Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue ORIGINAL ARTICLES / ARTICOLE DE CERCETARE STUDY REGARDING THE NECESSITY TO INTENSIFY THE OLYMPIC EDUCATION ACTIONS IN SCHOOLS ABABEI C. (CATALINA ABABED)! ' Faculty of Movement, Sports and Health Sciences, "Vasile Alecsandri” University of Bacau, 157, Calea Marasesti, Bacau, 600115, ROMANIA,0040722 606513, ababeicatalina@ub.ro. Abstract In 1997, the Intemational Olympic Committee (L0.C.) recommended to all governments to introduce, together with the national Olympic committees, Olympism in schools. More, inthe lst few decades, a rich international psycho- pedagogical literature pleads for the introduction of Olympism in the education for all levels, to be accepted as a universal discipline. The aim ofthis paper is to emphasize the necessity to intensily the Olympic education actions in schools, as a response to an alarming increase in the number of violent acts in schools. The hypothesis that started this study was the following: knowing the high-school students" interest for the Olympic education actions could represent a landmark for the physical education teachers to plan and organize this kind of actions. The subjects of the study were 159 high- school students from the city of Bacau. In this study, the following research methods were used: the study of the scientiffe literature, the inquiry ‘method, the questionnaire, and the statstcal-mathematical method, for analyzing the data. The recorded results have confirmed the necessity to diversify and inerease the number of Olympic education actions in schools. The statement is supported both by the high percentage of students (76.72%) who said they do not know the term Qlympism, and by the 87 students (54.71%) who believe that the number of Olympic activities should be increased. The questionnaire emphasized, beside the previously mentioned matters, the nevessity to organize Olympism-themed seminaries, especially in rural schools, and also to get the people responsible with youth education more involved, Key words: high-school students, behavior, fair play INTRODUCTION "Socialization is the process through which the individuals acquire skills, habits, values, and behaviors that would make them abler to get involved as active members of the society they live in"[2]. ‘Through its socio-cultural dimensions, sports offer an unique occasion to get to know other people, to communicate with them, to assume various roles, to acquire several moral attitudes (such as tolerance, respect for other people, ete.), to accept attitudes related to activity (which contributes to the development of personality), to experience emotions that are less encountered in other activities, to accept certain positive lifestyle clements (for example, regarding eating, resting, etc.), to adapt to the set goal (through cooperation, cohesion, etc.), and to become socially active through the others' performances [9]. Without @ doubt, human socialization is helped in some measure by sports and physical activity, due to the fact that all social contacts contribute to this process. ‘Through its forms of practice (sports for everyone, competitive sports, and adapted sports) sports help the child socialize by learning different roles within the games. Special needs persons manage, through sports, to overcome their limitations, gaining social recognition, while for the professional athletes, the key to success is a mixture of social affiliation and competition elements. [3] One premise that is the basis for the entire discussion about socialization with sports is the conviction that "play” and "games" are important ingredients of the global socialization process. "Play" and "games" with more or less physical demands gradually make the children engage in ial parts, helping them aquire skills for larger social contexts [7] There is no doubt regarding the functions that "play" and "games" have in general, but on the other hand, one cannot exaggerate the potential of these activities. Fair play and moral behavior are important chapters in sports. In Germany, Pilz [6] conducted ‘multiple investigations regarding the fair play manifestations among football players. His results indicate the tendency of the players, as they get older, to break the rules to achieve success in sports. Hurrelman tried to capture the complexity of socialization through a definition stating that: "socialization is the process of emergence, formation, and development of human personality in dependence variou: 3Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue and interaction with the human body, on one hand, and with the social and ecological life conditions at a certain moment of the historical development of society, on the other.” [4] On a national level, the Romanian Olympic and Sports Committee (R.O.S.C), through the Romanian Olympic Academy, did informing campaigns in the media regarding the Olympic Movement [8], its evolution and regarding the great accomplishments of Romanian athletes throughout time. In this sense, various articles were published in Pro Sport magazine regarding the history of the Olympic Movement, and on the national TV station, TVR 1, there was a weekly show, "The Olympic Hour” that did a review of the Olympic Movement ideas and of the main moments in the history of the Olympic Games. Other activities were represented by the organization of seminaries with themes such as sports management, fair play, anti- doping, sports administration for the ROSC; the organization of the drawing competition "The Olympic Games in a child's imagination”, in its 10th edition, to promote and sensitize the children in regards to the Olympic values; the organization of athletic manifestations addressed to a large audience (Olympic cross- country race, organized in 15 Romanian cities, including Bacau), as well as the organization of seminaries and debates with the ROSC staff to find the best techniques to promote the Olympic movement in Romania (81[91. This research studies the Bacau high-school students. The research goals were to investigate the students’ opinions about the necessity to organize Olympic education actions in high-school. The inquiry conducted in this sense took place over the course of the academic year 2012-2013, The research started from the following hypothesis: knowing the high-school students" interest for the Olympic education actions could represent a landmark for the physical education teachers to plan and organize this kind of actions. The goal of this scientific study regards directly the physical education teachers, who should include such activities in the schools’ competition calendar, if the students believe the organization of such events to be necessary. METHODS In this study, the following research methods were used: the study of the scientific literature, the inquiry method (with a questionnaire as its instrument), and the statistical-mathematical method, for analyzing and interpreting the data. To this, the graphical representation method was added, to help ease the visualization of the results, The inquiry method was used to find out the students’ opinion regarding the Olympic activities organized in their school. To gather the data, a self-administered opinion questionnaire was used, comprising 24 questions, with two or more answer choices. The inquiry was conducted between October 1, 2012 and April 30, 2013, on a number of 5 Bacau high-school, and consisting in the application of a questionnaire comprising 2 identification questions, 12 main questions, 4 verification questions, and 6 dissemination questions. It was applied to the high-school students who wanted to take part in this study, no matter their grade. Thus, out of 300 questionnaires, a total number of 159 students answered our questions, out of which: 35 ninth grade students, 40 tenth grade students, 34 eleventh grade students, and 50 twelfth grade students. This questionnaire was created, and was pre-tested on 100 high-school students from Comiinesti, Bacdiu County. The questionnaire was administered in both cases by the physical education teachers who were also class masters, during their lessons, with the consent of the institution management. Before the administration of the questionnaire, the students were informed that their participation in the study was not mandatory, and for that reason, they were asked to give sincere answers. The teachers also stated clearly that the answers will be anonymous. ‘The answers recorded for the main questions are presented in the centralizing Table 1. For the independent variables, the results are also graphically represented (Figures 1 and 2) RESULTS AND DISCUSSION The contents of the applied questionnaire and the recorded results are presented in the table below (Table 1): Table 1 The questionnaire and the results obtained after centralizing the answers No. Question Answer choice . of | Percent answers, o T| You area student im grade: [9 35__| 22.01 10 4025.15 i 34 21.83 12 50 31.44Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue No. Question ‘Answer choice No. of] Percent answers | _% 2/ You have finished middle | Bacau city T2__| 45.28 school in: ‘Bacau County - urban environment 31 19.49 ‘Bacau County - rural environment 36 | 35.22 3] Do you take part in| Yes 136 [85.53 extracurricular activities? [No 2B 14.46 4) Why do you think these [T don't know 15 9.43 Kinds of activities are being [To popularize fair play 30 18.86 organized? For recreation 3] 38.99 To socialize 32 32.70, 3] Have you heard of | Yes 37 23.27 "Olympic education"? NO aa} ez 6] Ifyes, in which discipline? | Physical education 32 20.12 Ata discipline for which school Olympics are | _58 36.47 organized Nowhere 6 | 339 7_| What do think Forming moral attitudes in the social life 25 15.72 Olympism stands for? Promoting a sportsmanship relation 12 | 70.44 ‘Activity that applies the principles of | 7 4.40 Olympism Tdon't know 15 TB 8] Have you taken part in| Yes 33 | SRa9 "Olympic" actions? No oe ALSO Tfyes, what were they ‘Olympic cross-country race B__| 4591 Football/Basketball/Volleyball championships |__ 85 53.45 9 ‘Other athletic activities 15 93 School Olympics 24 15.89 T| What did you like in these | The fact that I won without practicing any| 18 1132 | actions? sport regularly The fact that I befriended many people 32 20.12 The fact that the refereeing was fair 74 | 46.54 The way in which the competitions were | 108 | 67.92 developed and organized T| Did you notice any physical | Yes 39 | 37.10 1] or verbal violent behavior [No 100 | 62.89 during the competitions? T] Would you like it to be | Yes 87 34.71 2| more activities of this kind? [No | 42.28 ‘The answers given by the students were statistically analyzed, ending up with the following results regarding question number 1, out of the 159 students, 35 are ninth grade students (22.01%), 40 are tenth grade students (25.15%), 34 are cleventh grade students (21.83%), and SO are twelfth grade students (31.44%).Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue Figure 1 The results for question 1 ‘You now study in: = You now study in: oe 8B & 8 Sth grade lOthgrade —Athgrade——a2thgrade According to the answers given to question number 2, 45.28% of the subjects went to middle school in the city of Bacau, 19.49% in the county of Bacau — urban environment, and 35.22% in the county of Bacau — rural environment. One can observe that most respondents are from the city of Bacau. Graphically, the results are expressed as follows (Figure 2). Figure 2 The results for question 2 Where did you finish elementary school? 80 $$ 60 Where did you finish 40, elementary school? 20 0 Bacau-city ‘Bacau area— urban Bacau area — countryside The centralization of the answers to question 3 shows us that a large number of students participate in various extracurricular activities. Percentage-wise, 85.53% of the students participated and participate in such activities, while 14.46% did not take part in any actions outside the curriculum, We can see here that this percentage is represented by the students who went to middle school in a rural environment, according to the question 2 answers. To question number 4, most students (38.99%) answered that the extracurricular activities are organized for recreation, 32.70% said that their goal is socialization, 30 students (18.86%) answered that they are organized for the popularization of fair play, while 9.43% of them do not know. The results for this question are presented graphically in Figure 3.Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue Figure 3 The results for question 4 Why do you think these activities are being organi: 40 = Why do you think these 0 activities are being organised {don'tknow For promoting Forleisure To improve the the fair-play participants spirit social kills. ‘The results for question 5 must make us think, because 122 students (76.72%) said that they do not know the term "Olympic education", and only 23.27% heard of it. More than that, some of them, 36.47% mistake the "Olympic education" for school Olympics, according to the question 6 answers. Still in regards to this question, only 24.12% of the subjects heard of Olympic education during physical education classes. Graphically, the results are expressed as follows (Figure 4): Figure 4 The results for question 5 Have you heard of "olympic education"? 140 120 80 60 have you heard of "olympic 40 education"? 20 Da Nu To question 7, "What do think Olympism stands for?", 70.44% of the students answered that it tries to promote sportsmanship, 15.72% that it forms moral attitudes in the social life, 4.40% said that Olympism is an activity in which Olympism activities are applied, while 9.43% said they don't know. (Figure 5)Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue Figure 5 The results for question 7 ‘What do you think Olympismn represents? 120 200 a0 0 20 q = ty swat youtinkOlmrism Formingthe promotinga Activityin don't know moratattitude sportivity —_whichare insocial fife relationship involved the colympism principles ‘The answers to question 8 show that $8.49% of he students participated in athletic activities with an Olympic side. Among the best known activities, the students enumerated, for question 9, the "Olympic cross- country race" (45.91%), football/basketball/volleyball Championships (53.45%), including again school Olympics for various disciplines (15.89%) (Figure 6). One fact must be mentioned: for questions 9 and 10, the students could choose multiple answers. Figure 6 The results for question 9 Ifthe answer was yes, mention them 109 80 «0 20 fs lithe answer was yes, mention 26 | them Question number 10 brings forward the fact that the way in which the Bacau branch of the Olympic Academy organizes competitions is appreciated by the students. Thus, 108 high-schoolers (67.92%) were content of this aspect. Another significant number of students, 46.54% said that fair refereeing makes them like these competitions. The socialization aspect of the competitions was mentioned by 32 students (20.12%), while 11.32% were delighted that they won a place on the podium, even though they do not practice regularly any sport in their spare time. (Figure 8)Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue Figure 7 The results for question 10 What did you like about these actions? 9 #8 8 i a 3 —_—it Winsing Making Thefoirwayot Thewoyot "Whatdid youtheabout these without friends judging the organising the aca racing tame competion sporsinan organised way Another important aspect of these manifestations was highlighted by 62.89% of the students, who said, answering to question 11 that they did not observe any physical or verbal violent behavior during the competitions, and by 87 students (54.71%) who, answering to the last question, said that there should be more of this kind of activities. CONCLUSIONS Considering the answers received for the questionnaire, one can say that this research reached its main goal, to emphasize, on one hand, the way in which the concept of Olympic education is known and promoted among high-school students, and on the other hand, how the students perceive the Olympic-type actions. The inquiry allowed the following conclusions: 1. the term of Olympism is much better understood by the high-school students who finished their middle school studies in the city of Bacau; 2. Olympic-type actions should be found in the students’ competition calender, for all grades; 3. the physical education teachers, together with class masters, should intensify, through seminaries, the understanding of the deep meaning of Olympism and Olympic movement, in the Bacau schools, but especially in the rural environment schools; 4, the important positive aspects signaled by the students are related to the good organization of the competitions, from this deriving the positive assessment of the subjects of the referee's behavior, when talking about refereeing, or the lack of physical or verbal violent behaviors, when talking about the participants; 5, asa general conclusion, one can say that Olympism needs to be promoted more, through the participation of all who want that young people to form behaviors of sportsmanship and fair play. REFERENCES [I]Ababei R. Educatie olimpicd, Ed. Alma Mater, Bacdu, 2006 [2]Anshel M.H si colab. Qualitative validation of a model for coping with acute stress in sport. Journal of Sport Behavior (JSB), 144), 1991. S.U.A [3]Barney R. K. The great transformation: Olympic victory ceremonies and the medal podium, Olympika, Vol. 7, 1998 [4]Banciulescu V. Sport si culturd, Editura Facla, 1983 [S]Hurrelmann K. Health promotion for adolescents: preventive and corrective strategies against problem behavior Journal of Adolescence, 1990 [6] Pilz G. A Performance sport: education in fair play? (Some empirical and theoretical remarks) International review for the sociology of sport journal article 1992 7] Coubertin P.Samaranch J.A. Espirit olimpique. Bordeaux, Imprimerie Floch a Mayenne, 1992 [8]Buletin informativ COSR nr. 44/2011 [9]Buletin informativ COSR nr. 42/2009Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue STUDIU PRIVIND NECESITATEA INTENSIFICARII ACTIUNILOR DE EDUCATIE OLIMPICA IN SCOLI ABABEI C. (CATALINA ABABED)! 'Facultatea de Stiinge ale Miscarii, Sportului si Sandtafii, Universitatea “Vasile Alecsandri” din Bacéu, 157, Calea Marasesti, Bacdu, 600115, ROMANIA, 0040722 606513, ababeicatalina@ub.ro. Rezumat {fn anul 1997, Comitetl Olimpic Intemasional (C..0.)recomanda tuturor guvemelor, ca fmpreun cu comitetelenaionale sintoducdolimpismul in col. Pe de alta parte, pe plan international bogata literatura psihopedagogicapledeaza in ultimile deceni penta introducerea olimpismulu in invitamantul de toate gradele, pentru {ntomeierca sa ca disciplind universal Seopul prezentei uri fl reprezinté evidenierea necestiitintensficritactunilor de educate olimpic8 in soli ca urmare a cresterit nt-un rtm exagerata actelor de violent in soli. Ipoteza de I care am pomitinrealizarea prezentului studiu a fost eunoasterea interesuluielevilor de licew pentru actiunile de educatie olimpica, ar putea reprezenta un reper in planificarea si organizarea acestora de cdtre profesorii de educate fzic Subiceitprezentult studiu Lau reprezenat 159 de elev de liced, din munieipiol Bacdv, In cereetare am folosit ca metode de lucru: metoda studiului bibligrafic, metoda anchetei, chestionarl i rmetoda matcmatico-statisticd de prelurare a datlor, Rezultateleinregistrate au confirmat necesitatea diversficri si cresterii numarului de actiuni de educatie olimpicd in scoli. Afirmatia este sustinuta atit de procentul mare al elevilor (76.72%) care au rispuns cf mu cunose termenul de olimpism, dar si de ei 87 de elevi (54,71%) care considers. c8 numérul activitatilor cu caracter olimpic ar trebui si creasc3. Chestionarul aplicat a scos in evidenta, pe lingd cele afirmate anterior, necestateaorganizari de seminar cu teme din olimpism, in special la scolile din medial rural, dar s © implicare mai mare a tuturor celor ispunzatori de educaiatneretl Cuvinte cheie: elevi, comportament, fair-play INTRODUCERE "Socializarea este procesul prin intermediului ciruia indivizi dobindesc deprinderi,atitudini, valori si comportamente care fi fac apfi si participe ca membri ai societaii in care triiesc"[2].Prin dimensiunile lui socio-culturale, sportul oferd o ocazie unicd de a cunoaste alti oameni, de a comunica cu ei, de asumare a unor roluri diferite, de dobandire a unor atitudini morale (cum sunt toleranta, respectul fata de ccilali (ct.), de acceptare a atitudinilor legate de activitate (care contribuie la dezvoltarea personalitati), de traire a unor emofii mai greu de resimtit in alte sfere ale vietii, de acceptare a unor elemente pozitive ale stilului de viata (de exemplu, in alimentatie, repaus (ete.), de adaptare la obiectivul propus (prin cooperare, coeziune si altele) si de a deveni socialmente activi prin performantele celorlalti [9]. Fara indoiala, socializarea omului este ajutati intr-o oarecare misurd si de sport si de activitatea fizicd, dat fiind cA toate contactele sociale contribuie la acest proc Prin formele sale de practicare (sport pentru tofi, sport de performanti si sport adaptat) sportul ajutd la socializarea copilului prin invatarea diferitelor roluri in cadrul jocurilor. Persoanele cu nevoi speciale prin activitate sportiva reusesc si-si depseasca limitele prin recunoastere social, in timp ce, la sportivii de performanta, refeta succesului este un amestec de afiliere sociala cu elemente de competitie. [3] premisa care sti la baza intregii discutii despre socializare cu ajutorul sportului este convingerea 8" joaca" si" jocurile” sunt ingrediente importante ale procesului global de socializare. “Joaca" si" jocurile", cu mai multe sau mai putine cerine fizice il fac treptat pe copil sa se angajeze fn roluri sociale diferite si il ajuté s4 dobéndcasea abilitati pentru contexte sociale mai largi. ‘Nu exist dubii asupra functiilor pe care " joaca” si" jocurile” le au in general, dar pe altd parte, mu trebuie exagerat potentiatul acestor activitati [7]. Fair — play — ul si comportamentul moral sunt capitole importante in domeniul sportului. in Germania, [6] a ficut mai multe investigatii asupra manifestarilor de fair-play printre jucdtorii de fotbal. Rezultatele lui indicd tendinfa, odati cu varsta, de a incdlca regulamentele pentru a obtine suecesul in sport. Hurrelman a incercat si surprinda complexitatea socializarii printr-o definitie care stipuleaza "socializarea este procesul de aparitie, formare si dezvoltare a personalitaii umane in dependenta si interactiune cu organismul uman, pe de o parte si cu conditiile de existenta sociald si ecologicd la un anumit moment al dezvolidrit istorice a societal, pe de alta parte "[4] Pe plan nafional, Comitetul Olimpic si Sportiv Roman (C.O.S.R.) prin intermediul Academiei Olimpice Romine, a realizat in anul 2011 campanii de informare in mass-media cu privire la Migcarea Olimpicd [8], despre evolujia sa si despre realizarile deosebite ale sportivilor romani, in acest sens, s-au publicat in revista Pro Sport materiale referitoare la istoricul Migcarii Olimpice, iar pe postul national TVR 1 10Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue a fost difuwzata siptiminal emisiunea “Ora olimpica” care realiza o trecere in revista a spiritului Migcaii Olimpice si a principaletor momente din organizarea Jocurilor Olimpice, Alte activitati au fost reprezentate de organizarea unor seminarii pe teme de management sportiv, fait-play, anti-doping, administratie sportiva pentru membrii COSR, organizarea concursului de desene “Jocurile Olimpice in imaginatia copiilor”, aflat la a 10-a editie, in scopul promovarii si sen ii copiilor fata de valorile olimpice, organizarea unor manifestiri sportive destinate publicului larg (cros olimpic organizat in 15 orase din fara, inclusiv in municipiul Baciu), precum si organizarea de seminarii gi dezbateri cu angajatii COSR in vederea gasirii celor mai bune tehnici de promovare in Romnia a migc&rii olimpice [8, 9] Cercetarea de fafa s-a adresat elevilor de licew din municipiul Bacdu. Obiectivul studiului a urmarit sondarea opiniilor elevilor despre necesitatea organizarii actiunilor de educatie olimpicd in liceu. Ancheta organizata in acest sens s-a desfsurat pe parcursul anului scolar 2012-2013, Cercetarea s-a efectuat plecdnd de la urmitoarea ipotezi: cunoasterea interesului elevilor de licew pentru actiunile de educatie olimpica, ar putea reprezenta un reper in planificarea si organizarea acestora de catre profesorii de educatie fizicd. Finalitatea demersului stiintific, vizeaza in mod direct profesorii de educatie fizicd, care, ar trebui sa includi astfel de activitati, in calendarul competitional al scolii, dacé, elevii vor considera necesar organizarea unor astfel de manifestati. METODE, Cercetarea s-a putut realiza prin intermediul urmatoarelor metode de cercetare: metoda studiului bibliografic, metoda anchetei (chestionarul ca instrument al acesteia) si metoda statistico-matematica de prelucrare si interpretare a datelor. La acestea s-a adiugat si metoda graficd care ne-a ajutat in vizualizarea ‘mai facild a rezultatelor. Metoda anchetei am utilizat-o pentru a afla opinia elevilor in legiturd cu activitatile cu caracter olimpic organizate in scoala. in tehnica de recoltare a datelor, am folosit un chetionar de opinie autoadministrativ alcdtuit din 24 de intrebari, cu doud sau mai multe variante de rispuns. Cercetarea s-a efectuat in perioada 01 octombrie 2012 — 30 aprilie 2013, a cuprins un numar de 5 licee din municipiul Bacdu si a constat in aplicarea unui chestionar alcatuit din 2 intrebari de identificare, 12 {ntrebiiri principale, 4 intrebari de verificare si 6 de diseminare. Ela fost aplicat elevilor de liceu care au dorit sf participe la acest studiu, indiferent de clasa din care face parte. Astfel din cele 300 de chestionare, au rspuns solicitirilor noastre un numa total de 159 de elevi, din care 35 de elevi de clasa a IX-a, 40 de elevi din clasa a X-a, 34 de clevi de clasa a XI-a si 50 de elevi de clasa a XTI-a. Mentiondm faptul c acest chestionar a fost unul construit, supus unei pretestari pe 100 de elevi de liceu, din orasul Coménest, judequl Bacdu, Chestionarul a fost administrat in ambele cazuri de citre profesorii de educate fizicd care aveau gi calitatea de diriginti, in orele de dirigentie, cu acordul conducerii institutiei. inainte de administrare, elevii au fost informati cd participarea la studiu nu este obligatorie, drept pentru care, au fost rugati ca raspunsurile s& fie sincere. De asemenea s-a fEcut menfiunea c& aceste chestionare sunt anonime. {in tabelul centralizator nr.1 am prezentat rispunsurile objinute la intrebarile principale.Pentru variabilele independente, rezultatele sunt prezentate gi grafic (Graficcle nr.1 si 2) REZULTATE $1 DISCUTIL Prezentim in continuare sub formé de tabel (Tabel nr.1), confinutul chestionarului aplicat si rezultatele objinute: ‘Tabel nr. 1 Chestionarul aplicat si rezultatele obfinute in urma centralizarii rispunsurilor Nre Tatrebarea ‘Varianta de rispans Nr) Procent rt. rispunsuri | _% 1 _| Bsticlev in clasa: axa 35 22,01 axa 40 25,15 axIa 34 21,83, ‘a Xia 50 31.44 2 | Scoala gimnazialé ai [| Municipiul Bactu 72 45,28 finalizat-o in : Judequl Bacdu— mediu urban 31 19,49 Judeful Bacu— medial rural 56 35,22, 3 | Participi la activitati [Da 136 5,53, extracuriculare? No B 14,46 4 [De ce _crevi_ch_se | Nustin 5 9B MWSp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue Nee Toirebarea Varlanta de Fispuns Rr] Procent rt. raspunsuri | _% organizeaziasifel_de | Peniru popularizarea spiritului de fair-play 30 18,86 actviti? Pentru recreere a 3599 Pentru soctalizare 3 3,70 3 [Ai auzit de educate | Da 7 227 olimpici”? NU ae © [Daci da, lace | Educate zich 32 20.12 disciplina? Ta disciplinele unde se organizeaza | 58 36.47 olimpiade seolare Ta nicio diseipling @ Coereai ci reprevinié | Formarca de alitudini morale in viaja | 25 7 | Olimpismal? social Promovarea unei relajit de sportvitate Tia __| 70.44 Aativitate in care se aplica principille | 7 440 olimpisrmului Nu stiu 15 oa ® [Ai pariicipat Ta acfiuni | Da 38a cu caracter ,olimpic”? % Na 66 4,50 9 | Dacd rispansul a fost | Crosul olimpie B 1 da, menjioneazi-le _ [ Campionate de fatbal/baschel/volei 85 33.45 Alle activitiji sportive 15 9.43 ‘Olimpiadele seolare 24 15,89 TO | Ce tra plicut Ta aceste | Faptul c& am cigtigat fara si practic un sport | 18 1132 acfiuni? {n mod organizat Faptul ci -m-am imprietenit cu mule | 32 20.12 persoane Faptul c& arbitrajele au fost coreste 74 4654 Modul de desfisurare si organizare al] 108 | 67,92 concursurilor T1__| Ai observat atitudini de [ Da 39 37,10 violent fizicd sau PNw 100 [62,89 verbali pe durata desfisurarit competitilor? 12 | Ai dori si fie mai mule | Da 7 341 activititi pe aceasta [Nu TE 2.28 temi? Raspunsurile primite de la elevi le-am prelucrat statistic, asttel i am obtinut urmitoarele rezultate: 1a intrebarea numarul 1, din cei 159 de elevi, 35 sunt din clasa a IX-a (22,01%), 40 din clasa a X-a (25,15%), 34 din clasa a XT-a (21,83%) si 50 din clasa a XTI-a.(31,44%). In graficul nr.1, prezentm rezultatele obinute la intrebarea nt.1Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue Grafie.nr.1 Rezultatele obfinute la intrebarea nr.1 Esti elev in clas: 15 Esti elev in clasa: 20 0 al-a axa axl-a axll-a Conform rispunsurilor la intrebarea numérul 2, 45,28% au urmat studiile gimnaziale in municipiul Bacau, 19,49% in judetul Bacdu— mediul urban si 35,22% in judetul Bacdtu- mediul rural. Observim astfel ci, cei mai multi respondenti sunt din municipiul Bacdu. Grafic, rezultatele se cexprimi astfel (Grafic nr.2). Grafic.nr.2 Rezultatele obfinute la intrebarea nr.2 | Scosla gimmarials ai finalizat-o iu : 8 | 30 4 onl @- | 50 | mal Scoala gimnaziala al | 30 finalizat-oin 2 Bo ° MunicipiulBacau JudelulBacau— Judetur Bacau mediuurban ——mediulrural Ceniralizarea rispunsurilor de la intrebarea nr.3, ne arati faptul c& un num mare de elevi participa la diverse activitati extracuriculare. Procentual, 85,53% dintre elevi au participat si participa la astfel de activitati, iar 14,46% nu au participat la actiuni in afara programului scolar. Remarcdm aici faptul cd acest procent este reprezentat de elevii care au efectuat studiile gimnaziale in mediul rural, conform réspunsurilor de la intrebarea nr.2. 13Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue La intrebarea nr.4, cei mai multi elevi (38,99%), au réspuns c& activititile extracuriculare se organizeaza pentru recreere, 32,70% au rispuns ci obiectivul acestora este de socializare, 30 de elevi (18,86%) au rispuns ca activitatile se organizeazi pentru popularizarea spiritului de fair-play, iar 9,43% dintre ei nu cunose scopul acestor actiuni. Grafic, rezultatele de la aceasti fntrebare sunt prezentate in sgraficul nr. Grafic.nr.3 Rezultatele objinute la intrebarea nr.4 Dece crezi ci se organizeaza astfel de activitat? 70 ca so 40 a mDe ce crezi cd se Pa organizeaza astfel de activitati?| 10 ° Nustiu Pentru Pentrurecreere Pentru popularizareas socializare spicivuluide faic- play Rezultatele de la intrebarea nr. 5, trebuie in schimb si ne dea de gindit, deoarece 122 de elevi (76,72%), au rspuns ci nu cunose termenul de ,educatie olimpica” si doar 23,27% au auzit de el. Mai mult de atit, o parte dintre ei, 36,47% confunda termenul de ,,educatie olimpica” cu olimpiadele seolare, conform raspunsutilor la intrebarea numdrul 6. Tot la acesta intrebare, doar 24,12% au auzit de educatie olimpicd la educatie fizied. Grafic, rispunsurile se prezinta astfel (Grafic nr.4): Grafic.nr.4 Rezultatele obfinute la intrebarea nr.5, Al anzit de Yeducatie olimpica"? 140 : 120 200 mAi auzit de cy olimpica"? 4a 20. Da Nu 14Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue La fntrebarea nr. 7, ce reprezinta olimpismul?”, 70,44% au rispuns c& acesta urmiireste promovarea unei relafii de sportivitate, 15,72% cA se formeaza atitudini morale in viata sociala, 4,40% au spus cd olimpismul este 0 activitate in care se aplicd principiile olimpismului, iar 9.43% au rispuns cd nu stiv, (Grafie nr.5) Grafic.nr.5 Rezultatele obfinute la intrebarea nr.7 ‘Cecreal ca reprezints Ollmpismul? 20 100 40 m Ce crezi ca reprezinta Olimpismul? Formareade Promovarea Activitatein ——Nustiu atitudini —uneirelagide carese aplica morale inviata sportivitate principle social olimpismutul Raspunsurile la intrebarea nr.8, ne arata cd 58,49% dintre elevi au participat la activitati sportive cu caracter olimpic. Printre cele mai cunoscute activitati, elevii au enumerat la intrebarea nr.9, ,Crosul olimpic” (45,91%), Campionate de fotbal/baschet/volei (53,45%), dar au inclus din nou olimpiadele scolare de la diferite discipline (15,89%) (Grafic nr.6). Mengiondm faptul cd la intrebatile numerele 9 si 10 elevii au avut posibilitatea de a bifa mai multe variante de rispuns. Grafic.nr.6 Rezultatele obfinute la intrebarea nr. Daca raspunsula fost da, men 8 = Daca raspunsul a fost 30. da, mentioneazle 20 40 Crosutotimpic Campionatede Alte activitati —Olimpiade fotbal/baschety Sportive seolare voleiSp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue intrebarea numarul 10 aduce fn prim plan faptul ci modul de organizare al concursurilor sub egida Academiei Olimpice, filiala Bacdu, este apreciat de citre elevi, Astfel, 108 liceeni (67,92%) au fost multumiti de acest aspect. Un alt procent semnificativ de elevi, 46,54%, au afirmat ci arbitrajele nepartinitoare fi fac sa le placa astfel de fntreceri. Aspectul de socializare al concursurilor a fost menfionat de 32 de elevi (20,12%, iar 11,32% au fost incntafi de faptul c& au obfinut un loc pe podium, cu toate c& mu practicd nicio disciplind sportiva in mod constant in timpul liber. (Grafic nr.7) Grafic.nr.7 Rezultatele objinute la intrebarea nr.10 fia plicut ka aceste actiuni? 120 100 « « cepa placitia acest » . Faptulcdam Faptulcdm- Faptulcd — Modulde cistigat fara saam imprietenit arbitrajeleau desfasurare si practicun cumulte —fostcorecte organizare al sportinmod persoane concursurilor organizat Un alt aspect important al acestor manifesta a fost reliefat de un procent de 62,89% de elevi, care au raspuns la intrebarea numérul 11, c nu au observat atitudini de violenté fizic& sau verbala pe durata desfagurarii competitilor, si de cei 87 de elevi ($4,71%) care la ultima intrebare au rispuns ¢& numarul activitatilor de acest gen ar trebui si fie mai dese. CONCLUZII ‘Avand in vedere raspunsurile primite in urma aplicdrii chestionarului, considerdm ca cercetarea si-a fndeplinit scopul major, acela de a pune in evidenta pe de o parte, modul in care conceptul de educatie olimpicd este cunoscut i promovat in randul elevilor de liceu gi, pe de alté parte, cum sunt percepute de elevi actiunile cu caracter olimpic ‘Ancheta efectuati ne permite si formulim urmitoarelor concluzii: ‘+ termenul de olimpism este mult mai bine inteles de catre elevii de liceu care au efectuat studiile gimnaziale fn municipiul Bacdu; © actiunile cu caracter olimpic ar trebui sa se regiseascé toate clasele; ‘+ profesorii de educatie fizied, impreund cu dirigingii, ar trebui sé intensifice, prin intermediul unor seminarii, infelegerea sensului profund al olimpismului si al migcarii olimpice, atat la scolile din municipiul Bacdu, dar mai ales la cele din mediul rural; ‘© aspectele pozitive importante semnalate de elevi sunt cele legate de buna organizare a intrecerilor si, de aici, deriva si aprecierea pozitiva a celor chestionati vis-a-vis de comportamentul arbitrilor atunci cand facem referire la arbitraj sau la atitudinile lipsite de violengd fizica si verbalA atunci cdnd facem referire la participant; © cao concluzie general putem afirma ci, olimpismul are nevoie de 0 promovare mai intensa, prin participarea tuturor celor care doresc ca tinerii si-si formeze comportamente dominate de sportivitate side fair-play. calendarul competitional al elevilor, pentru 16Sp Soc Int J Ph Ed Sp 2014 - Volume 14 ~ Special Issue BIBLIOGRAFIE [I]Ababei R. 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