the annals of the “Ştefan cel mare” university volume viii... · recorded during the final...

THE ANNALS OF THE

“ŞTEFAN CEL MARE” UNIVERSITY

Physical Education and Sport Section

The Science and Art of Movement

Volume VIII issue 2

ISSN - 1844-9131

SUCEAVA DECEMBER 2015

THE ANNALS OF THE "STEFAN CEL MARE" UNIVERSITY ISSN – 1844 – 9131 Volum VIII issue 2/ 2015

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TABLE OF CONTENTS

IMPROVING FITNESS AND CORPORAL AESTETHICS THROUGH THE HELP OF AEROBICAL EXTRACURRICULAR ACTIVITIES…………………………………………….7 Ghervan Petru Lazăr Andreea Gabriela METHOD OF RECOVERY OF CHILDREN WITH DISABILITIES MULTIPLE /ASSOCIATED………………………………………………………………………………..….16 Danelciuc Elena Mihaela THE FUNCTIONAL RECOVERY OF THE UPPER LIMB IN CHILDREN WITH CEREBRAL PARALYSIS ……………………………………………………………………………………..25 Haidamac Ana

STUDY REGARDING THE DEVELOPMENT OF MOTRIC QUALITY FORCE IN HIGH SCHOOL………………………………………………………………………………………….36 Benedek Florian Trofin Maria Mădălina FINDINGS ON THE COORDINATION SCHOOL CHILDREN………………………………46 Grosu Bogdan-Marius THE STUDY OF THE OPTIMIZATION OF THE ACROBATIC GYMNASTICS ELEMENTS IN SECONDARY SCHOOL……………………………………………………………………..57 Grosu Bogdan-Marius THE PRIMORDIAL QUALITIES OF THE COACH WHICH INITIATES AND PREPARES ATHLETES WHO PARTICIPATE IN COMBAT SPORTS (gr-rom fights, free fights, judo, karate)……………………………………………………………………………………………..64 Tipa Lazar Răduțescu I. Ion STUDY CONCERNING DEVELOPMENT OF THE DRIVING SKILL STRENGTH BY USING APPLICATIVE AND UTILITIES SKILLS AT THE PRIMARY SCHOOL PUPILLS………………………………………………………………………………………….71 Halip Viorica-Vicuța Leuciuc Florin Valentin COLOUR AND ITS EFFECTS ON VOLLEYBALL SERVICE……………………………..…82 Virgil Larionescu Moroşan Florin Vizeteu MEANS OF PHYSICAL THERAPY APPLIED IN RECOVERY AFTER THE SURGERY OF ANTERIOR CROSSING LIGAMENT..........................................................................................87 Benedek Florian


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CONTRIBUTION OF DYNAMIC GAMES AND HANDBALL RESOURCES IN DEVELOPING PSYCHOMOTOR SKILLS FOR III-RD AND IV-TH DEGREE PUPILS……95 Petrariu Ileana HANDBALL MEANS ROLE IN THE DEVELOPMENT OF SPECIFIC RESISTANCE FOR VTH STUDENT’S GRADE..............................................................................102 Petrariu Ileana KINETIC AND PROPHYLACTIC TREATMENT OF OSTEOPOROSIS ON YOUNG ADULTS…………………………………………………………………………………..……108 Coşofreţ Ştefăniţă-Andrei Maria Daniela Crăciun

METHODS AND TECHNIQUES IN RECOVERING PATIENTS OF ANKYLOSING SPONDYLITIS…………………………………………………………………………………117 Maria Daniela Crăciun

Andreea Domnica Buburuzan


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CUPRINS ÎMBUNĂTĂȚIREA CONDIȚIEI FIZICE ȘI A ESTETICII CORPORALE PRIN ACTIVITĂȚI AEROBICE EXTRACURRICULARE............................................................................................7 Ghervan Petru Lazăr Andreea Gabriela MODALITĂŢI DE RECUPERARE A COPIILOR CU DEFICIENŢE MULTIPLE/ASOCIATE................................................................................................................16 Danelciuc Elena Mihaela RECUPERAREA FUNCŢIONALĂ A TRENULUI SUPERIOR LA COPIII CU PARALIZIE CEREBRALĂ.................................................................................................................................25 Haidamac Ana STUDIU PRIVIND DEZVOLTAREA CALITĂȚII MOTRICE FORȚA ÎN ÎNVĂȚĂMÂNTUL LICEAL………………………………………………………………………………………….36 Benedek Florian Trofin Maria Mădălina CONSTATĂRI PRIVIND NIVELUL COORDONĂRII LA VÂRSTA ŞCOLARULUI MIC…46 Grosu Bogdan-Marius OPTIMIZAREA PREDĂRII ELEMENTELOR DIN GIMNASTICA ACROBATICĂ ÎN CICLUL GIMNAZIAL.................................................................................................................57 Grosu Bogdan-Marius CALITĂȚILE PRIMORDIALE ALE ANTRENORULUI CARE INIȚIAZĂ ȘI PREGĂTEȘTE SPORTIVII CARE PRACTICĂ SPORTURI DE LUPTĂ (lupte greco-romane,lupte libere,judo,karate)………………………………………………………………………………....64 Tipa Lazar Răduțescu I. Ion STUDIU PRIVIND DEZVOLTAREA APTITUDINII MOTRICE FORȚA PRIN DEPRINDERI APLICATIV-UTILITARE LA ELEVII DIN ÎNVĂȚĂMÂNTUL PRIMAR… …………...…71 Halip Viorica-Vicuța Leuciuc Florin Valentin CULOAREA ŞI EFECTELE EI ASUPRA SERVICIULUI DIN VOLEI.....................................82 Virgil Larionescu Moroşan Florin Vizeteu MIJLOACE ALE KINETOTERAPIEI APLICATE ÎN RECUPERAREA DUPĂ INTERVENŢIA CHIRURGICALĂ A LIGAMENTULUI ÎNCRUCIŞAT ANTERIOR.........................................87 Benedek Florian


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CONTRIBUȚIA JOCURILOR DINAMICE CU ELEMENTE DIN HANDBAL ÎN DEZVOLTAREA APTITUDINILOR PSIHOMOTRICE LA ELEVII CLASELOR a III-a ȘI A IV-A.................................................................................................................................................95 Petrariu Ileana ROLUL MIJLOACELOR SPECIFICE HANDBALULUI ÎN DEZVOLTAREA REZISTENȚEI LA ELEVII DE CLASA A V-a....................................................................................................102 Petrariu Ileana TRATAMENTUL KINETIC ŞI PROFILACTIC ÎN OSTEOPOROZĂ LA TINERI…............108 Coşofreţ Ştefăniţă-Andrei Maria Daniela Crăciun

METODE ȘI TEHNICI ÎN RECUPERAREA PACIENTULUI CU SPONDILITĂ ANCHILOZANTĂ.......................................................................................................................117 Maria Daniela Crăciun

Andreea Domnica Buburuzan


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IMPROVING FITNESS AND CORPORAL AESTETHICS

THROUGH THE HELP OF AEROBICAL EXTRACURRICULAR ACTIVITIES

Ghervan Petru1

Lazăr Andreea Gabriela2 1Interdisciplinary Research Center in Motricity Sciences and Human Health

2Ștefan cel Mare University of Suceava Keywords: aerobics, improvement of fitness, body remodeling, teenager girls, extracurricular activity

Abstract The purpose of this research paper is to improve the physical

condition (fitness) and body aesthetics of a group of subjects – teenager girls – through the help of a series of aerobic exercises. Practiced repeatedly aerobics activities contribute to the development and maintaining of functional capacities, increased cardiovascular function and improves resistance to effort. Moreover, aerobics exercises help improving body aesthetics by achieving a successful developing index.

The students that participated in this research have been submitted to a series of fitness exercises with the help of an aerobic programme. The aerobics sessions took place four times per week which each session lasting up to fifty minutes. The exercises took place in an aerobic fitness gym in Suceava – Energy Fitness Club. The program lasted for 6 months starting in November 2015 and ending in May 2016.

In order to evaluate the recovery capacity after effort and cardiovascular resistance Dorgo index and Harvard Stept Test have been used. For the evaluation of the somatic side anthropometric measurements have been taken such as: waist perimeter, thigh perimeter, hip perimeter and IMC. And one more test was – Physical Activities Index who evaluates lifestyle regarding physical effort

Furthermore calculations have been made of fat percentage, body muscular index and water percentage on the tested subjects. The outcomes of the final tests taken prove the efficiency of the applied aerobics programme.

http://www.aahf.info/pdf/Physical_Activity_Index.doc



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Intoduction

Nowadays modern lifestyles tend to focus more and more on the usage of automated technologies as a support for saving time and effort in daily activities, a fact that led not only to a decreased physical activity but at the same time to a degradation of the locomotors system. As a result of this we tend to move less and eat more. Health is nowadays defined as not only being the good physical and mental state of mind of an individual but also as “the capacity of physical effort, performance (fitness – according to anglo-saxon), the capacity to recover after effort, a certain resistance gained through training compared to the unfriendly environment and ill factors” etc .”[4]

Physical condition has been permanently associated with an improved health condition and body function in an efficient manner and it includes cardiovascular resistance, force, flexibility, body structure, improved somatic and nutrition indexes. [9]

As notices, physical condition represents apart of one’s health condition and it can also be defined as: “health condition and the power that one might be able to show when working or doing sports.” [3]

The benefits that physical training offers to the human body are highly known and recognized as long as these are wisely chosen and adapted accordingly to the individual needs. As a result of this generally shared perception we witness a high focus on the development of this type of exercises programs, who are strongly related to gymnastics type of activities. On the other hand the term of gymnastics itself has evolved so that nowadays even specialists use the terms of “fitness” or “aerobics” and the classical approach of the gymnastics type of exercises has been left behind.

Training Fitness requires the usage of different training methods that help not only to improve physical aesthetics but also help to improve vital functions of the body and nervous system. Usually the improvement of physical condition with the help of aerobic exercises is strongly related to the ability of sustained effort resistance for a period of 60 minutes focus on the cycle heart – breath - metabolism – blood flow. Material and method Prepositions of the research

• The Fitness phenomena has drawn much attention and has become a more and more practiced activity targeting different ages.


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• Aerobic exercises type of programme - fitness is mainly addreses to woman and has high impact for physical, social and psychical development.

Hypothesis: We consider that by applying a series of different aerobics exercises and techniques coming from: Tae - bo, Pilates, Aerobics Gymnastics, combined with different types of exercises practiced on music and balanced with a hypocaloric diet will led to improved physical aesthetics, cardiovascular resistance, functional and effort capacity. Purpose of the paper: creating the environment needed for practicing the aerobics programme developed along with a hipocaloric diet programme for the teenager girls to train on, in order to achieve the expected hyphotesis. The research methods used in this research were: the study of the bibliographical material, the observation, the experiment, the tests, the statistical-mathematical method and the graphical representation method. The aerobics programme consisted of a series of physical development exercises, relaxing exercises, weight exercises and a combination of Pilates exercises system and martial art exercises.

• Applying the exercise programme – 4 times p/w • Programme longetivity – 26 weeks • Average longetivity p/w – 150 minutes • Total working time – 3900 minutes

Results and discution The results of the study are relevant, superior values being recorded during the final tests than in the initial ones, proving the effectiveness of the methods that were applied and of the operational models used during the experiment. Table 1 and table 2 presents the data recorded during testing. After applying the study, the results for the initial and final test are the following:

Table 1 - The statistical results - Initial and Final Tests

Evaluation tests

Initial test

Final test

Average Standard deviation

Variability coeff.

Average Standard deviation

Variability coeff.

Physical Activities Index

41,90 16,19 0,38 59,90 20,06 0,34

Body mass index

23,67 2,17 0,09 21,2 1,30 0,06





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Dorgo Index 8,2 2,36 0,28 6,54 2,93 0,44

Harvard Step Test

52,23 13,98 0,26 63,92 12,92 0,20

Weight 67,27 8,32 0,12 59,59 5,19 0,08 Waist perimeter

81,77 8,43 0,10 75,19 5,92 0,07

Thigh circumference

60,40 3,16 0,05 58,22 3,00 0,01

Hip perimeter 102,95 11,87 0,11 96,54 7,96 0,08

% fat 34,37 8,44 0,24 31,23 6,78 0,21

% muscle 26,88 4,46 0,16 29,45 3,77 0,12

% water 49 6,14 0,12 54,23 4,85 0,08

Table 2 - Iterpretation of results

Evaluation tests

Significance Values No. of subjects

I.T % F.T % Dorgo Index

Very good -10 - -5 0 0% 0 0%

Good -5 – 0 0 0% 0 0% Average 0 – 5 2 18% 5 45% Satisfactory 5 – 10 5 45% 5 45% Unsatisfactory > 10 1 36% 1 9%

Harvard Step Test

Good > 80 0 0% 3 27%

Average 50 – 80 6 54% 6 54% Poor < 50 5 45% 2 18%

Body mass index

Underweight < 18,45 0 0% 0 0%

Normal (healthy weight) 18,50 - 24,99 6 54% 11 100%

Overweight 25,00 - 29,99 5 45% 0 0% Obese I(Moderately obese) 30- 34,99 0 0% 0 0% Obese II (Severely obese) 35 - 39,99 0 0% 0 0%

Physical Activities

Index

Very active lifestyle 81 – 100 0 0% 1 9%

Active and healthy 61 – 80 2 18% 5 45% Acceptable -could be better 41 – 60 4 36% 2 18% Not good enough 20 – 40 4 36% 3 27% Sedentary < 20 1 9% 0 0%

Fat Very low fat <12% 0 0% 0 0% Low 12% - 15% 0 0% 0 0% Optimum 15% - 25% 3 27% 3 27% Slightly higher fat 25% - 30% 0 0% 1 9% Hight fat 30% - 35% 1 9% 3 27% Very hight fat peste 35% 7 63% 4 36%





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41,9

59,9

0

10

20

30

40

50

60

Initial test Final test

Physical Activities Index

Figure 1. Physical Activities index values

As we could see in figure 1, in the first test where we evaluated

the physical activity index , we obtained an average of 41.9 which means that girls have an acceptable lifestyle approaching the sedentary style. After performing aerobic exercise, we obtained an average of 59.9 which means an active and healthy lifestyle.

23,67

21,2

19,5

20

20,5

21

21,5

22

22,5

23

23,5

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Body mass index

Figure 2. Body mass index values

The average of body mass index was 23.67 at the first evaluation,

approaching the overweight. As we noted in the above table (Table 2),


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five girls who representing 45% have a overweight index. After implementation of the program with aerobic exercise for 6 months , we see that all the girls have reached a normal weight with a 100% percent. .

52,23

63,92

8,2 6,64

0

10

20

30

40

50

60

70

Harvard Step Test Dorgo Index

Fitness assessment


Figure 3. Harvard Step Test and Dorgo Index values

During the Dorgo Index initial test one can see that an arithmetical means of 8,2 was recorded which means that the subjects recorded an average adaptation to effort; however, during the final test, a value of 6.64 was reached, showing a good adaptation to effort of the subjects.

During the Harvard Step Test initial test (the physiological assessment of the functional aerobic capacity), an arithmetical means of 52,23 was recorded which means that the subjects adapted insufficiently to the effort; however, during the final test, a value of 63,92 was reached, meaning an average adaptation to effort of the subjects.


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67,2759,59

81,7775,19

60,4 58,22

102,95 96,54

0

20

40

60

80

100

120

Weight Waistperimeter

Thighcircumference

Hip perimeter

Somatic parameters

Initial tests Final tests Figure 4 . Somatic parameters

34,3731,23

26,88 29,45

4954,23

0

10

20

30

40

50

60

% fat %muscle % water

Body composition

Initial tests Final test

Figure 5. Body composition percent In Figure 4 where are represents the values of somatic parametere

(weight, waist perimeter, thigh circumference and hip perimeter), all values were reduced by a few inches. In figure 5 we noticed the following changes. If in the first test, we got a average of fat percentage - 34.37%, which means a very high growth (7 girls representing 63 % had a very high weight, 1 girl had a higt weight and three girls had a normal fat percentage). After 6 months of training, in the final tests we obtained a decrease of the percentage of weight – average 31,23. 4 girls representing 36 % had a very high weight, 3 girls had a higt weight and three girls had a normal fat percentage. We also see an improvement of the percentage of muscle mass and body water.


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Conclusions 1. Diet with exercise are factors that can help increase physical

conditions improve body appearance and increase the indices of basic physical qualities.

2. The best treatment against weight gain in association consists of the following: decrease calorie food + increase in energy consumption through exercise.

3. Each session of exercise should be about 50 minutes, and participation should be at least 2 -3 times a week in order to have the desired effects in a short time.

4. An effective training program and a good professional advice are elements that contribute to the objectives in a much shorter time and avoiding risk of injury.

5. The experimental results confirm the effectiveness of the programs.

Reference: [1] BUIAC, D. (1983). Rezistența în sport, București, Editura Sport-Turism; BUIAC, D. (1978). Mers + alergare = sănătate, București, Editua Sport – Turism; [2] CHERA - FERRARIO, B. (2010). Optimizarea condiției fizice prin gimnastică aerobică, Târgoviște, Valahia University Press; [3] DRĂGAN, I., DEMETER, A. (1990). Sport si sănătate, București, Ed.Sport – Turism [4]EPURAN, M. (1995). Metodologia cercetării ştiinţifice în activităţile corporale, Bucureşti, Editura Fundaţiei România de Mâine; [5]GHERVAN. P (2014). Teoria educației fizice și sportului [6] JIPA. I (1984). Lecții de gimnastică modernă și de întreținere, București, Ed. Stadion; [7] LEUCIUC, F.V. (2011). Pregătire musculară, Editura Universității „Ștefan cel Mare” din Suceava; [8] LEUCIUC, F.V. (2015). Fitness și agrement, Suceava, Absolvent Plus; [9] LEUCIUC, F.V. (2015). Fitness, Ed. Univeristății „Ștefan cel Mare„ din Suceava; [10] LEUCIUC, F.V. (2014). Culturism, Ed. Universității „Ștefan cel Mare” din Suceava; [11] LEUCIUC, F.V. (2015). Fitness, Suceava, Absolvent Plus;


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[12] NENCIU, G. (2002). Fiziologia generală și a efortului fizic, București, Editura Fundației „România de mâine„

ÎMBUNĂTĂȚIREA CONDIȚIEI FIZICE ȘI A ESTETICII CORPORALE PRIN ACTIVITĂȚI AEROBICE

EXTRACURRICULARE Cuvinte cheie: activități aerobice, optimizarea condiției fizice, remodelare corporală, fete adolescente, activitate extracurriculară Rezumat

Cercetarea de față a avut are drept scop îmbunătățirea condiției fizice și a esteticii corporale a elevelor de liceu, prin implementarea unor programe de tip aerobic. Practicate în mod repetat, exercițiile aerobice contribuie la dezvoltarea şi menţinerea capacităţilor funcţionale, la creșterea rezistenței cardio – vasculare și a capacității de efort precum și la îmbunătățirea esteticii corporale prin obținerea unor indici armonioși de dezvoltare.

Elevele cuprinse în cercetare au fost supuse unor programe aerobice de tip fitness, de patru ori pe săptămână cu o durată de 50 de minute fiecare ședință în cadrul unei săli de aerobic – fitness din Sucevea – Energy Fitness Club. Durata întregului experiment a fost de 6 luni (noimebrie 2015 – mai 2016).

Pentru evaluarea capacității de refacere după efort și a rezistenței cardio – vasculare am folosit indicele de refacere Dorgo și Havard Stept Test, iar pentru latura somatică am efectuat unele măsurători antropometrice (perimentrul taliei, perimetrul coapsei și perimetrul șoldului, IMC), calculând mai apoi și procentul de grăsime, de masă musculară și de apă din organism. Rezultatele superioare obţinute la testările finale atestă eficienţa programelor aerobice aplicate.


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METHOD OF RECOVERY OF CHILDREN WITH DISABILITIES MULTIPLE /ASSOCIATED

Danelciuc Elena Mihaela

School Centre for Inclusive Education Suceava

Key words: children, multiple disabilities, motor skills,

cerebral palsy, complex pedagogical rehabilitation.

Abstract Skills training needs of the child with multiple disabilities in the

recovery process complex was phased in continuity, succession and complexity. We used various psycho-pedagogical methods.

The place was CSEI Suceava, from which to choose a group of children with multiple children (3-7 years).

In general, differences in morphofunctional development of children and their peers healthy polihandicap are essential and doubtful.Instead dynamic indices of physical development in children polihandicap indicates persistence of unfavorable trends.

One of the most important factors and natural development of the child's education during preschool age is the formation of self-service skills.Consequently, we to give a new found confidence and the fact that hard work with preschoolers who have intellect unaffected, but that support various forms of polihandicap, results, virtually all cases, the expected result - self-service skills training necessary.

Introduction

Increasing attention to the problem of training children with serious disabilities, has become one of the contemporary trends of special pedagogy. Numerous investigations have concerned various aspects of the problems children with cerebral motor infirmity. (C: Paunescu, Em.Verza, V. Preda, N: Bucun, NGAverkin, NMMahmudova, P: D: Babencova, etc.).

Some authors have addressed various issues of working families with children with disabilities and family with defective child.

Many parents meet with serious deficiencies in their children early in life, seek help from doctors and not only is designed for teachers. Thus, children pass the required treatment in hospitals, where subject to


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maternal deprivation, prolonged culture, which acts detrimental to the development sphere emotional, intellectual child. Where time is aimed at teachers always achieve a good result.

Lack of investigating issues of concern, the need for a complex system effective pedagogical and medico-social assistance granted multiple disabled child and his family are a stimulant and impetus for many theoretical and practical research. Thus, it requires the following scientific question: developing a complex system of pedagogical support given to children with multiple disabilities.

Research goal is the specific peculiarities of development of school age children with multiple disabilities, developing a proper pedagogical rehabilitation of persons with multiple disabilities.

Subject research is to support the pedagogical school age students with multiple disabilities trained auxiliary school.

As subjects served multiple handicapped children school age. Research objectives: ► Study of theory and practice, pedagogical assistance for

children with multiple disabilities; ► Assessment of psychomotor development of children of school

age with severe multiple disabilities; ► Appreciation of the efficiency programs proposed pedagogical

activities in practice working with small schoolchildren with different forms of mental disability and cerebral motor disability, Down syndrome.

► Determination of pedagogical assistance to children with multiple disabilities.

Hypothesis: Training skills needed child with multiple disabilities in the recovery process will be complex if possible compensatory development intervention will be made early in May, when conducting pedagogical stages of recovery will be in continuity, succession and complexity.

Research methods The complexity of the study was determined by using various

methods psycho-pedagogical research, appropriate to achieve theoretical objectives:

► Study of literature in the investigation; ► Analysis of student documentation (medical records); ► Home visits; ► Interview with parents and school teachers; ► Pedagogical methods;


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► Pedagogic experiment; ► Quantitative and qualitative analysis of experimental data. Experimental basis: Centre for Inclusive Education School Suceava, Romania, (2010 - 2011) Beneficiaries: children with multiple deficiencies (3-7 years). Organization of research: Research was conducted during teaching practice (2010 - 2011)

School Center for Inclusive Education Suceava, Romania, where children learn associated defects (impaired mental and cerebral motor disability, Down syndrome, oligophrenia). In the active center in 2004 as a special education teacher. It was researched and introduced experience good practices in inclusive education in Romania and Moldova.

Characteristic physical development of children with multiple disabilities (polihandicap)

Anthropometric indexes of preschool children polihandicap. We studied experimentally, widely accepted evidence of man's

physical development - height, weight and chest area - the children from 3 to 7 years with polihandicap and I approached the plane compared with normal physical and mental development.

Tab. 1 – Dynamics of physical development of preschool children suffering

from polihandicap Age

(years) Indices of physical development of children and the healthy

polihandicap Children polihandicap Healthy children

Height (cm)

Weight (kg)

Thoracic perimeter

Height (cm)

Weight (kg)

3 91,8 14,0 52,0 96,7 15,2 4 105,0 16,4 55,7 101,1 16,3 5 107,4 17,3 53,6 108,7 17,9 6 118,2 23,2 56,8 111,5 18,6 7 114,9 21,1 54,5 125,1 23,2

Comparing the indices of physical development of children with

polihandicap with those of healthy children the same age with them, we can conclude that the certificates are essential differences, uncertain (Table 2.), But tend to change their children are polihandicap evidence of adverse changes. Thus, in children 6 years of body weight, compared


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with healthy children, is higher by 6%, and the length of the lower body and chest area corresponding to 1% and 2%.

Tab. 2. Minimum sizes, medium and maximum height of preschool

children with polihandicap Body length (cm)

Age (years)

3 4 5 6 7 Minimal 87 98 102 102 75 Medium 91,8 105 107,4 118,2 114,9 Maximum 98 118 114 126 124

Tab. 3. Change indices of physical development of children from 6 to 7

years Sample Indices

Height (cm) chest

Body weight

Perimeter

Children polihandicap

-3,3 -2,1 -2,3

Healthy +5,6 +2,7 +4,6 If the healthy children over 1 year, from 6 to 7 years, increased

body length 5.6 cm, then increase this index in children polihandicap was not recorded, but rather the index, the group children examined decreased by 3.3 cm.

0

20

40

60

80

100

120

Hight Thoracicperimetrer

indivizi sanatosi

indivizi cupolohandicap


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Fig. 1 Physical development of children with polihandicap

The specificity of these changes in somatosensory-metric sizes is

put in touch - and we have solid evidence - the particular regime of both groups of children motor. Healthy children age close to the school more time mobile gaming, diversity of which is growing every year. But polihandicap children, during the preparation for school, are trained usually in capacity building activities of knowledge. Because the motor activity of children with polihandicap is reduced, which adversely affects their physical development.

Motor skills of preschool children with polihandicap One of the most important skills of preschool children with

polihandicap is made up of agility movements.

Tab. 4. Active mobility of the scapular-humeral joint (in degrees) in flexion hands preschoolers suffering from polihandicap and cerebral motor

infirmity. Age

(years) Forms of cerebral motor infirmity polihandicap

Spastic diplegia

Atonico-astatic

Hemiparesis Mixed Unaffected

hand The

affected hand

3-4 163 175 164 85 160 5 164 175 165 85 163 6 165 174 165 60 100 7 160 171 160 56 168

Tab. 5. Active mobility of the scapular-humeral joint (in degrees) to the extension arms preschoolers suffering from polihandicap and cerebral motor

infirmity

Age (years)

Forms of cerebral motor infirmity polihandicap Spastic diplegia

Atonico-astatic

Hemiparesis Mixed Unaffected

hand The

affected hand

3-4 37 49 38 30 37 5 37 50 38 30 37 6 38 51 37 30 38 7 37 50 38 30 36


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Comparing the indices of mobility scapular-humeral joint and the hip in children sick and healthy, we can find considerable delay of preschool children with normal polihandicap the norm.

Tab. 6.

Age (years)

Forms of cerebral motor infirmity polihandicap Spastic diplegia

Atonico-astatic

Hemiparesis Mixed At the

healthy foot

At the foot seem

3-4 45 30 - 20 40 5 46 40 - 35 41 6 43 42 - 37 43 7 42 40 - 30 39 Tab. 7. Age

(years) Forms of cerebral motor infirmity polihandicap

Diplegia spastică

Atonico-astatică

Hemiparesis Mixed At the

healthy hand

At the hand seem

3-4 -16 +3 -8 -14 -13 5 -15 0 -6 -12 -12 6 -16 +4 -6 -12 -12 7 -13 +2 -5 -14 -11

Tab. 8. Trunk flexion (in cm) in preschool children suffering from various

forms of cerebral motor infirmity in polihandicap position before bending the trunk

Joint mobility in healthy preschool children Age

(years) Scapulo-humeral joint mobility (in degrees)

Mobility of the hip joint (in degrees)

Trunk flexion (cm)

Flexion Extension Abduction of the foot

When bending forward

3-4 189 52 55 -8 5 189 54 57 -6 6 190 55 58 -6 7 187 57 60 -5

Rehabilitation program activities consist of two parts. The first

section includes activities for developing children's autonomy (personal hygiene, dressing / shoe, food, family, behavior, housing, transport) and


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the second part involves psycho-physical development activities. Have been proposed various ways: knowledge development activities, training of proper attire, the running, to walking, throwing, jumping, mobile games, development of precision and coordination of movements. In year two, for example, the exercises were more complicated, depending on age and deficiency as children.

It is a necessity for parents to work and at home with their children. It was found that these families usually have little information on the potential of children, empowerment means and methods that promote child development. Most parents need support in mastering the skills and special techniques to rehabilitate the child, seeking cooperation with fellow experts.

In general, differences in morphofunctional development of children and their peers healthy polihandicap are essential and doubtful. Instead dynamic indices of physical development in children polihandicap indicates persistence of unfavorable trends. Following growth, by age, motor capacity in children polihandicap, we find that the specific changes that occur in normal development to age and motor score improvement actions occurred with low frequency.

Their individual differentiation is extremely high. These indices depend not only on the children's age, but the form and severity of polihandicap, the existence and duration of correctional labor given child.

Confronting the index children suffering from various forms of cerebral palsy, we found that the most successful result to-u got children with hemiparesis.

Children with multiple disabilities in all forms, sharply limiting their ability to maintain stable position on a limited area of support. Spastic diplegia children were not able to maintain balance in "position storks." Best fared children affected by hemiparesis, which maintained "position storks' staying healthy leg.

One of the most important factors and natural development of the child's education during preschool age is the formation of self-service skills.

Consequently, we to give a new found confidence and the fact that hard work with preschoolers who have intellect unaffected, but that support various forms of polihandicapului, results, virtually all cases, the expected result - self-service skills training necessary.

Methodological procedures are adequate training to develop these features. Program requires compliance during rehabilitation regime


23

spared, where efforts will be well dosed as potential child, shifts in its development and wishes of the parents.

Selected Bibliography

• Păunescu C-tin, Muşu I., Recuperarea medico-pedagogică a copilului handicapat mintal, Bucureşti, Ed. Medicală, 1990;

• Sergiu Racu, Recuperarea tulburărilor psihomotorii ale elevilor cu retard mintal în perioada pubertăţii, Ed. Pontos, Chişinău, 2001;

• Emil Verza, Tratat de logopedie, vol. I, Bucureşti, Ed. Fundaţiei Humanitas, 2003;

• Danii A., Popovici, D. V., Racu Aurelia, Intervenşia psihopedagigică în şcoala incluzivă, Chişinău, Tipografia Centrală, 2007;

• Verza E., Verza F. E., Tratat de psihopedagogie specială, Bucureşti, Ed. Universităţii din Bucureşti, 2011.

MODALITĂŢI DE RECUPERARE A COPIILOR CU DEFICIENŢE MULTIPLE/ASOCIATE

Cuvinte cheie: copiii, deficienţe multiple, abilităţi motorii, paralizie cerebrală, reabilitarea complexă psihopedagogică. Rezumat O atenţie crescândă către problema instruirii copiilor cu deficienţe grave, a devenit una din tendinţele contemporane ale pedagogiei speciale. Numeroase investigaţii au vizat diverse aspecte ale problemelor copiilor cu infirmitate motorie cerebrală.Formarea abilităţilor necesare copilului cu deficienţe multiple în procesul de recuperare complexă s-a desfăşurat în etape, în continuitate, succesiune şi complexitate.S-au utilizat metode variate psihopedagogice. Locul de desfăşurare a fost C.S.E.I. Suceava, din cadrul căruia s-a ales o grupă de copii cu deficienţe multiple de vârstă mică.Programa activităţilor de reabilitare constă din două părţi. Primul


24

compartimentinclude activităţi pentru dezvoltarea autonomiei copilului (igiena personală, îmbrăcare/încălţare, alimentaţie, familie, comportament, locuinţă, transport) şi cel de-aldoilea compartiment presupune activităţi de dezvoltare psihofizică. Au fost propuse diverse căi: de dezvoltare a activităţilor de cunoaştere, de formare a ţinutei corecte, a alergării, a mersului, de aruncare, de sărituri, jocuri mobile, de dezvoltare a preciziei şi decoordonare a mişcărilor. În anul doi, de exemplu, exerciţiile erau mai complicate, în dependenţă de vârstă şi forma deficienţei copilului.Programul impune în perioada de reabilitare respectarea unui regim cruţător,în cadrul căruia eforturile vor fi bine dozate conform potenţialului copilului, schimbărilorce survin în dezvoltarea lui şi dorinţele părinţilor.În linii generale, diferenţierile în dezvoltarea morfofuncţională a copiilor cu polihandicap şi a semenilor lor sănătoşi sunt neesenţiale şi îndoielnice. În schimb dinamica indicilor de dezvoltare fizică la copiii cu polihandicap semnalează persistenţa unei tendinţe nefavorabile. Unul dintre cei mai importanţi factori de dezvoltare firească a copilului şi de educare a lui în perioada vârstei preşcolare îl constituie formarea abilităţilor de autoservire.În consecinţă, am constatat că munca perseverentă cu şcolarii care au intelectul neafectat, dar care suportă forme diverse ale polihandicapului, se soldează, realmente în toate cazurile, cu rezultatul scontat – formarea abilităţilor necesare de autoservire.


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THE FUNCTIONAL RECOVERY OF THE UPPER LIMB IN CHILDREN WITH CEREBRAL PARALYSIS

Haidamac Ana

“Ştefan cel Mare” University of Suceava Key words: cerebral paralysis, decontraction, fine motor skills. SUMMARY

The precocity of proper diagnostics, establishment of a supported therapy program, 2-3 times per day, for 25 to 30 minutes , lot of patience, understanding, and professionalism will lead to the reduction of spasticity, learning to actively relax in correct and comfortable positions, formation of correct motion engrams, increase joint mobility parameters, stretching slowly, learning and training manual gestures and gripping. Equally important is individualization of therapy, choosing the most appropriate relaxing methods for each child, removing as much as possible the emotional stress, focusing on maintaining the state of relaxation during application using the right speed, depending on the particular response of the child. Introduction

The cerebral paralysis or the cerebral motor infirmity includes a group of posture and movement disorders as a consequence of an unprogressive injury at the development point of the nervous system in pre-, peri- and postnatal faze.

The PCI’s clinic forms are classified by the neuro-motor deficit and the affected morpho-functional stuctures in three categories: spastic, ataxic and dyskinetic.

The spastic form found in 70-80% of cases is determined by a pyramidal system injury, which affects the nervous system`s ability to recieve gamma amino-butyric acid in damaged areas and characterized


26

by a high tone, assigned to the level of muscle groups and present permanently, even at rest. [1],[3]

Material and method Five children were observed for 6 months, from October 2015

until April 2016, at the Recovery Center „Fara”. Objectives:

- Reducing spasticity; - Improving fine motor skills; - Reducing upper limb joints`s limit extention

Table No. 1 Patients

L.A. 2 years and 3 months old, D.G. 2 years and 3 months old, Spastic tetraparesis, predominantly paraparesis, motor retardation;

Relax in inhibitory reflex positions. This is accomplished by symmetrical and strong flexed forward head, folded arms so that the arms grasp opposite shoulders, legs flexed in hips and knees. So the spastic contracture is much diminished and the movement is executed with ease. In this position the child will be swinging several times slowly.

It was worked for spastic muscles decontracture. Passive moves:

NAME AGE SEX DIAGNOSTIC

L A 2 YEARS 3 MONTHS M Spastic tetraparesis, predominantly

paraparesis, motor retardation

D G 2 YEARS 3 MONTHS M

Spastic tetraparesis, predominant parapareză, strabism convergent,

retard psihic mediu

A I 2 YEARS 2 MONTHS F Right hemiparesis, 3 step mental

deficiency

T A 3 YEARS 1 MONTH F Spastic paraparesis, achondroplasia

S A 2 YEARS 1 MONTH F Spastic paraparesis, 2nd grade

prematurity


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- pronation and hand cubital flexion to automatic relax the fingers flexors; - progressive passive extension of fingers for fist`s flexors decontraction, then the placement of the hand at the level of the shoulder (hand with tray), which cause the relaxation of the entire upper limb. Then it executes an extension and a supinasion of the entire upper limb, maintains the children’s fingers extended, holding with the other hand the elbow, for a member’s full extension; - radial styloid processus percussion relaxes; - quickly bending of a member result in inhibiton of flexors; - rhythmic rotations combine with flex-extensions.

Slow stretching – from 10 seconds to 1 minute , with repetition in 2-5 sets, with 30 seconds rest after each stretch. It begins with distal joints, originally a join stretching, than goes to 2-3 joints. Thrust is slow, easy, in ax, without causing pain. It is realized on kineto table, on Bobath ball , on roll.

Active moves: from sitting: bimanual coordination exercises with milestones, sticks, milestones-circles asociations, quadruped walking in cushions;

- oculo-manual coordination: built – geometric shapes of different colors;

A.I. 2 years and 2 months old, Right hemiparesis, Passive mobilisations: Le Metayer- Exercise for upper limbs, insists on the right upper limb. - exercises to facilitate the right upper limb extension, to open the fist, fanning fingers, dorsal extension of the hand; - At the upper limb which is contracted in flexion, we are working with the healthy member on Kabat variants, in flexion, relax, in extension, the ill upper limb. - rhythmic rotations combined with flexions- extensions; - the child in ventral decubitus on the Bobath ball, with upper limbs supported on the ball, therapist standing or kneeling down, behind the child, secure with a hand the child’s torso, and with the other hand realize carries out the extension and the adduction of an upper limb, at the same time with elbow flexion. By pressure on the metacarpals facilitates automatic extension of the fingers.

Active exercises: - manual physiotherapy exercises, at the manual re-education board; - driving pieces on coaster, especially with the right hand; - bimanual coordination exercises with pins, milestones;


28

- matches discs on milestones with right upper limb; - from standing, driving the ball on the trellis at the raised arm level, above the shoulders, especially with the right hand; - extension of the right upper limb, leaning of the Bobath ball, taking a toy from below; - manipulates objects, but during the movement doesn’t complete extension of the right upper limb, running movements with the elbow slightly flexed ; T.A., 3 years 1 month old, feminine gender, spastic paraparesis Relaxation in supine on the therapy table, the therapist is sat next to the child, grab the ankle joints with one hand, and with the other one secure the head and the neck at the occipital level, KT realizes simultaneously with knee and hips flexion of neck and head, a positin in which the child will be slowly swung several times. Le Metayer proposes an upper limb relaxation technique, thus: - the shoulder in adductin and an internal rotation with the extended elbow will lead to the extent of posterior deltoid`s fibers and the subspinal, biceps and coracobrachial muscle relaxation. Now, he makes the pronation and the fist flexion, the fingers extension being relatively easy to perform. Then follows fist extensions, with fingers and thumb extension, supination: arm is in abduction, keeping hand extension. In this position, rotation motions and arm snatches, are being made. If the muscles are not completely relaxed, he continues with the completely arm extension.[7]

Passive moves of segments, executed by standing, seated, supine, focusing on relaxation. - the child seated, in the flexed position, maintained from behind, by shoulders. Pull back by a shoulder (sternocleidomastoid muscle and scalene muscles expanding) and strongly massage with the thumbs of the same hand at the internal tip of scapula to cervical spine with the thumbs. After these massages the shoulder is pulled back, child stretch his upper limb and open his palm. - exercises that determine the distance of muscle insertion for upper limb segments; - upper limb`s active moves in focusing on the on relaxation positions, based on balances, swinging of the concerned segments. - crawling exercises; - quadruped walking exercises in the palm support; - exercises at the trellis; - exercises with portables;


29

- global relaxation exercises on Bobath ball. S. A. 2 years 1 month old, feminine gender, spastic paraparesis, 2nd grade prematurity, motor retard, convergent strabismus.

One method of relaxation with good results is grabbing the child`s ankles and slightly swinging a few times upside down, position that favorizes the brain irigation. Relaxation is used before the therapy program execution, during the therapy, whenever necessary. The purpose is the muscle decontracturation as much as possible, in order to perform the program exercises with economic energy use.

Passive movements of the segments performed in the supine, sitting, standing focusing on relaxation; It was worked to improve joint mobility to the upper limbs, in supine;

Exercises in sitting with stick at the edge of the table to strengthen balance; - lifting, with help, from sitting to standing; - motric games, walking on inclined pan, progression with resistance;

The children patients evaluation has been achieved by using standardized scales, both at baseline, at 3 months, and completion, carried on further study. 1. The spasticity`s evaluation using Ashworth modified scale : The Ashworth modified scale: 0: without changes in muscle tone. 1: discreet growth of tone manifested either by a barrier in the passive movement of flexion or extension, followed by relaxation, or by minimal resistance until the end of the movement. 1+: discreet growth of tone manifested by a barrier followed by minimal resistance perceived at least a half of the articular amplitude. 2: more marked tone growth over most articular amplitude, so the joint can be mobilized easily. 3: significant increase in muscular tone causing difficulties in passive mobilization. 4: that joint is fixed in flexion or extension, abduction or adduction, with an impossible passive mobilization.[2]


30

Table No. 2 Spasticity Evaluation

The tone evaluation of the upper limb`s affected

muscles

L A D G

A I T A S A

I IN F I IN F I IN F I IN F I IN F

The shoulder`s evaluation during the

passive movements

with its elbow

extended

Flexors 2 2 1 3 2 2 3 2 2 2 2 1 2 1+ 1

Extensors 1 1 0 1 1 0 2 2 1 2 1 1 1+ 1+ 1

Adductors 2 2 1 2 2 1 2 2 1 2 2 1 2 1+ 1

Abductors 2 2 1 2 2 1 2 1+ 1 2 1+ 1 2 1 1

Evaluation made with the elbow

flexed

Shoulder`s internal rotators

2 1 1 2 2 1 2 2 1 2 2 1 2 1 1

Shoulder’s external rotators

1 1 0 1 1 1 1 1 0 1 1 0 1 0 0

Elbow’s flexors

2 2 1 3 2 2 2 2 1 2 2 1 2 1 1

Elbow’s extensors

1 1 0 1 1 0 1 0 0 1 1 0 1 0 0

Pronators 2 2 1 3 2 2 2 2 1 2 2 1 2 1 1 Supinators

1 1 1 1 1 0 1 1 0 1 1 0 1 0 0

Fist’s flexors

2 2 1 2 2 1 2 2 1 2 1 1 2 1 1

Fist’s extensors 1 1 0 1 1 0 1 1 0 1 1 0 1 0 0

Fingers`s flexors 2 2 1 2 2 1 3 2 2 2 2 1 2 2 1


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The shoulder`s evaluation during the passive movements w ith its elbow extended

02468

10


L A D G A I T A S A

Abductors

Adductors

Extensors

Flexors0

0.5

1

1.5

2

2.5

3


L A D G A I T A S A

Evaluation made with the elbow flexed

Shoulder’s externalrotatorsShoulder`s internal rotators

Figure No.1 Figure No.2

0

1

2

3

4

5

6

7

8


L A D G A I T A S A


Supinators

Pronators

Elbow ’s extensors

Elbow ’s f lexors

0

1

2

3

4

5

6


L A D G A I T A S A


Fingers`s f lexors

Fist’s extensors

Fist’s f lexors

Figure No.3 Figure No.4

2. The upper limb`s functional motor level it was carried out using The sheet for upper limb motor function level, using the 1-19 items, giving scores: 1 point for the first 10 items and 2 points for the following 9 who performed . It calculate the total number of points.[2]

Table No.3 The sheet for upper limb motor function level L. A. D. G. A. I. T. A. S. A. I IN F I IN F I IN F I IN F I IN F 10 14 14 8 10 12 12 16 18 20 22 24 20 22 24


32

The sheet for upper limb motor function level

1014 14

8 10 12 1216 18 20 22 24

20 22 24

0

5

10

15

20

25

30


L. A. D. G. A. I. T. A. S. A.

Figure No.5

2. Hand`s global motor bilance it was performed by using the Global motor balance table (Manole, V. şi Manole, L.), using the items (1-8) and giving scores of 0-5, as follows:

Table No..4- Hand`s global motor balance

L. A. D. G. A. I. T. A. S. A. I IN F I IN F I IN F I IN F I IN F 22 24 25 20 22 24 23 24 26 26 28 30 28 30 31

0- absent motion 1- poor movement that interests only the intention 2- movement is partly achieved 3- movement is performed throughout amplitude difficultly 4- movement is achieved easily but with low power 5- normal motion.[2]


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Hand`s global motor balance

22 24 2520 22 24 23 24 26 26 28 30 28 30 31

0

5

10

15

20

25

30

35


L. A. D. G. A. I. T. A. S. A.

Figure No.6

Results and discussions As a result of the and the analysis of the data obtained at former, intermediate and final tests, the effects of the methods and techniques used were found in order to reduce spasticity, to improve the range of motion in upper limb joints as well as the acquisitions driving acquired during the 6 months of therapy L.A. 2 years and 3 months old, spastic tetraparesis: during therapy finds a slight shoulder contracture in adduction and internal rotation, slight spasticity on the elbow flexors, then the pronation is incomplete, and the limitation of the wrist and fingers extension is due to the flexor contracture of the fingers. D.G. 2 years and 3 months old, spastic tetraparesis present pa moderate spasticity in initial testing flexors and shoulder adducts, pronatori foream flexors and finger flexors. At the intermediate and final testing, spasticity diminishes slightly or remains constant, from one to another test on certain muscle groups. Upper limb functionality increases percent from a test to another text describing an upward curve. On the motor aspect it appears orthostatism, performing varions activities, in this position: driving the ball on the trellis which is located above the shoulder height, sticking flyers on the by bringing the arms forward and upward. A.I. 2 years and 2 months old, Right hemiparesis – Initial testing reveals a moderate contracture of the right shoulder, in adduction and internal rotation, pronation is partially the right upper limb, a limited elbow extension, most of the activities they perform are with the elbow flexed. Fist flexion contracture determines finger flexors and fingers. If the intermediate testing on some muscle spasticity groups persists, others


34

are reduced, as the final reduction will be sensitive testing on all muscle groups examined. Upper limb functionality improve from one test to another regarding acquisitions and driving movement is found in standing position, with the right knee in extension, driving large base of support. T.A. 3 years and 1 month old, feminine gender, cerebral paraparesis – stagnation or decrease spasticity is found in a test next all tested muscles groups, upper limb functionality improves from one test to another, and to found acquisitions driving moving from standing position with wide base perform activities for upper limb extension, hand exercises for skill development. S.A. 2 years and 1 month old, feminine gender, cerebral papraparesis – At the initial testing it grows a slight spasticity of the upper limb on the flexor muscles that decrease or stagnate in subsequent tests. Upper limb functionality increases from a test to another. It performs certain activities of standing transport balls, small items, places the pads one over the other. By imitating adults claps, raises her hand high five. She verbalizes actions that she does, she asks to play with certain objects. Working on the manipulation of objects, incastrates little objects, two- piece puzzle, colors or shapes. The global balance of power hand has a slight improvement frome one test to another for all patients. Conclusions The relaxation of the spastic child is made according to the response of the child to the method used it promotes the relaxation before, during and after the therapy application. Depending on the child`s tolerance using its hanging upside down by catching the ankles, followed by slow ribbed several times. The production of inhibitory reflex positions by bringing the head symmetrically and strong flexed forward, with the arms crossed on his chest with his hand gasping the shoulders from the opposite sides, with legs bent in hips and knees. In this position the child will be rocked several times. The passive motion and lent stretching are used to improve joint mobility, executed on every joint of the affected limb, so as not to provoke stretch reflex. If it feels a restriction when moving the limb is held in a certain position during movement amplitude, until the release is felt. Then the move continues slowly. It starts with the least affected joints, followed by those most affected. The physiotherapy and


35

occupational therapy fill the bill in promoting manual skills, in developing motility and the oculo-manual coordination. Bibliography

1. Căcuilan, E., (2011) – Paralizia cerebrală infantilă, Evaluare şi kinetoterapie, Editura Moroşan, Bucureşti.

2. Manole, V., L.,(2009) – Evaluare motrică şi funcţională în kinetoterapie, Editura Pim, Iaşi.

3. Pasztai, Z., (2004) – Kinetoterapie în neuropediatrie, Editura Arionda, Oradea.

4. Mărgărit, M., F., (1997) – Principii kinetoterapeutice în bolile neurologice, Editura Universitaţii din Oradea.

5. Moţet, D., (2001) – Psihopedagogia recuperării handicapurilor neuromotorii, Editura Fundaţiei Humanitas, Bucureşti.

6. Petruţ-Barbu, G.,(2012) – Copilul şi motricitatea, Editura Noima, Piteşti.

7. Robănescu, L., Bojan, C., Stoicescu, M., - Tehnici de examinare a membrului superior la copiii cu paralizie cerebrală, SNPCAR 2009 - vol. 12 - nr. 3.

RECUPERAREA FUNCŢIONALĂ A TRENULUI SUPERIOR LA

COPIII CU PARALIZIE CEREBRALĂ Cuvinte cheie: paralizie cerebrală, recuperare, motricitate fină REZUMAT

Precocitatea diagnosticării corecte, instituirea unui program de terapie susţinut, de 2-3 ori pe zi, timp de 25-30 minute, multă răbdare, înţelegere, dar şi profesionalism vor conduce la diminuarea spasticităţii, învăţarea de a se relaxa activ în poziţii comode şi corecte, formarea unor engrame corecte de mişcare, creşterea parametrilor mobilităţii articulare prin mobilizări pasive, stretching lent, învăţarea şi formarea gesticii manuale şi a prehensiunii. La fel de importantă este individualizarea terapiei, alegerea celor mai adecvate metode de decontracturare pentru fiecare copil în parte, înlăturarea pe cât posibil a stresului emoţional, focalizându-ne pe menţinerea stării de relaxare pe parcursul aplicaţiei


36

folosind viteza potrivită, în funcţie de particularităţile de răspuns ale copilului.

STUDY REGARDING THE DEVELOPMENT OF MOTRIC QUALITY FORCE IN HIGH SCHOOL

BENEDEK FLORIAN1

TROFIN MARIA MĂDĂLINA2 1Interdisciplinary Research Center in Motricity Sciences and Human Health

2Ștefan cel Mare University of Suceava

Keywords: motric quality, force, high school, urban. Abstract: In this study we followed the development of motric quality - force. We tried, taking into account the Education Law and school curricula, to monitor this motric quality by applying the specific means. The study was made on two classes from high school, namely the class


37

IX R.A. and R.B. from National College “Ștefan cel Mare”, from urban medium. Class IX R.A. was the experimental group, and class IX R.B. was the witness group. After testing evaluation: dumbbells test with hands supported on gymnastic bank, test of simultaneously lifting up the body and feet (square), long jump test from standstill and vertical jump test it was made a comparison between the evolution of the two groups. Introduction: ”Force” is a common term often used in the field of Physical and Sports Education, either as a physical quality (motric) of human, or as a mechanical feature of movement. Secondly, force became a study object of mechanics. This expresses the size of bodies’ interdependences, at that moment and it can be applied to a mobile body, accelerating it or to an immobile body, deforming it. Force can be expressed through a vector, having a sense, a size and a point of application. The forces of gravity, of contraction, of inertia, of friction and so on, act on the same time in most movements, resulting that the dependence of force against the other movement’s features (acceleration, speed and space) is complex. As physical quality, the force expresses the size of performed charge and it is measured in kilograms force (kgf). A typical exercise for force is lifting the dumbbells using the pushed style, and from the dumbbell weight itself that was pushed it results the index force. As a result, the distinction between the physical quality force and the term “force” from mechanics is strictly necessary. Force definition describes the product between mass and acceleration (F=m.a) that corresponds to the action of inertial forces. In this situation, increasing the force can be achieved through increasing one of the two factors (mass or acceleration), or through increasing both factors. A great importance for sport activity is knowledge of the factor which produces the force’s increase, because changing each of these two factors determine clearly differentiated qualitative states. So, we could present two equations resulted from the formula of force used in mechanics. Equations express the two different situations of force’s manifestation. Fmax = mmax ∙ a Fmax = maximum force Fmax = m ∙ amax mmax = maximum mass amax = maximum acceleration


38

Material-method: The aim of this research that is ongoing is to improve the motric

quality force at pupils from classes IX RA and IX RB from National College “Ștefan cel Mare”, from Tîrgu Neamț. Optimization will be effective only if the used means and methods will be adequate. The tests were given in the small hall of the high school, and the used materials were: measuring meter, whistle and stopwatch. We made a random sort of 12 pupils from the two classes, RA (real profile A) and class RB (real profile B), and then we divided into two groups in order to achieve the experiment, namely: class IX RB was the witness group, and class IX RA was the experimental group. The two groups showed openness and genuine interest in the work that was performed. The experiment took place over a period of 6 months namely the initial testing took place in 29.10.2015, and the final test in 29.04.2016. Research hypothesis In this research paper we started from the following hypothesis: we assumed that the methods and specific means used to develop force that are in line with age peculiarities, will be optimum and it will achieve the development of motric quality – force. We applied four control tests: dumbbells test with hands supported on gymnastic bank, test of simultaneously lifting up the body and feet (square), long jump test from standstill and vertical jump test. Below we present in table number 1 the standards found in National System of school evaluation: Evaluation test Minimal grading

scale for grade 5 boys girls

Dumbbells test with hands supported on gymnastic bank

- 5

Test of simultaneously lifting up the body and feet (square)

3 -

Long jump test from standstill 2.80 2.50 Vertical jump test 4 - Specific methods and means used to develop force at our subjects are the following: stand up on the toes from sitting, simple lunges, extensions, crunches with the help of a partner, squats, side lunges. Results and discussions:


39

After the initial tests were applied on subjects, we recorded the following results visible in tables 1, 2 and graphics number 1, 2:

Table no.1: values at initial tests al witness group Dumbbells

test with hands supported on gymnastic bank (rep.)

Test of simultaneously lifting up the body and feet (square) (rep.)

Long jump test from standstill (m.)

Vertical jump test (m.)

X 8,16 9,33 1,8 22,41 S 1,46 1,37 0,12 3,66 C.V. 17,96 14,68 10,40 6,12

Table no. 2: values at initial tests at experimental group Dumbbells





X 9.08 9.33 1.74 21.5 S 1.78 0.98 0.15 3.75 C.V. 19.61 10.55 11.03 5.72 After the final tests were applied on subjects, we recorded the following results visible in tables 3, 4 and graphics number 3, 4:

Table no.3: values of control tests at final testing at the witness group Dumbbells





X 9.66 10.25 1.81 23.91 S 1.23 1.35 0.18 3.67 C.V. 2.73 13.23 10.13 15.38


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Table no. 4: values of control tests at final testing at the experimental group

Dumbbells test with hands supported on gymnastic bank (rep.)




X 12.25 12 1.78 24.08 S 2.09 1.47 0.16 4.2 C.V. 17.09 12.3 9.26 17.47 Interpretations of the results: Initial results of the witness group - class IX- RB and of the experimental group– Class IX RA – are observed in the graphics number 1,2,3 and 4 from below.

Graphic no. 1: Dumbbells test with hands supported on gymnastic bank

At this test the witness group recorded the following results: pupils L.A and V.C performed 10 dumbbells each and pupil V.A managed to perform a number of 8 repeats, while at the experimental group the pupil N.C performed 12 repeats, and pupil V.B 8 repeats. All these results were achieved in 30 seconds.


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Graphic no 2 - Test of simultaneously lifting up the body and feet

At test of simultaneously lifting up the body and feet, the pupils

from both groups had the same maximum number of repeats, namely 11: at witness group there were the pupils F.F and R.R together with pupil V.A, and at the experimental group were the pupils A.C and P.C. We mention that these repeats were performed within 30 seconds.

Graphic no.3: Long jump test from standstill

The best jump of boys from the witness group was of pupil B.A who achieved the performance of 2,10m, and at girls A.R jumped 1,75m; at the experimental group, the pupil B.I jumped 2,07m, and pupil V.B jumped 1,98m.


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Graphic no.4: Vertical jump test

Maximum recorded jump both at the witness group (pupil B.A) but also at the experimental group (pupil B.I) at boys was 28cm, and at girls the best jump of the pupil from the witness group was A.R of 21cm, and V.B from the experimental group jumped 28cm. Final results of the witness group - Class IX RB and of the experimental group – Class IX RA are observed in the graphics number 5,6,7 and 8 from below.

Graphic no 5: Dumbbells test with hands supported on gymnastic bank As a result of this study, we can say that the experimental group had a higher progress than the witness group. So, within the experimental group at boys the best score was 16 repeats performed by the pupil N.C. who progressed with 4 more repeats, and pupils P.C. and V.B. performed 11 repeats each, progressing with 1 respective 3 more repeats; while at


43

witness group most of the repeats performed by boys were 12 (V.C.) who performed with 2 more repeats, and at girls 9 repeats (R.L. and V.A.) who performed with 3 respective 1 more repeats.

Graphic no 6: Test of simultaneously lifting up the body and feet

At test of simultaneously lifting up the body and feet, the witness group had the same number of repeats, both at girls and boys, namely: 12 repeats performed the pupils F.F. and R.R. together with the pupil V.A., where all progressed with 1 repeat. Instead, at experimental group the number of repeats was different: 15 repeats performed the pupil L.B., this progressing with 5 repeats and 13 repeats, the pupil A.C. performing two more repeats.

Graphic no 7: Long jump test from standstill


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At witness group, pupil B.A. jumped 2,12m, that is with 2cm more, and pupil A.R. jumped 1,76m namely 1cm more than at initial test. At experimental group, the progress was higher than that of witness group. So, pupil B.I. jumped 2,11m, with 3cm more than initial one, and pupil A.C. had the maximum jump of 2,02m, with 4cm more.

Graphic no. 8: Vertical jump test

At this test there were recorded again higher values. So, at witness group, pupil B.A. jumped 29cm, with 1cm more, and pupil A.R. jumped 23cm, with 2 cm more than the initial test. At witness group, the progress was again higher, the pupil B.I. and pupil V.B jumping 30cm, with 2cm respective 3cm more than the initial tests. Conclusions: 1. The purpose of the conducted research, namely the optimization of motric quality force was reached because the used methods and means were adequate, making the optimization to become efficient. 2. It was achieved the desired result, namely the development of motric quality force and fulfillment of research’s objectives, these ones being the research’s hypothesis that became viable. 3. There were achieved the desired results after covering and solving paper’s tasks. 4. It was made a delimitation of the subjects with a better physical condition, to those who had a smaller motric baggage, through the test used in research.


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5. The experimental group had a visible progress in comparison to the witness group, due to the specific means and methods that were applied, statistical – math indices and graphic representations being solid arguments that come to support this conclusion. References: (TNR 12, left aligned, line spacing 1) [1] Alexe, N., (1999) Teoria și metodica antrenamentului sportiv. Editura Fundației ”România de mâine”, București, [2] Baroga Lazăr, (1984) Educarea calităților fizice combinate, [3] Bompa, T., (2001) Periodizarea – Dezvoltarea calităților biomotrice. Editura Ex-Ponto, Constanța, [4] Cometti, G., (1996) Exerciții pliometrice. C.C.P.S., S.D.P. 381-382, București, [5] Dragnea, A., Bota, A., (1999) Teoria Activităților Motrice, Editura Didactică și Pedagogică, București,

STUDIU PRIVIND DEZVOLTAREA CALITĂȚII MOTRICE FORȚA ÎN ÎNVĂȚĂMÂNTUL LICEAL

Cuvinte cheie: calitate motrică, forța, ciclul liceal, urban. Rezumat: În acest studiu am urmărit dezvoltarea calității motrice forța. Am încercat, ținând cont de Legea învățământului și a programei școlare, să monitorizăm această calitate motrică prin aplicarea de mijloace specifice. Studiul a fost făcut pe două clase din ciclul liceal și anume clasa a IX-a R.A. și R.B. de la Colegiul Național Ștefan cel Mare, din mediul urban. Clasa a IX-a R.A. a fost grupa experiment, iar clasa a IX-a R.B. a fost grupa martor. În urma aplicării probelor de evaluare: Testul de flotări cu mâinile sprijinite pe banca de gimnastică, Testul de ridicare simultană a trunchiului și picioarelor (echerul), Testul de săritură în lungime de pe loc și Testul de săritură pe verticală s-a făcut o comparație între evoluțiile celor două grupe.


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FINDINGS ON THE COORDINATION SCHOOL CHILDREN

Grosu Bogdan-Marius1,2 1Interdisciplinary Research Center in Motricity Sciences and Human Health

2Ștefan cel Mare University of Suceava

Keywords: psychomotor education, coordination, school children

Abstract: The importance of physical education of children of school age is conditional upon preparation of a healthy generation, physically developed, a citizen apt to perform fully the functions of the contemporary society. From the moment of birth, the child's movement becomes not only a means of physical development, but also an accumulation of information, knowledge and self-awareness of the surrounding world . Thus, as an important factor in shaping the child needs to consider creating cognitive- motor activity, which can contribute to the gradual and timely experience driving, especially during the initial


47

awareness (6-8 years). The object of research is the process of psychomotor education at the age of 8-10 years in the pupil educational system small, reflected in a study on ascertaining coordinative abilities

Introduction:

One of the imperatives of modern society, in schools, in which educated children of this age is to increase the training process based on the disciplines of training preparatory mathematics, reading and others, and participation in activities, which most often limits the motor control thereof. These unusual conditions and character of the core activities of schoolchildren causes, most often, a lack of movement that the only way to meet the need for carnal manifestation of activity driving, creating and states of exhaustion mental, which in turn causes physical and intellectual hitting the wall. Analysis of the current physical education in the schools shows that in most schools, training activities are conducted in subjective and objective reasons, without being systematic, methodical and organizational level to a low in the absence of emotional perceptions. Such a situation requires reviewing the content of physical education activities for children, for the selection and application of methods and means of physical education more effective and popular.

In the opinion of many specialists, to which we subscribe to one of these modern means is the movement accompanied by musical accompaniment, which attracts by its dynamic character, diversity of executing exercises variety of means, amid popular children's musical compositions. The activities performed by students in physical education-intensive musculoskeletal and other organ functions and body systems, coordination of their activities is the attribute of the central nervous system. He carries this purpose a complex activity; receiving information about the positions and movements of the body and its segments, with the demands imposed by the efforts of muscle function; form links between analyzers (senses) and nerve centers involved in developing responses, regulating their activity dependent on conditions of work. Said activity contributes to the development of organs and body functions operators to enrich perceptions and representations, the operation of mental processes involved in knowledge , sense of observation , attention, memory , imagination, thinking , etc. Making exercise trains the next business knowledge to which we have referred and affective states: emotions, feelings, interests and motivations. Sympathy, hope, admiration, joy, success, satisfaction,


48

regret, friendship, pride, sense of duty and honor, sense of physical exercise, mobilizing children to work towards overcoming difficulties motivating their work , contributing to the formation of interest of sustainable support skills, habits and moral behavior . Muscular effort, intense emotional states specific to physical education, and efforts will undertake able to mobilize resources body - physical, emotional, intellectual - the manifestation indices have not met in regular activities. As i mentioned, the specific organization of physical education, exercise promotes feelings mentioned qualities and characteristics, interventions and guidance teacher can determine ensure consistency between the concepts of ethical feelings of the interests and actions of children. The literature meaning of the term coordination is synonymous with skill , ability, skill , precision , accuracy, finesse , grace, balance, skill, craftsmanship, all of which the ability of an individual to learn and quickly combine new moves to perform movements smooth and effective in a given time with a low energy consumption . Defining and treating it in many ways was due to its importance and implementation acts and actions driving , starting with the simplest and ending with the most complex , but also that those who deal with these issues belong to different business areas: physical education, pedagogy, psychology, physiology, medicine, biochemistry, biomechanics . Currently coordinating use of the term, which has a broader and more comprehensive meaning, tends to replace the term skill that can not fill the full significance and complexity of the skills. Definitions have approximately the same content and emphasize the same aspects, not much different from the shows of J. Epstein defines coordination as "learning a fundamental driving capabilities enabling the association to a maximum of four limbs movements." Motor coordination and skill that is considered to be a very complex psychomotor skill that supports the other psychomotor skills and has interrelations with driving skills and especially skills. R. Manno (1996, pg . 34 ) quoting Blume, D. (1981 , pg.23 ) believes that all information developed by the analyzers allows coordinative skills development which consist of the following components :

- combining ability ( coupling) stage of movement; - capacity -space orientation; - ability kinesthetic differentiation; - steady capability;


49

- motor responsiveness; - ability to change the motion; - rhythmic ability;

Material-method:

The research hypothesis assumes that the lessons of physical education in the training system of pupil small, will help increase the influence of the educational process on vocational skills and experience driving required of students at this age and training need to move them, which will prepare them for success in school. The hypothesis of this paper is to analyze coordination in sport at school age. In this context we plan to perform a series of tests to determine psychomotor coordination capacity in children of school age.

Given the fact that coordination between components, mostly likely nervosa, Dragnea A. and A. Bota (2000, pg . 28 ) draw attention to the methodology of education that must take into account that has a low the antrenabilitate , but it must not overlook the fact that the tests were and are created to measure the activity of certain parts of the body by simple or complex requests .

Mitra Gh., and Mogoş Al . (1977, pg . 15 ) , quoting Zaţiorski, V. (1968 , pg.52 ) highlights the ability to assess psychomotor skill is performed several criteria for assessing this skill : " the difficulty of movement coordination , precision motion and time required for acquiring , accuracy of movement in space classification index speed , strength index , the index of sync " The difficulty of coordinating the movement is an indicator that information is received on exercise greater complexity or less perceived by the individual in respect of the implementation.

Accuracy is an indicator tracking implementation and evaluation of training and stereotyping movements, appreciation of uniformity and continuity motrice. Acts and actions necessary for assessing ownership is another indicator of coordination, while differ depending on the complexity of execution if stereotypical actions which is measured from the signal on to onset of response to the itself , but also the peculiarities of development of individuals. For example I took two groups of children - boys and girls - a group aged 6-8 years and the group aged 8-10 years and I used : a) test Matorin the overall coordination and balance ; b ) Slalom checkered test for overall coordination ;


50

c) test Bruininks - Oseretsky segmental coordination . Results and interpretation of preliminary data No tables . 1.1 and 1.2 present the data recorded in the two groups after applying " Test Matorin "

Table . 1.1. Group No. 1

Nr. Name and surname

LEFT RIGHT

crt. baby

180° 180°- 270°

270°- 360°

360° 180° 180°-270°

270°-360°

360°

1. A. D. N B 2. C. V. B FB 3. D. A. N S 4. D. C. S FB 5. F. G. B S

6. I. R. S N 7. J. I. B B 8. J. M. N S 9. P. A. S N 10. P. P. FB FB

3

13

Unsatisfactory Satisfactory Good Very good

Chart no. 1.1. Left turn


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2

3 2

3

Unsatisfactory Satisfactory Good Very Good

Chart no. 1.2 . Return right


Nr. Name and surname

LEFT RIGHT

crt. baby

180° 180°- 270°

270°- 360°

360°

180° 180°-

270°

270°-

360°

360°

1. B. M. S FB

2. C. C. N B

3. C. I. B FB

4. C. D. B B

5. G. L. S S

6. H. L. N FB

7. O. E. B S

8. J. I. S B

9. M. M. FB FB

10. U. T. S S

From the data presented in Tables. 1.1 and 1.2 we conclude that the number of those who failed to rotate to the left is greater in group 1, were three cases while the group of children 6-8 years have been only two cases this was due to poor orientation of children in group no.2 . Also return to the right group no.2 children managed several turns right , getting four qualifiers well ( FB ) , while the kids were fewer No.1


52

group only three, and two children were able to rotate obtaining satisfactory grade ( N). In Tables.2.1 and 2.2 present time obtained by the two groups to test " Slalom checkered "


Nr. crt.

Name and surname baby

Execution time

1. A. D. 1 minute and 30 seconds

2. C. V. 1 minute and 15 seconds

3. D. A. 55 seconds

4. D. C. 1 minute and 05 seconds

5. F. G. 45 seconds

6. I. R. 53 seconds

7. J. I. 1 minute and 19 seconds

8. J. M. 57 seconds

9. P. A. 1 minute and 10 seconds

10. P. P. 1 minute and 03 seconds


Nr. crt.

Name and surname baby

Execution time

1. B. M. 1 minute

2. C. C. 49 seconds

3. C. I. 1 minute and 20 seconds

4. C. D. 1 minute and 05 seconds

5. G. L. 51 seconds

6. H. L. 46 seconds


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7. O. E. 1 minute and 15 seconds

8. J. I. 1 minute and 46 seconds

9. M. M. 1 minute

10. U. T. 1 minute and 07 seconds

As can be seen from the data presented in Tables . 2.1 and 2.2 we can say that in group 2 were obtained better results, while in Group No. 1 were made longer times for completing the 30 squares . In Tables . 3.1 and 3.2 present data obtained after applying " Test Bruininks - Oseretsky " segmental coordination .


Nr. crt.

Name and surname

baby

1 2 3 4 5 6 7 8

1. A. D. + + + + - + - -

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

3. D. A. + + + + + - - +

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

5. F. G. + + + + - + - -

6. I. R. - + + + - + - -

7. J. I. + + + + + - - +

8. J. M. + + - + + - + -

9. P. A. + + + + + - - -

10. P. P. + + + + - + + -


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9

1

10

0

9

1

9

1

5 56

4

2

8

2

8

0

2

4

6

8

10

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

+

-

Fig . 2.1 . The graphical representation of test results Bruininks - Oseretsky for

Group No.1


Nr. crt.

Name and

surname baby

1 2 3 4 5 6 7 8

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

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

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

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

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

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

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

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

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

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


55

9

1

10

0

7

3

8

2

8

2

6

4

6

43

7

0

2

4

6

8

10

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

+

-

Fig . 2.2 . The graphical representation of test results Bruininks - Oseretsky for

Group No.2 The data presented in Tables. 2.1 and 2.2 we conclude that this test was more difficult for a group of children No.1 , for which only 2 children - D. A. and J. I. - have to pass him, while other children in this group have failed . Samples were most difficult: Item 7 - vertical jump with hands and heels achievement item 8 - simultaneous drawing of crosses and lines. And a group of children no.2 this test was quite difficult as we can see from the table no. 2.7 out of 10 children undergoing test only 7 children namely : BM , DC , CI , HL , OE, JI and UT managed to pass him , while three of the 10 subjects tested were able to overcome this test. In conclusion, the application of psychometric tests in two groups of 10 children each, we can say that a group of children No.2 succeeded better effectuated all three tests, while a group of children No.1 execution of tests it was more difficult. Conclusions: School education ensures the free, integral and harmonious development of the child's personality and his needs according to its own pace, supporting the formation of its autonomous and creative. School education provides differentiated stimulation of the child in his intellectual development , socio - emotional and psihomotric , taking into account the specific features of its age . It is known that the ontogenetic development of the child , the first to appear is moving , it will develop is based on language and thought later . The child is an entity that evolves over its educational path . For a child the best possible preparation for school and life in early childhood


56

is particularly important attention to its development in all respects . Child's learning is achieved in social and emotional context in direct interaction with adults . Humanization child is only possible in interaction with adults . Outside interaction with an adult child accumulations are unstructured and have no significance for the content of socio- cultural group to which he belongs.

Children learn by interacting with objects in the environment. The essential work of the young child is playing . The game is the main activity where the child interacts with social and physical environment , experimenting and exploring . The game is the modality through which the activities of teaching young children. Children learn through play .

For the child there is no difference between playing and learning. The game has a fundamental role in his development as : child meets his need for knowledge by exploring and handling objects ; encourages movement , which stimulates the body and sense organs ; It gives the opportunity to imitate everything recorded and understand the causal links ; It helps to express emotions and then to control their emotions and to know himself . Thus, the child will be able to focus attention , to follow the events in assisting and purchase information in the proposed adult education included in the curriculum objectives .

Games movement practiced outdoors three factors associated with hardening air, water and sunlight contribute greatly to the multilateral development of children as by its nature , the game cultivates skills to move them , educates them ca¬racter features , strong feelings occasions emotional. Bibliography

1. Badiu Toma, Mereuţă Claudiu, Ion-Ene Mircea, (2003), Strategii didactice de tip algoritmic şi euristic folosite în educaţia fizică şcolară, Galaţi, Editura Fundaţiei Universitare Dunărea de Jos

2. Ban Oltea Laura, Baconschi Cristina, Druţu Ioan, (1995), Elemente de psihopedagogie, Cluj-Napoca, Editura Universităţii Babeş-Bolyai

3. Cârstea Gheorghe, (1997), Educaţia fizică, teoria şi bazele metodicii, Bucureşti, Editura Academia Naţională de Educaţie Fizică şi Sport

4. Dragnea Adrian, (1984), Măsurarea şi evaluarea în educaţia fizică şi sport, Bucureşti, Editura Sport-Turism


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5. Duca Mihael-Adrian, (2001) Exerciţiul combinat, concept şi strategie în educaţia fizică, Deva, Editura Polidava

6. Fiedler Paul, (2003), Didactica educaţiei fizice şi sportive, Iaşi, Editura Fundaţiei Chemarea

7. Stancu Maura, Amzăr Luminiţa, (2008) Locul şi rolul educaţiei fizice şi sportului în viaţa familiei contemporane, Editura Universitaria, Craiova

8. Stănescu Monica, Dragnea Adrian, (2002), Educaţie fizică pentru preşcolari şi şcolari mici, o abordare psihomotrică, Bucuresti, Editura Semne

CONSTATĂRI PRIVIND NIVELUL COORDONĂRII LA VÂRSTA ŞCOLARULUI MIC

Cuvinte cheie:educaţie psihomotrică, capacităţi coordinative, şcolarul mic

Rezumat: Importanţa educaţiei fizice a copiilor de vârstă şcolară este condiţionată de pregătirea unei generaţii sănătoase, dezvoltate fizic, a unui cetăţean apt să efectueze plenar funcţiile de membru al societăţii contemporane. Din clipa naşterii, mişcarea copilului devine nu doar un mijloc de dezvoltare fizică, ci şi unul de acumulare a informaţiei, de cunoaştere a lumii înconjurătoare şi de autocunoaştere. Astfel, ca factor important în formarea copilului se consideră crearea necesităţilor pentru activitate cognitiv-motrică, fapt ce poate contribui la obţinerea treptată şi în timp util a experienţei motrice, în special pe perioada iniţială de conştientizare (6-8 ani). Obiectul cercetării îl constituie procesul de educaţie psihomotrică la vârsta de 8-10 ani în sistemul instructiv-educativ al şcolarului mic, reflectat într-un studiu constatativ referitor la capacităţile coordinative.


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THE STUDY OF THE OPTIMIZATION OF THE ACROBATIC GYMNASTICS ELEMENTS IN SECONDARY SCHOOL

Grosu Bogdan-Marius1,2

1Interdisciplinary Research Center in Motricity Sciences and Human Health 2Ștefan cel Mare University of Suceava

Keywords: acrobatic gymnastics, means, secondary schools Abstract: Acrobatic elements complex in structure and technique, hence they like students, is very spectacular and attractive. Are available at an early age can practice outside or in the gym, but also in the classroom or in smaller spaces and requires no complicated apparatus and equipment. Gymnastics, along with other means of school physical education contributes to raising the level of preparedness of students in secondary schools in physical education lessons by optimizing the educational process. The large number of exercises, equipment and facilities make this discipline specific practical work to be done in a certain order, which is required to be respected discipline is a characteristic of gymnastics. Introduction: Through this paper I want , using materials specialist on the subject and based on the observations made to help improve and streamline the teaching elements of acrobatic gymnastics in the gymnasium by finding the most optimal ways and means to learn every element of acrobatic properly programei.Dat the fact that educational programs aim to adapt learning content to the interests and abilities of children , in pursuit while we tried to select the most optimal drive systems, thus helping to optimize the teaching of these elements in acrobatic gymnastics. Therefore, after observation, we developed the following hypothesis: Elements of acrobatic gymnastics school can be learned quickly if we use elements of the item or items close enriching experience positive performer for transfer Material-method:


59

Our research aims to improve the teaching elements of acrobatic gymnastics in the cycle gimnazial.Experimentul was conducted over a period of 5 months at High Technology " Oltea Doamna " Dolhasca in the research included pupils VI A - control group and sixth grade B - experimental group.

The school has a material basis acceptable, gymnasium showing an endowment that allows physical education activities during winter in optimal conditions.

Initial testing took place in the first half, November, and the final semester, March. The research results will be reported at baseline achieved by pupils progress confirming the hypothesis validation. The research has been used several methods were proposed ways of solving tasks:

• method of studying the documents • observation method ; • teaching experiment ; • comparative method ; • method of processing and interpretation of data (mathematical

statistics) Control samples applied: 1. Measuring the distance between hands and heels (bridge) We know that the bridge is better appreciated when the distance between the hands and heels is less. The bridge was made of lying and measuring the distance in cm , using a metric tape. 2. Measuring the distance between the pubis and soil (string) Each student before running string (sagittal) with dexterous foot forward, measuring the distance between the pubis and ground cm, using the same metric tape. 3. Vertical jump with 360 degree turn in 15 seconds For carrying items such as turn standing on his head, sitting on hands, students must master very good balance. Were performed in the standing position rotary jumping vertically 360 degrees, landing being made as close to where the beat. It records the number of executed jumps in 15 seconds. 4. Measuring the length of the tail wheel It is known that a wheel right side should be as long. This element was executed twice, measuring the distance in cm from the place of departure to the place where it was sitting on the ground last leg. 5. Simultaneous lifting of lying dorsal trunk and legs in 30 seconds


60

It was made of lying back, extend arms body, legs stretched, simultaneous lifting the torso and legs until the hands touch the feet. It records the number of executions in 30 seconds. 6. Lifting the trunk of facial slept in 30 seconds Was executed from a lying face, legs held by a partner, hands behind your head . It records the number of executions in 30 seconds. 7. Push-ups in 30 seconds Were executed from a lying face, the palms and support tiptoes, stretched body, eyes forward, bending your arms to chest near the ground and return to start position. It records the number of executions in 30 seconds. Models of media used : SITTING SCAPULA From sitting with knees bent, running back, raising the pelvis with legs stretched vertically support position on the shoulder blades, hands on hips, chin on his chest.

Common mistakes:

• failure vertical thrust of the pelvis • carrying and bending their legs over his head

HEAD SITTING Body overturned rests on the head (forehead ) and hands that are placed on the ground, shoulder-width apart (equilateral triangle). Vertical lowered the center of gravity should be above support base. Regardless of the starting position, the basin should be exalted above the support polygon.

Common mistakes:

• uneven distribution of weight on the arms and head;


61

• exaggerated extension of the spine; • bending legs.

ROLLING BEFORE Rolling forward the squat squat. From sitting huddled with the laying on of hands on the ground, raise your seat. Neck sits on the ground between his arms before running back, legs are grouped hands gripped legs to help the group. Returning to squat is performed by pulling the shoulders forward and head.

Common mistakes:

• thrust lack standing to raise the seat; • settlement neck crown in place; • opening group runtime back;

Data collected and interpreted statistical and mathematical then were tabulated, creating a synthetic image of the main values envisaged. Based on these tables, we went to analyzing and comparing data, noting the following: At the first trial, the experimental group progressing on average 3.70 cm compared to the control group who progressed on average by 1.28 cm.At the second trial, the experimental group progressing on average by 2.20 cm, 1.09 cm compared to the control group. No test. 3, there is a progressive increase of the average of 2.65 in the experimental group compared with the other group, which has progressed by 0.95 . Test and measurement

Arithmetic mean

t p

Experimental group The control group

Test i. Test f. Test i. Test f. 1 (cm) 42,95 39,25 45,28 44 2,14 <0,05 2 (cm) 19,90 17,70 18,23 17,14 0,31 >0,05

3 (nr. rep.) 8,35 11 8,14 9,09 3,41 <0,05

4 (cm) 258,10 262,20 261,80 264,19 0,36 >0,05


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5 (nr. rep.) 10,25 13,60 10,19 11,38 3,12 <0,05

6 (nr. rep.) 25,40 28,90 22,28 23,85 3,55 <0,05 7 (nr. rep.) 15,95 18,50 11,52 12,80 2,68 <0,05

37383940414243

Measuring the distance between hands and heels

T.I.T.F.

16

17

18

19

20

Measuring the distance between the pubis and soil

T.I.T.F.

256

258

260

262

264

Measuring the lentgth of the tail wheel

T.I.T.F.


63

No proven. 4 experimental group progressing to an average of 4.10 cm, while the control group only 2,39cm. No progress test. May is on average 3.35 - 1.19 experimental group and others. Also, in tests 6 and 7 of the experimental groups in mean progressed 3.50, 2.55, respectively, and the control group with an average of 1.57 or 1.28 . Conclusions: Experiment conducted, can draw the following conclusions: 1. From the battery of tests and measurements applied proposed experiment, those who only significant differences between groups in final testing experiment subject were:

• measuring the distance between hands and heels to the bridge • number of vertical jumps back 360 grade 15 '; • simultaneous lifting of the dorsal trunk and legs lying 30 " • trunk of lying facial lifting 30 " • pushups 30”.

2. From statistical processing of recorded parameters observed during the experiment shows that the standard deviation values between 1.86 and 17.09, which is a large dispersion and variability coefficient has values between 10 % and 30 % , implying a very low homogeneity . 3. The superior results obtained from the experimental group compared to the control samples and tests validate the proposed methods and means, of course, associated with other methods used to achieve the objectives and tasks of physical education and sport . 4. According to the analysis results through objective statistical processing of data, it can be concluded that the hypothesis is confirmed stated.

References: 1.Băiaşu, N. – Gimnastica, Ed. Sport-Turism, Bucureşti, 1985 2.Băiaşu, N., Bîrlea, A. – Gimnastica de bază şi acrobatică în şcoală, Ed. Stadion, 1969 3.Chirazi, Marin – Metodologia cercetării în educaţie fizică şi sport, curs pentru I.D.


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4.Dragnea, Adrian – Măsurarea şi evaluarea în educaţie fizică şi sport, Ed. Sport-Turism, Bucureşti, 1984 5.Fiedler, Paul – Metodica educaţiei fizice şi sportive, Ed. Fundaţiei “Chemarea”, Iaşi, 1998 6.Iacob, I. , Rugină, E. , Chirilă, M., Gheorghică, I. – Lecţia de educaţie fizică în interior, Ed. Fundaţiei “Chemarea”, Iaşi, 1998 7. Rus, Cristian Mihail – Îndrumar practico-metodic pentru gimnastica de bază, Analele Universităţii “Al. I. Cuza”, Iaşi 8.Rus, Cristian Mihail – Curs de mijloace audio-vizuale aplicabile în EFS, Analele Universităţii “Al. I. Cuza”, Iaşi 9.Luca, Alice – Gimnastica în ciclul gimnazial, Ed. Dosoftei, Iaşi, 1997 10. Luca, Alice – Gimnmastica în şcoală, Ed. Univ. “Al. I. Cuza”, Iaşi, 1998 11.Tudusciuc, Ion – Gimnastica acrobatică, Ed. Sport-Turism, Bucureşti, 1997

OPTIMIZAREA PREDĂRII ELEMENTELOR DIN GIMNASTICA

ACROBATICĂ ÎN CICLUL GIMNAZIAL

Keywords: gimnastică acrobatică, mijloace, gimnaziu Abstract: Elementele acrobatice sunt complexe ca structură tehnică şi, prin urmare, ele plac elevilor, fiind foarte spectaculoase şi atractive. Sunt accesibile de la o vârstă fragedă, se pot practica afară sau în sala de gimnastică, dar şi în sala de clasă sau în spaţii mai mici şi nu necesită aparate şi materiale foarte complicate. Gimnastica, alături de celelalte mijloace ale educaţiei fizice şcolare, contribuie la ridicarea nivelului de pregătire al elevilor din ciclul gimnazial în cadrul lecţiilor de educaţie fizică, prin optimizarea procesului instructiv-educativ. Numărul mare de exerciţii, aparate şi instalaţiile specifice acestei discipline fac ca activitatea practică să se desfăşoare într-o anumită ordine, care se impune a fi respectată, disciplina fiind o caracteristică a gimnasticii.


65

THE PRIMORDIAL QUALITIES OF THE COACH WHICH INITIATES AND PREPARES ATHLETES WHO PARTICIPATE

IN COMBAT SPORTS (gr-rom fights, free fights, judo, karate)

Lazăr Tipa , Prof. doctor in ”Științele Motricității Umane “ Economical College “Dimitrie Cantemir“ Suceava

Răduțescu I. Ion Prof., Sports High School Slatina, jud. Olt Keywords: coach, coaching, combat sports , selection , technical

training . Abstract: coaching profession requires a lot of passion and

devotement, since it requires a large amount of physical and mental work , and many sacrifices. A coach 's first a teacher patiently embracing a bit of his knowledge in future performers , then he is an educator , because he has to take a permanent educational work with athletes . But he must plan and carry out performance in every sport based on a thorough knowledge of the features and capabilities of each.

The activity of a teacher - trainer in boxing is much more difficult compared to the work that takes place in the educational process to the other subjects in the department, from different specialties in the teacher / wrestling coach must meet certain criteria in terms of regulation.

The coach must also be a permanent researcher work that will find solutions and methods of preparation of athletes, will removal the negative aspects in this regard and will make a substantial contribution to the development of his sport, he is a man of science , because he cannot not be confined only to teaching knowledge learned, he is forced to always exceed the education, scientific research and experiments and to contribute to the development and improvement of their teaching knowledge, so that they have maximum efficiency in getting competitive advantage.

The talent of a fighter is not the only condition of success. It is well known that both the fighter and the coach contribute to the sporting


66

success . It is understood that other employees participated in this success. It is not far from the truth affirmation that progress depends largely on the training level of his coach . The level of Sports is now so high that for its development we can not be content with empirical coaches, who rely solely on their experience and working regularly,but it is necessary to have trained and qualified coaches because this is a very serious profession . Coaching profession is recognized today as any other educational profession.

In this paper I wanted to introduce you the role of acoach and his importance in the selection of sport fight both men and women plan and acquire technical and tactical procedures in preparing and perfecting their sports, paving the way for young fighters to great performance.

One of the most important concerns that should permanently be in the attention of coaches and trainers is the selection,this reffering to two important aspects namely:

-tracking elements with sport fighting skills, with real prospects for obtaining performance

-selected the most valuable athletes who master certain driving skills native, physical and mental fitness for rapid acquisition of techniques, strengthening them and applying them in competitions.

It is aboutb a permanent preoccupation covering all weight categories, from beginners to seniors to get great performance and competitive advantage.

Do not forget that in the training process is neede permanently live model, which is basic technical skills so that selection be made by weight category as any sport to have his working partner in learning the technical elements and preparation for competition.

Since currently on schedule sports leagues and competitions are conducted at all age levels, children, cadets, juniors, senior selection in combat sports is at a very early age about 5-6 years to have enough time the assimilation of the techniques and their application in the competition, the development of mobility, elasticity and other qualities driving.

Current technical level combat sports is such a way that they have become a branch of science, like all other branches of sports. Champion today cannot prepare yourself, it is supported by a team of specialists of which the most important is the coach.

A coach has a duty to work individually with each athlete to achieve the planned objectives. Preparing sports has shown that a scientific educational process properly planned cannot take place


67

without the leadership of teacher-coach, coach, or at least the sport instructor .The training is the main link in getting sports performances and it is self-evident how important is the role of its designer and its leader and what responsibility he has.

The performance that exceeded the expectations of today's most optimistic people are made due the skill, love and perseverance that are trained, educated and guided the athletes.

The coach prepares athletes who are aware of the purpose or performance. In order to achieve performers and performances, the coach is required to scientifically specific daily activities, be receptive to "new" and seek to discover himself, to drive back measures, means and methods of modern training and seek to continuously improve.

Training and education results depend much on how the coach teaches, the way he leads the training, on the justice and perseverance made throughout his work. He must convey knowledge and experience certainly passion to succeed his athletes form correct habits. Creative work takes place in order to improve the experiment and it is vital for the work of the coach.

If the coach has a work interfering attitude and meets formally, it certainly will not get good results. In order to successfully fulfill the role, an important requirement is that the coach must work organized based on planning documents, taking into account the readiness of the workers, their knowledge of sport magnifier sex and age.

At present a large-scale national and international level has female combat sport. Thus coaches dealing with the selection and preparation females bear a very important task in terms of their physiological processes. From this point of view must be very careful in terms of sports training and competition schedule.

Coaching profession is one of the most complex, delicate, which means making conscious of a great responsibility. Its educational side, work performance fails to persuade some young people to quit harmful habits (smoking, drinking) to make sport performance, waive amusement often attend daily training whose requirement and requirements increases with performance.

Coach undertakes in this regard and he experiences great satisfaction For the future we must take future athlet to a new way of life, so-called " sport life " that involves waivers, more order, more will and more discipline.

The way to to performance is hard and difficult. Many believe that it is enough in this sense only training hard But how many know that


68

every athlete is a "case" that should be treated with different care shawl that has problems and needs that he has his hardships and troubles, family or social problems, etc.?

The situations arising during business coach are complex, and in many cases different, so, to solve them he must have a "tact" educational and pedagogical mobility. Tact teaching relies heavily on the sense of measure that allows the coach to full activity within a sobriety and seriousness, good joke and will still be present, so the coach has the features to establish relations with the main fair and athletes based on appropriate condescension. Demanding first to himself and then to collectively as the dignity and personality of athletes, treating athletes with attention and understanding, simulation possibilities and qualities of each, impartiality, are some of the issues which require the coach to be gain the confidence and sympathy of his athletes. In fact the coach is forced to seek by all means to approach athletes to know them better, to help them in any circumstance, especially in the difficult times.

To cause such complex tasks of training fighters performance coach today must have a thorough training, a wide general knowledge and specialized and constant desire to enrich it, he must be a good teacher and a psychologist ideological a high level, be energetic, active, courageous, sociable, full of initiative, have a creative mind to work with enthusiasm and perseverance, to be principled. Coach must have and demonstrate knowledge in the following areas: theoretical and methodological knowledge in sports training, anatomy, physiology, sports medicine, psychology, hygiene, biomechanics, social sciences, etc.

The coach in the sport of

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ing

peda

gogi

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The ideal coach involved in the preparation athletes practicing combat sports

For efficient execution of such a complex process , the coach needs to like to work together, given that the high performance fighters, the focus must lie not only in motility but also in psycho-physiological structure Wherefore a coach must work together with the doctor, the physiologist and psychologist. These specialists provides useful information about fighters.

Love for work is reflected mainly by the specific activity of each coach, the concern to ensure all necessary conditions for conducting training and education work. Coach must come first in the gym and go past must always be ready to assist, guide and advis.

The requirement to self is a particularly necessary work as a coach in combat sports to team sports so he can instill proper conduct in his fighters. The coach must therefore always be an example for athletes to demonstrate punctuality and great fairness, be the first to comply with the requirements hygienically and to avoid any indulgence in this sense.

Spirit of discipline is a will quality of a great importance in combat sports and it should characterize both the coach and the athlete.

In conclusion the coach must always be at the height of his task , he must be trained and be aware of modern methods of training. Without knowledge of already quoted he can not reach a higher professional level, to understand certain phenomena own sports activities performance, to understand certain physiological and biochemical phenomena etc. that occur in day-to-day athletes as therefore performance will suffer. Routine work is outdated and can not lead to results even at this level of training beginners, all the coaches and instructors must have their permanent concern to supplement their knowledge they have to acquire knowledge in the areas mentioned above , because even some temporary successes will not cover long these gaps.

Regarding side expertise, each coach and instructor should deepen technical training issues, physical, tactical, theoretical, psychological, competition regulation, to keep abreast of all that is new in the field of practical activity country and abroad. Here an important role and great responsibility lies with the Romanian Federation of specialized combat


70

sports (wrestling and free, Judo, Karate, etc.) which must edit pamphlets informing permanent in time with what is new.

One important thing which raises the prestige of the coach is the common knowledge that he has, he must be here an example for athletes looking to enhance their general knowledge and maintain discussions with them in various fields. Some general knowledge will ensure a high level and authority to team sports. We emphasize that each coach has a duty to add to his vast knowledge an arsenal of pedagogical knowledge of , that forms pedagogical beliefs ,make them believe in education and training methods they use, and ctreates them a sort of craftsmanship in order to be able work with human material .The pedagogical skill of a coach, however, is the synthesis of his ideological orientation , of his general knowledge ,professional knowledge and personal experience.

Coaching profession requires a lot of passion and devotement, since it requires a large amount of physical and mental work and many sacrifices.

Often the coach works even sacrificing his free time, we include additional lessons for customization or recovery, additional training with pupils and students, Saturdays and Sundays filled with matches or watching their future opponents, travels to competitions.

This is what a coach must do for performance , this man as a teacher, a mentor, confidant, parent, doctor and psychologist. In this paper we presented only some of the problems and they were outlined regarding the role and importance of the coach to achieve the main directions of the training process in combat sports.

References: − Epuran M.petagogie and psihologie- personality and

psychological knowledge to students IEFS, Bucharest 1986 − Epuran M., psychological guide coach, Ed. IEFS, Bucharest

1982 − Clasic fights(Greco-Roman). Manual for coaches working with

novice fighters. Bucharest: C.N.E.F.S. 1982 − Vyacheslav Manolachi, Combat Sports, theory and methods,

Chisinau, 2003. − George Cismaş, wrestling, Elements of Theory and

Methodology of Training, Sport-Travel Publishing, Bucharest 1987 − Hanta John Judo Manual, Ed. Didactic and Pedagogic,

Bucharest 1996


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CALITĂȚILE PRIMORDIALE ALE ANTRENORULUI CARE INIȚIAZĂȘI PREGĂTEȘTE SPORTIVII CARE

PRACTICĂ SPORTURI DE LUPTĂ (Lupte gr-rom,lupte libere,judo,karate)

Cuvinte cheie: antrenor, antrenament, sporturi de luptă,

selecție , pregătire tehnică. Rezumat: Profesiunea de antrenor presupune multă pasiune și

abnegatie ,având în vedere că necesită un volum mare de muncă fizică și intelectuală, dar și multe sacrificii.

Antrenorul este mai întâi profesor, învățător, înglobând cu răbdare câte puțin din cunoștințele sale în viitori performeri , apoi el este educator , deoarece trebuie să ducă o permanentă muncă educativă cu sportivii. Dar el trebuie să planifice și să realizeze performanță cu fiecare sportiv, plecând de la o temeinică cunoaștere a particularităților și posibilităților fiecăruia. Profesorul antrenor, antrenorul, instructorul sportiv trebuie să fie și un permanent cercetător științific, munca prin care va găsi soluții și metode noi de pregătire a sportivilor, va îndepărată aspectele negative în acest sens și își va aduce o contribuite substanțială la dezvoltarea sportului său, el este deci un om de știință, deoarce nu se poate mărgini numai la predarea cunoștințelor învățate, ci este obligat să se depășească mereu prin studii, cercetări științifice și experimente și să își aducă aportul la dezvoltarea și îmbunătățirea cunoștințelor ce le predă, astfel încât acestea să aibă o eficiență maximă în obținerea avantajului competitiv.


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STUDY CONCERNING DEVELOPMENT OF THE DRIVING SKILL STRENGTH BY USING APPLICATIVE AND UTILITIES

SKILLS AT THE PRIMARY SCHOOL PUPILLS

Halip Viorica-Vicuța Leuciuc Florin Valentin1,2

1 Ștefan cel Mare University of Suceava 2 The Interdisciplinary Research Center for Human Motricity and Health

Sciences Suceava, Universității street, no. 13, code 720229

Keywords: strength, utilities and applicative skills, primary education Abstract: In physical education programs for this group of skills is expected to be acquired in preschool and primary school, followed the other classes to be perfected within relays, games and applications routes or by repeating them as exercises aimed at developing driving skills. In developing our approach we started from the hypothesis: if we use the utilities and applicative skills exercises for developing strength in primary school will achieve its development objectives set at optimal parameters in physical education class. The pedagogical experiment was conducted on an experimental group of 15 pupils of 4th class at School no. 3 Marginea in 2014-2015 school year. There has been progress in each tests, and subjects demonstrated at the final testing, a good strength development, having opportunities to improve individual results.

Introduction The curriculum for grades I-IV aims to present activities that help

the child to form and to differentiate the general direction and control of


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movement organized to be able to channel the energy of the place and time, preventing consciously directing these forces to violence.

In physical education programs for this group of skills is expected to be acquired in preschool and primary school, followed the other classes to be perfected within relays, games and applications routes or by repeating them as exercises aimed at developing driving skills.

In childhood period is recommended to develop the combination of strength and speed by using natural exercises such as pushups, squats, jumping on one leg and both feet, jumped step, skipped step.

At primary level in I and II grades, will work to develop segmentary dynamic strength, along with the formation of utilities applicative skills involving and working to strength (crawling, climbing, climbing, pulling, pushing, transport weights, applicative paths). In III grade will continue with the development of dynamic strength with their own body weight, along with training and strengthening utilities and applicative skills. For IV grade longer provides development of the general strength and explosive strength.

Material method In developing our approach we started from the hypothesis: if we

use the utilities and applicative skills exercises for developing strength in primary school will achieve its development objectives set at optimal parameters in physical education class.

The purpose of research is to determine the level of strength development at primary school by using structures of exercises from the utilities and applicative skills.

In conducting the research have been used a number of control tests to assess the level of strength development at primary school: trunk lifting (dorsal) in 15 seconds, legs lifting in 15 seconds, trunk lifting (facial) in 15 seconds, complex structure of strength, standing long jump, trunk extensions from a sitting position with hands obliquely in 15 seconds.

The pedagogic experiment was conducted on an experimental group of 15 pupils of 4th class at School no. 3 Marginea in 2014-2015 school year.

Results and discussions After processing statistical and mathematical data were obtained the following results to (Tables 1 and 2).


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Trunk lifting

(dorsal) in 15 seconds

(no. repetitions)

Legs lifting in 15

seconds (no.

repetitions)

Trunk lifting

(facial) in 15 seconds

(no. repetitions)

Complex structure of

strength (no.

repetitions)

Standing long jump (m)

Trunk extensions

from a sitting position in 15

seconds (no.

repetitions) Average

12.84 14.78 14.66 11.03 1.3628 13.69

Median 11.50 15.00 15.00 11.00 1.3000 14.00

Modul 11 15 15 9 1.30 15

Standard deviation 3.530 1.791 2.194 1.875 .13436 1.925

Coefficient of variability

12.459 3.209 4.814 3.515 .018 3.706

Minimum 7 12 10 8 1.15 10

Maximum 20 18 18 14 1.70 17

Tabelul 1 Statistical indicators at initial testing

Trunk lifting

(dorsal) in 15 seconds

(no. repetitions)

Legs lifting in 15

seconds (no.

repetitions)

Trunk lifting

(facial) in 15 seconds

(no. repetitions)

Complex structure

of strength (no.

repetitions)

Standing long jump (m)

Trunk extensions

from a sitting position in 15

seconds (no.

repetitions) Average 13.59 15.63 15.47 11.81 1.3778 14.31 Median 13.00 15.00 16.00 12.00 1.3400 15.00 Modul 11 15 16 12 1.30 15 Standard deviation 3.518 2.181 2.300 2.416 .13902 1.731

Coefficient of variability

12.378 4.758 5.289 5.835 .019 2.996

Minimum 7 11 11 8 1.15 11


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Maximum 20 20 19 16 1.71 17

Tabelul 2 Statistical indicators at final testing

Following the completion of the research we took the analysis

and interpretation of data obtained; this being carried out on control tests applied to the subjects: - Trunk lifting (dorsal) in 15 seconds Average of group was 12.84 repetitions at the initial testing, and at the final value increased by 0.75 to 13.59 repetitions (Figure 1). Between the two tests standard deviation values (3,530 and 3,518) and the coefficient of variability remained relatively constant (12.459% and 12.378%). Minimum and maximum values obtained for the subjects ranged from 7 to 20 repetitions in both testings.

Figure 1 Evolution at the Trunk lifting (dorsal) in 15 seconds between

two testings


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- Legs lifting in 15 seconds To the second test the progress was 0.85 repetitons from 14.78 at

the initial testing to 15.63 at the final testing (Figure 2). The individual values were in the range of 12 to 18 at the initial testing and the between 11-20 at the final testing. In terms of values standard deviation (1.791 and 2.181) and the coefficient of variation (3.209% and 4.758%) there were small variations between the two tests, which however did not affect the homogeneity of the group.

Figure 2 Evolution at the Legs lifting in 15 seconds between two testings


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- Trunk lifting (facial) in 15 seconds

It went from an average of 14.66 repetitions at the initial testing and achieve an average of 15.47 repetitions at final testing, the group progress being 0.81 (Figure 3). Variability coefficient values and standard deviation showed no significant variation between the two tests, and individual results were in the range of 10 to 18 initial testing, respectively 11-19 at final testing.

Figure 3 Evolution at the Trunk lifting (facial) in 15 seconds between

two testings


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- Complex structure of strength

This sample has meant performing a complex exercise of strength being counted repetitions performed. At initial testing the average was 11.03 repetitions, and at the end 11.81 repetitions, group progress being 0.78 repetitions (Figure 4). Regarding the individual results obtained it is between 8 and 14 repetitions at initial testing, ie between 8 and 16 at final testing.

Figure 4 Evolution at the Complex structure of strength between two

testings - Standing long jump


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It was the test were achieved a 2 cm progress between the two testings, from 1.36 m to 1.38 m; individual results are in the range of 1.15-1.70 m at initial testing and between 1.15-1.71 m the final testing (Figure 5).

Figure 5 Evolution at the Standing long jump between two testings

- Extension of the trunk from a sitting position with hands obliquely back in 15 seconds

Progress of the group was 0.62 repetitions (initial testing - 13.69, final test - 14.31) and individual values were between 10-17 at the initial testing and 11-17 at the final testing (Figure 6).


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Figure 6 Evolution at the Extension of the trunk from a sitting position

with hands obliquely back in 15 seconds between two testings Conclussions In this research were used means (exercises and games) for

developing strength at primary school and in the course of my research I reached the following conclusions:

- There increases were recorded in each test: trunk lifting (dorsal) in 15 seconds (5,45%), legs lifting in 15 seconds (5,44%), trunk lifting (facial) in 15 seconds(5,17%), complex structure of strength(6,60%), standing long jump(1,45%), trunk extensions from a sitting position with hands obliquely in 15 seconds (4,33%).


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- Subjects participating in research have demonstrated, at the final testing, a good strength development, having opportunities to improve individual results.

- The means used in the experiment were well selected, contributing to a significant improvement of individual and collective performance.

Based on these matters I consider that the means employed have contributed essentially to strength development of the primary school children.

Following the research, the results and analysis can be seen that the hypothesis was confirmed.

As a result of the research we formulated some proposals that should be taken into account in practice:

- Setting the unit for strength development with the Gymnastics and / or Utilities and applicative skills, which requires a significant proportion of all muscle groups;

- Minimum unit length for developing Strength to be 10 lessons as inputs for developing the driving skill take effect after at least five weeks;

- Use of the games aimed to develop this driving skill because they lead to a superior involvement of children in motor activity.

References 1. Coman, S. - ”Educaţia fizică şi metodica predării ei la clasele

I-IV”, Editura Spiru Haret, Iaşi, 1995 2. Cîrstea, G. - ”Teoria și metodica educației fizice și

sportului”, Editura AN-DA, București, 2000 3. Cucoş, C. - „Pedagogie”, Editura Polirom, Iaşi, 2002 4. Dragnea, A. – „Măsurarea şi evaluarea în activităţile

motrice”, Editura Universităţii din Piteşti, Piteşti, 2002 5. Fiedler P. – „Metodica educaţiei fizice şi sportive”, Editura

Univ. ”Al. I. Cuza”, Iaşi, 1994 6. Leuciuc, F.V. - „Musculaţie”, Editura Universităţii Stefan

cel Mare, Suceava, 2010 7. Leuciuc, F.V. - „Pregătire musculară”, Editura Universităţii

Stefan cel Mare Suceava, 2011 8. Raţă, G., Raţă, B.C. – „Aptitudinile în activitatea motrică”,

Editura EduSoft, Bacău, 2006 9. Rață, G., Rață, Gh. - „Educația fizică și metodica predării

ei”, Editura Pim, Iași, 2008


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10. *** Programa școlară pentru disciplina Educație Fizică, clasele I-IV conform ordinului Ministerului Educației, Cercetării și Inovării nr. 5097 din 9/9/2009.

STUDIU PRIVIND DEZVOLTAREA APTITUDINII MOTRICE FORȚA PRIN DEPRINDERI APLICATIV-UTILITARE LA

ELEVII DIN ÎNVĂȚĂMÂNTUL PRIMAR

Cuvinte cheie: forță, deprinderi aplicativ-utilitare, învățământul

primar Rezumat: În programele de educaţie fizică această grupă de

deprinderi este prevăzută a fi însuşită la preşcolari şi şcolarii mici, urmând ca la celelalte clase să fie perfecţionate în cadrul ştafetelor, jocurilor şi traseelor aplicative sau prin repetarea lor ca exerciţii destinate dezvoltării unor calităţi motrice. În realizarea demersului nostru am plecat de la ipoteza: dacă vom utiliza structuri de exerciţii din deprinderi utilitar-aplicative pentru dezvoltarea forţei la elevii din ciclul primar vom obţine dezvoltarea acesteia în parametrii optimi pentru îndeplinirea obiectivelor stabilite în lecţia de educaţie fizică. Experimentul pedagogic propriu-zis s-a realizat pe o grupă experimentală formată din 15 elevi de clasa a IV-a de la Şcoala Generală nr. 3 Marginea în anul şcolar 2014-2015. S-au înregistrat progrese la fiecare probă, iar subiecții au demonstrat, la testarea finală, o bună dezvoltare a forţei, dispunând de posibilităţi pentru îmbunătăţirea rezultatelor individuale.


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COLOUR AND ITS EFFECTS ON VOLLEYBALL SERVICE

Virgil Larionescu Moroşan Florin Vizeteu

University of „Ştefan cel Mare”, Suceava Keywords: Colour, volleyball, serve, efficiency. Abstract: In this paper we present how the colours and partial occlusion may influence the effectiveness of field service players to perform serve with an upper hand in volleyball. Experiment may notice that the athletes tested had better results in the blue unlike red.

Introduction:

The colour everywhere accompanies our existence. It represents what is beautiful in the world of flowers and bow to the splendid rainbow. Painting used to play beauty of the world, colour has an allegorical sense in the Middle Ages, then becomes decorative and sensory Renaissance to the Impressionists symbolic reach. We live in a universe of colour and that colour is expressive force and power to reveal emotional states, feelings and ideas.

After [Cernea P., P. Muresan, Zhu R., R. Mehta] it acknowledges the existence of four or pure primary colours in the spectrum, namely red, yellow, green and blue. Red influencing most and has the strongest effect on our physique. This increase TA, FC and FR and encourages us very much. It is the colour of aggressiveness, anxiety and agitation causes. Studies by [Ellliot A., M. Maier, Meinhard J.] come up with results that reinforce that red in colour, has hypothesized that affects performance in tasks that is associated with the risk of failure in achievement contexts and evokes avoidance motivation.

On the other hand colour blue is perceived as a very cold colour, restful and soothing, urging calm, could lead to serious, peace, spaciousness and nostalgia and excess to depression. The blue colour is called confidence colour and most is associated with stability, calmness and tranquility. The physique and psyche has a soothing effect and slows metabolism. If we draw inspiration from nature, sky and water bring positive effects on our emotional state.

Colour perception depends on physiological and educational profile of each subject, stresses mental, emotional concerns can arise


84

when a colour image. Thus, some authors [Demeter A. et al] considers that causes excitation or inhibition of cells surrounding their reverse process. The concentration will induce excitation in an area around the original outbreak of inhibition (simultaneous induction negative), while the concentration induces inhibition zone around the excitation (Positive simultaneous induction).

Fig. 1 Graphical representation of the sensitivity curves of eye receptors

Knowing the range of wavelengths and frequency range of colours (Fig. 2) may lead to their use in specific training for a match or a particular opponent, or for habituation subject alternating arousal inhibition in order to identify a balance emotional. As a result of this we believe that technical errors are not based their decision only, time or movement [Păcuraru A., V. Belinovici, Christina RW, Corcos D.M.] but also mental excitation or inhibition generated colour.

Fig. 2 The range of wavelengths and frequency range of colours

Hypothesis:

Based on this information we considered that caused an experiment will help us answer the questions: - colours can influence the effectiveness of an action driving psychically bringing different effects during its execution?

~ 610-780 nm ~ 480-405 THz ~ 452-470 nm ~ 680-620 THz


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- By covering practicing volleyball net and reducing peripheral vision will lead to changes in efficiency indices in respect of the implementation of service up front? Material method: Research was carried out in the gym of School No. Gymnasiums. 11 Suceava - Burdujeni on a group of 10 students of class VII them, aged 13 to 14 years. These girls are part of School no. 11 Suceava volleyball team, taking part in school competitions in the ONSS Volleyball competition.

In order to verify the hypothesis above I ordered a battery of tests to the 10 pupils with 10 executions each as follows:

Service ½ up the field

- behind the subject line of the field of volleyball - in the service area and the service runs up front in the corresponding half of the field opposite.

Service after a bank located up to 2.5 m bottom line. - - The opposition's half of the field sits on a gymnastic bench with a

length of 4 m at a distance of 2.5 meters from the bottom line; The tests described above were repeated twice by coating the net

with a material with a red and a blue colour material.

Fig. 3 Aspects of the tests with and without colour barriers


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Results: After the test I noticed that when the net was covered, regardless

of their material successes were few. Also samples of precision that service sending the ball into a confined space is remarkable results up 50% weaker in coated fillets situation, this urging us to believe that partial obstruction of the visual field produce significant effects, as can be seen in Table 1.

Table no. 1 Testing subjects - specific evidence Statistical

Indicator

Up serve

on ½ of

field

Up serve

on ½ of

field -

red

Up serve

on ½ of

field -

blue

Up serve

after

bench

Up serve

after

bench –

red

Up serve

after

bench -

blue

Average 7,4 6,5 7 6,4 3,3 3,7

Standard

deviation

0,91 0,80 1,26 0,8 0,78 0,9

Coefficient of variation

0,12 0,12 0,18 0,12 0,23 0,24

Conclusions:

After running the entire scientific experiment we came to some conclusions among which:

1. The results are clearly in favour of the conclusion that the hypothesis is confirmed, the colour having a role in conditioning performance of the service with an upper hand, may be classified as a determinant of quality driving skills.

2. Moreover, one can observe the selective influence on the human psyche chromatic spectrum translated into effective enforcement actions driving with a positive influence in this case the colour blue.

3. It may be noted and a sharp drop in successful actions in regard to the limitation of the service area, the subjects could not see the target because of barriers of colour, which leads us to conclude that colours influence extends not only on but also on the emotional states processes such as nerve imagination, anticipation, orientation.

4. We believe that our experiment may open new lines of research and evidence that we have proposed can become effective testing methods, consolidation and improvement of service up front.


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Bibliography:

1. Belinovici V. Procesul învăţării în educaţia fizică. Bucureşti: Tineretului, 1959 pag. 257 – 275. 2. Chistina R., Corcos D. Manualul antrenorului pentru instruirea sportivilor. Bucureşti: C.C.P.S., 1995. 123 p. 3. Cernea P. – Vederea culorilor, Editura Scrisul Românesc, Craiova, 1977. 4. Demeter A. şi alţii – Fiziologia şi biochimia educaţiei fizice şi sportului, Editura Sport-Turism, Bucureşti, 1979, pag. 294. 5. Elliot A., Maier M., Meinhardt J. – “Colour and Psychological Functioning: The Effect of Red on Performance Attainment”, Journal of Experimental Psychology: General Copyright 2007 by the American Psychological Association 2007, Vol. 136, No. 1, pag.154–168. 6. Păcuraru A. Volei, tehnică şi tactică. Galaţi: Editura Fundaţiei Universitare „Dunărea de jos” Galaţi, 2002. pag. 42-43. 7. Zhu R. Metha R. Blue or red? Exploring the effect of colour on cognitive task performances, Revista Science Vol. 323, Issue 5918, 2009.

CULOAREA ŞI EFECTELE EI ASUPRA SERVICIULUI DIN VOLEI.

Cuvinte cheie: culoare, volei, serviciu, eficienţă. Rezumat: În aceasta lucrare prezentăm modul în care culorile şi obturarea parţială a câmpului vizual pot influenţa eficienţa jucătorilor la efectuarea serviciului cu o mână de sus din volei. În urma experimentului se poate remarca faptul că sportivele testate au avut rezultate mai bune pe culoarea albastră spre deosebire de culoarea roşie.


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MEANS OF PHYSICAL THERAPY APPLIED IN RECOVERY AFTER THE SURGERY OF ANTERIOR CROSSING LIGAMENT

BENEDEK FLORIAN University Stefan cel Mare of Suceava

Keywords: physical therapy, means, recovery, knee. Abstract: What is about to be presented underlines the clarity of the most important issues of physical therapy intervention in sports traumatology and not only, aspects sustained in paper’s context. With the help of physiotherapist G.M. and through a unique practical experience, I had the opportunity to collect information and to process them in this context. The paper is based on data obtained during anamnesis, but also from studying the mechanisms production, relevant aspects in a clinical examination functional and complex, and data from specialized books. In this paper I tried to reach both the starting point (choice of treatment) but also the selected means in order to reach a better efficiency of the program of physical therapist treatment. Introduction: The knee joint is the biggest joint of human body that represents the mobile segment of the musculoskeletal system that bounds the thigh to the gamba. The knee being a quite big joint, in the moment when an injury happens at the joint, the instability occurs, functional insufficiency and post trauma sequelae. The patient is affected in terms of aesthetic, social and professional. Motto: „The means of medical gymnastics are applied regularly in the complex trauma, being preferably associated with other related means, through the way of action and effects.” (Adrian N. Ionescu in Clement Baciu, 1981) From the point of view of Doctor C. Baciu, physical therapy finds wide applications in all spheres of rehabilitation, being necessary to medical recovery and to psychiatric rehabilitation, not lacking to professional recovery and social rehabilitation.


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General objectives pursued in the recovery program:

Recovery muscle strength Increase muscle strength Improving coordination function, body control and

balance Posture correction Increase joint mobility Increase range of movement (Ionică Cărăbuş, 2008)

Research hypotheses To what extend does physical therapy help through its means at pain relief, at inflammation and can prevent countervailing deformations? After the surgery of rupture of anterior crossing ligament, after a physical therapy program judiciously composed, taking into account the sports’ ‘particularities, the severity of trauma, does it ensure a full recovery of the athlete? The aim of the paper was well defined according to verification of individualized recovery program for athlete.

For optimal success recovery in most sports trauma, the existence of a strong motivation is the key to success. Task - Application of specific means of physical therapy in order to recover the athlete of sport performance after the surgery of anterior crossing ligament Material and method: The place of the recovery program and research was in The Complex of Swimming and Physical Therapy of the Faculty of Physical Education and Sports Suceava, physical therapy office and swimming pool, for a period of 4 months, October 2015 – January 2016. The recovery program was followed over a longer period of time because the subject was a athlete of performance and he was at his second surgery. The subject, after his second surgery, interrupts the sports activity.

The recovery program started since day 10, the subject being in the second stage of recovery. I made the recovery program for a period of 12 weeks, with 2 sessions every week. The patient worked at home also, this thing promoting a faster recovery. Due to the performed sport, the muscle atrophy was nonexistent, dropping just strength and muscle tone.


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Part of the recovery program Initial position stand, with feet apart, the stick held horizontally, with arms at shoulder width, inhale while carrying the arms in body extension, exhale at the same time with flexing the trunk forward and lowering the arms to the ground. 2 series of 10 repeats- breaks between the series: 30 seconds. Initial position dorsal decubitus – raising and lowering the affected limb - 2 series of 10 repeats- breaks between the series: 30 seconds (Fig 1)

Fig 1 Raising and lowering the affected limb

Initial position dorsal decubitus, knees slightly bent with the attachment of a small weight at the level of distal extremity of gamba, feet on the ground, arms along the body, the patient performs extension from knee’s articulation, 4-5 seconds maintaining, return. 2 series of 10 repeats- breaks between the series: 30 seconds. Initial position dorsal decubitus, arms along the body, with the attachment of a weight at gamba’s level, it is performed leg’s lifting, 4 seconds maintaining, then it is performed the flexion and the knee is brought to chest, return. 2 series of 10 repeats- breaks between the series: 30 seconds Initial position sitting on the physical therapy table, feet apart from the support surface, with the attachment of a weight at ankle level, it is performed the knee’s flexion and extension with 5 seconds maintaining, return. 2 series of 10 repeats- breaks between the series: 30 seconds From initial position standing, facing the sports trellis, hands grab a strip of the trellis, the subject executes tiptoe lifting, with 5 seconds maintaining. 2 series of 10 repeats- breaks between the series: 30 seconds Initial position sitting on the physical therapy table, feet apart from the support surface, the physical therapist holds the ankle one side and on the other side pushes the third part of distal thigh, patient must


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learn how to overcome the applied resistance by performing knee’s flexion and extension. 2 series of 10 repeats- breaks between the series: 30 seconds Initial position of a patient is in dorsal decubitus, around the plantar vault of the affected foot, it is fixed an elastic band, following the subject to execute member’s extension. 3 series of 10 repeats- breaks between the series: 30 seconds. Initial position dorsal decubitus, bend knees, vertical gambas, it is performed at the same time leading the legs sideways left, then right, with return to initial position. 3 series of 10 repeats- breaks between the series: 30 seconds Initial position of the patient and of physical therapist is dorsal decubitus, hands along the body, heels unite, and the patient must learn how to overcome the resistance applied by the physical therapist. 3 series of 10 repeats- breaks between the series: 30 seconds Initial position standing on one foot on the BAPS plate, subject performs movements in different directions, keeping his balance with his hands. 3 series of 10 repeats- breaks between the series: 30 seconds

Presentation and interpretation of the achieved results

Table1 - General data of the patient Nr Crt.

Name and surname

Sex Age Profession Clinical diagnosis

Entry date into evidence

Exit date from evidence

R. T M 22 years

High performance athlete

Neo ligament damage anterior crossover

05.10.2015 29.01.2016

Table 2 Representation of pain intensity

Evaluation Pain intensity

Values 0 1 2 3 4 5 6 7 8 9 10

Initial evaluation x Intermediate evaluation

X

Final evaluation X


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At the articular balance the subject shows reduced movement amplitude at the right knee. The subject accuses pain at thigh level, both at rest but also in motion. Table 3 Articular balance

Movement

Initial evaluation Intermediate evaluation

Final evaluation

Active Passive Active Passive Active Passive Flexion

44° 56° 84° 92° 126° 135°

Extension 94° 106° 124° 132° 166° 175°

Table 4 Muscular balance

Evaluation 0 1 2 3 4 5 6 7 8 -F2 F2 +F2 F3 F3+ F4 F4+ F5 F5+

Initial evaluation

X

Intermediate evaluation

X

Final evaluation X

In order to present in graphic the value of muscle strength, I gave numeric values appropriate to force obtained at evaluations. Legend: Initial evaluation = patient’s evaluation at the beginning of physical therapy treatment 5.10.2015 Intermediate evaluation = patient’s evaluation on 20.11.2015 Final evaluation = patient’s evaluation at the end of physical therapy treatment 29.01.2016


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7

4

00

1

2

3

4

5

6

7

Initi

alIn

ter

Fina

lPain's intensity

Pain'sintensity

44

84

126

56

92

135

020406080

100120140160

Initial

Intermediar

Final

active

passive

Graph 1 Intensity of pain Graph 2 Articular balance on flexion Analyzing the information from graph number 1 we can see that pain intensity from initial evaluation, representing a high value of 7, decreases till the intermediate evaluation to a value of 4, reaching to 0 at the final evaluation. In graph number 2 the movement performed active by the patient is represented with blue, and the passive movement with red. There can be noticed that at initial evaluation the patient could actively perform a flexion of 44°, and passive till 56°. At the next evaluation the mobility degree increases up to 84° active and passive till 92°, and at the last evaluation the patient regains a considerable increase of 126° active and135° passive. Following the graph number 3 we can see that at initial evaluation the patient had an extension of 94° active, and passive of 106°. The next evaluation shows a mobility increase up to 124° active and 132° passive, following that final evaluation to estimate an active increase till 166° and passive of 175°. In graph number 4 there can be seen at initial evaluation a force – F2, corresponding to a numerical value 0, intermediate evaluation determines a force’s increase up to +F3 with a numerical values of 4, and at final evaluation there is a force’s increase up to F5, a numerical values of 8 that represents the efficiency of training program.


94

94

124

166

106

132

175

020406080

100120140160180200

Initial

Intermediate

Final

active

passive

Muscular balance

-F2

+F3

F5

0123456789

Initial

Intermediar

Final

Muscularbalance

Graph 3 Articular balances on extension Graph 4 Muscular balance CONCLUSIONS 1. As a result of applying the recovery program, it was confirmed the hypothesis ensuring a full recovery of the athlete. 2. The recovery program has a very important part in improvement the knees’ functionality and patient’s quality of life. 3. Applying the physical therapy program, over a period of 4 months, can determine the mobility improvement and knee’s functionality, pain relief, improvement of life’s quality. 4. Treatment has lead to a significant improvement of functionality due to a greater stability in knee’s articulation. 5. As a result of applying the recovery program the patient started the training at Sportive Club University. PROPOSALS Knee protection by wearing orthotics at training. At the beginning of the training it will be taken into consideration graduation of exercises not to require at maximum capacity the affected limb. Avoid running on off road. Continuing the recovery program, both at home but also at the gym.


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BIBLIOGRAPHY [1] Victor Papilian, Anatomia omului, Vol 1, Aparatul Locomotor, Editura All 2006 [2] Moţet, D. şi Mârza, D., (1995), Bazele teoretico-metodice ale exerciţiului fizic (Activităţi motrice), Note de curs, Universitatea din Bacău [3] Clement Baciu, Kinetoterapia pre si postoperatorie, Ed. Sport – Turism, Bucureşti, 1981 [4] Ionică Cărăbuş, Teze de doctorat, Contribuţii privind biomecanica şi recuperarea postoperatorie a articulaţiei genunchiului cu implant restaurator total, Editura Politehnica Timişoara 2008 [5] Sbenghe T., Recuperarea medicală a sechelelor posttraumatice ale membrelor, Ed. Medicală, Bucureşti, 1981

MIJLOACE ALE KINETOTERAPIEI APLICATE ÎN RECUPERAREA DUPĂ INTERVENŢIA CHIRURGICALĂ A

LIGAMENTULUI ÎNCRUCIŞAT ANTERIOR Cuvinte cheie: kinetoterapie, mijloace, recuperare, genunchi. Rezumat:Ceea ce urmează a fi prezentat subliniază claritatea celor mai importante aspecte ale intervenţiei kinetoterapiei în cadrul traumatologiei sportive şi nu numai, aspecte susţinute în contextul lucrării.Cu ajutorul kinetoterapeutului G.M. şi printr-o experientă practică unică am avut posibilitatea de a culege informaţii şi de a le prelucra în contextul dat. Lucrarea are la bază date obţinute în cadrul anamnezei, dar şi din studierea mecanismelor de producere, cât şi aspecte relevate în cadrul unui examen clinic şi funcţional complex, dar şi date din cărţi de specialitate.Prin această lucrare am încercat să ating atât punctul de plecare (alegerea tipului de tratament) cât şi mijloacele selectate pentru a se atinge o eficienţă cât mai bună a programului de tratament kinetoterapeutic.


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CONTRIBUTION OF DYNAMIC GAMES AND HANDBALL

RESOURCES IN DEVELOPING PSYCHOMOTOR SKILLS FOR III-RD AND IV-TH DEGREE PUPILS

Petrariu Ileana

Şetafan cel Mare University of Suceava Keywords: handball, dynamic games, psychomotor skills, development Abstract: The research consisted proper application of control samples for manifestations of speed and coordinative skill by specific handball tests.

The purpose of this experimental research is to find the best ways to increase the speed and skill motric indices to pupils of third - and fourth primary cycle wich belong of Secondary School Miron Costin in Suceava minihandbal team by extensive use of dynamic games and pathways with elements of handball. Introduction:

The game of handball is a game that takes place between two teams at two gates which requires permanent cooperation between players of the same team, friendship and honesty, devotion, truth and fair - play. The idea of "team" induce students a variety of noble moral traits and that they will follow them throughout their lives.

During III-rd and IV-th classes are used more elements of handball games. It puts greater focus on strengthening and improving the skills base in the game because the basics are actually basic skills. Then it moves to the learning processes and tactics specific to each element of the game.

In the physical education lessons, in addition to other goals the task lies with the teacher to interfere also on the development basic motor skills of students. The degree of their development depends on the motility and harmonious development and health of students.

These basic motric qualities, manifestations of motor functions are determined by physiological factors and physical such as length and weight of body segments, the elasticity of muscle, inertial forces, the plasticity of the cerebral cortex, age, level of training, gender, previous experiences, attention, imagination and memory etc.


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Material-method: method of literature study, observation method, experiment, test method, statistical methods of data processing.

The materials used in the training were: handball balls, cones, tennis balls, soccer and other sizes, banks, gymnasium, trellises and circles etc.

Through this research paper there were followed next assumptions: - Using a game system comprising elements of handball and adapted to the particularities minihandbal group will reach the speed and skill development of motor skills in a short time, default to the correct assimilation of elements and procedures specific game. - Through the establishment of specific means for handball development and rational planning of medical fitness workouts, athletes will be visible small developments and performance in the near future will be guaranteed.

The purpose and tasks of this work are to help optimize the physical qualities of the student training and increasing the speed and skill by playing containing dynamic elements and processes of handball game.

Research lasted about 6 months, from December 2015 - June 2016, during which students have performed workouts 3-4 times a week, and in some week - weekends were away at competitions.

The tests included: A. Anthropometric Measurements:

1. Height - from vertex to heel; 2. Weight - using scales reported in kg. 3. Armspan - student stands with arms outstretched sideways

angle of 90 degrees under his arms and the length is measured from right medius to left medius;

4. The length of palm - the distance from the wrist medius; student sitting with fingers to palm expansion;

5. The perimeter of the chest - breathes out and measures the circumference of the chest band pass metric axial zones B. Tests for the assessment of general and specific skill handball game: 1. General Skill: test of coordination and dynamic balance "Hexagon"; 2. Skill specific handball game: Throw the ball in target from 6m. C. Tests for assessing the forms of manifestation of speed; 1. Speed under Skill: 25m dribling run; 2. Speed of Execution: throwing the ball for 30";


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3. Travel speed: 5x5m Results and discussions: Anthropometric Measurements

Initial testing Statistical indicator Age Hight Weight Armspan Palm

lenght Chest

perimeter Average 7,96 121,57 34,35 118,89 13,26 60,44 Standard deviation 3,82 58,66 16,20 57,43 6,35 28,76


0,48 0,48 0,47 0,48 0,48 0,48

Final testing Statistical indicator 4,09 60,24 17,01 58,93 6,70 29,89

Average 3,74 60,56 16,95 59,22 6,40 30,00 Standard deviation 0,92 1,01 1,00 1,00 0,96 1,00

General and specific handball skill tests

Initial testing Statistical indicator 5x5m Dribling

25m Throwing the ball

Hexagon test

Throw the ball in target

Average 8.36 6.42 30 18.53 1.26 Standard deviation 0,52 0,95 4,27 1,12 0,71


0,06 0,14 0,14 0,6 0,52 Final testing

Average 7.46 5.30 35.4 16.68 2.53 Standard deviation 0,43 0,67 3,00 0,46 0,39


0,05 0,10 0,08 0,02 0,1

Comparing averages of tests

Tests 5x5m Dribling 25m

Throwing the ball

Hexagon test

Throw the ball in target


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I. T. 8.36 6.42 30 18.53 1.26 F. T. 7.46 5.30 35.4 16.68 2.53

3.5.1 Graphical representation of results

8,36

7,46

77,27,47,67,8

88,28,4

Testarea inițială Testare finală

Naveta 5x5

Chart no. 1

To assess speed, we used a test commuting distance of 25 meters.

As shown above (Chart no. 1) in the first test students obtained an average of 8.36 seconds.

After applying game of handball, the final testing showed an average of 7.46 seconds. The difference between the two tests (approximately one second) is quite large relative to the distance traveled.

6,425,3

01234567


Dribling 25 m

Chart no. 2

In the above chart (Chart no. 2) is shown the speed test that

evaluated under ability As can analyze in the first trials, athletes have achieved an average of 6.42 seconds in the 25m drible speed run.


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After applying specific games of handball, the second test equipment - the end they got a breakthrough of 5.3 seconds on average, that is a very big difference of 1.12 seconds in view of the short distance.

This result confirms the above assumption, made at the beginning research on this age of speed and coordination evolved the most.

30

35,4

26

28

30

32

34

36


Pase în viteză

Chart no. 3

Last test - throwing the ball with one hand over her shoulder and

aimed at assessing driving ability was applied to execution speed. The present chart (chart no. 3) the difference is very noticeable at first glance.

On initial testing, the beginning of January, students obtained an average of 30 passes for 30 seconds.

After application of the model of training for a period of about 4 and half months, students in final testing in May increased to average 35.4 passes.

The significant difference is exactly the 5.4 passes on average, which also confirms that speed is the most perfect physical quality of elementary school age (8-12 years).

Studies and numerous researches claim that most ideal age for electing develop this qualities is childhood period, when the pupil body still had bouts of growth and development, and the body and its important functions have not been submitted to morphological changes and hormonal changes.


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18,53

16,68

15,516

16,517

17,518

18,519

Testare inițială Testare finală

Hexagon

Chart no. 4

Hexagon test in this experiment appreciate students coordonation

in the general school age - 10-11 years. In the initial test they hade an average of 18.53 seconds and the final testing have increased by 1.83 seconds in average, which is a average improvement of 16.68 seconds.

1,26

2,53

00,5

11,5

22,5

3

Testare inițială Testare finală

Aruncare la poartă

Chart no. 5

Last test applied to students upon which the experiment was

conducted which evaluated the specific coordonation handball. At first testing pupils were able to record an average of 1.26 throws in the circle hung in the handball gate and the final testing, a number of successful throws 2.53 averages.

The difference between these tests is 1.27 on average throws. This increase is due to the fact that at this age students are in continuous evolution, physical attributes and skill developing speed is permanent regardless of the the actuating means.


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Chosen games have lead to an acceleration of this process, students are much more agile, coordinated and careful training model applied a period of approx. 3 -4 months. Conclusions:

With the results presented for each sample we can say that using games and relays dynamic form of competition with elements of the game of handball training provided increased efficiency leading to initial hypothesis in our experiment.

Regarding the coordinative abilities and speed capability for all three forms of manifestation is observed that there is an increasing curve once the application work for this purpose

The experiment confirms that all specialists statements for school age is a time for developing speed and coordination of medical fitness because they are dynamic progressive, which confirms that these indicators are perfect.

These physical qualities have continued progress in all subjects but sensitive periods vary depending on the age. Periods with the highest increases were established as grade III and IV, during which subjects fall within to chosen research References: [1] Bota I, Bota M.- Handbal- 500 de exerciții pentru învățarea jocului, Editura Sport-Turism, București, 1990 [2] Csudor M. și Csudor G.- Handbal- combinații tactice, Editura Sport-Turism, București, 1989 [3] Kuns Ghermănescu – Handbal, Editura Sport-Turism, București, 1983 [4] Kuns Ghermănescu și Virgil Hnat- Handbal, Editura Fundației Romania de Mâine, București 2006

CONTRIBUȚIA JOCURILOR DINAMICE CU ELEMENTE DIN HANDBAL ÎN DEZVOLTAREA APTITUDINILOR

PSIHOMOTRICE LA ELEVII CLASELOR a III-a ȘI A IV-A

Cuvinte cheie: handbal, jocuri de mişcare, abilităţi psihomotrice, dezvoltare


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Rezumat: Scopul si sarcinile lucrării sunt acelea de a contribui

la8optimizarea pregătirii elevilor și creșterea calităților fizice viteza și îndemânarea prin folosirea jocurilor dinamice ce conțin elemente și procedee din jocul8de handbal.

Scopul cercetării exeprimentale este de a găsi cele mai bune modalități de creștere a indicilor calităților motrice viteza și îndemânarea la elevii claselor a III – a și a IV – a a ciclului primar care fac parte din echipa de minihandbal a Scolii gimnaziale Miron Costin din Suceava, prin utilizarea pe scară largă a jocurilor de mișcare și a ștafetelor și parcursurilor cu elemente din handbal.

HANDBALL MEANS ROLE IN THE DEVELOPMENT OF SPECIFIC RESISTANCE FOR VTH STUDENT’S GRADE

Petrariu Ileana

Ştefan cel Mare University of Suceava

Keywords: handball, specific means, motric qualities, strength, development Abstract: The purpose of this work is to determine if the Vth graders level of resistance can develop through specific handball, having as finality achieve the objectives incumbent on "Physical Education and Sports" discipline.

The work that we developed, based on an organized study of Vth grade students (28 students - 14 boys and 14 girls) from Secondary School Miron Costin from Suceava, contribute with recorded data to establish ways of specific handball methods that are effective in resistance development of students in schools.

The control group consisted of 26 students (13 boys and 13 girls) from Vth grade being close in terms of numbers and about equal in terms of performance with the experimental group. Introduction:

Handball is a dynamic game and calls from practitioners an intense workout and psychological consum. Scientifically and methodically practiced it contributes through physical and mental effects,


104

to strengthen health, practitioner’s physical and intellectual capacity, moral and volitional strengt.

Therefore, as a way of physical education, handball is currently in the physical education lessons in schools at all levels, from grade or even earlier, when it acquired the basic technical and tactical base through game preparations and up the higher grades and higher education in competitive conditions.

Resistance education level reflects in the high functional systems: cardio-respiratory, metabolism, nervous system and capacity to coordinate other systems of the body. Material-method:

We started from the hypothes that if we teach handball during physical education lessons in school, we could improve the quality of resistance under its forms and practicing the bilaterally game, with attack and defense phases, technical - tactical game elements and enhancing specific motor skills basic technical and tactical content.

The purpose of this work is to determine if the level V-graders of resistance can develop through specific handball, having as finality achieve the objectives incumbent on discipline "Physical Education and Sports".

To fulfill the purpose of this research have established the following tasks:

- studying literature about the theme paper; - establish sample of subjects; - sstablish control samples to achieve the most effective and

interpretation of data, the latter of which lead us to reach conclusions;

- program application in the lessons of "Physical Education and Sports";

- obtained data registration from initial and final testing; - obtained results interpretation; - conclusions establish that can be drawn from the research.

Materials and methods

Research methods are: bibliographical methos, observation method, experimental method, tests method, graphical method, statistical and mathematical method.

The work that we developed, based on an organized study of Vth grade students (28 students - 14 boys and 14 girls) from Secondary


105

School Miron Costin from Suceava, contribute with recorded data to establish ways of specific handball methods that are effective in resistance development of students in schools.

The control group consisted of 26 students (13 boys and 13 girls) from Vth grade being close in terms of numbers and about equal in terms of performance with the experimental group.

Experiment duration was 23.04.2016-8.06.2016. Control samples applied: Running resistance 600 meters girls and

800 meters boys; shuttle transportation balls, the little marathon, great marathon with a ball. Results and discussions:

Experimental and control students group results on the initial and final testing for.

Initial testing

Statistical indicator

Endourance run

Shuttle transportation

balls

Little marathon

Great marathon with balls

Average 3.11 39.01 36.30 1.26 Standard deviation 0.57 3.05 3.04 0.07

Coefficient of

variation 18.45 7.82 11.05 9.80

Final testing Average 2.94 36.44 34.39 1.24 Standard deviation 0.52 3.30 2.81 0.06

Coefficient of

variation 17.88 9.06 8.17 5.48

Control group

Initial testing

Statistical indicator

Endourance run

Shuttle transportation

balls

Little marathon

Great marathon

with balls

Average 3.12 39.94 34.16 1.24


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Standard deviation 0.62 2.83 3.20 0.07


19.90 7.09 9.37 5.95

Final testing Average 3.06 38.07 32.71 1.22 Standard deviation 0.60 3.12 3.19 0.07


19.72 8.19 9.75 5.73

At the first test, running resistance, women's 600 meters and 800

meters male. Initial testing difference between the two groups (experimental and control 3.11 3.12) is insignificant. After applying for the proposed training program in the experimental group at final testing were obtained the following results, the experiment group 2.94 minuts and the control 3.06 minuts.

Chart no. 1

At the second test shuttle transportation balls, the results from the

two trials were: initial testing experimental group recorded (39.01) and the control (39.94) and the final testing of the experimental group showed (36.44) and the control (38.07).


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Chart no. 2

In the third test which is called little marathon, our experiment

subjects were obtained from the initial testing, the experimental group received 36.30, and 34.16 control group at final testing 34.39 respectively 32.71.

Chart no. 3

At the final test, the Grand marathon with drible subjects in the experimental group showed the following results in the initial testing 1.26 and the control group 1.24 and the experimental group recorded at the final testing 1.24 and the control group 1.22.


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Chart no. 4

Conclusions:

Following research conducted and analyzed the results we formulated the following conclusions.

Subjects in the experimental group final testing have demonstrated that they have highly developed resistance.

There were significant increases in the four samples used in the research. The progress of the experimental group was higher than the control group.

In a study of the results obtained and the analysis of their work can be seen as hypothesis was confirmed. References:

[1] Alexe N., Antrenamentul sportiv modern, Editura Universul, Bucureşti, 1993 [2] Baştiurea E., Handbal, Editura Fundaţiei Universitare “ Dunărea de Jos” Galaţi, 2002. [3] Bompa T. O., Dezvoltarea calităţilor biomotrice. Periodizarea. Editura Ex Ponto, Constanţa, 2001. [4] Sârbu D., Baştiurea E., Stan Z., Studiu privind dezvoltarea calităţilor motrice specifice posturilor la jucătorii de handbal, Centrul de multiplicare xerox al Universităţii “Dunărea de Jos”, Galaţi, 1996.

ROLUL MIJLOACELOR SPECIFICE HANDBALULUI ÎN DEZVOLTAREA REZISTENȚEI LA ELEVII DE CLASA A V-a


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Cuvinte cheie: handbal, mijloace specifice, calităţi motrice, rezistenţă, dezvoltare Rezumat: Scopul acestei lucrari este acele de a determina daca la nivelul elevilor de clasa a V-a , rezistenta se poate dezvolta prin mijloace specifice jocului de handbal ,avand ca finalitate indeplinirea obiectivelor ce-i revin disciplinei de „Educatie fizica si sport”.

Lucrarea pe care am elaborat-o, avand la bază un studiu organizat la clasa a V-a A ( 28 elevi – 14 băieți și 14 fete), de la Școala gimnazială Miron Costin din Suceava, contribuie prin datele înregistrate la stabilirea unor mijloace și metode de acționare specifice handbalului în școală care sunt eficiente în dezvoltarea rezistenței la elevi. Grupa de control a fost constituită din 26 de elevi (13 băieți si 13 fete) din clasa a V-a B ,fiind apropiată din punct de vedere numeric și aproximativ egală din punct de vedere performanțial cu grupa de experiment.

În perioada de desfășurare a experimentului eșantioanele de subiecți ale celor doua grupe ,experiment si control au avut programate unitățile de învățare Handbal și rezistență respectiv Deprinderi aplicativ-utilitare și rezistență.

KINETIC AND PROPHYLACTIC TREATMENT OF OSTEOPOROSIS ON YOUNG ADULTS

Coşofreţ Ştefăniţă-Andrei1, Maria Daniela Crăciun1

University "Stefan cel Mare"Suceava , Faculty of Physical Education and Sports

Interdisciplinary Research Center in Motricity Sciences and Human Health

Keywords: osteoporosis, prophylaxis, kinesiology, hydrokinetotherapy, DXA. Abstract

Osteoporosis is a skeletal disorder characterized by its quality degradation due to bone loss. The purpose of the study was to improve the development of early osteoporosis installed to 33 year old patient through physical therapy and hydrokinetotherapy. The diagnosis


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presented by the patient at the beginning of the kinetic treatment was hypogonadotropic hypogonadism, secondary severe osteoporosis. Kinetic and prophylactic treatment aims at the stagnation of disease progression, decreasing the degree of osteoporosis and social, work and family reintegration. T-score at the lumbar L1-L4 decreased by -0.2 and at the hip it decreased by -0.4 in 6 months and the degree of osteoporosis was decreased by -0.2 at lumbar level, respectively -0.4 at the hip. According to the results the applied kinesiology and hydrokinetotherapy to the patient has stalled and diminished the development of osteoporosis.

Introduction: One of the fundamental ways underlying rehabilitation of motor deficienciesis physical therapy. Rehabilitation, as a form of medical and social assistance, aims at uniting the therapeutic ideas and their centralization achieving a smoothertherapy that has a tonic effect, supporting a normal mental state of the patient. Kinesiology represents therapy through movement performed by specific recovery programs, which aims to regulate the imbalance present in the body, disorder that can lead to certain diseases. Hydrokinetotherapy, a branch of physical therapy, including exercises and mobilizationscarried out using body immersion, patients benefiting from the action of the complex mechanical, thermal and chemical factors of water. Kinetic and hydrokinetic programs of subject’s rehabilitation, associated with the use of respiratory gymnastics intend to improve the function of the injured segment or segments and help to a speedy recovery. Osteoporosis is a skeletal disease characterized by low bone strength caused by the loss of bone mass and bone quality degradation. Therefore, the central element in the pathogenesis of the disease presents decreasing bone strength and the fracture risk is influenced besides BMD (bone mineral density) and other factors, on the one hand contributing to increased bone fragility (determinant factors of bone quality) and on the other favoring the traumatic event (balance disorder, psychotropic medication, etc.) [ 1] Osteoporosis has a recent worldwide incidence of approximately 40 years and is closely related to other factors such as lack of treatment methods and the lack of modern diagnostic techniques and monitoring of disease. WHO (World Health Organization) expects that in 2020 the


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number of patients with osteoporosis will reach 1 billion inhabitants, and in the next 25 years the number of people over 65 suffering from osteoporosis will increase by 88%. As the statistics go, in Romania there are about 1 million people annually showing the silent disease or "silent thief" as osteoporosis is called.[2]

Over the years the osteoporosis phenomenon is increasingly common among young adults. Osteoporotic fractures arise because of lack of physical activity, the absence of specific diets (intake of Calcium, fruits, vegetables, fish, milk ) or the specific causes (endocrine, rheumatologic).[3] Bone densitometry techniques with biological examinations are specific methods that help assess bone mass and bone metabolism. These laboratory explorations provide information about the bone quality, architecture and mineralization. Dual absorptiometry with X-ray (DEXA - Dual x-ray absorptiometry) represents the updating of the other radiological examinations using the X radiation. Currently, DXA method is the main technique used in the assessment of osteoporosis. T-score is a core value in patient assessment with DXA. Depending on this score one can determine the degree of installed osteoporosis.[1]

Etiologic classification of osteoporosis includes many osteopaths in which the common factor is the decrease in BMD. Depending on these factors, osteoporosis is classified into: primary osteoporosis (postmenopausal, age, juvenile idiopathic) and secondary osteoporosis (endocrynopathies, digestive/nutrition diseases, rheumatologic diseases, hematological disorders and other causes.)[3]

Material-method: The purpose of the study was to identify how kinesiology can

improve early osteoporosis installed in a patient aged 33 years. The finality of kinetic treatment is the disease stagnation, social, work and family inclusion.

The role of this scientific research was to verify the assumptions made and to fulfill the objectives set in patient’s recovery. The treatment was appliedat the patient’s home (Tg.Neamţ, jud. Neamt) and at The Swimmingand Kinesiology Complex from the "Stefan cel Mare" University of Suceava.

The evaluation methods used in order to achieve kinetic treatment were: • visual analog scale (VAS) to assess pain intensity;.


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• evaluation test for osteoporosis risk; • evaluating the quality of life in patients with osteoporosis: it provides a functional examination of patients with osteoporosis on quality of life [3]; • adaptedHAQ questionnaire (Health Assessment Questionnaire) represents an assessment of patient’s health that measures the degree of pain and functionality in daily activities. • DXA investigation The treatment program was divided into 3 stages: Stage I - general and specific affected area relaxation; - relieving pain by applying posture. Stage II - preparing the body for effort(warm-up exercises).

- medical gymnastics exercises; Stage III - swimming and hydrokinetotherapy; - social and professional reintegration.

The objectives of kinetic treatment were as it follows:

1. Lowering the neck and lumbar pain by applying physical exercise; 2. Increasing the joint amplitude on each movement used; 3. Correct deficient postures and education of the subject on correct postures in daily activities; 4. Increased resistance and muscle strength; 5. Maintaining heart and breathingrate into the normal range.

In the table below are just some kinesiology exercises in the entire recovery program.

Table 1. Kinetic program

Initial position Exercises Standing 1) From standing, legs apart, hands on the coastal

projections breathe in deeply through nose, then press the palms on the chest and breathe out through your mouth.

2) From standing with stick held by the ends, raise arms and breathe out once with a leg extension at the back, return with exhaling.

3) From standing, back against the wall, arms along the body, raise arms bottom up sideways and return; it is kept at all times the contact with the wall.

4) From standing semi-squats for stability.


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Supine 1) Supine position, arms along the body breathe, bringing the knees to the chest and abdomen pressed inwith the arms, head raised, returnexhaling; executed also with the other leg.

2) Supine knees bent and feet flat on the ground. Maintain normal curve of the back - not arching the back.

3) Supine, MS along the body, knees bent, straining abdomen, arising head and upper torso a few centimeters from the ground exhaling, head is maintained (5-6) seconds in line with the neck and trunk, comeback exhaling .

4) Supine,arms along the body, breathe while abduction of legs and bringing arms sideways, comeback exhaling.[4]

Prone 1) Prone, arms along the body, inhaling, executing trunk extension, return exhaling.

Sitting 1) Seated on a chair with your back straight and your palms on your thighs.Tense the abdominal muscles and look forward.Stretching easily one knee while the heel lifted few centimeters off the ground. Keep your back straight. Maintain the position for a few seconds, breathing remains normal. Return to theinitial position.This exercise is to be repeated five to ten times with each leg.

In addition to these exercises, the treatment was completed with hydrokinetotherapy sessions that were held at The Swimming and Kinesiology Complex from the "Stefan cel Mare" University of Suceava.

Fig.3 Back floating, support overhead, perform shear movements of legs

Fig.4 Back swimming - learning


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Results and discussions: Before beginningthe kinetic and prophylactic treatment, the

patient being diagnosed hypogonadotropic hypogonadismconducted a DXA examination on 26th of November 2015 showing at the L1-L4 lumbar spine a T score -2.8 andat the hipa T score -2.2. This result indicates an advanced osteoporosis and a high fracture risk, taking into account the patient’s age.Even if the patient is very young for this disease, the installed osteoporosisis type I.Shehas as etiologic substrate the estrogen deficiency and from this point of viewit can be classified among the endocrine osteoporosis.

Fig. 1 Initial result of DXA

examination– 26.11.2015 (Area of lumbar spine L1-L4)T score -2,8

Fig.2 Initial result of DXA examination - 26.11.2015 –Areaof femoral neckT score -

2,2

Given the fact that until now, the patient used to lower the degree of osteoporosis using medication like Femoston 2 / 10mg (hormone replacement therapy) and Tevanat 70mg, Alpha D3 0.5g (to improve bone layer), Iconsideredusingkinesiology and hydrokinetotherapy in order to havequick and visible effects onprecocious advanced osteoporosis.

Patient recovery lasted 6 monthsduring 10 January to 30 May 2016. Frequency of meetings was 1-2 times a week and each session lasted 30 to 60 minutes.

In the first weeks of therapy, we worked easily with the patient,the recovery program not exceeding 30 minutes.For the beginning, the patient was accommodated to the medical gymnastics and it was created the schedule of exercises accordding to the medical


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treatment. Gradually, the working time reached 60 minutes, exercises being worked individually.

On 02.06.2016, afetr having finished the kinetic and prophylactic treatment, the patient T.A. resumed the DXA examination at the Endocrinology Clinic at Sf. Spitidon Hospital in Iași, observing the following results:

Fig. 5 Final DXA result Lumbar area, T score -2,6

Fig. 6 Final DXA result hip area, Tscore -1,8

Initial FinalT score Hip -2,2 -1,8T score Lumbar

L1-L4 -2,8 -2,6

-2,8-2,6-2,4-2,2-2-1,8-1,6-1,4-1,2-1

DXA Examination

Graffic 1. Graffic interpretation of initial and final results

confirmed by the DXA Examination


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Graffic 2. Graffic interpretation of VAS Scale- initial and final

results

Graffic 3. Assessment of life quality on osteoporosis patient –

initial, intermediate, final results


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Graffic 4. HAQ Scale– initial and final score, graffic

interpretation Conclusions:

The final result is a satisfactory one because the T score at lumbar level L1 – L4 decreased by -0.2 and at the hip decreased by -0.4 in 6 months, which means a lot.

The main research objective was to halt the development of osteoporosis and the decrease in the degree of osteoporosis with -0, 2 lumbar respectively -0, 4 at hip came like a bonus to our efforts.

The kinetic treatment played an important role in decreasing the fracture risk and the prophylactic one helped in eliminating stress and sedentary. Both the assumptions made and the objectives set in this research were confirmed due to the effectiveness of the rehabilitation program.The kinetotherapeutic and hydrokinetotherapeutic treatment applied to the osteoporosis patient conducted to the stagnation and decrease of disease progression.

After final evaluations, the subject has improved the quality of life through a healthy lifestyle and socio-professional reintegration into community life was a success.

References: [1] Georgescu Carmen, Osteoporoza fiziologie, diagnostic, tratament; Editura Risoprint Cluj-Napoca, 2005; [2] http://www.csid.ro/health/sanatate/osteoporoza-boala-oaselor-fragile-poate-fi-prevenita-14105830;

http://www.csid.ro/health/sanatate/osteoporoza-boala-oaselor-fragile-poate-fi-prevenita-14105830

http://www.csid.ro/health/sanatate/osteoporoza-boala-oaselor-fragile-poate-fi-prevenita-14105830


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[3] Păun, R., Tratat de medicină internă, Reumatologie Vol. II; Editura Medicală București, 1999; [4] Ionescu A., Gimnastica medicală, Editura ALL București, 1994.

METHODS AND TECHNIQUES IN RECOVERING PATIENTS OF ANKYLOSING SPONDYLITIS

Andreea Domnica Buburuzan1, Maria Daniela Crăciun 1,2

1. University "Stefan cel Mare"Suceava , Faculty of Physical Education and Sports

2. Interdisciplinary Research Center in Motricity Sciences and Human Health

Keywords: ankylosing spondylitis, bilateral sacroiliac, medical rehabilitation;

Abstract: Ankylosing spondylitis starts at the sacroiliac joint, affecting in a progressive way the spine’s joints, causing incorrect body postures


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and respiratory complications. The treatment implies the correction of the wrong body posture and the formation of the correct attitude, accompanied by respiratory physiotherapy exercises, which results in slowing the progression of the ankylosing spondylitis. Each kinesiotherapy session begins with warm up exercises, followed by stretching. All the exercises in the recovery program were actively taken up by the subject.Conducting this study I tried to provide additional information in recovery of the ankylosing spondylitis by applying physical therapy exercises accompanied by active breathing exercises.

Introduction Rheumatic diseases represent a very important part of pathology.

It takes up different forms and requires individual treatment according on the stage the patient is in.

The ankylosing spondylitis is part of the seronegative spondyloarthropathies, disease that affects mainly the peripheral and the spine’s joints. The main characteristic of this disease is the early damage of the sacroiliac joints, its evolution leading to numerous morphological and functional disorders [1].

The disease’s prognosis and evolution depends largely on how the patient and therapist act together - particular importance is given to the treatment method.

The factors that cause the disease are congenital or acquired during one’s life. The disease has a degenerative evolution, the consequences are extremely difficult to recover and treat [2].

In this type of disease, physical therapy is the most common way in recovery, being considered a treatment of choice, whose objectives can be reached namely through daily exercise [3].

Material-method The experiment was performed on a male subjects aged 50 (smoker), ankylosing spondylitis diagnosed with bilateral sacroiliac stage IV. The patient presents the following symptoms: pain manifested in the second part of the night, mixed algo-functional syndrome with axial and peripheral location, paresthesia located in the lower limb, physical fatigue and stiffness[3]. The study was conducted between May, the 30th, 2015 - January, the 10th, 2016 . The recovery program was based on different methods and procedures in active physical therapy. In this paper the following assumptions were made:


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♣ Is it possible to combat pain and inflammation by using physical therapy methods?

♣ Is there the possibility to prevent and/ or correct the wrong body’s posture through physical after the spondylitis was installed?

♣ Can the means and methods used in physical therapy increase the joint mobility? The research’s purpose is to develop and apply a kinetic recovery

program in order to avoid the secondary comorbidities and the prevention of ankylosis.

Before the initially assessment, two specific questionnaires for patients with ankylosing spondylitis were created to: the Bath Ankylosing Spondilytis Functional Index (BASF) and the Bath Ankylosing Spondilytis Disease Activity Index (BASDAI). Both of them assessing the degree of fatigue felt by the patient, the spine’s pain, the joint’s swelling, the duration of the pain felt during the morning and the daily activity carried by the patient [4].

The objective assessment of the patient included a series of tests that showed its clinical situation.

Biologically, the absence of inflammatory syndrome is observed, due to normal erythrocyte sedimentation. The C-reactive protein is increased.

Clinical data together with laboratory evidence argues for a moderately active form of the disease.

Table 1 - Objective examination Objective exam

Initial data

Final data

1. Height 170 cm 170 cm 2. Weight 56 kg 56 kg 3. Blood pressure Standing: 120/70

mm/Hg R:120/70 mm/Hg

Effort: 150/80 mm/ Hg

E:140/70 mm/Hg

4. Heart rate R: 80 b/min R: 75 b/min

E: 90 b/min E: 85 b/min 5. Respiratory rate R: 20 c/min R: 18 c/min

E: 30 c/min E: 25/min


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Erythrocyte sedimentation rate (ESR)

11 mm/h

C reactive protein 1,31 mg/l Hemoglobin 13 g/dl Oscillometry 1,5 mm/Hg

Table 2. – Clinical examination

Nr.

Clinical examination – the spine’s mobility

Subject: M.V. Initial data

Final data

1. Schöber’s Test 1,5 cm; 2 cm; 2. Schöber Test – modified 1 cm; 1,5 cm; 3. Ott Test 31 cm; 31,5 cm; 4. Stibor Test 50 cm; 51,5 cm; 5. Chin-sternum distance 6 cm; 5,5 cm; 6. Head-Wall distance 8 cm; 7,5 cm; 7. Tragus-acromion distance Left – 4 cm;

Right –5 cm; Left–3,5 cm; Right–4,5cm;

8. Fingers-ground distance 20 cm; 18,5 cm; 9. Mendel Test Positive Positive 10. Tripod Test Positive Positive 11. Chest perimeter in - breathe 84 cm 86 cm 12. Chest perimeter in - exhale 82 cm 80 cm 13. BASDAI Test 15 pct 14 pct 14. BASFI Test 4.5 pct 4.1 pct

The study’s objectives: The objectives of the kinetic treatment in ankylosing spondylitis: ♣ Pain and inflammation release; ♣ Reducing the rigidity; ♣ Improve the respiratory function; ♣ The awareness of the correct body position and its adoption; ♣ Increase / maintain the joint’s mobility; ♣ Maintaining the muscle tone and strength, ♣ Improve life’s quality.


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All kinesiotherapy methods used in the recovery of patients with ankylosing spondylitis should be individualized and adjusted according to the evolutionary threshold of the pathology. It will be taken into account the limited capacity of effort, due to the damage respiratory and / or cardiovascular system and the predisposition to fractures [5,6]. Individualized physical therapy program will be conducted for the rest of the patient’s life in 2-3 daily sessions of about 15 to 30 minutes. Each session begins with warm up exercises, followed by stretching. All the exercises in the recovery program were actively carried out by the subject. For those exercise performed in supine, the patient required a pillow in order to sustain the head [7].

Fig. 1 - active exercises in standing.


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Fig. 2 - Exercises with objects (stick, ball Bobath)

Fig. 3 - Simple and objects exercises in supine (ball Bobath) Results


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Semnul Ott SemnulStibor

Perimetrultoracelui în -

inspir

Perimetrultoracelui în -

expir

3150

84 82

31.5

51.5

86 80

Following the final evaluation changes were noticed in the

BASDAI score. The patient noted that the exercise carries out in the program have influenced the better quality of its life. In the final evaluation the BASDAI score had an average score of 4.1

. Following the final evaluation, a slight decrease in the BASFI score was observed, from 15 to 14, the prolonged standing being maintained more easily.

Graphic 2. Testing the thoracic spin’s mobility

Graphic1. BASDAI and BASFI Tests

BASDAI index BASFI index

Ott test Stibor test Chest perimeter Chest perimeter in breathe in exhale


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After the final evaluation, a slight increase of the joint’s mobility of the chest was observed. Following the final testing of the spine’s mobility, the following data were recorded: the Mark Test grew with a percent of 0.5% and the Stibor Test evolved by 1.5%.

Following the final evaluation, the increasing mobility of the joints’ mobility was recorded in the Schober Test: the Schober Test increased by 0.5% and the Schober Test modified - rose by 0.5%.

In the final testing of the cervical spine’s mobility a change was noticed, a 5% increased mobility, comparing to that of 1% in the initial testing.

Chin-sternum Chin-sternum Head-Wall Tragus-acromion distance- left distance right distance distance

Graphic3. Testing the lumbar spine’s mobility

Graphic 4. Testing the cervical spine’s mobility

Schöber Test Schöber Test – modified


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The M.V.’s outcome is not a spectacular one, because the treatment period was a relatively short one. By making physical therapist program, was aimed to maintain and develop joint mobility, muscle tone and chest. Conclusions Following the study certain conclusions have been highlighted: • An well established kinesiotherapy program in a patient with ankylosing spondylitis can slow the progression and improve the symptoms; • Through the applied kinesiotherapy methods and techniques, the stiffness was reduced, maintaining the joint’s mobility; • The kinesiotherapy program also had a prophylactically purpose. • The applied kinesiotherapy program underlined an improvement in the patient’s life quality. • Adapting the kinesiotherapy program according to the stage’s disease and the patient’s psychical condition, an increased confidence in the patient’s capacities was obtained, the effects of the treatment being visible. • The patient was educated to continue the exercises at home . References: [1]. Ionescu Ruxandra, Esențial în reumatologie ediția a 2-a revizuită, Editura Medicală Amaltea, București, 2007; [2]. Müller-Lander U., F. Meier, R. Wöhrler, A. Ruß, Compedium de reumatologie, Editura FarmaMedia, Târgu-Mureș; [3]. Moțet D., Enciclopedia de kinetoterapie Vol I-II, Editura Semne, București, 2010; [4]. Manole V., Manole Lăcrămioara, Evaluare motrică şi funcţională în kinetoterapie. Editura Pim, Iaşi 2009; [5]. Cordun Mariana, Kinetologie medicală. Editura Axa 1999; [6]. Sbenghe Tudor. Kinesiologie- stiinta miscarii, Editura Medicală, Bucureşti, 2005; [7]. Sbenghe Tudor. Kinetologie profilactică, terapeutică şi de recuperare, Editura Medicală, Bucureşti 1987.

METODE ȘI TEHNICI ÎN RECUPERAREA PACIENTULUI CU SPONDILITĂ ANCHILOZANTĂ


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Cuvinte cheie: spondilită anchilozantă, sacroileiită bilaterală, recuperare medicală; Rezumat: Spondilita anchilozantă debuteză la nivelul articulației sacroiliace, afectând progresiv și articulațiile coloanei vertebrale determinând în timp posturi deficitare și complicații respiratorii. Tratamentul presupune corectarea posturilor deficitare și formarea unui reflex de atitudine corectă însoțită de exercitii de reeducare respiratorie, ceea ce conduce la încetinirea evoluției spondilitei anchilozante. Fiecare ședință de kinoterapie începe cu mișcari de încălzire, urmate de stretching. Toate exercițiile din programul de recuperare au fost executate activ de subiect. Prin intermediul studiului am încercat să aduc un plus in recuperarea spondilitei anchilozante prin kinetoterapie aplicând exerciţii active însoţite de exerciţii de respiraţie.

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