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1
THE EFFICIENCY OF DRIVING GAMES AND SPECIFIC
FOOTBALL RACING IN PHYSICAL EDUCATION LESSON FOR THE
STUDENTS IN VI-th CLASS
Ciolcă Sorin – conf univ.dr., U.N.E.F.S. Bucureşti
Ploeşteanu Constantin – conf.univ.dr., Universitatea Dunărea de Jos Galaţi
Drăgan Aurelian – lector univ.dr., Universitatea Dunărea de Jos Galaţi
Keywords: physical education, football, racing, driving games
Abstract
Driving and racing games used for learning football, the sport specific means, have a very
pleasant and attractive content, and enjoy great popularity among students, representing
incentives for their psychological development and social integration, and ways to relax and
entertainment.
The game of football through its specific means, including driving and racing games and
contribute to the objectives of physical education, and because it has characteristics and in
terms of multiple positive effects, can replace some traditional means of lesson physical
education.
Given the many facets of training, the need to influence both the physical and mental sphere
learner will arise and need to use a combination of driving and racing games on the
correlation, to achieve the objectives.
To play football, means, motive and racing games selected will reflect the specifics of each
objective to be achieved. Hence it seems necessary to use means, driving games and
competitions optimal morpho-functional development indices to obtain technical and tactical
ability and further develop motor qualities.
Bibliography
1. Ciolcă, Sorin – Fotbal. Fundamente teoretice şi metodice, Bucureşti, A.N.E.F.S.,
2008
2. Cojocaru, Viorel – Fotbal. Aspecte teoretice şi metodice, Bucureşti, Editura Cartea
Universitară, 2007
3. Programa de educaţie fizică pentru învăţământul gimnazial, Bucureşti, Consiliul
Naţional pentru Curriculum, 1999
4. Stănescu, Monica, Ciolcă, Corina şi Urzeală, Constanţa – Jocul de mişcare.
Metodă şi mijloc de instruire în educaţie fizică şi sport, Bucureşti, Editura Cartea
Universitară, 2004
5. Şerbănoiu, Sorin – Metodica educaţiei fizice, Bucureşti, Editura Cartea Universitară,
2004
2
ESSENTIAL FEATURES OF PHYSICAL EDUCATION AT PRIMARY LEVEL
WITH FOCUS ON PREPARATORY CLASS
DUMITRU Mariana, conf. univ. dr.
Faculty of psychology and education sciences, University „Ovidius” Constanţa,
physical education and sports
MOROIANU Miruna lect. univ. dr
Faculty of psychology and education sciences, University „Ovidius” Constanţa
physical education and sports
Keywords:lesson, game, didactic strategy
Abstract
This paper presents important aspects of the discipline physical education in the
context of new changes that are expected to take place from september 2012. With the
introduction of the preparatory class at primary level, it will be significant changes both in
the curriculum level and style and manner of abordation of the working strategies of the
teachers that will take those classes. Also the targeting of this stage of basic procurement
aims ahead the development of the 8 competences that are found at a European level.
BIBLIOGRAPHY
DRĂGULIN, I.,- “Movement for psycho-physical health”, Printech Press, 2004
DRĂGULIN, I.,- “ Dance as a psychosomatic therapy”, Printech Press , Pitesti, 2007
DUMITRU, M., MOROIANU, M. –„Methodic notebook-for institutor students,” Ed.
Unversity Press, Constanţa 2001.
DUMITRU M „Physical education as part of the national curriculum”, Ed.Unversity Press,
Constanţa 2011.
IORGA A., -“Dance dictionary”, Dacia Press, Cluj Napoca, 2001
JELEASCOV C.,- „Course of sport dance”,The publishing house of the Foundation
„România de Mâine”, Bucureşti, 2007
ASSESSMENT STUDY ON THE INITIAL LEVEL OF MOTOR PREPARATION OF
SECONDARY SCHOOL PUPILS
Candidate. Grif Manuel Olavi –
Center of teacher training mountain gendarmes Sinaia
Keywords: unit of learning, curriculum, secondary education.
Abstract
The study consists in determining the level of development of motor abilities with the
purpose of readjusting the objectives and content to respect the requirements of the physical
education teaching and learning system in secondary education, a matter in which great
importance comes to the rationalization of problem solutions in planning the content of the
teaching process by operationalizing the objectives.
The practical value is determined by the fact that the structure and methodology of the
operationalization-elaborated content can be realized starting from its assessment, and
3
subsequently applied particularly in the secondary education system, in order to achieve a
broader distribution in physical education lessons with a cognitive, formative and
psychomotor character.
1.
2.
3.
4.
5.
6.
BIBLIOGRAPHY
CERGHIT I. (1993) Didactics. Bucureşti: EDP, 1993. 148 p.
COJOCARIU, V., (2004) The theory and the methodology of teaching, Ed. Didactică
şi Pedagogică, Bucureşti, Bucureşti, pag. 112
COLIBABA, E., D., (2007) Praxiology and curriculum design in physical education
and sport, Ed. Universitaria Craiova, pag. 28-32
DRAGNEA, A., (1984) Measurement and assessment in physical education and
sport, Ed. Sport-Turism Bucureşti, pag 87-89
GRIMALSCHI, T. (2007), The modern didactics of physical education and sport:
(dimensions, domains, activities, creations). In: The scientific research laboratory of
Gymnastics, Chişinău: USEFS, 70 p.
Physical
education
and
sport’s
curricula,
2006,
(www.edu.ro//curriculum2006.edu.ro)
MODEL OF UNITS OF LEARNING ON THE EDUCATIONAL PROCESS OF
PHYSICAL EDUCATION IN SECONDARY SCHOOL
Candidate. Grif Manuel Olavi –
Center of teacher training mountain gendarmes Sinaia
SUMMARY
The study aims to determine the level of development of motor abilities in purpose to
readjust the objectives and content requirements of the physical education teaching and
learning in secondary education, so that rationalization is a particularly important problem in
planning the content of training the operational objectives.
The practice stems from the fact that the structure and methodology developed by
operationalization content can be made based on its assessment and then applied
differentiated secondary education system to get to be widespread in physical education
lessons with cognitive, formative and psychomotor character.
BIBLIOGRAFIE
COJANU, F., (2006) Study regarding optimization in the design of the learning units, Rev.
Citius Altius Fortius, Nr. 4/2006
GRIMALSCHI, T. (2007), The modern didactics of physical education and sport:
(dimensions, domains, activities, creations). In: The scientific research laboratory of
Gymnastics. Chişinău: USEFS, p. 89
RADU, I., T., (2000) Assessment in the didactic process, Ed. Didactică şi Pedagogică,
Bucureşti, p. 31-33
RATA G. (2004) The didactics of physical education and sport. Bacău: Alma Mater, 2004. p
30-35.
RAŢĂ, G.; RAŢĂ,C, (2006) Aptitudes in the motric activity, Ed. EduSoft, Bacău, 51-54
4
STROESCU, A. şi colab., (1968) Gymnastics, Ed. Sport-Turism, Bucureşti, p. 34-36.
Comparative motric study of the biometric potential of the pupils in the 5th to the 8th grades,
at the third edition of the assessment, CCPS, Bucureşti
STUDY ON THE MOTIVATIONAL SYSTEM STRUCTURE OF THE STUDENTS
FROM VARIOUS FIELDS OF EDUCATION CORROBORATED WITH THE
PRACTICE OF PHYSICAL EDUCATION AND SPORT
Prof. univ.dr.Vasilica GRIGORE, U.N.E.F.S. Bucharest
Conf. univ. dr. Liliana BECEA, U.P.B.
Keywords: sport, motivation, student
Abstract
The paper aims to highlight the motivation’s structure of students majoring in
different areas related to sport practice. The configuration of the general motivational system
conducted to the motivational system typical for students majoring in Physical Education and
Sport and Polytechnic they specialize in.
The questionnaire was applied to reveal three aspects and 15 motives concerning the
motivation of each student participating in the research.
The results confirm that Motivational structure configuration of the students involved
in different educational areas (EFS and technical education) reveals differences regarding the
influence of physical exercises on personal development, on development of psychological
qualities and on the future profession.
Bibliography
Briggs, J., (2001), Sports Therapy. Theoretical and practical thoughts and considerations,
Corpus publishing Limited, Leeds, p. 14
Brophy J., (2004), Motivating Students to Learn, Lawrence Erlbaum Associates Publisher,
Mahwah N.J., p. 1
Doron, R., Parot, F, (1999), Dictionar de psihologie, edit. Humanitas, Bucuresti, p. 514
Golu, M., (2005), Bazele psihologiei generale, edit. Universitara, p. 571
Grigore V, Mitrache G, (2007), Motivational procedure for the prophylaxis and stress
fighting through physical exercise,edit. Universitatii Pitesti, vol.I International Conference
Piteşti.
EXERCICES POUR DEVELOPPER L'INTELLIGENCE CREATIVE
Auteurs: Lector. dr. Isac Carmen Aneta
L'Université Technique Cluj Napoca
Centre universitaire du Nord de Baia Mare
Prof. univ.dr. Grosu Emilia Florina
L'Université Babeș - Bolyai Cluj Napoca
Faculté d'éducation physique et du sport
Prof. Grosu Vlad Teodor
L’école générale «Avram Iancu »
Câmpia Turzii
5
Mots clés: créativité, art, intelligence créative, intuition, communication non verbale
Résume
La société contemporaine, par rapport à la précédente, est caractérisé par des
changements radicaux dans le comportement survenant au travail ou en famille, l'éducation,
la science, la religion et presque tous les aspects de nos vies. Vivre dans un monde de peur en
termes de survie et d'autres catastrophes, exige un degré élevé d'adaptabilité et de courage qui
est liée dans une large mesure sur la créativité. La créativité est très importante tant au niveau
personnel et social.
Le terme de la créativité a été introduit en psychologie par GW Alport pour décrire
une formation de la personnalité, pour son opinion la créativité ne peut pas être limitée à
certaines catégories d'expression de la personnalité, à savoir la capacité (l'intelligence), les
attitudes et les traits de tempérament.
Les facteurs qui dépend de la création d'une culture favorisant la créativité sont: la
confiance et la communication.
Les facteurs qui sont impliqués dans le mouvement sont :
-facteurs espace: -la direction
-le niveau
-l’amplitude
-le plan de mouvement
-facteurs temporelle:-la vitesse
-le rythme de mouvement
-facteurs chorégraphie: -poids
-le contact
-l’espace
-l’temp
-l’intensité
Dans l'éducation artistique, ils envisagent de trois aspects :
a. connaissance des éléments du mouvement ;
b. les méthodes chorégraphiques ;
c. l'intériorisation des émotions, personnalité, imagination individuelle.
Les thèmes qui peuvent être utilisés dans les écoles maternelles et les écoles
secondaires:
- Exercices d'improvisation
- Exercices de la connaissance pour atteindre les zones corporelles
- Exercices pour l'étude de la « rigidité du corps »
- Exercices dans les quels le mouvement a une apparence générale
- Le développement des capacités d'orientation dans l'espace - former une
image cohérente sur leurs dimensions de l'espace intérieur
Lignes directrices sur l'évaluation de :
L'évaluation doit couvrir l'observation permanente, vérifier et évaluer la mesure dans
laquelle l'étudiant effectue des exigences de programme.
La moniteur sélectionne, développe, fait des mouvements basée sur des images
frappants. Chaque phase d'achèvement d'un mouvement, détermine d'autres circonstances qui
pourraient être nécessaires pour le besoin de précision, de la simplification, la classification,
la simultanéité.
Bibliographie
Achitei, Gh. (19881)-Belle au-delà de l'art, Ed. Meridiane, Bucarest
Atkinson, Rita, L, et al. (2002)-Une introduction à la psychologie, Editura Tehnică, Bucarest.
6
ALLPORT, G. W. (1981) -Structure et développement, Ed. Didactique et Pédagogique,
Bucarest, p. 324.
Badian, S. (1997)- L’expression et improvisation scenic, E.D.P.-R. A., Bucarest.
Carl Rogers (2008)- Devenir une personne, Ed Trois, Bucarest, pg 12.
Isac Carmen Aneta (2009)-L’éducation de l’expressivite corporelle dans la leçon d'éducation
physique scolaire, Ed. GMI, Cluj-Napoca.
Zacharias, D., N., (2002),- L’esthétique postmoderne. Ed Dosoftei, Iasi.
Zlate Mielu, (2000) - Fondements de la psychologie. Éd. Pro Humanitate, Bucarest.
Walsh Guerber, Nicole, et al., (1978)- Danse, Ed. «Revue EPS », Paris, pg 154
STUDY ON THE EVOLUTION OF THE DEVELOPMENT OF MOTOR ABILITIES
AT 16-17 YEARS OLD STUDENTS AS A RESULT OF VOLLEYBALL TRAINING
Drd. Ivascu Daniela
National College Constantin Carabella -Targoviste
Assoc. Dr. ROTARU ANDREI
State University of Physical Education and Sport, Republic of Moldova Chisinau
Keywords: development, students, volleyball, capacity motrica
Abstract
The concept of physical education of high-school students, as course of study included
in the curriculum, should be placed among the primary objectives in terms of physical
development by improving general health. The current framework plan for the theoretical highschools foresees two hours of physical education per week for the IX-X grades science studies
students and one hour per week for both the IX-X grades humanistic studies students and all the
XI-XII grades students.
The volleyball game is in a perpetual development and continually improving
(growing) both from technical, tactical, methodical (methodological) point of view and from the
point of view of the regulation of the game. It becomes thus a sport well structured, with a game
sytsem well specified and defined .
References:
1. Adin, C., 2008, Junior Volleyball, University Press Craiova, Craiova,.)
2. Adrian, D., 2006, Physical Education, Teaching Theory, Ed Fest, Bucharest, and p. 123
3. Jerry R. Thomas, Jack K. Nelson, 1996, Research Methodology in physical activity, vol
Sport Performance 375-377, M: TS - Research Center of Sports Affairs, Bucharest
4. Ministry of Education Youth and Sports Research, curricula for secondary schools physical
and pedagogical education , Publishing House, Bucharest 1999.
5. Ministry of Education Youth and Sports Research, the National Council for Curriculum,
2000, Guide for the application of physical education curriculum in high schools, Aramis
Print Publishing, Bucharest.
7
DES ASPECTS CONCERNANT L’ORGANISATION DES ACTIVITÉS PHYSIQES
EXTRQCURRICULQIRES QUX ÉLÈVÉS DE GIMNASE D’ORADEA
prof.univ.dr.Marcu Vasile1, prof.drd.Marinău Daniela2
Des mots clés: des qctivités physiques, extracurriculaire, passe-temps
1. Introduction
La pratique systématique des activités physiques curriculaires et extracurriculaires
constitue l’objectif principal des professeurs de spécialité et des parents aussi, celle-ci en se
réalisant avec et pour les élèvés, les bénéficiaires principals de l’activité d’education.
2. L’hypothése
Par cet étude scientifique on se propose de mettre en évidence les options des élèvés,
des parents et des professeurs vis-à-vis de l’organisation des activités extracurriculaires dans
l’école
3. Le but
La connaisance et l’appréciation de la nécessite de mouvement aux enfants de 11 – 15
ans par des téchniques et des moyens sociologiques et de l’éducation physique et du sport, la
décision du lieu et du role de lq pratique des exercices physiques et du sport extracurriculaire
dans la vie d’écolier de gymnase.
2. Des sujets et la méthode
2.1. Les sujets
La population qui a été questiounée couprend trois niveaux des cathegories sociales
comme: les élèvés d’Oradea avec l’âge entre 11 – 15 ans qui sont inscrits dans le systéme
d’enseignement dans le gymnase, les professeurs d’Oradea, les parents des élèvés des écoles
d’Oradea.
2.2. La Méthode
Pour réaliser l’analyse des necessités, nous avous fait un étude dans leguel nous avous
employé la méthode d’enqéte indirecte dans laguelle l’instrument du recueil des dounées a
été le questionnaire sociologique.
3. Les résultats – des discutions
A la suite de l’intérpretation des dounées il resulte que les activités physiques
extracurriculaires ne constituent pas une priorité dans le programe des élèvés et que les motifs
pour les quels les élèvés ne choisissent, pas frequenter des activités pareilles sout l’orinateur,
la télé, la commodité ou leur program aggloméré mème que les difficultés d’ordre
économique et la legislation qui n’encourage ni les élèvés, ni les professeur.
Les conclusions
La préocupation principale des unités d’enseignement et des professeurs devrait se
focaliser sur l’activité d’attirer un nombre plus grand passible vers la pratique des activités
extracurriculaires. Par une motiation polivalente, complexe, le professeur d’éducation
physique pent influencer, d’une maniére agréable, lemploi du temps libre des élèvés par
practiquer, sous n’importe quelle forme, les activités physiques extracurriculaires.
Bibliografie
1. Angelescu, C., Timpul liber, Editura Economică, Bucureşti, (1999)
1
2
Univesitatea Oradea
Liceul Teoretic „Onisifor Ghibu” Oradea
8
2. Boboc, I., Psihosociologia organizaţiilor şcolare şi managementul educaţional,
Editura Didactică şi Pedagogică, Bucureşti, (2002)
3. Bota, A., Exerciţii fizice pentru viaţă activă. Activităţi motrice de timp liber. Editura
Cartea Universitară, Bucureşti, (2006)
4. Marcu, V., Filimon,L., Psihopedagogie pentru formarea profesorilor,Ed. Universităţii
din Oradea, (2003)
5. Ministerul Învăţământului, Programa activităţi educative, Bucureşti, (2004),
ANALYSIS OF INDICES CORRELATION RATES DRIVING TECHNIQUES TO A
GROUP OF EXTRACURRICULAR - BOYS BASKETBALL
Assistant Lecturer. MARINESCU SUSANA
Wallachia University Targoviste
Lecturer PhD in Education.ROTARU ANDREI
State University of Physical Education and Sport,
Chisinau, Republic of Moldova
Prof. TĂNASE CĂTĂLIN
School Sports Club
Keywords: extracurricular activities, motor ability, specific motor skills, techniques,
experimental curricula.
Abstract
An optimal path and future optimization of physical education in schools is attracting
and motivating students to extracurricular sporting activities aimed at initiating the practice of
sports, improvement of the content of these training activities and school representative
teams.
Because of the many training and education influences, these activities have an
increasing impact on the general motor ability of middle school students, imposing itself
increasingly as a necessity in education.
Methodological content of the game of basketball implemented in extracurricular
physical education activities can probably improve the motor ability of students, the fund that
provides acquisition techniques of the game to the secondary school children.
Promoting and organizing extracurricular sporting activities, in this case extracurricular basketball boys - will allow the transfer and applicability to a higher level of
knowledge, skills, competences acquired in education, in sports free type.
Bibliography:
1. Ciorbă C. Comarniţchi I. Objective testing techniques appropriation level of
basketball in the gymnasium// Scientific Methodical, no.4 (9) 2007, Chisinau, p. 1821
2. Colibaba-Evuleţ D., Bota I.1998, Sports, Theory and methodology, Ed. Aladin,
Bucharest, p. 59, 60-62
3. Jerry R. Thomas, Jack K. Nelson, 1996, Research methodology in physical activity,
Vol.I , Sport Performance 375-377, M:T.S.- Research Center of Sports Affairs,
Bucharest
9
4. Rotaru A., 2006, Method of application exercise on lezrning the game of basketball
dribblind, Magazine Scientific Method, Chiș inău, p. 32-35
STUDY REGARDING THE ROLE OF REGULAR PHYSICAL EXERCISE IN TREATING
DIFFERENT DEGREE OF OBESITY IN ELEMENTARY SCHOOLS CHILDREN
Conf. univ. dr. Corina Predescu
Conf. univ. dr. Mihaela Apostu
Prof. univ. dr.Antoaneta Cretu
Lect. univ. dr. Dana Popescu
UNEFS Bucureşti
Keywords: pupils, obesity, nutrition, effort
Abstrat
Introduction. The latest statistical data bears witness that in 2010 approximately 43
million children, younger than 10 years were overweight. According to the Endocrinologic
Institute C. I. Parhon, Romania is the third european country that struggles with infant obesity,
over 40% of the children being obese and completly physically inactive. Physical excercise
has to be included in any program, as it helps reduce or just maintain weight.
Hypothesis. The foundation of the study is the supposition that adding a well thought
out excercise program to a healthy diet can improve the functional status (through weight loss)
in children and can slowly integrate physical excercise into their routine.
Material and method. The reasearch was performed on a lot consisting of 24 pupils
from elementary school, 13 girls and 11 boys, with ages between 7 and 11 years old, that
were diagnosed with different degrees of obesity (I, II, III). The subjects agreed to go on a
proper diet, as well as to engage in kinetical activities for 6 months, twice a week, that would
take place in the school’s gym and one session a week of outdoor excercise.
In order to prove the efficiency of the assigned physical excercises, objective
parametres were studied (variations of the body weight – weight lose, BMI evolution, body
composition evolution) as well as subjective parametres (a questionnaire targeting eating
habits, lifestyle).
Results and discussions. Most of the children have recorded a weight loss of around
6-7 kg. Four children (17%) have managed to lose more than 7 kg. During this study we did
not succeed to break the children’s habit of eating sweets, but we did win the battle against
fast-food: initally 16 kids admitted that they frequently go to fast-food restaurants and by the
end of the 6 months just 2 kept the statement.
The majority of the children (19) preffered being on the computer or watching TV,
only 4 of them going outside to play one hour per day. This ratio has changed considerably at
the end of the 6 months, only 3 children preffering TV
Conclustions. By observing the evolution of the parametres, the study proves that
regular physical activities is efficient in treating obesity.
.
Bibliography
1. Andreson B., “Stretching”, CCPS, Bucureşti, 1998
2. Basmajian J.,”Therapeutic exercise”, The Williams and Wilkins Company, Baltimore,
1984
3. Colson J., Collison F, ”Progressive exercises therapy”, Wright PSG, Londra 1983
10
4. Fletcher G, Banja J, Woolf S., ”Rehabilitation medicine”, Ed.Iea and Febiger,
Philadelphia, 1992
5. Fricker J., ”Le guide du bien maigrir”, Ed. Odile Jacob, Paris, 1993
6. Popescu A.D, Predescu C., “Fiziologie. Lucrări practice”, Ed.Moroşan, Bucureşti, 2009
7. Rusk H., “Rehabilitation medicine”, Ed.Mos by Co, Paris, 1971
8. Sbenghe T., ”Kinetologie profilactică, terapeutică şi de recuperare”, Editura Medicală,
1981
9. Weineck J.,”Biologie du sport”, Ed. Vigot, Paris, 1996
THE ROLE OF PILATES EXERCISES IN ADULTS PHYSICAL EDUCATION
Tudor Maria, Asist. univ.,UMF „Carol Davila”, doctorand UNEFS
Tudor Iulian-Doru, Lector univ. dr., UMF „Carol Davila”
Key words: Pilates, Physical education, Adult
Abstract
Little known before 2000, Pilates Concept enjoys today world-wide popularity, their
benefits being recognized,both in improving physical fitness and sports performance but
also in preventing injuries. First used by ballerinas and dancers, Pilates Concept is
considered today a good complementary training in various sports such as figure skating,
golf, swimming, tennis, fencing,etc.. In the area of maintenance gymnastics, Pilates
Concept could be a very good choice for people who did not practice physical exercises
consistently, providing an excellent starting point.
In essence, Pilates method focuses on achieving two main goals:
• Toning the deep core stabilizer muscles
• Using mind control over the movements of the body and it`s segments.
The degree of addressability of the Pilates exercises is extremely high and can be
designed to benefit a broad spectrum of target groups: from the young to the elderly, from
athletes to sedentary.
Bibliography:
Brooke, S., (2000), The Pilates Body, Edited by Michael Joseph, London, pag. 19
Grigore, V., (2007) Exerciț iul fizic factor activ pentru prevenirea îmbătrînirii ș i instalării
bolilor degenerative, Editura didactică ș i pedagogică, Bucureș ti, 2007
Rodriguez, J., (2007), Metoda Pilates, Editura Teora, Bucureș ti, pag. 23-24
11