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Antisocial behavior seems to be influenced by low self-esteem and caused by a person's inability to adapt to a social situation. This inability to adapt is caused by a lack of social skills, also named interpersonal skills. Adventure education is a form of education aimed at developing intrapersonal and interpersonal skills, and research shows that this form of education has proven successful at developing skills such as communication, teamwork, leadership and the self-concept. Studies performed on the use of adventure education in therapy have shown that it can change the attitude of problematic students and stop recidivism. Adventure education could prove to be the tool needed in order to prevent the development of antisocial behavior in the new generations. [ABSTRACT FROM AUTHOR]

Background. Studies exploring the relation between human body movement and learners' achievements show that movement activity facilitates the internalization of learning concepts. The article draws on the rationale that bodily-kinesthetic intelligence in learning can be analyzed and opportunities for combining this intelligence with other intelligences can be explored to corroborate the contribution of integrating movement in teaching. The Eshkol-Wachman Movement Notation (EWMN) is a language based on an analytical method defining units necessary for describing the human body in space and time. Aims. The objectives of the research were to implement an intervention program, using EWMN, in teaching two geometry topics: angles and symmetries, and to examine whether learning by an intervention program will improve knowledge of these two subjects. Methods. 121 pupils participated in the study (N = 121) from four classes: two 3rd grades and two 4th grades, two experimental groups and two control groups. A knowledge test questionnaire from the Israeli Ministry of Education was conducted to examine the movement intervention program by means of EWMN. Statistical analysis of data was performed using SPSS. Results. The experimental groups that learnt the topics through EWMN had significantly better academic achievements (M=71.92; SD=22.73) than the control groups who studied by the usual method prevalent today (M=60.49; SD=20.01). This difference was significant: P<0.01 (F (1.117) =9.67, P<0.01). Conclusion. EWMN allows the illustration of the theory through conscious movement of the human body and through creative processes, thus promoting the learning of the two subjects. [ABSTRACT FROM AUTHOR]

Background. We started from the premise that communication is one of the principal conditions of any type of activity. Aims. In this study we proposed to research and find the proportion between contents and form in communication, and also to establish a good communication between team players and also between teachers and students in any sport, to increase sport performances. The effect of good communication in one team leads to consolidating performance, this effect being based on the peculiarities of each person, by using special techniques in order to obtain maximal result with a minimal of effort. Methods. We applied the 2008 Penta communication test by Piavano validated by us through specific procedures. Results. The article verifies the results obtained by the Penta communication test based on the following four dimensions: understanding, clarity, kindness and courage. The quadrant mood scale of both feminine and masculine dimensions on two axes (the relation axe and content axe) are presented in Table II, and the differences between the scores of the vertical axe (-) and vertical axe (+) and also the scores obtained for the horizontal axe (-) and horizontal axe (+) are shown in Table III. Conclusions. The Penta communication test was applied in several groups of sportsmen/women: artistic gymnastics, dance, aerobic gymnastics, fitness, rhythmic gymnastics, ice skating and also in a group of subjects who did not practice sport. We established that as the values were more close to +30, we had less to work on one of the vertical components: comprehension and courtesy (the relation aspect) or on the horizontal components: clarity and courage (the contents aspect). Also the negative values on the horizontal axe show us that in those groups there is plenty of accents on communication and less on form. At the same time, as the values are higher and closer to +30, there will be less work on the language form and more on the content. [ABSTRACT FROM AUTHOR]

Background. In this study, we wish to emphasize the importance of communication between coaches and athletes in order to increase athletic performance. If we compare communication to the analog/digital transmission mode, in the past communication was analogical, while at present it is digital - through submodalities of the communication channel. The language of training is more dynamic and is accompanied by a number of mentions based on senses and on the description of the motor act. Aims. To find the favorite communication channel of each athlete. Verbs of action, motion, processes, etc. establish reality more clearly. Neurolinguistic programming has a real arsenal of effective techniques capable of generating rapid changes in the athlete's performance, in increasing performance capacity. Neurolinguistic programming uses ideomotor representations, accompanied by visual, auditory, kinesthetic, tactile, olfactory sensations felt by the athlete to describe certain movements. Methods. Applying a questionnaire by the authors Bandler & Thomson, Garner & Jacobson to the Olympic judo team of Romania. The questionnaire items were classified into three categories: visual, auditory and kinesthetic. The written answers of the athletes allowed to analyze the submodal distinctions of communication and to determine the main communication channel of each athlete. Results. Neurolinguistic programming techniques applied in practice reveal significant differences for auditory sensations in influencing athletic performance p=0.652. There is a significant positive correlation between visual sensations and kinesthetic sensations (r=0.59, df = 23, p<0.01). There is no significant correlation between kinesthetic sensations and olfactory and gustatory sensations. Subjects undergoing a stimulation of visual and auditory channels will have positive effects in the kinesthetic area. Conclusions. It is very important for the technical staff to understand the best way to communicate with each athlete by applying neurolinguistic programming techniques, so that athletes can reach optimal results in major national and international competitions. [ABSTRACT FROM AUTHOR]

Background. This is an interesting topic and we aimed to approach it from the perspective of the Olympic judo team who has achieved very good results worldwide compared to the Romanian skiers who have poorer results due to the conditions of training (there are only 3-4 months with snow in Romania). The groups who were applied tests were athletes aged between 11 ± 5 and 15 ± 3 years. The athletes are members of the Romanian Olympic Judo Team and members of ski groups from sports clubs in: Gheorgheni (HR), Baia-Sprie (MM), Topliţa (HR), Sibiu (SB), Petroșani (HD). Aims. This study is part of a larger work where we aimed to analyze correlations between the psychological cognitive processes: emotional distress and attention. Methods. We applied the following tests: AM - concentration of attention, AD - distributive attention, AP - perception of attention, EMAS - emotional distress, PDE - anxiety. These initial tests were used as starting points in our research with the aim of increasing sports performance through the application of mental training techniques. Results. The nonparametric Mann-Whitney test (U) for unpaired samples was used to compare scores/ranks on cognitive tests applied to the two groups of athletes. Materiality was α = 0.05 (5%), α = 0.01 (1%) or α = 0.001. To detect the correlation between two continuous quantitative variables, the Spearman rank correlation coefficient (ρ) was used. Analysis of correlation coefficients was performed using Colton's rule. Conclusions. In the comparative analysis of cognitive test scores in the studied groups and regarding statistical significance, there were positive values for all correlations, apart from one exception in the ski group, where the EMAS test values were negative. [ABSTRACT FROM AUTHOR]

Background. This research assumes the possible increase of athletic performance in any sport, by applying mental training techniques, particularly sensory submodalities in neurolinguistic programming. Aims. We studied the relationships between sensory submodalities in neurolinguistic programming. We wanted to check the degree of significance of the mean difference in the studied parameters and whether the resulting significance threshold fell within the objective parameters. Methods. We applied the Bandler & Thomson (2012) and Jacobson (2011) tests. These were applied to students of the Faculty of Physical Education and Sport, Babes-Bolyai University Cluj-Napoca. They completed the tests, with words describing feelings, perceptions and representations accompanying the description of motor acts. Motor acts are specific motor skills in every sport used in mental training. The words chosen by students who completed the questionnaires were able to provide information regarding the precision and accuracy of movement representations in mental training of FEFS students. There were two testing moments: T1 and T2, after 30 days. Results. We evaluated the results recorded in the three major categories of visual, auditory, and kinesthetic sensations in students of the experimental group for the Bandler & Thomson and Jacobson tests at the two time points. The statistical analysis of Bandler & Garner and Jacobson for paired samples (T1 and T2 moments) demonstrated no statistically significant differences (p>0.05), but there were many good and very good correlations in both tests between the values of the studied items. This is explained by the very small difference in time between the two test moments. In realizing ideomotor representations, all sensory submodalities are particularly important and underlie mental training. Conclusions. In the Bandler & Thomson, the statistical analysis of the correlation between the values of the studied items showed a very good positive correlation between SA - SK (auditory and kinesthetic sensations) and a good positive correlation between SV-SA (visual and auditory sensations) and SV - SK (visual and kinesthetic sensations). Regarding the Jacobson test, the statistical analysis of the correlation between the values of the studied items showed a very good positive correlation between SV - SA (visual and auditory sensations), SV - SK (visual and kinesthetic sensations), SV - SOG (visual and olfactory, gustatory sensations), SA - SK (auditory and kinesthetic sensations) and SK - SOG (kinesthetic and olfactory, gustatory sensations). A good positive correlation was obtained between SA - SOG. (auditory and olfactory, gustatory sensations). [ABSTRACT FROM AUTHOR]