Articol Tradus In Lb Engleza (1) [613495]

Didactic utilization of morpho-functional and psychic peculiarities of the gymnasium students Prof. Ioana Nicoleta Antonovici High School "Elena Cuza" Piatra Neamt Achieving the teaching process on the scientific basis in physical education lessons associated with the puberty period requires in-depth notions about the age characteristics of pupils. The vertical approach (from one stage to the other) and horizontally (at the same stage) emphasizes the individualization of the processes of growth and maturation of the organism (Marolicaru M, 1996). Because puberty is a miniature adult, preadolescence is considered as a stage of identifying, emotional and intellectual development, moral, spiritual and social formation, shaping the pattern of the adult future. The selection of the taught content is conditioned by the particularities of this stage, so controversial in the opinion of the various specialists. It is stated that only the knowledge of the extremely varied aspects of the respective age can allow correct programming of the elements of the curriculum, implicitly those related to the motor skills. During this time, the growth is influenced, being characterized by ants and oscillations in antithesis with developmental uniformity that occurs in the primary cycle. The phenomenon of growth of the organism, doubled by that of development (qualitative aspect and direct effect of exercise), takes on various aspects depending on the stages of the ontogenetic evolution. The development, objective of physical education, aims at "functional improvement of body apparatus and systems". Differences are also manifested in the evolution of different segments and systems of the body. Psychological specialists define the puberty as the stage of preadolescence, and it manifests itself in boys more visibly between 12 and 14 years of age, its evolution being strictly individualized. The comparative analysis of young people's evolution at puberty has led to the conclusion that current generations have superior somatic parameters to previous generations, a phenomenon called biological acceleration. There are values about 10 cm higher in height and 5 kg in terms of body mass. (Epuran, M., 1975). Middle school age has been shared by many specialists in well-rounded stages, with a distinct specificity regarding body transformations (Epuran, M., 1975): pre-teenage pregnancy – the antepubertary stage (10-11-12 years); puberty proper (12-14 years); post-puberty (14-15 years). The pubertal period is characterized by the disarmament of the bodily appearance, generated by the uneven growth of different segments. The increase in the thorax and basin is higher than that of the limbs, the gain in height being between 5-10 cm / year. The increase in length is not supported by an increase in diameters and perimeters. Basal metabolism is 2% higher than that of adults. Ossification intensifies and muscle mass increases from 27% of body weight to 8 years, to 33% to 14-15 years. The articular mobility is increased. (Chiriac I, 1989). Although spatial-temporal orientation and motion coordination are close to the quality of adult movement, disharmonies in segmental growth lead to unreliable and exaggerated movements as the intensity of muscle contraction. Physical exercise can not compensate for hereditary dowry, with genetic determinants. The quality of the movements also depends on the vestibular and motor analyzers that develop at 12-13 years, with the maturation of the cortical sector of the engine analyzer (Dragan, I. 1978). There is an explosion in girls' development compared to boys, maturing, and even some performances (at speeds in particular), which may be favorable, but after 14 years, the boys get the best performance. It is a time to initiate the sporting technique, and motor skills can be rapidly assimilated due to the plasticity of the cerebral cortex. (Beloiu, M. 1972). Regarding the respiratory act, there is a constant and substantial improvement in the oxygenation of the irrigated tissues during physical exercise due to the increase in respiratory indices. The volume of the brain increases slightly, but the cortical cells are constantly differentiating and refining, which allows the rapid processing of information. Intellectual development is experiencing spectacular leaps, thinking operations are developing, critical spirit becomes more pronounced at 13-14 years, learning is a more elaborate complex process, including besides the cognitive side and the affective dimension. (Epuran M., 1976). It begins to affirm the ego, the desire to achieve a high status, the awareness of the importance and responsibility of its actions. Appealing interests, the tendency to patch through behavior and originality, creativity manifests itself in full. Various tasks will influence the intellectual development of pupils, who participate consciously and actively in the teaching process. (Vrabie D. 2002). All accumulations are the premises for a favorable evolution, to which the educational environment (implicitly physical education) contributes. Somatic and functional development is not matched by the same evolution of psycho-social maturity. Conduct of students does not manifest through constancy, when discipline becomes too severe. There are states of reverie, autonomy, full non-fulfillment of the attributions at school and in the family. Any brutal sanctioning of these manifestations will be exaggerated and viewed with hostility, generating conflicts that influence behavior. The teaching of the teaching process requires tact and craftsmanship so that students' involvement in the lesson is active. (Mazilu V. 1983)

An effective management of physical education in gymnasium requires strict adherence to all known didactic requirements: establishing the themes, the training objectives and the operational objectives, choosing the most correct content elements, specifying the necessary time for the realization of the links, ensuring a density motor and functional functions, the design of the lesson as an inseparable element of a cycle (system of lessons), ensuring a close connection between education and training, etc. To all this, the need for a correct dosage of physical effort is added, the difficulty being much more evident in the lessons where motor themes are approached, they usually provide the highest curves of physical effort and demand pedagogical mastery in its correct dosing. School physical education is called upon to provide a broad foundation in their education, which is a prerequisite for achieving further performance in the work. In this way, a more complex motorized baggage is created, resulting in the various contents of the curriculum. The complex and difficult process of developing motor skills must be anchored in the notion of competition, which is considered to be the defining feature of this age stage, having a role of rapid engagement with effects on pupils in lessons. The use of competitions and games is necessary for students to be able to compare with others, to test their latent potential, to capitalize on their qualities. The importance of the movement in puberty is decisive for maintaining relations with the natural and social environment, for the subsequent evolution of the future adult. (Farcas V., 1984) BIBLIOGRAPHY 1. Ababei, R. Motor and Sociomotor Learning, ED. Alma Mater Bacau, 2003. 2. Badiu T. Theory of physical education and sport. Galati: Mongabit, 2002. 3. Belloiu M. Researching the Biological Potential in Young People. Bucharest: Medical, 1972. 208 4. Bompa T.O. Development of biomotorical qualities (periodization). Bucharest: Exponto, 2001. 5. Cârstea G. Physical Education. Theory and basics of methodology. Bucharest: A.N.E.F.S., 1996. 6. Demeter A. Physiological Basics of School Physical Education. Bucharest: Stadion, 1974. 7. Epuran M. Pedagogy and Psychology. Personality and psychological knowledge of students. Bucharest: IEFS, 1986. 8. Nature E. Methodology of physical education. Bucharest: I.E.F.S., 1984. 9. Golu P. Learning and development. Bucharest: Scientific and Encyclopedic, 1985. 10. Ifrim M. Motor Anthropology. Bucharest: Scientific and Pedagogical, 1986. 11. Marolicaru M. Differential treatment in physical education. Bucharest: Sport-Tourism, 1986. 12. Mazilu V. The biodiversity potential of the school population in Romania. In: E.F.S., 1983, no. 5, 13. Mitra Gh., Mogos Al. Methodology of physical education. Bucharest: Sport-Tourism, 1980. 14. Neacșu I., Ene M. Lack of movement, sedentarism. In: the journal of pedagogy, 1989, 15. Niculescu I. I. Functional motor and somatic evaluation. Craiova: Universitaria, 2006.