsihosocială.

Scopul lucrării este de a scoate în evidență importanța terapiei ocupaționale în procesul de recuperare complexă, precum și rolul unor mijloace sau forme specifice acestei terapii în activitatea viitorilor kinetoterapeuți. De asemenea, doresc să subliniez anumite aspecte ce pot conduce la îmbogățirea cunoașterii, fapt pentru care lucrarea poate avea o importanță teoretică în domeniul kinetoterapiei.


55

IMPROVING PSYCHOMOTRICITY COMPONENTS THROUGH LUDIC ACTIVITIES

Andreea – Gabriela Lazăr „Ștefan cel Mare” University of Suceava

„Ștefan cel Mare” Secondary School of Putna Keywords: psychomotricity, components, improvement, children, playful activities, physical education lesson Abstract

The research aimed to improve some components of psychomotricity (static and dynamic balance, general coordination, segmental coordination, ocular-motor coordination) through playful (ludic) activities. The experiment was carried out at the "Stefan cel Mare" Secondary School in Putna, on a number of 13 pupils in the first grade.

The research has started from the premise that many specialists believe that by playing, children discover different realities and truths, training their creative and artistic capacities, and through the strategies they use, they always make appeals to cleverness, spontaneity, inventiveness, and boldness. Through the game, the child can practice his various skills and habits, assert himself, respond spontaneously to new motoring actions, all of which are the practical value of the game. The game has a special importance in terms of physical and mental development of the child. The games influence the child's perceptual, sensory-motor activities, body and aesthetic activities, and intellectual and affective areas. Introduction

Motric activity can not be separated from psychic processes. The psychic and motoric universe of man are mutually conditioned. The term psychomotricity refers to the set of motor behaviors considered in terms of their relationship to psychic activity. Psychic function and motor function are the basic elements of adaptation as a result of their integration under the effect of the maturation of the nervous system in relation to the individual's relation to their own body (R. Lafon, 1963, quoted by Ghervan, P., 2014, pp. 26-27 ).

Psychomotricity includes the participation of various psychic processes and functions that ensure both the reception of information and


56

the proper execution of the response act. (Epuran, M., 1976). Psychomotricity integrates and conjugates motor and psychic elements through the participation of various psychic processes and motor functions, which ensures the adequate execution of psychomotor responses to environmental stimuli and their progressive integration into cognitive structures. (Barbu-Petruţ, G., 2012,p.10). Basically, the movement is not a simple movement of body segments, it involves an action done with a particular purpose. (Albu, C., Albu, A., 2006, p. 9).

The sphere of psychomotricity is very varied and has a particularly rich content. The components of psychomotricity, by Epuran, M., (2005, p. 368) are: kinesthetic sensitivity, sense of balance; sense of rhythm and appreciation of distances; coordination of arms and legs - homolateral or heterolateral; eye to hand coordination; eye to eye coordination; general coordination; agility; precision and stability of movements; laterality; body schema; the appreciation of the actions oporunity in various moments of time; ideomotricity.

Picq, L., and Vayaer, P. (quoted by Voinea, A., 2015, p. 11) present the following components of psychomotricity, highlighting three types of motor activity:

Behavior basic motor (eye – motor coordination, static and dynamic balance, general dynamic coordination).

Behavior neuromotrice (proprioceptivity; muscle tonus). Perceptual – motric structures (body schema, laterality, spatio –

temporal orientation). Material and method

The premises of the research: many authors (Verza, E, F., 2011, pp.62-63, Pritcan, V., et.al., 2008, pp. 114, Paunescu, C-tin., 1997) believes that through the game, children discover different realities and truths, engaging their creative and artistic capacities, and through the strategies they use, they always appeal to cleverness, spontaneity, inventiveness, and boldness. In the game, the child can verify their acquired knowledge, practice their various skills and skills, assert themselves, all of which represent the practical value of the game.

The research hypothesis: we believe that by applying various playful activities in physical education lessons, some components of child psychomotricity will be improved, namely balance, general coordination, segmntrance and ocular - motor coordination.


57

The purpose of the research: the aim of the research is to develop the psychomotricity of children aged between 7-8 years, during physical education lessons, through various ludic activities.

Subjects of research: the research was applied to a number of 13 children, pupils in the first grade at the Stefan cel Mare Putna School. They are aged between 7 and 8 years.

The research methods: the methods used in this researh were the sutdy of the specialized literature, the test method, the statistic method, the mathematic method, the graphic method, the tabular method.

Tests used in research: in this research we have chosen tests of equilibrium assessment, segmental coordination and general coordination Bruininks - Oseretsky (Manole,V.,Manole, L.,2009,pp.134-144).

Segmental coordination

Jumping up with synchronized movements of the arm and leg on the same side

10 correct jumps in 90 seconds = 10 points

Jumping up with a beating of hands 10 correct jumps in 90 seconds = 10 points

Coordination of the arms

Throwing the tennis ball in the ground and grabbing it with favorite hand

5 correct attempts = 5 points

Catching with both hands to the ball is thrown by teacher


Throwing the ball to a target with favorite hand


General coordination

Jumping round about the longitudinal axis with a maximum angle

În total stânga/dreapta = 20 puncte

Static and dynamic balance

Sitting in one leg on a balance bar (width 12 cm, height 10)

Maintaining the balance 10 sec. = 10 points

Walk on a line drawn on the ground 6 correct steps = 6 points

Results

After testing out the theory, the results for the initial and final tests are as follows:


58

Segmental coordination

5.84 6.249.01

8.32

0123456789

10

Jumping up with synchronized movements ofthe arm and leg on the same side

Jumping up with a beating of hands

Initial testing Final testing

Figure 1 – Segmental coordination As we can see in Figure 1, there is an improvement in

segmentation coordination. In both tests, children have achieved much better results after applying playful activities.

Coordination of the arms

3.02 3.132.76

4.563.83

4.87

0

1

2

3

4

5

6

Throwing the tennis ball inthe ground and grabbing it

with your favorite hand

Catching with both hands tothe ball is thrown by teacher

Throwing the ball to a targetwith favorite hand


Figure 2 – Segmental coordination Figure 2 also shows an increase in arm coordination indices in all

three tests. For example, at the test „throwing the tenis ball in the ground and grabbing it with the favorite hand”, in final testing, the children had an average of 4.56 points, 1.54 more than the initial testing.


59

Static and dynamic balance

6.544.37

5.45

9.56

0

2

4

6

8

10

12

Sitting in one leg on a balance bar Walk on a line drawn on the ground


Figure 3 – Static and dynamic balance We see in Figure 3 a development of the static and dynamic

balance. At the bar balance test, we have an average of 9.56 points for the final test and the initial one for only 6.54 points. On the one-line test, there is also an improvement.

In the Matorin Test who evaluate general coordination (figure 4) the children achieved an average of 10.48 points on the first test and an average of 16.12 points on the second test.

General coordination

16.1210.48

0

2

4

6

810

12

14

16

18


Figure 4 – General coordination

In all 8 tests for the assessment of some components of psychomotricity, children scored better in the final tests. This is also due to the playful activities we have put into the physical education lesson.


60

Balance and all kinds of coordination have developed over the five months, during which we have worked with children to develop psychomotricity. Conclusions

The game can be an intellectual, physical or enjoyable activity. The game has functions of: humanizing, formative and facilitating the child's adaptation to the environment. It contributes to the development of an individual as a whole. Movement games have considerable effects on the motor and psychic sphere, especially the link between the two - psychomotricity. The development of psychomotricity components, to the small child must be one of the objectives of each physical education teacher. The sphere of action is rather broad, and specific means are numerous. However, the value of the game is more significant.

In addition to effects on psihomotric game involves attention, insight enables learning behavior, experiences, information, develop capacity for social networking, develop the ability of observation and analysis, and develop learning skills, creative abilities drives.

Bibliography

14. Albu,C., Albu, A., Vlad, T.,L., Iacob, I., 2006, Psihomotricitatea: metodologia educării și reeducării psihomotrice, Editura Instirutul European, Iași

15. Barbu–Petruț, G., 2012, Copilul și motricitatea: program de educare neuromotorie, Editura Nomina, Pitești

16. Ghervan, P., 2014, Teoria Educației fizice și sportului, Editura Universității „Ștefan cel Mare” Suceava

17. Epuran, M., 1976, Psihologia educației fizice, Editura Sport – Turism, București

18. Epuran, M., 2005, Metodologia cercetării activităților corporale (Ediția a 2-a), Editura FEST, București

19. Horghidan, V., 2000, Problematica psihomotricității, Editura Globus, București

20. Manole V., Manole, L., 2009, Evaluare motrică și funcțională în kinetoterapie, Editura Pim, Iași

21. Păunescu, M., 2006, Conceptul de psihomotricitate, Revista Discobolul, Nr. 5, ANEFS

22. Pritcan V., Boderscova, L., Chihai, J., 2008, Terapie ocupațională și reabilitare psihosocială, Bălți


61

23. Verza, F., E., 2011, Eroterapia și Artterapia, suport de curs. Vlad, E., 1999, Evaluarea în actul educațional terapeutic, Editura Prohumanitate, București

24. Voinea, A., 2015, Psihomotricitatea, Editura ASE, București ÎMBUNĂTĂȚIREA COMPONENTELOR PSIHOMOTRICITĂȚII

PRIN ACTIVITĂȚI LUDICE

Andreea – Gabriela Lazăr Universitatea „Ștefan cel Mare” din Suceava

Școala Gimnazială „Ștefan cel Mare” Putna Cuvinte cheie: psihomotricitate, componente, îmbunătățire, elevi, activități ludice, educație fizică Rezumat

Cercetarea de față a avut ca scop îmbunătățirea unor componente ale psihomotricității (echilibru static și dinamic, coordonare generală, coordonare segmentară, coordonare oculo-motorie) prin activități ludice la copii. Experimentul s-a desfășurat la Școala Gimnazială „Ștefan cel Mare” din Putna, pe un număr de 13 elevi din clasa a I – a. Cercetarea a plecat de la premisa că mulți specialiști consideră că prin joc copiii descoperă diverse realităţi şi adevăruri, antrenându-şi capacităţile creative și artistice, iar prin strategiile folosite, aceștia fac mereu apel la isteţime, spontaneitate, inventivitate, și îndrăzneală. În desfăşurarea jocului, copilul poate să-şi exerseze diversele aptitudini şi deprinderi, să se afirme, să răspundă spontan la acțiuni motrice noi, toate acestea reprezentând valoarea practică a jocului. Jocul are o forţă propulsatoare în planul dezvoltării fizice și psihice a copilului. Jocurile valorifică la copil toate activitățile perceptive, senzorio – motrice, activitățile de expresie corporală și estetică și domeniile intelectuale și afective.


62

THE SANOGEN AND THE CORPORAL POSTURE

Vizitiu Elena Constantinescu Mihai

”Ștefan cel Mare”University of Suceava”

Key words: swimming, health, exercises, posture Abstract: This article presents some general aspects that are based on an ongoing study on the choice of therapeutic swimming as a primary means of recovering or rehabilitating postural physical deficiencies in children during growth and development. Introduction: The etiology of functional deficiencies is very varied and widely discussed in the literature, some authors note that etiologic factors can act directly on the spine, causing deformities and deviations of various types and may affect other segments or anatomical structure of the body, causing an imbalance static and dynamic, transmitted from stage to stage to the coliforms. [1]

Except for those deficiencies that are of congenital or infectious etiology (polio, tuberculosis, rheumatic, genetic) in the period of growth and development, there are times that are favorable to postureal posture instability due to postural growth, its detection must be as early as possible to prevent aggravation and, implicitly, structuring. Methods of evaluation and identification of spine deficiencies are known and accepted by the majority of specialists, annual check-ups are carried out in school and family doctors, all forms of control over children are carried out, and yet the number of scoliosis, cifoscolioses is in an alarmingly high number. [3,4]

More recent studies highlight the aspects of the etiopathogenicity of the physical deficiencies of the spine, both those are triggered and maintain the state of pathological conflict, as well as the genetic factors incriminated by various authors. The author Jianu M. states that the vicious positions adopted by children in school and office are completely wrong, because scoliosis occurs more in girls than in boys, and the period of the first signs of deformation occur at prepubertal age and not at younger age when temperamental children is likely to engage in incorrect positions.


63

On the other hand, it agrees with the etiopathogenesis of the other authors, grouping the etiology of scoliosis into intrinsic factors: genetic; the role of the orthostatic position; rash anomaly; the role of the intervertebral disc and extrinsic factors: the role of melatonin; the role of blood platelets; role and nervous system; the role of paravertebral muscles and the influence of osteoporosis. [2]

Recognizing and appreciating the sanogenic qualities of swimming on the human body by health professionals and those in the field of physical culture recommends swimming as a primary means of preventing and correcting functional spinal functional deficiencies such as cystosis, lordosis, scoliosis and combinations of them. [5, 6]. Material and Method: In order to highlight this aspect of the personality of the persons involved in the growth and deactivation of the children, namely the parents and the specialists in education and health, we made their questioning about the phenomenon of installation of the spine deficiencies and their achievements in order to manage them . There were two questionnaires, one from the parents and one for the specialists in the field. I have selected the questions regarding the use of swimming as a way of recovering the spine deficiencies. The question relates to the activities that children want to do to maintain the state of health at an optimal level, graphic representation in the figure 1.

Fig.1 Graphic representation of the activity the child prefers

The answers to the final questionnaire in the questionnaire where the parents' choices about the physical activities to be carried out by their


64

children were: 51.69% swimming, 30.33% other sports and surprising kinetotherapy 27.96%.

88,57%

0%11,42%

0,00%

20,00%

40,00%

60,00%

80,00%

100,00%

If yes, specify;swimming, gymnastics

No Dont know

Optional courses with a prophylactic character

Fig.2 Graphic representation of the prophylactic character of sports

Swimming along with gymnastics is required to be implemented in existing programs to optimize the growth and development process and, implicitly, to prevent functional physical deficits. The percentage of 88.57% for question no.14 figure.2.23 and 85.71% for question 15 figure 2, where swimming is the main means required is a solid argument in support of the on-going study.


65

85,71%

0,95%13,33%

0,00%

20,00%

40,00%

60,00%

80,00%

100,00%

THE PRACTICE OF THE SYSTEM AND THE ORGANIZED BORDER

Fig.3 Graphic representation of swimming practice

It is highlighted in Fig. 3 that swimming is accepted by most specialists as the main method of preventing the establishment of functional deficiency in the spine in prepubertal children.

For swimming to be used as a prophylactic method in maintaining a correct body posture, all aspects that may disrupt postural stability and also the specific technical features of swimming can help to optimize the maintenance of a correct body posture.

The implementation of the somatoscopic observation method on an extended sample of 500 prepubertal pupils (11-13 years), 6th and 7th grade, girls and boys, was one of the important points of our experiment, alongside by questioning those involved in managing their growth and development process.

The data on postural deficiencies found in the scientific study demonstrated that, out of the total of subjects observed (500), 115 develop vicious postural attitudes in the spine, which is 23% - practically one in five children develops vicious postural attitude.

For an objective reasoning of the established scientific approach, namely the use of swimming as a prophylactic form for the management of vicious postural attitudes in the spine in prepubertal children (11-13 years), I started an investigation based on questioning and observing a sample of subjects who practice occasional swimming as a form of recreation or relaxation, as well as those who practice sports performance swimming.


66

Tabel nr.1. Centralizator cu deficiențele constatate la copiii 11-13 ani care practică

înotul (n=100) Centralized table with results of somatoscopic observations made to children who

practice swimming and were found with poor postural attitudes. Age 11-13 y.o Since when

practicing swimming / media

how many hours of swimming are taking place

per week / average

Postural attitude deficient body

practice occasionally swimming

74 children / average 2 years of

practice

1.5 hours a week 8 cases

performance swimmer

26 children / average 3.4 years

of practice

12 hours per week 3 cases

Results and Discussions:

It can be seen that the percentage difference of the cases of children with postural deficiency of the spine in children who practice swimming is much lower 11% compared to a percentage of 23% that was found in children who do not practice swimming. Of the 11 cases of children with a postural deficit, 6 cases were scolitic attitudes, which confirms once again that scoliosis tends to become the main deficient postural attitude that needs to be followed up and managed. It should be noted that the deficiencies observed in children who practice swimming did not have their debut during swimming practice, they were developed before swimming. Swimming was recommended as a form of treatment and recovery of body posture. Conclusions: - The incidence of physical deficiencies of the spine that starts and develops in prepubertal children is 1 to 5 (23%). - For children who practice swimming, the percentage is 11% of the sample examined; - The therapeutic swimming is required as a means of recovery in the postural deficiency of the spine by more than 80% of those interviewed.

Bibliography Birtolon Ștefan. A., Physical Exercise and Backbone, Ed. Sport-Tourism Bucharest 1978. p 27


67

1. Jianu Mihai, Pediatric Scoliosis, Ed. Propublishing and Printing, Bucharest, 2010

2. Cordun Mariana, Normal and Pathological Posture, Ed. ANEFS. București 1999.

3. Șdic Laurian, Physical Therapy in Algae Recovery and Vertebral Static Disorders, Medical Ed., București, 1982.

4. Ionescu Adrian. N., Medical Gimnastics, Ed.ALL, București 1994.

5. Raţă Elena, Therapeutic swimming-practical lecture notebook, „Ştefan cel Mare” University of Suceava Edition, 2014.

ÎNOTUL SANOGEN ȘI POSTURA CORPORALĂ

Vizitiu Elena Constantinescu Mihai

Universitatea ”Ștefan cel Mare” din Suceava

Cuvinte cheie: înot, sănătate, exercițiu, postura Abstract: Acest articol prezintă unele aspecte generale ce au la bază, un studiu aflat în derulare, cu privire la alegerea înotului terapeutic ca mijloc principal în vederea recuperării sau reabilitării unor deficiențe fizice posturale la copii în perioada de creștere și dezvoltare.

THE ANNALS OF THE “ŞTEFAN CEL MARE” UNIVERSITY Volume XI issue...THE ANNALS OF THE “ŞTEFAN...

Documents

Transcript of THE ANNALS OF THE “ŞTEFAN CEL MARE” UNIVERSITY Volume XI issue...THE ANNALS OF THE “ŞTEFAN...