STUDY ON CAPACITY DEVELOPMENT FOR COUPLE AND SPECIFIC

COMBINATION OF MOVEMENTS BY MEANS OF STANDARD DANCES

Assoc. Prof. Daniela Aducovschi PhD Lect. Mihaiu Costinel PhD DEFS,

University of Bucharest

Keywords: Standard dances, coordination, combination and coupling of movements

Summary: The research purpose is to argument scientifically the particular weight

that the level of development and expression of the coordinative capacity it has by the chosen

component, respectively: the couple and combination of the movements, having like specific

means the standard dances: slow waltz, Viennese waltz, tango, slow foxtrot, quick step.

Work hypotheses:

Standard dances, like specific movement forms obviously influence the degree of

manifestation of the couple and combination capacity of the movements;

The development degree of the couple and combination capacity of the movements determine

the level of performance of the standard dances;

The investigated subjects

The experiment was done on a sample of 30 students, of which 15 of them are girls,

and the others 15 boys. At the beginning of the experiment these students were in the first

year of college and all of them opted for the sport dance as a means of achieving physical

education course that has a voluntary regime.

The content of the experiment:

The schedule of the dancing courses form the standard section included: tango, slow foxtrot,

quick step, waltz and Viennese waltz.

The test of the couple and combination movements - A song is chosen in measure of 2 / 4 or

4 / 4, on which each subject will have to perform in musical time sequence of 16 musical

movements.

Conclusions

The p value from t-test at both at girls and at boys is statistically significant because the

differences between their analized media in the two tests are significant.

The results obtained by the male students undergoing the test of the couple and combination

capacity of movements were better compared with the results of the female students.

Both results were significant and this allows us to conclude that the schedule of the standard

dance with the the figures chosen curriculum contributed to the test results. Standard figures

needs precision in the movement execution primarily due to intake, fairly close to the position

of bodies during the dance, which causes for this level of beginners some discomfort in the

implementation steps. The order and direction of travel are important because can appear

some little accidents moments of inaccuracy and uncertainty in the performance figures.

Bibliografie selectivă

Aducovschi, D., Dans sportiv – Manual pentru studenţii Universităţii din Bucureşti, Ed. U.B.

2007

Popescu, M., Educaţia fizică şi sportul în pregătirea studenţilor, Bucureşti, Ed.Did. şi Ped,

R.A., 1995

Moore, Al., Ballroom dancing, Ed. A de C Bloche Limited, 35 Bedford Row, London

Stephenson, R., M., Iaccarino, J., The complete book of ballroom dancing, Doubleday &

Company, Inc., Garden City, New York, 1980

Sistemul Unitar de Verificare şi Apreciere a Nivelului de Pregătire Fizică a Studenţilor

(SUVA) – MEI, nr. 8473/1987, Bucureşti, 1987

Thomas, J., Nelson, J., Metodologia cercetării în activitatea fizică, vol I şi II, CCPS- SDP,

375, 377, 386, 389, Bucureşti, 1996

Thomas, R., Aptitudinile motrice, MTS, Bucureşti, 1995

Tudor, V., Capacităţile condiţionale, coordinative şi intermediare - componente ale

capacităţii motrice, Bucureşti, Ed. RAI, 1999

Tudor, V., Evaluarea în educaţia fizică şcolară, Ed. Printech, Bucureşti, 2001

DIFFERENCES OF PHYSICAL EDUCATION BEETWEN THE RURAL AND

THE URBAN SCHOOLS IN GORJ COUNTY

Badea-Miss Georgian Lecturer, Ph.D.

"Constantin Brâncuşi" University of Târgu-Jiu Physical and sportive education

Keywords: physical education, rural, questionnaire

Our scientific approach seeks to investigate the reality of discipline physical education

at primary and secondary students from rural areas, in the Gorj county, but other noteworthy

aspects of all the priority activities, in educating students, as required model of a modern

society integrated into European culture. We believe that worthy direction to follow, in terms

of physical education, it must move away powerful from some images, do not want to come

back to rural education in this century, but its development process, to bring to the needs of

contemporary society, such as those of urban environment.

We wish, with our scientific research, to determine what differentiates mission of a

teacher in rural area than urban areas in the overall objectives of physical education and

sports. A direction towards which we focused our scientific research has been manning the

situation regarding teaching in the school network in Gorj county.

The main goal was to capture significant aspects of the main teaching physical

education in general, the concrete realities, differences of teaching in rural versus urban, and a

comprehensive professional opinions on sport and physical education at rural school level in

Gorj county.

In the scientific content of our study we analyzed the responses given to 43

questionnaire by teachers teaching in primary and secondary education, 22 they from rural

and 21 from urban.

In conclusion, the 43 sports teachers, representing a sample considered by us as

significant as a percentage of 34% of all who teach physical education in Gorj schools,

appreciated the importance of the subject of physical education at primary and secondary

education, good level of interest for the discipline, health and the suitability of the students,

the material and working conditions. Our research hypothesis we consider to be demonstrated,

teaching physical education in primary and secondary education in rural areas did not differ

significantly from that in urban areas in all major aspects of this work, administratively and

organizational and socio-biomotorical level and curriculum requirements of students,

facilities, or of the country sports teacher perceptions, through the answers to all questions

included in our questionnaire.

References:

CÂRSTEA, Gheorghe (2000) - Teoria şi metodica educaţiei fizice şi sportului, Editura AN-

DA, Bucureşti;

Centrul de informare, documentare şi iniţiere în managementul afacerilor mici şi mijlocii –

proiect nr. RO 0007.02.01.01.2097-finantat in cadrul programului PHARE 2000, Coeziune

Economica si Sociala - Monografia Socio – Economica A Judeţului Gorj.

DRAGNEA, A. (coord.) (2002) - Teoria educaţiei fizice şi sportului, Bucureşti, Editura

FEST;

DRAGNEA, A., BOTA, A. (1999) - Teoria activităţilor motrice, Bucureşti, Editura Didactică

şi Pedagogică

DRAGNEA A., TEODORESCU S. (2002) - Teoria sportului, Bucureşti, Editura FEST;

DRAGNEA, A. (2006) - Lecţia de educaţie fizică şi activităţile sportive, ANEFS ;

DRAGAN, I. (1989) – Selecţia şi orientarea medico-sportivă, Ed. Sport-Turism, Bucureşti.

Ghidurile metodologice de aplicare a programelor de educaţie fizică şi sport (2000) (2001)

MEC-SNEE

Ministerul Educaţiei Naţionale, Consiliul naţional pentru curriculum (1999) - Curriculum

naţional – Programe şcolare pentru clasele a V-a – a VIII-a, volumul 9, Bucureşti.

Ministerul Educaţiei Naţionale, Serviciul naţional de evaluare şi examinare (1999) - Sistemul

naţional şcolar de evaluare la disciplina educaţie fizică şi sport, Ed. Şcoala Românească,

Bucureşti;

Protocol privind asigurarea cadrului de colaborare în vederea dezvoltării continue şi

funcţionarii performante a sistemului naţional de educaţie fizică şi sport între MedCT – ANS

şi COSR (iulie 2008);

STOICA, A. (2003) Evaluarea progresului şcolar. De la teorie la practică, Bucureşti,

Humanitas Educaţional

ŞERBĂNOIU, S. (2004) - Metodica educaţiei fizice, Bucureşti, Editura Cartea Universitară

MODERN METHODOLOGY OF PHYSICAL EDUCATION GUIDELINES

COMPARATIVE ANALYSIS ON THE QUALITY OF DRIVING SPEED (BOYS)

APPLICATION OF THE TREATMENT GROUP / GRADE OPEN DIFFERENTIAL

Professor Monica Delia Bica University "Constantin Brancusi 'of Targu-Jiu

Keywords: analysis, education, power, lesson, features, test value.

The principle of the individual peculiarities, it is necessary that educational action in physical

education to start from knowing the full range of features both individual and those arising

from the particularities of the discipline of education that is just a more complex character in

that that act directly on students and targeting physical development, health, labor power and,

not least, collective relations. Also, a current problem in physical education is to promote

differentiation strategy that allows the starting level and motor ability of each pupil to take

into account what is able to achieve in the future, if he is granted help. This aid must be

understood as adaptations to the structure, content, teaching, teaching methods and the

peculiarities of psychophysical methods, age and individual students to develop their

personality best. Differentiation is a prerequisite, it is key to success in assimilating the

knowledge, skills and skills training and development of physical education, creates the

possibility of obtaining "physical performance" by each student, according to the possibilities

and potentialities available.

Bibliography • Cârstea Gh - (2001) Teaching physical education. ANEFS, Bucharest

• Dancsuly, A. - (1982), Forms of organization of education: diversity and dynamics. Didactic

and Pedagogic Publishing House, Bucharest

• Marolicaru, M. - (1986), Differential treatment in physical education. Editura Sport-Turism,

Bucharest

THE MODERNIZATION OF THE PROGRAMS FOR PHYSICAL EDUCATION IN

SECONDARY SCHOOLS

Authors : Lector Univ. Dr. Ghiocel Bota – University of Bucharest

Şerban Derlogea, 8 Dan Aikido - Center for Martial Arts

and Associated Studies of the University of Bucharest

Keywords : physical education, moral education, school, public education, secondary

education, outdoor education, positive psychology, Aikido

Obesity, irresponsibility, alcoholism, insensitiveness, violence, lack of social solidarity

– are but a few of the serious ills in our society. They cannot be cured with the same means

and methods which were used until now, i.e. in the public education sector. To rectify them

we propose therefore to exchange the programs for physical education lessons in secondary

schools (K5-K12), in connection with character building and civic attitude. The purpose of

this new alternative of physical education – called „utilitarian‖ - is: increasing the youngsters’

attraction for the sport lessons, improvement of pupils’ health and physical condition, learning

of useful skills for the whole life, civic and moral education. Instead of sport games (useless

on the long term for average citizens) or, often - exemption from the sport hours, pupils will

have lessons of: first aid in accidents; survival of man-made or natural disasters, team-

building, outdoor life, self-defense against violence and aggressions (Aikido), civic and moral

education. This modernization project has been named: ―One Dojo in each Romanian school‖.

The main condition for an actual implementation of our proposal for modernization is the re-

qualification of sports teachers, working in secondary schools.

Bibliography

Şerban Derlogea şi Dan C. Ionescu - Aikido – Calea armoniei (Editura Apimondia/1990);

Şerban Derlogea - Aikido pentru toţi - Proiectul: Un Dojo în fiecare şcoală românească

(Editura Universităţii din Bucureşti/ 2007);

Şerban Derlogea - Manual de supravieţuire (Editura Amaltea/ 2001);

Şerban Derlogea şi Ghiocel Bota – 160 de activităţi dinamice pentru Team-building

(publicată pe Internet/ 2011 – vezi www.scribd);

www.derlogea.ro

Davis-Berman, J. & Berman, D. (1994) - Wilderness therapy: Foundations, theory and

research (Dubuque, IA: Kendall/Hunt);

Berman, D.S., Davis-Berman, J. (2005) - Positive Psychology and Outdoor Education

(Journal of Experiential Education, 28, 1, 17-24);

Ghiocel Bota – Managementul timpului liber şi sănătatea (Optimizarea sănătăţii, vol. 3,

Editura Universitară/ 2010).

PHYSICAL EFFORT – ADJUSTMENTS AND MORPH – FUNCTIONAL AND

PHYSICAL ALTERATION STIMULUS FOR PRACTICING STUDENTS OF AEROBICS

AND FITNESS

Autor : lect.univ. drd. Ciomag Rela-Valentina,

D.E.F.S. al A.S.E. BUCUREŞTI Educaţie fizică şi sportivă

Key words: physical effort, body aesthetics, gestures, acquired knowledge,

information, health, physical and psychical stamina.

Abstract:

No matter the activity (physical education, sport practice, hobbies or Kino therapy), physical

effort requires alteration and re-alteration mechanisms, at higher and higher levels, the

process needing a careful management from specialists running these kinds of activities.

Physical effort is conditioned by skeletal muscles, which accomplish mechanical labor, and

on the other hand, the organs and support systems which amplify the activity for supporting

the subject’s performance.

As a form of education by training, aerobics and fitness aim for optimizing the subject’s

biometrical potential, of its cognitive, affective and social related components. If other types

of movement mostly follow ―the biological machine‖ aerobics and fitness create the premises

for developing different dimensions of the subject’s personality, along with aesthetic

modeling.

Bibliografie

ASTRAND, O. (1992) – Endurance in sport, The encyclopedia of sport medicine

BACHNER, L. (2002) – Forme diferenţiate de conţinut şi organizare a educaţiei fizice şi

sportului la studenţi. ANEFS, Teză de doctorat, Bucureşti

BOTA, A. (2007) – Kinesiologie, Editura Didactică şi Pedagogică, Bucureşti

BOTA, C. (2002) - Fiziologie generală – aplicaţii la efortul fizic, Editura Medicală, Bucureşti

CARTA EUROPEANĂ A SPORTULUI,site: http.//ec.europa.eu/sport/Index

DEMETER, A. (1983) – Fiziologia şi biochimia dezvoltării calităţilor motrice, Editura Sport-

Turism, Bucureşti

DRAGNEA, A., TEODORESCU, S. (2002) – Teoria educaţiei fizice şi sportului, Ed. A doua

(revăzută), Editura FEST, Bucureşti, pp. 166-173

DRĂGAN, I. (1994) – Medicină sportivă aplicată, Editura Editis, Bucureşti

POSSIBILITIES OF USING VOLLEYBALL ELEMENTS IN PHYSICAL

EDUCATION LESSONS AT THE 4TH

CLASS

CROITORU Doina , univ. reader, Dr., NUPhES Bucharest

MARCU Mihaela, 1st level teacher, Secondary School. 67, Bucharest

Keywords: physical education lesson, volleyball

Abstract: Assuming that the game of volleyball is a basic means of physical education and

sport, with a special contribution in achieving its main objective, with a great versatility in

education at all levels, with biological and educational facets undeniable, being present both

in physical education lessons at all levels as global dynamic games or game, and by his

practice of recreational opportunity by all age groups, we assume that organizing physical

education lessons include elements of this game elements adapted and used as remedy, on the

one hand we are able to: successfully meet the objectives of physical education classes at

grade IV. We can say that: the driving qualities of the final indicator values tested from the

execution of these lessons, integrating elements of the game of volleyball as a primary or

secondary themes of the lesson during the school year, and improved on average, compared to

baseline driving qualities of the same indices.

The main hypothesis of this paper was: finding and using all means at our disposal in school

no.67, those elements of the game of volleyball, which were tailored to the students of

primary-grade 4th, and the combination and their integration within the optimum physical

education class, so that beneficial results can be obtained in order to achieve the main

objectives of physical education and better working conditions and poor-the lack of a sports

hall equipped for practice winter sports games - but finding the combination of elements from

the game of volleyball in physical education lessons in order to form a correct body attitude,

prevent and correct where necessary, physical deficiencies encountered in school.

After analyzing the results obtained from the execution of this experiment, we can say with

certainty that the experiment was confirmed and that performances are significantly improved

compared with baseline testing, this indicating instructive educational process efficiency in

the application of this experiment.

REFERENCES

Croitoru, D , 2009, Volleyball in kinetotherapy. Alpha MDN Ed, Buzau

Croitoru, D., Serban, M, 2002, Volleyball in school, Semne Ed, Bucharest

Guidelines for the application of physical education and sports programs (primary, secondary)

MEC-NAES, 2000, 2001

Marcu M, 2010, Contributions to the use of volleyball items in physical education lessons at

4th

grade, at a school with no specific conditions. Methodological and scientific paper to

achieve 1st teaching degree. UNEFS Bucharest, coordinator Doina Croitoru

LE SYSTEM DE MOYENS EN EDUCATION PHYSIQUE ET LE SPORT POUR

L'ENSEIGNEMENT PRIMAIRE

Cuceu Marinică Dorel Asist. univ. Drd Université du Nord – Baia Mare

Mots-clés: jeux, jeux de mouvements, structure de jeu, la taxonomie, un moyen de

l'éducation physique;

Abstract: By addressing the physical education and sports at the first class, in the

form of motion game (the entire contents of the lesson - the rings - based solely on the motion

games), I tried to show the superiority of this type of lesson - at primary school - compared

with traditional physical education and sports lessons, where the motion games are only a

mean of physical education and sport, and is used or not in some links in the lesson.

From The results of this experiment, with the experimental group and control group, results

subjected to statistical analysis, in SPSS program, statistical analysis in terms of arithmetic

mean, standard deviation, minimum and maximum of the results, we conclude that the

hypothesis which led to the base on this experiment is confirmed. Following these

conclusions should be shown that motion games should be used on the primary school level,

as much as possible, going to the introduction of these on the curriculum - as mandatory.

Bibliographie :

Bota, Aura, Tudor, Virgil, (2004) – Teoria educaţiei fizice şi sportului, curs ANEFS

Cârstea,Ghe.(1997) – Educaţia fizică. Teoria şi bazele metodicii, ANEFS, Bucureşti

Cerghit, I.(1997) –Metode de învăţământ, ed. Didactică şi Pedagogică RA, Bucureşti;

Dragnea, Adrian şi colab.(2002) – Teoria Educaţiei Fizice şi Sportului, Ed. FEST Bucureşti.

Dragnea, Adrian şi Aura, Bota (1999) – Teoria activităţilor motrice, Editura Didactică şi

Pedagogică, R.A., Bucureşti;

Epuran M (2005) – Metodologia cercetării activităţilor corporale – Exerciţii fizice, Sport,

Fitness, Editura FEFS, Bucureşti;

Marcu, Vasile Şi colb. (2007) – Psihopedagogie pentru formarea profesorilor, ed.

Universitatea din Oradea, ediţia a III-a, Oradea;

Şiclovan, Ion (1979) – Teoria educaţiei fizice şi sportului, ed. Sport – Turism, Bucureşti

Tudor, Virgil (2008) – Măsurarea şi evaluarea în cultură fizică şi sport, Ed. MOROŞAN,

Bucureşti;

JEUX MOUVEMENT - MOYENS DE L'EDUCATION PHYSIQUE ET DU SPORT

DANS L'ENSEIGNEMENT PRIMAIRE

Cuceu Marinică Dorel Asist. univ. Drd. Université du Nord – Baia Mare

Mots-clés: jeux, jeux de mouvements, structure de jeu, la taxonomie, un moyen de

l'éducation physique;

Abstract: Through this study I tried to show the importance of using, in the lesson of

physical education classes, at primary and especially in the first class, means based solely on

dynamic games (games of movement). By using movement games in all rings (parts) of the

lesson, the lesson’s efficiency increases, and results in control samples provided in the

curriculum, are superior. From the data recorded and analyzed you can see more progress in

group one experiment, where the lesson’s content was based solely on dynamic games,

compared with control group, to which it’s content was the classic one (the game move is a

mean of physical education, which is used or not depending on the theme of the lesson).

Following these conclusions, it would be recommended that, on the primary school level

games, to use games of movement, in the most part of the lesson.

Bibliographie

Badiu,T, Ciorba, C. (1999) – Educaţia fizică a copiilor şi şcolarilor ,Ed. Garuda-Art.

Chişinău:

Barbu, H., Popescu, E., Şerban, F. (1994) – Activităţile de joc şi recreativ –

distractive, Ed. Didactică şi Pedagogică, Bucureşti

Branga, D., Mujicicov, N. (1968) – Jocuri de mişcare pentru elevi, Ed. Tineretului,

Bucureşti.

Chateau, J. (1980) – Copilul şi jocul,Ed, Didactică şi Pedagogică, Bucureşti;

Chiriţă, Georgeta (1983) – Educaţie prin jocuri de mişcare, Ed. Sport-Turism, Bucureşti;

Dima, S. şi colab. (1974) – Jocuri şi exerciţii pentru dezvoltarea fizică a preşcolarilor, Ed.

Didactică şi Pedagogică, Bucureşti;

Epuran, Valentina (1973) – jocuri de mişcare, curs I.E.F.S. , Bucureşti;

Figler S.K., Whitaker, G (1991) – Sport and Play in American life, Wm.C.Brown

Publishers, Dubuqe

Sabău, Elena, (2003) – Jocuri de mişcare –fundamente teoretice şi practice, Ed. ARVIN

PRESS, Bucureşti;

Stănescu, Monica., Ciolcă, Corina., Urzeală , Constanţa. (2004) – Jocul de mişcare – metodă

şi mijloc de instruire în educaţie fizică şi sport, Ed. Cartea Universitară, Bucureşti;

Stănescu, Monica., (2002) – Educaţia fizică pentru preşcolari şi şcolar Mici, Ed. SemnE,

Bucureşti;

Todea, Septimiu Florian (2002) – Jocuri de mişcare, Ed. Fundaţiei România de Mâine.

MEANS TO DEVELOP THE MOTRICAL QUALITIES AT PRIMARY LEVEL AND

TESTS TO EVALUATE THEIR PERFORMANCES

Conf. Dr. Marian Dumitru Faculty of Psychology and Educational Sciences, Department of

Pedagogy of Primary and Preschool Education, University "Ovidius"

Keywords: motrical qualities, games, applications , active participatory methods

I Introduction

The development of basic motrical skills, the benchmarkers spread over four years are aimed

to provide to pupils the capacities that enables them to do motrical activities with indexes of

speed, rapidity, resistance, force and complexity.

II The purpose of the research

The purpose of this scientific approach is to adapt the content that may develop motrical

skills at this age according to peculiarities of development and education without using

traditional methods that can be applied to the secondary cycles

III. Hypothesis

In our scientific approach we started from the premise that the development of motrical skills

using games specific to the school age or younger leads to a faster increase in the expression

of the motrical qualities indices and thus to increase the efficiency of the learning

instructive-educational process.

IV. The content of the experiment

We wanted to apply a program that can develop the motrical qualities in the context

of physical education lessons, with the students from pedagogical practice, applying a

program focused on games, relays and applications for motrical qualities, excluding the

traditional methods.

V Conclusions

Experiment results have allowed us to conclude the following:

the presence of dynamic games and relays in the lesson has increased the attractiveness of

the physical education class, and the competition has increased substantially conscious and

active participation of subjects. At the same time , achieving the development of motrical

qualities through applications, specific games and relays led to the development of skills and

positive attitudes.

Bibliography

Cârstea Gh - Theory and methodology of physical education and sport for tenure and second

degree, Edit. NA-DA. Bucharest, 2000

Dragu A., S. Cristea - School Psychology and Pedagogy, Edit. Press Ovidius University,

Constanta, 2002

M. Dumitru - Physical education and teaching methodology, Edit. Ex Ponto, Constanta, 2007

MEASUREMENT AND EVALUATION OF EXPLOSIVE FORCE TO THE I YEAR

STUDENTS FROM U.P.G. PLOIEŞTI

Marin Finichiu, University Lecturer. Dr., Petroleum and Gas University of Ploiesti

Keywords: measurement, evaluation, explosive force, students

Abstract: The methodology of force development is very extensive and well proven,

having many specific methods and tools can be used depending on the purpose and especially

the manifestation of the force which it is addressed. We believe that the activity of school

physical education and sport can be used with good efficiency, the methods in circuit training,

weightlifter method, method of power-training and isometric contraction. Research methods

and techniques were based on observation, experimental method, measurement method and

records as actual methods of investigation and methods of processing and interpretation of

collected data: statistical and mathematical method and graphical method. Due to the

particular importance of physical education and sports in universities, the research conducted

shows that the methods used to develop explosive force were well chosen and took into

account individual, motor and mental peculiarities.

References

Chiriţă, G., (1977). Pedagogie. Bucureşti: Editura Sport – Turism;

Dragnea, A., (1984). Măsurarea şi evaluarea în educaţia fizică şi sport. Bucureşti: Editura

Sport - Turism, 1984;

Tudor, V., (2005). Măsurarea şi evaluarea în cultură fizică şi sport. Bucureşti: Editura Alpha;.

Niculescu, M., (2002). Metodologia cercetării ştiinţifice în educaţie fizică şi sport. Bucureşti,

Editura ANEFS.

STUDY ON THE MANIFESTATION LEVEL OF THE MOTOR CAPACITY IN

PUPILS IN PRIMARY EDUCATION - RURAL AREAS

Marin Finichiu, University Lecturer. Dr., Petroleum and Gas University of Ploiesti

Maria Finichiu, Physical Education Teacher, Special School no. 2 Ploiesti

Keywords: motor ability, students, primary education, rural area

Abstract: The assessment of manifestation level of the motor ability of primary

school children, rural areas are very rarely performed. This is why we address this research

topic. Physical education and sports, conceived as an essential condition of human training,

has always been developed by the practice and field theory, in the evolution of society today,

being considered part of general education, of the personality training process; as dimension

of the harmonious development of human personality, it aims at providing a functional

balance between its components, in particular, between the physical and practical. Physical

education and sports should not be made parallel, but as part of a system acting through its

elements at the same time, meaning the overall development of personality, stimulating and

strengthening its psycho – physical qualities. Research methods and techniques used in this

study are part of the actual methods of investigation and methods of processing, analysis and

interpretation of data collected through research. Using the lesson of physical education and

sports to children from rural areas, of a relatively small number of domain-specific ways, but

simple and practiced longer, contributes to increasing the expression of the motor ability.

References

Dragnea, A. (1984). Măsurarea şi evaluarea în educaţie fizică şi sport. Bucureşti: Editura

Sport – Turism.

Dragnea, A. şi Teodorescu, S. (2000). Teoria educaţiei fizice şi sportului. Bucureşti: Editura

Cartea Şcolii;

Epuran, M. (2005). Metodologia cercetării activităţilor corporale. Bucureşti: Editura Fest.

EYE-HAND COORDINATION IN SCHOOL-CHILDREN OF 3rd

CLASS

Gidu Diana Victoria, Lecturer PhD, Ovidius University of Constanta,

Faculty of Physical Education and Sport

Key words: coordination, eye-hand coordination, school-children

Abstract Purpose. The present study propose that eye-hand coordination in school-

children can be enhanced by physical activities.

Methods. The level of eye-hand coordination were determinate by used two motric

tests: Purdue Pegboard test and rounder-ball throw on a static mark.

Results. There was significant differences between experimental and control group (p

< 0.01) on all testes.

Conclusions. Exercises and operational structures used during the experiment were

well selected and properly dosed for subjects.

References:

CLOCOTICI, V., STAN, A. (2000), Statistică aplicată în psihologie, Ed. Polirom, Bucureşti.

CRAIG, R., (2009), How to improve eye-hand coordination in children by playing specific

games designed for children, http://ezinearticles.com/?How-to-Improve-Eye-Hand-

Coordination-in-Children-by-Playing-Specific-Games-Designed-For-Children

CRAWFORD J.D., MEDENDORP W.P., MAROTTA J.J. (2004), Spatial transformations for

eye-hand coordination, J. Neurophysiol., Jul; 92(1): 10-9 p.

GIDU, D.V., STRATON, A., HRIŢAC, F., (2010), Eye-hand coordination in third form

pupils, Ovidius University Annals, Series Physical Education and Sport / SCIENCE,

MOVEMENT AND HEALTH, Vol. 10, ISSUE 2 supplement, B+, ISSN 1224-7359,

Constanţa: 688 p.

GREENSPAN, B., (2005), Eye-Hand Coordination, http://www.ebeanstalk.com/articles/eye-

hand-coordination.php

JOHANSSON, R. S., WESTLING, G., BÄCKSTRÖM, A., FLANAGAN, J. R. (2001), Eye–

Hand Coordination in Object Manipulation, The Journal of Neuroscience, September 1,

21(17):6917–6932

RAŢĂ, G., RAŢĂ, B.C. (2006), Apitudinile în activitatea motrică, Ed. Edu Soft, Bacău: 9-30;

243-277p.

SAILER, U., FLANAGAN, J. R ., JOHANSSON, R. S. (2005), Eye–Hand Coordination

during Learning of a Novel Visuomotor Task, The Journal of Neuroscience, September

28, 25(39):8833-8842.

STUDY CONCERNING THE PERCEPTION AND ATTITUDES TOWARD SPORTS

OF HIGH SCHOOL STUDENTS FROM A MULTICULTURAL AND

MULTIETHNIC MEDIUM, THE CASE OF CLUJ-NAPOCA

University professor PhD. Grigore Vasilica

University Assistant drd. András Álmos

Key words: perception of sports, attitudes toward sport, multicultural environment,

intercultural, interethnic relationships

Abstract Time spent in sport activities at school and at university produces beneficial

effects on health and education, effects that need to be strengthened. Sport has an important

contribution to economic and social cohesion and the formation of better integrated societies.

The most important factor that contributed to the development of sport, as we know it

today- so diverse and widespread-, was its addressability. Sport is one of the most dynamic

social activities aimed at the improvement of human being in all its aspects. In a world

subjected to a daily changing political and socio-economic transformation, different religions,

multiple cultures and ethnicities the universal language perceived by the whole humanity is

sport. From this point of view it is part of a common culture, which had accompanied the

development of ancient civilization and participates in the creation of an art by living.

Culture, as a particular way of living for a group, it confers individual and social identity. In a

multicultural society, like Romania, the notion of ethnicity and the relationship of these

elements are essential in terms of mutual understanding and leaving together. Joe Pitts3

makes the idea that "diversity is one of those elements that bring greatness of a country and a

culture, because people learn from each other. I believe that ethnic diversity, like religion, is

something that enriches society, giving a specific coloring, a range of attributes that can only

stimulate progress."4 As teachers, we must educate the youth; we must recognize that in the

school culture can be found today not only children who come from different cultures but also

that the school itself is a micro-society in which the cultural diversity coexists.

This researches goals were the followings: to create a clear picture of the phenomenon

of sport among high school students in a multicultural and multiethnic environment, and to

gather objective and relevant data about sports, and sports participation. The methods used in

this research were: bibliographic study and questionnaire survey. The research subjects

(n=1570) were high school students (9- 12 grades) from educational institutions, were the

teaching language was Romanian and Hungarian.

Bibliography

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Andreescu, G. (2005). Schimbări în harta etnică a României. Cluj-Napoca: Centrul de

Resurse pentru Diversitate Etnoculturală

Bolaffi, G., Barcalenti, R., Braham, P., Gindro, S. (2003). Dictionary of Race,

Ethnicity and Culture.[Versiune electronică] Roma: Sage Publications

Borza, M. (2010). Atitudinile sociale şi schimbarea lor. Iaşi: Polirom

Cîrstea Gh., (2000). Sociologia sportului. Bucureşti: Fundaţia pentru Educarea şi

Formarea prin Sport a Tineretului

Cîrstea, Gh. (2000). Teoria şi metodica educaţiei fizice şi sportului, Bucureşti: ANDA

Clujul Multicultural-startegii de dezvoltare a municipiului Cluj-Napoca, Proiect

realizat de Centrul de Resurse pentru Diversitate Etnoculturală în parteneriat cu

Primăria Municipiului Cluj-Napoca, [Versiune electronică], sursă

http://www.edrc.ro/docs/docs/Strategia-Cluj.pdf, 10.10.2010

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pentru Educarea şi Formarea prin Sport a Tineretului

Epuran, M., Mariana Marolicaru (2003). Metodologia cercetării activităţilor corporale.

Cluj-Napoca: Risoprint

Fati, S. (2007). Transilvania—o provincie în căutarea unui centru.Centru şi periferie în

discursul politic al elitelor din Transilvania 1892-1918. Cluj-Napoca: Centrul de

Resurse pentru Diversitate Etnoculturală

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Furtună, C. (2005). Sociologie generală. Bucureşti: Fundaţia România de Mâine

Gagea, A. (1999). Metodologia cercetării ştiinţifice în educaţie fizică şi sport.

Bucureşti: Fundaţia „România de Mâine‖

Georgescu, F. (1998). Cultura fizică-fenomen social. Bucureşti: Tritonic

Ion, Ş. (2006). Introducere în sociologia educaţiei fizice şi sportului. Braşov:

Universitatea Transilvania

Legea nr. 69 din 28 aprilie 2000 cu modificări ulterioare, privind domeniul Educaţie

fizice şi Sportului din România, publicat în Monitorul Oficial nr. 200/â din 9 mai 2000

Liiceanu, A. (2005). Alteritatea etnică şi imaginar colectiv. În Bădescu, G., Kivu, M.,

Robotin, M. Barometrul relaţiilor entice 1992-2002.O prespectivă asupra climatului

interetnic din România (pg. 55.64), Cluj-Napoca: Centrul de Resurse pentru

Diversitate Etnoculturală

Mureşan, C. (1999). Evoluţia demografică a României. Tendinţe vechi, schimbări

recente, prespective. Cluj-Napoca: Presa Universitară Clujeană

Nastasă, L., Salat, L. editori (2003). Maghiarii din România şi etica minoritară (1920-

1940). Cluj-Napoca: Fundaţia Centrul de Resurse pentru Diversitate Etnoculturală

Năstase, L., Salat, L. (editori) (2000).Relaţii interetnice în România postcomunistă.

Simpozion: ―Modelul românesc de relaţii interetnice.Ultimii zece ani, următorii zece

ani‖.Bucureşti, 7-8 iulie 2000

Nedelcu, A. (2008). Fundamentele educaţiei interculturale. Iaşi: Polirom

Pitts, J. (2000). Modalităţi practice de rezolvare a unor problem interetnice. În

Năstase, L., Salat, L. (editori) Relaţii interetnice în România postcomunistă.13

Simpozion: ―Modelul românesc de relaţii interetnice.Ultimii zece ani, următorii zece

ani‖.Bucureşti, 7-8 iulie 2000

Robotin, M. (2005) Stat şi identitate etnică în România.O incursiune în percepţiile

majorităţii şi minorităţii asupra acestei relaţii. În Bădescu, G., Kivu, M., Robotin, M.

Barometrul relaţiilor entice 1992-2002.O prespectivă asupra climatului interetnic din

România (pg. 15-40), Cluj-Napoca: Centrul de Resurse pentru Diversitate

Etnoculturală

Roman, G., Batali, F., C. (2007). Antrenamentul sportiv.Teoria şi metodica. Cluj-

Napoca: Napoca Star

Rotariu, T., Iluţ, P. et.al (1996). Sociologie. Ed. a II-a. Cluj-Napoca: Mesagerul

Salat, L., Enache, S. editori (2004). Relaţii româno-maghiare şi modelul de

reconciliere franco-german. Cluj-Napoca: Centrul de Resurse pentru Diversitate

Etnoculturală;

Scott, J. (2006). Sociology.Key concepts. Canada Oxon: Routeledge;

EFFICACITEE DE LA LECON DE L’DUCATION PHYSIQUE PAR MOYEN

SPECIFIQUE DE JEUX HANDBALL AUX ELEVE DE LA CLASSE V

Conf.univ.dr.Marina Igorov

Asist.univ. Caracaş Valentin

U.N.E.F.S.Bucureşti

Mot clé : Efficacité, éducation physique, handball

Dans le cadre du système éducatif, l'éducation physique et du sport au niveau

secondaire, a un objectif principal d'amélioration continue et sanogenetic potentiel biologique

des enfants comme une activité essentielle à un soutien professionnel efficace.

Les nombreux aspects du jeu de handball,explique son inclusion en tant que moyen de

cours d'éducation physique à toutes les classes de contenu d'élèves du secondaire.

Le jeu de handball est une variante d’activité de jeu dans lequel le rôle du

mouvement est évident, Il est également un moyen et une méthode d'éducation. Analyse

essentiellement et le contenu du jeu de handball nous nous rendons compte de l'immense

valeur éducative. Ses fonctions peuvent être identifiées à l'intégration sociale, de leur propre

éducation phénomène. L'élève connaît et adopte la réalité de la conduite motrice fait de

diriger conscient leurs mouvements du corps la préparation des travaux et de la vie,

l'acquisition de capacités motrices, à moteur, et de l'exploitation à former leur attitude à

l'égard de conduire l'activité. Dans ce complexe les élèves ils sont active, la pensée, mises à

jour de création, de recherche et de trouver des solutions qui assurent le succès, opèrent dans

les interrelations avec les collègues ou adversaires.

Le jeu comprend toutes les préoccupations de l'enfant, il devrait donc être utilisé

principalement comme un moyen de former et éduquer. Différence l'écriture, de lecture, où

les grands efforts sont nécessaires pour travailler plus étroitement avec le jeu qui a accroché

les enfants, l'éducation physique est le moyen principal du jeu juste sous différentes formes.

En introduisant des moyens spécifiques de jeux handball dans la leçon de d'éducation

physique j'ai l'intention de annulez la monotonie, passer du temps dans un cadre très agréable

souhaite faire de plaisir dans le concours pondant la leçon le besoin d'avoir un corps sain, de

surmonter les difficultés, de surpasser les autres, à développer l'esprit d'équipe et l'efficacité et

dans le finale l’amélioration de l’efficacité de la leçon de l’éducation physique.

Bibliographie

Bota Ioan, ―Modele de joc şi pregătire‖, Editura Sport Turism, Bucureşti, 1989;

Bota Ioan, Bota Maria, ―Handbal‖, Editura Sport Turism, Bucureşti, 1989;

Dragnea Adrian, Bota Aura, Monica Stănescu, Silvia Teodorescu, Sorin Şerbănoiu,

Virgil Tudor, ―Educaţie fizică şi sport‖ – teorie şi didactica , Editura Fest, Bucureşti,

2006;

Igorov – Bosi Marina, ―Instruirea în handball – copii şi juniori‖, Editura Moroşan,

Bucureşti, 2009;

Igorov- Bosi Marina, ―Handbal – Metodică‖, Editura Moroşan, Bucureşti 2009;

Săvescu Iulian, ―1001 Exerciţii fizice pentru dezvoltarea calităţilor motrice în lecţia de

educaţie fizică şi sportivă şcolara, Editura Policrom, 2002;

***** Programa de educaţie fizică pentru ciclul gimnazial;

THE DEVELOPMENT OF CORPORAL EXPRESSIVITY THROUGH MOVEMENT

AND DANCE IN THE PHYSICAL EDUCATION LESSON

Authors: Lect. univ. dr. Carmen Aneta Isac North University Baia Mare

Prof. univ. dr. Emilia Florina Grosu; Conf. univ.dr. Popovici Cornel

Faculty of Physical Education, Babeş Bolyai University

Key words: movement, movement language, corporal expressivity

The movement is a universal mean of communication, all children move in a certain

way or another. Few experiences engage a person so well, in his/hers personality, like dance,

the body, emotions and the intellect do it.

Moving together with others in the same rhythm usually helps forming relationships.

Due to communicating through movement, the child becomes more self-conscious and more

capable to interact with others. Through the techniques that he / she uses, the teacher works

for developing trust and relationships, sensory-motive and perceptual development, as well as

a corporal scheme and the development of self-concept.

The dance begins with impressions, sensorial or psychic images that can be at the

origin, objectives or subjects, it has to be an image-stimulus.

Bibliografie

Caluschi, Mariana şi colab, (1994)-Psihotests,Ed. Ştiinţifică şi Tehnică, Bucureşti.

Isac Carmen Aneta (2009)–Educating corporal expresivity in the physical education class,

Ed.G.M.I.Cluj-Napoca.

Isac Carmen Aneta (2009)- Theoretical aspects of educating corporal expresivity in the

physical education class, Ed.G.M.I.Cluj-Napoca.

Peter A. Andersen (2006)–Body language, Ed. Teora, Bucureşti.

Walsh, Guerber, Nicole and colab. (1978)–Danse, Ed.Revue EPS, Paris

xxx.-http://www.scribute.com/sociologie/psihiatrie/MELOTERAPIE-ELEMENTE-DE

MELOTE52597.PHP- Meloterapia

THE NEED FOR ADAPTED PHYSICAL EDUCATION PROGRAMME IN

NIGERIAN SCHOOLS Olagunju Olaitan - Oyo State Nigeria

Abstract: Presently in Nigeria, the areas which special education covers are essential

but not complete. The teeming school population today has children who are handicapped due

to one reason or the other and these children need a type of programme which will cater for

their needs and interest. Adapted physical education is nonexistent in our schools today in

Nigeria. The situation therefore needs to be rectified by paying necessary attention to this

area. This paper discusses one area which necessary attention should be paid to, namely, the

adapted physical education. Reasons are advanced for the need to include adapted physical

education programme in the curricula of schools in Nigeria.

References

Ajisafe, M. O. (1976). An indigenous syllabus of physical education for the Nigerian Primary

Schools. International Journal of Physical Education, 4, 27—23.

American Association for Health, Physical Education and Recreation, Committee on

AdaptedPhysical Education (1952). Guiding Principles for Adapted Physical Education.

Journal of Health, Physical Education and Recreation, 23, 15, 28.

Arnhelm, D. D., Auxter, D., & Grower, W. C. (1977). Principles and methods of adapted

physical education and recreation. Saint Louis: C. V. Mosby.

Bennett, B. L., Howell, M. K., & Simri, U. (1975). Comparative physical education and sport.

Philadelphia: Lea and Febiger.

Bucher, C. A. (1971). Administration of health and physical education programme including

athletics. (5th ed,). Saint Louis: C. V. Mosby. Clarke, H. H., & Clarice, D. H. (1978).

Developmental and adapted physical education. (2nd ed.)

Englewood Cliff, New Jersey: Prenciee-Hall, 1978. Daniels, A. S. & Davies, E. A. (1975)

Adapted physical education for elementary school children. (5th ed.) Minneapolis, Minnesota:

Burgeas Publishing. Fait, H. F. (1978). Special physical education: Adapted, corrective,

developmental (4th ed.).Philadelphia: W. B. Saunders.Federal Republic of Nigeria.

(1977). National Policy on Education Federal Ministry of Education, Section 8, No. 56.

Howland, I. S. (1959). Adapted physical education. Dubuque, Iowa: Wm. C. Brown. Logan,

C. A. (1972). Adapted physical education. Dubuque, Washington: Wm. C. Brown.Norton, J.

K. (ed.) (1966). Dimensions in school finance. Washington: The National Education

Association.

Parker, R. (1971). In C. A. Bucher, Administration of health and physical education

programsincluding Logan, C. A. (1972). Adapted physical education. Dubuque, Washington:.

Wm. C. Brown. Norton, J. K. (ed.) (1966). Dimensions in school finance. Washington: The

National Education Association.

Parker, R. (1971). In C. A. Bucher, Administration of health and physical education programs

including athletics. (5th ed.). Saint Louis: C. V. Mosby.

Rousseau, J. J. (1979). In R. H. Brown, Adapted physical education: More on the Reasons

why.American Corrective Therapy Journal, 103—105.

Sherrill, C. (1976). Adapted physical education and recreation A multi—discipline approach.

Dubuque, Iowa: Wm. C. Brown. Taylor, W. W., & Taylor, W. I. (1962). Special education of

physical handicapped children in Western Europe. New York: Harcourt, Brace and World.

Vodola, T. M. (1973). Individualized physical education program the handicapped

child.Englewood Cliffs, New Jersey: Prentice—Hall.

PHYSICAL EDUCATION CURRICULUM AND ITS IMPLEMENTATION IN

NIGERIAN SCHOOLS

Olagunju Olaitan - Oyo State Nigeria

Key words: Cardiac arrest, stress, physical education, curriculum, bio-motor abilities,

National policy on education, basic education

Abstract: The first known syllabus on physical education in Nigeria was designed in

1933 by the British Government. Although this has undergone many revisions there is yet the

need to subject the Curriculum to constant revision to enable physical education

accommodate the contemporary Life demands in Nigeria. Physical education is currently

offered in the three levels of the Country’s educational system. However, it is not yet one of

the core subjects in the secondary Education. It is to be taught as non-vocational elective. The

concept of elective may not Encourage the actualization of the mass sport policy, which the

federal government is trying to encourage in all educational institutions in the country.

References

Adeniji E.O. (2007) 9-Year Basic Education Curriculum (Physical and Health Education) for

primaries 1 – 3; 4 – 6 and JSS 1 - , Nigerian Education Research and Development

Council (NERDC)

Ajala, J.A,: Amusa, L.O. and Sohi, A.S. (2002). Physical Education. Macmillan Publishers,

Lagos.

Akintunde, P.G. (2001) Administration and Organization of Physical and Health Education,

Sport and Recreation (1st ed) Yem Books, Ibadan.

Fourth International Council for Health, Physical Education, Recreation, Sport and Dance

(ICHPER-SD) Africa Regional Congress, 14-17 October, 2008

1Dr. J.B. Alla, Obafemi Awolowo University, Ile-Ife, Nigeria. Department of Physical and

Health Education, Faculty of Education (jalla@oauife.edu.ng)

2Dr. H. K. Olorunsola, Obafemi Awolowo University, Ile-Ife, Nigeria, Department of

Physical and Health Education, Faculty of Education 179

Bucher, Charles A. (1975). Administration of Health and Physical Education Programme. (6th

ed). The C. Mosby Company USA, p. 510.

International Council for Physical, Health Education and Recreation (ICHPER), 1996.

Ladani, B.A. (2002), Professionalising Nigeria Association for Physical, Health Education,

Recreation Sport and Dance, Journal of Nigeria Association of Physical, Health

Education Recreation, Sport and Dance Pp. 182 – 192.

National Policy on Education, Nigeria (2004) NERDC Press Lagos, Nigeria.

Obelle M(1981) Need for Standard physical education curriculum in Nigeria Secondary

Schools. Paper presented at the 11th Annual conference of NAPHER.

Obioma, G. (2007) 9-Year Basic Education Curriculum (Physical and Health Education) for

primaries 1 – 3; 4 – 6 and JSS 1 - , Nigerian Education Research and Development

Council (NERDC)

Ogundairo, D. (2002). Essentials of Physical Education. (1st ed.) Extension Publication

Limited, Lagos, pp. 1 – 10.

Ojeme, E.O., Iyawe, V.I. and Oshodin, O.G. (2002) Career Prospects in Physical and Health

Education (1st Edition) University of Benin Press, Benin City.

Omoruan, J.C. (1996). A Handbook on Physical Education, Sport and Recreation. S.

Asekome & Co., Zaria, pp. 1- 10.

Pratt, D. (1980). Curriculum Design and Development. The Mosby Company USA, pp. 139 –

1538

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Concepts Problems, Prospects, [Eds] UwePuhse and Markus Gerber Pp 497-511

Uti, J. O. (1977). Professional Preparation of Physical Education in Nigeria, Bendel State

NAPHER Seminar Paper.

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TEACHING AND COMMUNICATION FEATURES IN PHYSICAL EDUCATION

AND SPORT Lect. Univ. Dr. Pomohaci Marcel Puiu,

Lucian Blaga University, Sibiu

Keywords: communication, teaching, physical education, methods, training

Summary Science communication is a set of processes by which the exchange of

information between persons in a given social situation. The job of a sports teacher, sports

coach, communication is a crucial element. Study of physical movement was always a field of

investigation for teaching science, but it is a little investigated field of social sciences and we

think the sport communication. Continuing to explore this area could lead perhaps to

conclusions that to increase the effectiveness of sport and communication problems.

There are, say communication problems, because the individual through sports or physical

movement expresses itself, and beyond its dependence on the perform certain movements at

different levels of development according to motor execution of these movements can be

distinguished in some qualitative parameters, aimed at expressiveness and relevance of

psycho-physiological traits of the individual.

Education body expressiveness, use non-verbal language, have rules as strict as those

of communication. In sports movement indicators are used or intended to deceive the enemy,

so that sport and physical activity, well directed, is a language with special meanings.

In teaching communication the teacher must make students feel they have a vocation

in this direction, that is a trusted partner who wants a genuine dialogue. Most teachers are

those who appreciate the freedom of expression to allow students who do not even feel judged

or manipulated, or advised, but those who give them a sense of safety and freedom of

communication.

To be effective, communication, education and certain features are required: Teacher

posts should be clear, precise, logical structure, appropriate and accessible language students,

training content is presented in an interesting way and to climate be suitable for

communication.

In obtaining a positive coach-athlete communication is necessary for the coach to

have a complex piece of knowledge.

In professional sports we could say that filing a claim, should be taken to the level of

art, criticism must be made to avoid confusions in the work team.

Therefore, communication in the physical education lesson should be open, to allow

dialogue, something that leads to near student to teacher, also be launched affective processes,

positive and positive attitudes towards participation in training. A good communication

between coach and athlete leads to increased sports performance.

Bibliography.

Alexe, N. - Modern Sports Training Theory and Methodology, Ed. Foundation Tomorrow's

Romania, Bucharest, 1999

Colibaba-Evuleţ, D. Bota, I. - Sports games. Theory and Methodology, Bold Publishing

House, Bucharest, 1998

Dragnea, A., Bota Aura - Theory of driving activities - teaching and educational publishing

house, Bucharest, 1999

Oprisan, V. - Marketing and Communication in Sport., Ed Uranus, Bucharest 2002

Panişoara, IO, effective communication - a-nd edition, revised and enlarged, Polirom,

Bucharest, 2004

Pomohaci, M. - Communication in Physical Education and Sport, Alma Mater Publishing

House, Sibiu, 2007

Pomohaci, M. - Communication and social integration through sports. Communication

techniques, Alma Mater Publishing House, Sibiu, 2009

MANAGERIAL TECHIQUES WITH APPLIANCES IN PHYSICAL EDUCATION

ACTIVITIES IN HIGHER EDUCATION

Associated professor PhD Cristiana Pop Economic Studies Academy

Key words: communication, motivation, authority delegation, quality, higher

education.

Abstract: The priority orientation to quality and performance, the fundraising and the

efficient use of resources (in many cases insufficient), the motivation of all stockholders, to

develop a clear strategy with realistic objectives in a difficult and changeable environment

(political, economical, demographical), a new human relationship dimension, are just some of

the reasons that justify the managerial approach of educational system at all its levels.

The paper I propose is based on the hypothesis that a managerial plan applied in physical

education classes, on higher education level, could increase the teaching quality and

efficiency with positive effects on student’s results. The improvement of working relationship

and atmosphere among students and professor during the classes through communication,

motivation and authority delegation techniques brings, on the students’ side, a positive

perception about practice and commitment in reaching physical education goals.

The managerial plan has effects not just concerning the students as an experiment subjects,

but also regarding their perception like beneficiaries and partners in the educational process.

The double sense assessment: on one way the teacher’s assessment, mirrored in the tests

results and on the other way the students’ teaching assessment through opinion questionnaires

fulfills an educational management process applied in physical education domain.

The study is dedicated to women students, which in Economic Studies Academy represents

more than 70%. For the experiment I did organize 2 groups of 21 students each: the

experimental group and the control group. Both of them passed a set of physical tests in the

first semester of the first year and then in the second year, when they finished the course. On

this item the experimental group progress was always more consistent.

Willing to assure a representative sample and a high data confidence, I did apply the

questionnaire to 120 students for several faculties. The results have been achieved, confirmed

the research hypothesis and they validated the strategy applied in the physical education

classes.

The teacher in an university is the first system interface in relationship with the student, in his

role as first beneficiary of the knowledge, competence and abilities which university provides.

Achieving the university or department quality goals depends, in the last instance, on those

teacher’s scientific, didactic and also managerial competences.

Bibliography

Nicu, Alexe, coordinator - Antrenamentul sportiv modern, Ed. Editis, Bucureşti, 1993.

Bush, Tony - The principles of educational management, Ed. West-Burnham Longman,

University of Leicester, 1994.

Johns, Gary - Comportament organizaţional, Ed. Economică, Bucureşti, 1998.

Nicolescu, O. coordonator – Sisteme, metode şi tehnici manageriale ale organizaţiei, Ed.

Economică, Bucureşti, 2000.

Pop, Cristiana – Management educaţional. Ipostazele manageriale ale profesorului de

educaţie fizică şi sport, Ed. Oscar Print, Bucureşti, 2007.

Roebuck, Chris – Effective Delegation, Marshall Publishing, London, 2001.

EVOLUTION COMPARATIVE DES VALEURS DE CAPACITES AEROBES ET

ANAEROBES D’EFORT AUX ETUDIANTS EN EDUCATION PHYSIQUE ET

PHYSIOTHERAPIE DE L’U.N.E.F.S

Lect.univ.dr. Anca Dana Popescu

Conf.univ.dr. Corina Predescu

Conf.univ.dr. Mihaela Apostu U.N.E.F.S. Bucureşti

Asist.univ.dr. Ojoga Florina U.M.F. Carol Davila Bucureşti

L'éducation physique et le sport comme les formes organisées de la pratique

d'activité physique, occupe une place importante tant dans l'existence individuelle et celle

de la société, en étroite corrélation avec la promotion de la santé. Ils offrent des possibilités

de développement physique, développement de l'endurance physique et spirituelle nécessaire

dans des situations critiques, aident à améliorer la communication et la

coopération, participent à l'auto-éducation etfair-play et à l'affirmation de la personnalité

individuelle.

Cette recherche vise à demontrer les effets de la pratique de l’exercice physique

systhematique et organisé sur la composante fonctionnelle cardio-respiratoire du corps aux

etudiants d’U.N.E.F.S. Elle poursuit également le développement de la motivation des

étudiants à participer activement aux cours pratiques en soulignant les avantages du

mouvement sur l’etat de santé bio-psycho-social, c’est à dire optimisation des paramètres

poursuivis.

La recherche a été effectuée dans le cadre de l'Université Nationale d'Education

Physique et Sport pendant les années 2007-2010 sur deux lots d'etudiants appartenant à la

Faculté de l'Education Physique et Kynetothérapie. Les deux lots comprenaient la structure

d'une promotion et ont été suivis chaque année jusqu'à la troisième année d'études.

Les paramètres cardio-respiratoires fonctionnels suivis au cours de la recherche ont été la

capacité vitale actuelle (évaluée par spirométrie, et puis a été comparée avec la capacité vitale

standard), le temps d'apnée inspiratoire, l’indice de réflexe clino-orthostatique et le test

Schellong. Ces paramètres ont été mesurés au début de chaque semestre d’étude.

En conclusion, l'analyse comparative des paramètres fonctionnels cardio-respiratoires pendent

les trois années d'études universitaires en deux groupes d'étudiants (en éducation physique et

kynetothérapie) au cadre de l'Université Nationale d'Education Physique et Sport on peut

affirmer que les indicateurs fonctionnelles respiratoires et cardio-vasculaires enregistrent des

améliorations dans les deux lots, plus évidentes dans le premier lot (éducation physique). Les

valeurs moyenne de la capacités vitalle actuelle et standard et du temps de l'apnée inspiratoire

s’améliorent vers les dernières années d’etudes en raison d’optimisation de la coordination

fonctionnelle et de l’utilisation plus efficace de l'oxygène dans l'économie physiologique de

l’effort. L'évolution des valeurs moyennes de la fréquence cardiaque et de la tension artérielle

systolique-diastolique en repos pendant le test clino-orthostatique montre une nette

amélioration au bout de trois années d’étude, par rapport aux valeurs initiales, plus évidente

dans le premier lot (éducation physique). Tous les sujets étudiés relèvent le type normal de

réponse au test clino-orthostatique, le premier lot enregistrant des variations beaucoup plus

petites entre position couchée et debout. Les effets les plus évidents de l'influence positive de

l'activité physique systématique on observe au niveau du système cardio-vasculaire, où on se

remarque les améliorations les plus significatives des paramètres étudiés, tant au repos, qu’en

position couchée et test orthostatique.

Bibliographie:

American College of Sports Medicine, Guidelines for exercise testing and prescription.

Philadelphia: Lea & Febiger, 1991.

Astrand P.O., Rodhal K., Textbook of work physiology. (3-rd ed), New York, McGraw

Hill,1986

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LA PSYCHOMOTRICITÉ DANS LE CADRE DE LA MOTRICITÉ HUMAINE

Assistant univ. Maria-Cristiana Porfireanu, Doctorante

Académie d’Études Économiques - Bucarest

Mots-clés: hérédité, environnement, motricité, intégration sociale

Résumé :Généralement, le terme ―motricité‖ vise ―l’ensemble des fonctions

biologiques qui assurent le mouvement chez l’homme et les animaux‖ et la ―motricité

humaine‖, une formule qui vise seulement l’être humain, étant considérée comme une

„fonction qui assure les mouvements du corps‖, dus à l’appareil neuromusculaire et qui sont

soit des mouvements volontaires, soit des mouvements reflexes automatisés. La motricité se

caractérise par des niveaux successifs de complexité, depuis les actions motrices reflexes de

posture et segmentaires aux mécanismes de coordination segmentaires et inter-segmentaires.

L’individu est une entité bio-psycho-sociale - la motricité humaine étant un phénomène

unique, à partir de l’activité reflexe jusqu’à la communication gestuelle. La psychomotricité

synthétise le psychisme et la motricité, en vue de permettre à l’individu de s’adapter

harmonieusement au milieu environnant. Il s’agit d’une approche globale de la personne chez

laquelle les interactions entre la motricité et le psychisme sont constantes. La psychomotricité,

en utilisant le corps, l’espace et le temps, offre des techniques qui permettent à la personne de

connaître son corps et son environnement et, conséquemment, d’agir de façon adaptative. Le

processus de maturation de chacun est inscrit dans son patrimoine génétique, il n’est pas

soumis apriori à l’environnement et constitue, en quelque sorte, le domaine neuro-

biopsychologique de l’individu.

Bibliographie

Dragnea, A., Bota, A., 1999, Teoria activităţilor motrice, MTS, Bucureşti, 38-55, 157-211

Epuran, M., Horghidan, V., 1994, Psihologia educaţiei fizice, ANEFS, Bucureşti, 162

Epuran, M., Holdevici, I., Toniţa, F., 2001, Psihologia sportului de performanţă, Editura

FEST, Bucureşti

Jinga, I., Negreţ, I., 1994, Învăţarea eficientă, Editura Editis, Bucureşti

Miclea, M., 1994, Psihologie cognitivă, Editura Gloria SRL, Cluj-Napoca

Parlebas, P., 1996, Activités physiques et éducation motrice, Edition Revue EPS, Paris

Potel, C., 2000, Psychomotricité - Entre théorie et pratique, Edition Revue EPS, Paris

Tudor, V., 1999, Capacităţile condiţionale, coordinative şi intermediare – componente ale

capacităţii motrice, Editura RAI, Bucureşti

Ulici, A., 2003, Dictionar de Limba Română Contemporană, Editura Aramis, Bucureşti

Dictionar de Limbă Română Contemporană, Editura Aramis, Bucureşti

Reviste online: Athletics Insight (www.athleticinsight.com), Coaching Science Abstracts

(www.coachsci.com)

Emotional Intelligence in Sport and Play (www.utas.edu.au)

Site-uri specializate: www.psyhomot.com (information from Italy)

THE ORGANISATION AND MANAGEMENT OF PHYSICAL EDUCATION

LESSONS WITHIN THE PRIMARY SCHOOL ENVIRONMENT

Author of research: Stănculescu/ Morrison Laura Mihaela

Presently PHD student U.N.E.F.S (year1) and

PE Teacher at The International School of Bucharest

PHD Coordinator: Prof.Univ. Dr. Teodorescu Silvia

Key words: Organisation, management, the Primary School environment

Problems in our environment play an important role in our social activities. The conference

declaration of the United Nations on the environment (Stockholm, June 1999) shows that the

protection of environment has become a major issue for humanity in our time and the future

heavily depends on how human beings meet the challenge.

There are many differing view-points on creating a more sustainable environmental future,

creating a safer and healthier environment. The action that could be taken to protect the

environment could also be achievable in education, too. The involvement environmental

issues in education was confirmed and supported by UNESCO. It is a main objective in

improving education through realising the major issues in our environment.

In health matters, major importance is given to the situation whereby the human body will

have to adapt within the changing climate or environment. Therefore, a healthy body usually

adapts well in a changing climate. Moreover, illness may occur reinforcing the fact that the

climate and environment are sometimes hard to combat.

At the moment, most specialists in this field consider our physical environment to be the most

important, and it is this that decides the level of human health.

Recently, it has been shown that certain areas of the country have high levels of air pollution.

This has significant negative implications in the physical development of young children as it

is not a suitable environment to do physical exercise.

Air pollution represents the worst case of deterioration of the planet.

The issue of a polluted environment is a concern for the entire world which is facing the slow

environmental deterioration of the planet. This could be stopped by introducing pollution

quotas globally to help protect every community.

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STUDY ON STUDENTS OVERWEIGHT REDUCTION BY PRACTICING AEROBIC

GYMNASTICS IN UNIVERSITY PHYSICAL EDUCATION CLASS

Alina Stoica, Ph. D. Associate Professor,

DEFS – University of Bucharest

Keywords: university physical education, aerobic gymnastics, body weight, adipose

tissue.

Abstract: Aerobic Gymnastics is a physical activity, with a lot of positive meanings.

The main element is the physical and mental capacity of human, with benefits on physical

condition and health.

In this regard, we undertook an investigation that would determine the level of somatic

indices of female students, who study at the University of Bucharest and performing aerobics

in physical education classes.

The purpose of this paper is to emphasize the effects of aerobic gymnastics in

university physical education lesson on the practitioner's overweight.

It was followed, by application of aerobics programs, improving the physical

appearance of female students, targeting two somatic components: body weight and adipose

tissue (body fat).

We measured body weight and body fat during the two tests at an interval of eight

months, during which they were applied gymnastic programs - one lesson per week.

Conclusions:

Students were able, through participation in physical education lessons, to improve somatic

parameters, as compared with the beginning of the experimental period, improvement which

is observed through the final testing results.

Gymnastic programs have contributed to a correct body posture and kept the harmonious

physical development.

Attention should be paid to lifestyle changes, not only by changing diet, but also daily

exercise. This will not only lead the obese or overweight people to weight loss, but will

improve glucose and lipid metabolism and keep a normal muscle mass.

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