Repository of Faculty of Kinesiology, University of Zagreb - KIFoREP
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IMPACT OF ACUTE FATIGUE ON SELECTED MOTOR SKILLS IN ADOLESCENT HANDBALL PLAYERS
No full textRukomet postavlja velike fizičke napore na rukometaše, pogotovo adolescente. U takvim uvjetima visokog intenziteta dolazi do pojave akutnog umora koji može narušiti motoričke, funkcionalne i kognitivne sposobnosti te potencijalno izazvati ozljedu. Cilj ovog rada bio je utvrditi postoji li utjecaj akutnog umora na odabrane motoričke sposobnosti procijenjenih preko općih i specifičnih testova kod rukometaša adolescenata. Sekundarni cilj bio je utvrditi hoće li postojati razlika u rezultatima motoričkih sposobnosti ovisno o poziciji. Uzorak varijabli za procjenu motoričkih sposobnosti sastajao se od tri op ć a testa: skok u dalj s mjesta (MESSDM) za procjenu eksplozivne snage, bacanje medicinke s prsa iz stajanja (MESBMPST1) za procjenu eksplozivne snag e tipa bacanje i test trčanje 40m (MES40M) za procjenu brzine te dva specifična rukometna testa: v ođenje lopte oko stalaka (SITVRL) za procjenu agilnosti i test koraci u stranu (MAGKUS) za procjenu agilnosti. Rezultati su pokazali statistički značajne rezultate u test u eksplozivne snage ti pa skok. Daljnjom analizom po pozicijama vanjski igrači su imali statistički značajan rezultat samo u testu eksplozivne snage tipa bacanje dok su krilni i kružni igrači u eksplozivnoj snazi tipa skok.Handball imposes significant physical demands on players, especially adolescents. Under such conditions of high intensity, acute fatigue occur es , which may compromise motor, functional, and cognitive abilities and potentially lead to injury. The aim of this study was to determine whether there is an impact of acute fatigue on selected motor skills assessed through general and specific tests among adolescent handball players. A secondary objective was to determine whether there would be differences in motor skills resu lts based on player position. The sample of variables for assessing motor skills comprised three general tests: standing long jump (MES SDM) for assessing explosive power , standing medicine ball throw (MESBMPST1) for assessing explosive throwing type power , and 40m sprint (MES40M) for assessing speed. Additionally, two specific handball tests were conducted: dribbling around cones (SITVRL) for assessing agility, and lateral steps test (MAGKUS) for assessing agility. The results indicated statistically significant outcomes in the explosive power test involving the standing long jump. Further analysis by positions revealed that wing players h ad a statistically significant result only in the explosive power throwing type , while wings and pivot s showed significant results in long jump test for explosive jumpping power
The impact of exercise polygons on the motor skills of children with autism spectrum disorders
No full textAutizam je razvojni poremećaj koji sve češće pogađa djecu u današnje vrijeme. Uz sve simptome koji se vežu uz autizam, smanjene motoričke sposobnosti jedan je od njih. Samim time to utječe na svakodnevni život djece s poremećajem iz spektra autizma. Temeljni cilj ovog istraživanja bio je provjeriti utjecaj vježbanja na jednom specifičnom poligonu na sposobnost rješavanja istih zadataka (istog poligona) kao i na sposobnost rješavanja različitih motoričkih zadataka (rješavanje drugog poligona). Istraživanje je provedeno na 10 djece s poremećajem iz spektra autizma koji su polaznici Teniskog kluba „Travnjak“, prosječne dobi 10,50 ± 2,59 godina, prosječne visine 152,80 ± 16,33 cm i tjelesne mase 47,60 ± 20,02. Ispitanici su u razdoblju od 27 tjedna proveli inicijalno, tranzitno i finalno testiranje, a u razdobljima između njih 2 puta tjedno provodili su dane programe treninga.
U testiranjima se mjerilo vrijeme potrebno za prolazak kroz poligon A i poligon B, broj ponavljanja kod pretklona trupa iz ležanja, duljina skoka u dalj, duljina dosega kod testa pretklon trupa u sjedu raznožnom te broj ponavljanja kod step testa.
Rezultati pokazuju statistički značajno smanjenje vremena kod prolaska kroz isti, odnosno drugi poligon. Također je zabilježeno i poboljšanje motoričkih sposobnosti. Kod step testa, pretklona trupa iz ležeće pozicije i testa pretklon trupa u sjedu raznožnom zabilježeno je statistički značajno poboljšanje, dok je kod testa skok u dalj zabilježen pozitivan trend. S obzirom na dobivene rezultate, predloženi trening mogao bi se koristiti kao samostalan fitnes program ili pak kao dio svakodnevne tjelesne aktivnosti djece s poremećajem iz spektra autizma. U budućim istraživanjima trebalo bi uključiti veći broj djece, odnosno proširiti bazu s više klubova.Autism is a disease that is increasingly affecting children nowadays. With all the symptoms associated with autism, reduced motor skills is one of them. This affects the daily lives of children with autism spectrum disorders. The main goal of this study was to check the impact of exercise on one specific polygon on the ability to solve the same tasks (the same polygon) as well as the ability to solve other motor tasks (solving another polygon). The study was conducted on 10 children with autism spectrum disorders who are participants of the Tennis Club "Travnjak", with an average age of 10.50 ± 2.59 years, an average height of 152.80 ± 16.33 cm and body weight 47.60 ± 20.02. The subjects conducted initial, transit and final testing over a period of 27 weeks, and in the periods between them, they conducted training programs 2 times a week.
The tests measured the time required to pass through polygon A and polygon B, the number of repetitions in the test under the fuselage from lying down, the distance of the long jump, the distance of reach in the test preclude in the multiple position and the number of repetitions in the step test.
The results show a statistically significant decrease in time when passing through the same, i.e. the second polygon. Improvement in motor skills has also been noted. In the step test, the torso from the supine position and the test of the torso in a varied position, a statistically significant improvement was recorded, while in the test, a positive trend was recorded. Given the results obtained, the proposed training could be used as an independent fitness program or as part of the daily physical activity of children with autism spectrum disorder. In future research, a larger number of children should be included, i.e. expanding the base with more clubs
DYNAMIC NEUROMUSCULAR STABILIZATION (DNS) AS AN APPROACH TO IMPROVING THE FUNCTION OF HUMAN LOCOMOTOR SYSTEM
No full textDinamička neuromuskularna stabilizacija (DNS) novija je metoda liječenja, rehabilitacije i prevencije ozljeda nastala u sklopu Praške škole rehabilitacije. Češki fizioterapeut Pavel Kolar osmislio je i naglasio važnost primjene DNS-a. Sama metoda temeljena je na tri važne komponente. To su razvojna kineziologija djeteta u prvoj godini života, neurofiziološki te biomehanički principi. Kako bi se postigla optimalna stabilizacija trupa uz izvođenje samih vježbi u različitim razvojnim položajima djeteta bitno je istovremeno kontrolirati intraabdominalni tlak. Učenje pravilnog načina disanja te jačanja dubokih stabilizatora kralježnice ključni su ciljevi metode dinamičke neuromuskularne stabilizacije.Dynamic neuromuscular stabilization (DNS) is a newer method of treatment, rehabilitation, and injury prevention developed within the Prague School of Rehabilitation. Czech physiotherapist Pavel Kolar devised and emphasized the importance of implementing DNS. The method itself is based on three important components: developmental kinesiology of a child in the first year of life, neurophysiological, and biomechanical principles. In order to achieve optimal trunk stabilization while performing the exercises in different developmental positions of the child, it is essential to simultaneously control intra-abdominal pressure. Learning the proper breathing technique and strengthening the deep stabilizers of the spine are key goals of the method of dynamic neuromuscular stabilization
The acute response of specific combination of interval running on two different running treadmills
No full textAkutna reakcija predstavlja trenutni odgovor organskih sustava sportaša na trenažni program, a bitno ju je kontrolirati praćenjem različitih fizioloških pokazatelja rada. Za praćenje fiziološkog odgovora, sa ciljem utvrđivanja udjela energetskih procesa tijekom aktivnosti, najčešće se koriste frekvencija srca, primitak kisika, koncentracija laktata u krvi i subjektivna procjena opterećenja. Cilj ovog rada je usporediti akutne učinke specifične kombinacije intervalnog trčanja na dvije različite trake za trčanje. Takav tip treninga programira se po postotcima od maksimalne brzine sprinta ispitanika (MSS- maximal sprint speed). Jedna minuta intervalnog trčanja sastoji se od: 20 sekundi hodanja na 6km/h, 20 sekundi trčanja na 40% od MSS, 15 sekundi trčanja na 60% od MSS, 5 sekundi trčanja na 85% od MSS (motorizirani pokretni sag) ili maksimalni sprint (nemotorizirani pokretni sag). Trening se sastojao od 6x1 minute rada u kojem je interval odmora na početku svake minute novog intervala (aktivni odmor) a sastoji se od 20 sekundi hodanja na 6km/h. Jednu minutu i tri minute nakon treninga mjerila se koncentracija laktata u krvi, a ispitanici su nakon svake minute treninga izražavali svoju subjektivnu procjenu opterećenja. Frekvencija srca mjerila se tijekom cijelog treninga. Ispitanici u ovom istraživanju bili su studenti Kineziološkog fakulteta Sveučilišta u Zagrebu (n=15, dobi od 22,87±1.68 godina, visine tijela 179,44±6,32cm i mase tijela 74,95±6,38kg). U akutnim efektima između dvije različite trake istog protokola nema statistički značajne razlike u aritmetičkim sredinama akutnih varijabli dobivenih metodom Studentovog t-testa za zavisne uzorke. Koncentracija laktata u krvi na motorizanom pokretnom sagu nakon minute odmora je 13,30±2,28 mmol/L i nakon tri minute odmora je12,87±2,25 mmol/L. Koncentracija laktata u krvi na nemotoriziranom pokretnom sagu nakon minute odmora je 12,85±1,73 mmol/L i nakon tri minute odmora je 13,52±1,92 mmol/L. Maksimalna frekvencija srca tijekom treninga iznosi 197±5,26 otk/min na motoriziranom pokretnom sagu i 190, 38±5,12 otk/min na nemotoriziranom pokretnom sagu. Subjektivna procjena opterećenja nakon treninga na motoriziranom pokretnom sagu iznosila je 9,09±0,94, a na nemotoriziranom pokretnom sagu 9,75±0,45.Acute reaction represents the immediate response of the athlete's organic systems to a training program, and it is important to control it by monitoring various physiological indicators of the work of different organic systems. To monitor the physiological response, with the aim of determining the share of energy processes during activity, heart rate, oxygen uptake, blood lactate concentration and rating of perceived exertion are most often used. The aim of this work is to find out and compare the acute reaction of a specific combination of interval running on two different treadmills. This type of training depends on the maximal sprinting speed (MSS; maximal sprinting speed), by which this training is programmed. One minute of running interval is consisted of: a) 20 seconds of walking at speed 6 km/h, b) 20 seconds of running at speed 40% of MSS, c) 15 seconds of running at speed 60% of MSS, d) 5 second of running at speed 85% of MSS (motorized treadmill) or maximal sprint (non-motorized treadmill). The training is consisted of 6 minutes of running. The participants for this study were students of Faculty of Kinesiology University of Zagreb (n=15, age 22,87±1,68, body height 179,44±6,32 centimetres and body weight 74,95±6,38 kilograms). In the acute reaction between two different treadmills of same protocol there is no statistically significant difference in the statistical method of Student t-test. Lactates are measured before and at the end of the training 1 and 3 minutes after (LA: 13.09±2.28 mmol/L on the motorized treadmill and 13.24±1.83 mmol/L on non-motorized treadmill). Heart rate was measured during the entire training and at rest for 3 minutes while lactates were measured (197±5.26 bpm/min on motorized treadmill and 190.38±5.12 bpm/min on non-motorized treadmill). The rating of perceived exertion ranged up from very hard to maximal (9.09±0.94). Oxygen uptake was not measured in this study due to financial reasons
Motor and social-emotional development of preschool children
No full textCilj istraživanja je utvrditi povezanost socioemocionalnog i motoričkog razvoja, ali i njihovu razvojnu i spolnu uvjetovanost na uzorku djece predškolske dobi. U istraživanju je sudjelovalo ukupno 563 djece, djevojčica i dječaka u dobi od tri do sedam godina starosti, koji polaze dječje vrtiće u gradu Zagrebu te njihovi roditelji. Kako bi glavni cilj bio istražen postavljeni su parcijalni ciljevi koji su utvrđivali povezanost ukupnog motoričkog i socioemocionalnog razvoja djece predškolske dobi na cjelokupnom uzorku, povezanost manipulativog motoričkog i socioemocionalnog razvoja, lokomotornog motoričkog i socioemocionalnog razvoja po dobnim skupinama i po spolu. Razina socioemocionalnog razvoja procjenjivana je upitnikom „Ages and Stages Questionnaire: Social Emotional - Second edition (Squires, i sur., 2015), a stupanj motoričkog razvoja s testovima: “Bruininks-Oseretsky Test of Motor Proficiency- Second Edition˝ short form (Bruininks i Bruininks, 2005) i „The Test of Gross Motor Development- Second Edition“ (Urlich, 2000). Upitnik za procjenu socioemocionalnog razvoja preveden je i prilagođen te su njegove mjerne karakteristike provjerene u pilot istraživanju (Masnjak i sur., 2016). Dosadašnja istraživanja ukazala su na povezanost socioemocionalne i motoričke razvojne domene, no u ovom se istraživanju nastojala utvrditi i povezanost ovisna o dobi i spolu djece predškolske dobi. Uzorak je podijeljen na poduzorke prema dobi, odnosno dobne skupine od tri do četiri godine, od četiri do pet godina, od pet do šest godina i od šest do sedam godina. Podaci su analizirani primjenom kanoničke korelacijske analize i kanoničke korelacijske analize kovarijanci tj. kvazikanoničke korelacijske analize. Postavljeno je devet hipoteza i u svima je potvrđena statistički značajna povezanost socioemocionalnog i lokomotornog i manipulativnog motoričkog razvoja na cjelokupnom uzorku i prema dobi i spolu. Ispitivana je povezanost ukupnog motoričkog razvoja te lokomotornog i manipulativnog zasebno. Kanoničkom korelacijskom analizom nisu nađene statistički značajne povezanosti u svim hipotezama, no primjenom kanoničke korelacijske analize kovarijanci utvrđene su statistički značajne povezanosti za sve postavljene hipoteze. Utvrđena je značajna pozitivna povezanost između motoričkog i socioemocionalnog razvoja na cjelokupnom uzorku djece predškolske dobi. Također je utvrđena značajna pozitivna povezanost socioemocionalnog i lokomotornog te manipulativnog motoričkog razvoja na cjelokupnom uzorku. Analizom po dobnim skupinama utvrđena je značajna pozitivna povezanost motoričkog i socioemocionalnog razvoja u svim dobnim skupinama. Također je utvrđenastatistički značajna pozitivna povezanost između socioemocionalnog razvoja i lokomotornog i manipulativnog motoričkog razvoja, dok se struktura povezanosti razvojnih domena razlikovala s obzirom na dobne skupine. Analizom po spolu utvrđena je povezanost između motoričkog i socioemocionalnog razvoja i kod dječaka i kod djevojčica. Također je utvrđena i značajna povezanost između socioemocionalnog razvoja i lokomotornog i manipulativnog motoričkog razvoja i kod djevojčica i kod dječaka koja se razlikuje po strukturi povezanosti. Zbog malih uzoraka i reprezentativnosti samo za grad Zagreb postoji ograničenje generalizacije dobivenih rezultata. Dobiveni rezultati mogu omogućiti bolje razumijevanje povezanosti dviju razvojnih domena, jer je primjenjenim analizama dobivena i priroda odnosno struktura th povezanosti. Također mogu pomoći u planiranja i stvaranja preduvjeta za kreiranje dobno primjerenih programa za usvajanje motoričkih znanja u predškolskoj dobi. Doprinos ovog istraživanja ogleda se u tome što se rezultati i nove spoznaje mogu primijeniti i u smjernicama za neposredni praktični rad s djecom i u vidu planiranja i provođenja intervencija kada se utvrdi odstupanje od tipičnog razvoja kod djece. Primjenom motoričkih aktivnosti koje uključuju lokomotorne i manipulativne vještine može se potaknuti razvoj socioemocionalnih vještina, tj. pospješiti razvoj samoregulacije, suradnje, adaptivnog funkcioniranja, afekata, autonomije i socijalne komunikacije odnosno interakcije s odraslima i vršnjacima. Također je moguće i obrnuto, potaknuti motorički razvoj kroz primjenu socioemocionalnih aktivnosti, tj. dječjom igrom. Time dobiveni rezultati omogućavaju i unapređenje znanja o razvoju djeteta i pridonose kvaliteti obrazovanja stručnjaka u radu sa djecom predškolske dobi.The aim of this study is to determine not only the intercorrelation between the social-emotional and motor proficiency developmental domains, but also their age and gender determination. The sample included a total of 563 children attending preschool facilities in the city of Zagreb, aged from three to seven years and of both sexes, and their parents. Social-emotional development was assessed using the Ages and Stages Questionnaire: Social emotional- Second edition (Squires, Bricker & Twombly, 2015), the motor proficiency domain was assessed using the Bruininks- Oseretsky Test of Motor Proficiency - Second Edition˝ short form (Bruininks and Bruininks, 2005) and The Test of Gross Motor Development - Second Edition (Urlich, 2000) for locomotor and manipulative skills. For the purposes of this study the Ages and Stages Questionnaire: Social Emotional - Second edition (Squires, et al., 2015) was translated into Croatian and adapted, and the metric characteristics were checked in a pilot study (Masnjak, Fulgosi- Masnjak & Masnjak Šušković, 2016). Research has already shown the connection between the developmental domains of social-emotional and motor proficiency. The aim of this study was to determine if there is a connection between social and emotional and motor development among preschool children within the whole sample, as well as according to age and gender. The sample was divided into subsample groups by age: from three to four years old, from four to five years old, from five to six years old and from six to seven years old. The data obtained were processed using canonical correlation analysis and canonical correlation analysis of covariance, or quasi-canonical correlation analysis because of the small sample sizes and distribution of the results. Nine hypotheses were proposed and confirmed by the statistically significant connections between socio-emotional and motor development. Canonical analysis did not produce statistically significant connections for all the hypotheses, but canonical correlation analysis of covariances (quasi-canonical analysis) determined statistically significant connections for all the hypotheses. A significant positive correlation, assumed in the first hypothesis, between motor and social-emotional development, was established in the entire sample of preschool children and the first hypothesis was confirmed. By applying canonical correlation analysis, one significant relationship was found which indicates the connection between better social communication and better overall motor development, that is: fine motor control, manual coordination, body coordination, and strength, and agility. The results of the quasi-canonical analysis indicate a connection between the developmental domains so that better overall motor development, that is, fine motor control, manual coordination, body coordination and strength and agility, is associated with better social communication, cooperation and self-regulation. The second hypothesis was confirmed because significant connections were established between motor development and the level of socioemotional development in all age groups by quasi-canonical analysis. No significant associations were obtained by applying canonical analysis. For the age group from three to four years, quasi-canonical analysis established a significant relationship, which indicates that children with better self-regulation, cooperation, affects, social communication and interaction with peers are better developed in terms of fine motor control. For the age group from four to five years, we obtained two possible quasi-canonical relationships. The first connection indicates that better overall motor development, that is, fine motor control, manual coordination, body coordination, strength and agility are associated with better interaction with peers and social communication. Another quasi-canonical relationship indicates that better body coordination is associated with better interaction and cooperation with adults. In children aged five to six years, we found a connection based on the correlation between better manual coordination, body coordination and strength and agility, and better self-regulation, cooperation and affects. For the age group of children between six and seven years, we again found two possible quasi-canonical relationships; the first connection indicates that better manual coordination, body coordination, and strength and agility are associated with better self-regulation, cooperation, adaptive functioning, and interaction with peers; and the second that better social communication is associated with better fine motor control. Analysis by gender revealed a positive connection between motor and socioemotional development in both boys and girls. The third hypothesis was confirmed because it assumed significant connections between motor and socioemotional development, and these were extracted by canonical and quasi-canonical analysis in both boys and girls. Canonical analysis revealed a correlation indicating that better social communication is associated with better fine motor control in boys. Quasi-canonical analysis indicated that boys with better self-regulation, cooperation, adaptive functioning and social communication are better in overall motor development, that is, fine motor control, manual coordination, body coordination and strength and agility. In the case of girls, a quasi-canonical relationship was established, which found that girls with better social communication are better in overall motor development: fine motor control, manual coordination, body coordination and strength and agility. A significant positive association was also established between locomotor motor development and socioemotional development, which was assumed in the fourth hypothesis. The canonical analysis established a significant relationship whereby better social communication is associated with better jumps, long jumps and side movements, while the quasi-canonical analysis showed a significant relationship whereby children with better jumps, jumps, long jumps and side movements have better social communication, self-regulation and cooperation. The fifth hypothesis was also confirmed which assumes that there is a statistically significant positive connection between the locomotor motor development and socioemotional development of preschool children with regard to the child's age, that is, significant connections were found in all age groups. For the age group from three to four years, three significant relationships were determined by quasi-canonical analysis: the first showed that children with better self-regulation, adaptive functioning, affects and interaction with adults are better at galloping, jumping and moving sideways; the second one showed that children with better self-regulation, cooperation, autonomy and affects are better at jumping and long jump, but worse at galloping, and the third link showed that children with worse self-regulation, cooperation, adaptive functioning, autonomy and social communication are better in running and jumping. For the age group from four to five years, the results indicated two possible significant quasi-canonical relationships: the first showed that children with better self-regulation, cooperation, adaptive functioning, autonomy, affects, social communication and interaction with adults are worse at running, galloping, jumping and moving sideways, and the second that children with better autonomy and interaction with peers are worse in jumping, long jumping, and moving to the side. For the age group of children between five and six years, two quasi-canonical significant relationships were found: the first quasi-canonical relationship indicated that children with worse affects and interaction with peers are better at jumps, long jumps and sideways movements, and the second indicated that children with better autonomy and affects are better at jumps and gallops. In children aged six to seven years, three significant quasi-canonical relationships were established: the first indicated that children with better affect, cooperation, interaction with adults and interaction with peers are better at galloping and jumping, the second link showed that children with better autonomy, social communication and interaction with peers are better at long jump and jumping, and the third that children with better adaptive functioning and interaction with adults, but worse affects, are worse at jumping. We confirmed the sixth hypothesis, which refers to the fact that there is a significant connection between the locomotor motor development and socio-emotional development of children with regard to the gender of the child, that is, the quasi-canonical analysis found significant connections in both boys and girls. In boys, two quasi-canonical relationships were established: the first indicating that better social communication is associated with better jumps, and the second link indicated that poorer self-regulation, cooperation and interaction with adults is associated with better jumping and worse galloping. In girls, two quasi-canonical relationships were established: the first one indicated that better social communication is associated with better jumps, jumps, long jumps and sideways movements, and the second link also established that better autonomy is associated with worse jumps. A significant connection between manipulative motor development and socioemotional development was also established, thus confirming the seventh hypothesis. Canonical analysis revealed two significant relationships: the first connected the domains whereby better autonomy, social communication, interaction with peers, and interaction with adults are associated with better baseball hitting and catching, and the second connected the domains whereby better self-regulation, adaptive functioning, and interaction with adults are associated with better dribbling and catching a ball, kicking a ball, catching a ball and rolling a ball. Applying quasi-canonical analysis, two significant relationships were also established: the first connected the domains so that better self regulation, cooperation, adaptive functioning and social communication were related to better overall manipulative motor development, that is, hitting, driving and catching a baseball, catching the ball, kicking the ball, throwing the ball and rolling the ball, and the second that better self-regulation, adaptive functioning, autonomy, affect, interaction with peers and interaction with adults are associated with better baseball hitting and kicking. The eighth hypothesis was confirmed relating to the fact that there is a significant positive connection between manipulative motor development and socioemotional development of children with regard to the age of the child, that is, significant connections were found in all age groups by quasi-canonical analysis. For the three to four year old group, the quasi-canonical relationship indicated a connection between better self regulation, adaptive functioning, social communication, interaction with adults and better ball rolling. For the age group from four to five years, two significant relationships were established: the first showed that better overall socioemotional development (self regulation, cooperation, adaptive functioning, affects, autonomy, social communication, interaction with peers and interaction with adults) is associated with worse catching and rolling a ball, but better kicking a ball, while the second relationship indicates that better social communication and poorer peer interaction are associated with better baseball hitting and pitching. For the five- to six-year-old age group, the quasi-canonical relationship indicated that better adaptive functioning, affects, and social communication are associated with poorer kicking and catching. For the age group of children from six to seven years, three significant quasi-canonical relationships were established: the first relates to the connection between better self-regulation, cooperation, adaptive functioning, autonomy, interaction with adults, interaction with peers and better kicking a ball, rolling a ball, leading and catching a ball, the second that worse interaction with peers and better interaction with adults are related to better rolling and throwing a ball, and the third that better self-regulation and adaptive functioning are associated with better handling and catching and kicking a ball. The ninth hypothesis, which assumes the existence of a significant positive connection between the manipulative motor development and socioemotional development of preschool children with regard to the gender of the child, was confirmed because significant connections were found by canonical and quasi-canonical analysis. In boys, the canonical analysis established a relationship showing a connection between poorer autonomy, affect and interaction with adults and better baseball hitting and catching a ball. Two quasi-canonical relationships were also found, the first relating to the connection between better social communication and better overall manipulative motor development (hitting, driving and catching a baseball, catching the ball, kicking the ball with the foot, throwing the ball and rolling the ball), and the second about the connection between better overall socioemotional development (self-regulation, cooperation, adaptive functioning, affects, autonomy, social communication, interaction with peers, interaction with adults) and worse hitting and catching a baseball and better kicking the ball. In girls, three quasi canonical significant relationships were found: the first one showing that better social communication is associated with better handling and catching a ball, catching a ball, kicking a ball, throwing a ball and rolling a ball, the second link indicates that better autonomy is associated with better kicking a ball, and the third that better interaction with peers is associated with worse ball rolling. Possible limitations of the study lie in the fact that the subsamples are small, the sample is only representative for the city of Zagreb and the distribution of the results was not normal. The results obtained will possibly allow a better understanding of the connection between the two domains of development because we have found the structures and nature of the determined connections. The results can help form the prerequisites for creating age-appropriate programs for the acquisition of motor skills at preschool age. The contribution of this research is also reflected in the fact that the results and new knowledge can also be applied in direct practical work with children in the form of planning and implementing interventions when a deviation from the orderly development of children is determined. By applying motor activities that include locomotor and manipulative skills, the development of socioemotional skills can be encouraged, that is, the development of self-regulation, cooperation, adaptive functioning, affects, autonomy and social communication, and interaction with adults and peers, can be promoted. Moreover, planned, and targeted socioemotional activities for children such as play can have a positive impact on their motor development. Thereby these results enable the improvement of knowledge about child development and contribute to the quality of education of specialists working with children of preschool age
ATTACK STRUCTURE OF YOUNG HANDBALL PLAYERS OF WOMEN HANDBALL CLUB DUGO SELO '55
No full textCilj ovog istraživanja bio je definirati strukturu napada mlađih kadetkinja ženskog rukometnog kluba Dugo Selo ’55. Uzorak entiteta čine napadi (n=221) ekipe ŽRK Dugo Selo’55 u utakmicama 1. Hrvatske rukometne lige U14 žene- regija 3 u sezoni 2021./2022. Struktura napada definirana je promatrajući sljedeće grupacije varijabli: vrsta napada (pozicijski napad/tranzicijski napad), trajanje napada (vremenski; prekinut/neprekinut napad), organizacija napada (napad sa suradnjom/napad bez suradnje) i ishod (prepoznavanje situacije, završnica napada pozicijski, ishod utakmice). Pregledom videozapisa ručno su notirani događaji na utakmici na temelju prethodno definiranih i opisanih varijabli, a razlike u strukturi napada s obzirom na ishode utvrđeni su odgovarajućim neparametrijskim statističkim metodama (χ2-test za dva ili više nezavisna uzorka) za nominalne varijable te Mann-Whitney U testom za kvantitativnu kontinuiranu varijablu (trajanje napada). Rezultati pokazuju da se pobijeđene i poražene utakmice statistički značajno razlikuju s obzirom na vrstu napada (p=,00), gdje je od ukupnog postotka u poraženim utakmicama odigrano svega 3,62% tranzicijskih napada. Isto tako, napadi u utakmicama s pozitivnim ishodom u prosjeku traju nešto dulje (23,8 s) u odnosu na napade u utakmicama s negativnim ishodom (16,1 s), a statistički se značajno razlikuju i s obzirom na kontinuitet napada. U slučaju pobjede napadi su u većem postotku neprekinuti. Mlađe kadetkinje napad češće završavaju suradnjom (71,04%), nego individualnom akcijom (28,96%). Napadi najčešće završavaju na poziciji srednjeg vanjskog napadača (33,29%), zatim slijedi pozicija kružnog napadača (17,19%). Na poziciji lijevog vanjskog napadača napad završava nešto češće (14,84%) u odnosu na poziciju desnog vanjskog napadača (13,28%). Napadi najrjeđe završavaju na krilnim pozicijama i to 10,94% na poziciji desnog krila i 10,16% na poziciji lijevog krila. Također, nije dobivena statistički značajna razlika u ishodu utakmice ovisno o varijabli prepoznavanje situacije. Čak u 75,57% napada situacija je dobro prepoznata odnosno mlađe kadetkinje ženskog rukometnog kluba Dugo Selo '55, neovisno o ishodu utakmice, dobro prepoznaju situacije i donose odluke.The aim of this research was to define the attack structure of younger female cadets of the women's handball club Dugo Selo '55. The entity sample consists of attacks (n=221) of the ŽRK Dugo Selo'55 team in matches of the 1st Croatian Handball League U14 Women - Region 3 in the 2021/2022 season. The structure of the attack defined by observing the following groupings of variables: type of attack (positional attack/transitional attack), duration of the attack (temporal; interrupted/uninterrupted attack), organization of the attack (attack with cooperation/attack without cooperation) and outcome (recognition of the situation, ending of the attack positionally, the outcome of the match). By reviewing the video, the events of the match were manually noted based on previously defined and described variables, and the differences in the structure of the attack with regard to the outcomes were determined by appropriate non-parametric statistical methods (χ2-test for two or more independent samples) for nominal variables and the Mann-Whitney U test for quantitative continuous variable (attack duration). The results show that the won and lost matches differ statistically significantly with regard to the type of attack (p=.00), where only 3.62% of the total percentage of the lost matches were transition attacks. Likewise, attacks in matches with a positive outcome last slightly longer on average (23.8 s) compared to attacks in matches with a negative outcome (16.1 s), and statistically they differ significantly with regard to the continuity of attacks. In case of victory, the attacks are mostly uninterrupted. Younger female cadets end the attack more often with cooperation (71.04%) than with individual action (28.96%). Attacks most often ended in the position of centar back (33.29%), followed by the position of circular attacker (17.19%). In the position of the left back, the attack ends slightly more often (14.84%) compared to the position of the right back (13.28%). Attacks ends most rarely in the wing positions, 10.94% in the position of right wing and 10.16% in the left wing position. Also, no statistically significant difference was obtained in the outcome of the match depending on the variable recognition of the situation. Even in 75.57% of attacks, the situation is well recognized, that is, the younger female cadets of ŽRK Dugo Selo, regardless of the outcome of the match, recognize situations well and make apropriate decisions
Djevojkama bi bilo bolje da se bave nečim drugim, a ne sportom: stavovi prema sportašicama i (ne)ravnopravnost u sportskom okruženju
No full textTemeljem empirijskih nalaza koji pokazuju da djevojke i žene znatno rjeđe sudjeluju u organiziranim sportskim aktivnostima te potaknuta seksističkim načinom prikaza sportašica u medijima, kao i brojnim pritužbama o neravnopravnom položaju sportaša i sportašica u hrvatskom društvu, Pravobraniteljica za ravnopravnost spolova Republike Hrvatske Višnja Ljubičić, dipl. iur. Predlaže provedbu istraživanja s ciljem utvrđivanja zastupljenosti negativnih stavova prema sportašicama te doživljaja rodne (ne)ravnopravnosti u sportu mladih u Hrvatskoj. S obzirom da u posljednje vrijeme sve veći broj djevojaka iskazuje interes za sudjelovanjem u sportovima čije karakteristike odstupaju od obilježja koja se uobičajeno pripisuju ženskim rodnim ulogama, u suradnji s predstavnicom Hrvatskog rukometnog saveza dr. sc. Lidijom Bojić-Ćaćić, provedeno je istraživanje u okviru kojeg su analizirane specifične barijere i izazovi s kojima se susreću sportašice koje se u Hrvatskoj bave tradicionalno „muškim“ sportom. U knjizi „Djevojkama bi bilo bolje da se bave nečim drugim, a ne sportom - Stavovi prema sportašicama i (ne)ravnopravnost u sportskom okruženju“ rezultati spomenutog istraživanja sagledani su u kontekstu dosadašnjih teorijskih i empirijskih spoznaja u ovom području. Pored navedenog, posebna pažnja posvećena je praktičnoj primjeni istraživačkih nalaza pri kreiranju javnih politika i mjera namijenjenih suzbijanju negativnih rodnih stereotipa i predrasuda te uspostavi rodne ravnopravnosti u sportskom okruženju. Knjiga se sastoji od četiriju dijelova. U prvom dijelu pod nazivom „Trčiš kao djevojčica“ prikazani su empirijski nalazi koji upućuju na višestruke dobrobiti bavljenja sportom za vrijeme djetinjstva i adolescencije, kao i podaci koji pokazuju da se djevojke rjeđe uključuju u organizirane sportske aktivnosti te češće odustaju od bavljenja sportom. U ovom dijelu naveden je i pregled dosadašnjih spoznaja o obilježjima i posljedicama negativnih stavova prema sportašicama te rezultati istraživanja koji pokazuju da, unatoč porastu broja sportašica, status djevojaka i žena u sportu nije značajno unaprijeđen. U drugom dijelu „Djevojkama bi bilo bolje da se bave nečim drugim, a ne sportom“ prikazani su rezultati kvantitativnog istraživanja o zastupljenosti i obilježjima negativnih stereotipa i predrasuda prema sportašicama te doživljaju rodne (ne)ravnopravnosti u sportu. U istraživanju je sudjelovalo 522 rukometaša i rukometašica adolescentne dobi te 171 rukometni trener i trenerica iz različitih dijelova Hrvatske. Dobiveni rezultati analizirani su u kontekstu ranijih empirijskih nalaza te su predložene smjernice za buduća istraživanja u ovom području. Na kraju drugog dijela razmatraju se dobrobiti uspostave rodne ravnopravnosti u sportu na razini pojedinca, sportskih klubova, saveza i sportskih organizacija te na razini društva u cjelini. U trećem dijelu koji nosi naziv „Dečki, igrajte kao cure!“ navedene su znanstvene utemeljene preporuke za pokretanje pozitivnih društvenih promjena, odnosno različite mjere koje mogu doprinijeti suzbijanju negativnih rodnih stereotipa i predrasuda u sportu te uspostavi ravnopravnog statusa sportaša i sportašica u Hrvatskoj. U posljednjem, četvrtom dijelu knjige, pod nazivom „Od sada ću tome posvećivati više pažnje“ prikazani su rezultati evaluacije provedene edukacije o negativnim rodnim stereotipima i rodnoj (ne)ravnopravnosti u sportu na kojoj su sudjelovali rukometni treneri i trenerice. Odgovori polaznika/ca analizirani su u kontekstu važnosti edukacije o ovim temama u okviru stručne izobrazbe sportskih kadrova. Knjiga „Djevojkama bi bilo bolje da se bave nečim drugim, a ne sportom – Stavovi prema sportašicama i (ne)ravnopravnost u sportskom okruženju“ namijenjena je znanstvenicima/ama i istraživačima/cama te visokoškolskim nastavnicima/ama i studentima/cama u području psihologije i sociologije sporta, sportskim djelatnicima/ama te donositeljima javnih politika koji u značajnoj mjeri mogu doprinijeti suzbijanju negativnih rodnih stereotipa i uspostavi rodne ravnopravnosti u sportu. Pored navedenog, knjiga je namijenjena nastavnicima tjelesne i zdravstvene kulture, ali i roditeljima kojima može pomoći u procesu osvješćivanja rodnih stereotipa i njihovih posljedica
APPLICATION OF ELEMENTS OF KARATE IN THE POLICE INTERVENTION UNIT OF THE MINISTRY OF INTERIOR AFFAIRS OF THE REPUBLIC OF CROATIA
No full textU ovom diplomskom radu prikazuje se učinkovitost karatea kao borilačkog sporta u policijskoj obuci i djelovanju Interventne jedinice policije Ministarstva unutarnjih poslova Republike Hrvatske. Glavni cilj rada je primjena i uporabna vrijednost karatea u uporabi sredstava prisile i specifičnoj kondicijskoj pripremi policijskih službenika interventne jedinice policije. Kroz specijalističku obuku i stručno usavršavanje policijski službenici interventne jedinice policije kontinuirano uče te obnavljaju znanja i elemente borilačkih sportova sukladno trenutno važećim zakonskim propisima koji reguliraju policijske poslove i ovlasti. Nakon usvojenih osnovnih znanja i elemenata borilačkih sportova na individualnoj razini potrebno je ta znanja primjenjivati kroz rad u grupi ili timu, čime se podiže automatizacija naučenih elemenata i operativna učinkovitost u policijskom postupanju. S obzirom na to da se značajan broj karate tehnika primjenjuje u svakodnevnom obavljanju poslova, iste su teorijski objašnjene i praktično demonstrirane policijskim službenicima Interventne jedinice policije Sisak. Koliko je značajna važnost poznavanja i primjene osnovnih karate tehnika u specifičnoj kondicijskoj pripremi i policijskom djelovanju i postupanju vidljivo je iz rezultata anonimnog anketnog upitnika.This thesis aims to show the effectiveness of karate used as a martial art in the processes of training and acting of the special police forces of the Ministry of the Interior in the Republic of Croatia. The main goal of the thesis is to show the benefits of using karate techniques as a means of coercion and in specific condition training by special police officers.
The special police officers continuously learn new skills and renew their knowledge in the field of martial arts through special training and professional education courses that are in accordance with valid law regulations of police work. After learning a basic set of skills and elements of martial arts, the special police members need to be able to apply them in team work and group acting, which raises the level of automatization and operational effectiveness of police work.
Since karate techniques are frequently used as a part of regular police work, they were demonstrated (both in theory and in practice) to the members of the special police unit in Sisak.
The results of the anonymous poll show the significance of knowing and using the basic set of karate techniques, both as part of specific training courses and regular special police work
Valuation of team defense in basketball game based on their beginnings, outcomes and duration
No full textOsnovni je cilj ovog rada utvrditi razlike između pojedinih vrsta timskih obrana s obzirom na varijable početka, ishoda i trajanja obrane u košarci. Usporedni cilj bio je utvrditi razlike između pobjedničkih i poraženih ekipa temeljem istih varijabli. Za ostvarenje navedenog cilja provedeno je istraživanje na uzorku od 4388 entiteta faze obrane, koje su prikupljene na 24 utakmice muškog košarkaškog turnira na Olimpijskim igarama u Pekingu 2008. godine. Uzorak varijabli činila su obilježja faze obrane u košarci i to: početak obrane, vrsta obrane, ishod obrane i trajanje obrane. Svaka od navedenih varijabli, osim varijable trajanje obrane, bile su detaljno opisane i razvrstane na modalitete i submodalitete koji pripadaju svakoj od navedenih varijabli. Sukladno postavljenim ciljevima i definiranim hipotezama za utvrđivanje razlika upotrebljeni su: χ 2 - test, Kruskal-Wallisov test i univarijatna analiza varijance. Rezultati pokazuju da je struktura faze obrane slijedeća: Na Olimpijskom košarkaškom turniru u prosjeku su odigrane 91,4 faze obrane po ekipi s koeficijentom iskoristivosti od 0,88 poena. Faza obrane najčešće započinje ubacivanjem lopte s 57,82% pri kojem je najzastupljeniji modalitet ubacivanje lopte iza čeone crte u polju napada s 42,25% svih. Najčešća je vrsta timske obrane pozicijska obrana s 72,61% zastupljenosti i koeficijentom iskoristivosti od 0,84 poena i trajanjem od 13,61 sekundu. Slijedi ju tranzicijska obrana s 13,81% učešća, koeficijentom iskoristivosti od 1,12 poena i trajanjem od 4,56 sekundi. Obrana u tranzicijskoj ili pozicijskoj igri u posebnim situacijama ima udio od 6,24%, koeficijent iskoristivosti od 1,16 poena i trajanje od 1,81 sekundu. Najmanji udio imaju ostale obrane i obrana s prelazom iz presinga u pozicijsku obranu (4,01% odnosno 3,33%). Faza obrane ima strukturu ishoda od 42,62% pozitivnih, 40,38% negativnih i 17% neutralnih. U skladu s postavljenim hipotezama može se zaključiti da: 1. Razlika između tranzicijske i pozicijske obrane, obrane s prelazom iz presinga u pozicijsku obranu, obrane u tranzicijskoj ili pozicijskoj igri u posebnim situacijama te ostale obrane temeljem varijabli početka, ishoda i trajanja obrane statistički je značajna na razini značajnosti od pThe main objective of this paper is to determine the differences between different types of team defenses with respect to the variables of beginning, outcomes and duration of the defense in basketball. A comparative goal was to determine the differences between winning and defeated team based on the same variables. In order to achieve this goal, a survey was conducted on a sample of 4388 entities the defense phase, which were collected in 24 matches of the 2008 Beijing men basketball tournament. The sample of variables consisted of the characteristics of the stage of defense in basketball, namely: beginning of defense, type of defense, outcome of defense and duration of defense. Each of these variables, apart from the duration of the defense variable, were described in detail and categorized into modalities and submodalities belonging to each of the variables. In accordance with the set goal and defined hypotheses, the following were used to determine the differences: χ2 - test, Kruskal-Wallis test and univariate analysis of variance. The results show that the structure of the defense phase is as follows: The Olympic Basketball Tournament has averaged 91,4 defense stages per team with an efficiency ratio of 0.88 points. The defense phase most often begins with the ball insertion at 57.82%, where the modality of inserting the ball behind the front line in the attack field is the most represented with 42.25% of all. The most common type of team defense is positional defense with 72.61% representation and an efficiency ratio of 0.84 points and a duration of 13.61 seconds. This is followed by a transitional defense with 13.81% participation, a 1.12 points efficiency rate and a 4.56 second duration. Defense in a transitional or positional play in special situations has a share of 6.24% an efficiency ratio of 1.16 points and a duration of 1.81 seconds. Other defenses and defense with a transition from pressing to positional defense have the smallest impact (4.01% and 3.33% respectively). The defense phase has an outcome structure of 42.62% positive, 40.38% negative and 17% neutral. In accordance with the hypotheses, it can be concluded that: 1. The difference between transitional and positional defense, defense with a transition from pressing to positional defense, defense in a transitional or positional play in special situations, and other defenses based on the variable beginning, outcome and duration are statistically significant at the significance level of
Distance education and e-learning
No full textU ovomu će se radi istaknuti važnost obrazovanja na daljinu i online učenja, budući da smo se s njim već susreli te da je ono temelj budućeg učenja novijih generacija. E-učenje i obrazovanje na daljinu javilo se prije nekoliko godino, a svoj je vrhunac dostiglo tijekom pandemije Covid- 19 virusa, a neupitna je činjenica da će ono postati neizostavno u cjelokupnom procesu učenja. Činjenica je da moderna tehnologija svakodnevno napreduje te je potrebno temeljito proučavati kako se ona održava u cjelokupnom nastavnom procesu, stoga će upravo to biti predmet mojega rada. Cilj je rada pružiti pregled ključnih pojmova u procesu učenja na daljinu i prikazati razvoj njegova dostignuća tijekom vremena, te isto tako razmotriti kako informacijsko-komunikacijska tehnologija utječe na proces učenja na daljinu. U radu će se prikazati sve prednosti i nedostatci održavanje e-učenja, odnosno obrazovanja na daljinu te će se uvidjeti kako one utječu na učenike i studente. Također, u radu će biti objašnjeno kako se online obrazovanje i nastava na daljinu može ukomponirati u nastavu Tjelesne i zdravstvene kulture.
KLJUČNEIn this, we will highlight the importance of distance education and online learning, since we have already seen that it is the basis of the future learning of newer generations. E-learning and distance education appeared a few years ago, and it reached its peak during the Covid-19 virus pandemic, and it is an unquestionable fact that it will become indispensable in the entire learning process. The fact is that modern technology advances every day, and it is necessary to thoroughly study how it is maintained in the entire teaching process, therefore this will be the subject of my work. The aim of the paper is to provide an overview of the key terms in the distance learning process and to show the development of its achievements over time, and also to consider how information and communication technology affects the distance learning process. The paper will present all the advantages and disadvantages of maintaining e-learning, i.e. distance education, and it will be seen how they affect pupils and students. Also, the paper will explain how online education and distance learning can be incorporated into Physical and Health Education classes