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Introduction and theme actuality: this study is part of a larger work, which involves increasing sporting performance by applying mental training techniques, special techniques of neurolinguistic programming (NLP). Purpose of study and hypothesis: if ideomotor representations of athletes are completed with multiple sensations of all sensory sub-modalities such as visual, auditory, kinaesthetic, olfactory and gustatory, the possibility of applying the techniques of NLP will have more effective results. We have studied the relationship between sensory sub-modalities, in accordance with the Bandler and Thomson (2012) and application of Jacobson (2011). Methods and material: two records were made by using two tests, test 1 and test 2, on master students of the 'Babes-Bolyai' University Cluj-Napoca, from the Faculty of Physical Education and Sport. The statistical indicators were calculated on elements of descriptive statistics and the data are presented using indicators of centrality, location and distribution. Statistical analysis of the non-parametric Wilcoxon test was used for sample pairs. Discussions and findings: to pinpoint the correlation between the two variables, we used the Spearman rank correlation coefficient (?). Statistical analysis was performed using the correlation coefficients of Colton's rule. No statistically significant differences were found (p > 0.05) in the statistical analysis because of the short timeframe, but there are many good and very good correlations at both tests, between the values of the items studied. Conclusions and recommendations: we want to continue with this study because the time difference between T1 and T2 was 3 months and we want to extend this study to a minimum of 6 months. All sensory sub-modalities are particularly important in achieving ideomotor representations underlying mental training.

Problem Statement: tests were applied on athletes aged between 11 ± 5 and 15 ± 3. The group of athletes is part of the Romanian Olympic Judo team and ski groups of sports clubs in Gheorgheni (HR), Baia-Sprie (MM), Toplita (HR), Sibiu (SB) and Petrosani (HD). Purpose of Study: through this study, we analyse the correlations between the three psychological processes: emotional distress, attention and anxiety. Methods: the methods we have applied contain the following tests: AM--concentration and attention, AD--distributive attention, AP--perceptive attention, EMAS--emotional distress, PDE--anxiety. These were the initial tests we have used as starting points in our research. The purpose was to increase the sports performance through the application of mental training techniques. Findings and Results: to compare the scores / ranks on cognitive tests applied to the two groups of athletes, we have used nonparametric Mann-Whitney test (U) for unpaired samples. Materiality was a = 0.05 (5%), a = 0.01 (1%) or a = 0.001. To detect the correlation between two quantitative variables, we continued by using the Spearman rank correlation coefficient of (?). The analysis of correlation between coefficients was performed using Colton's rule. Polynomial regression was the method used to derive the mathematical equation of dependence of a continuous variable by another variable. Conclusions and Recommendations: the comparative analysis of the cognitive test scores applied on studied groups with statistical significance revealed positive correlations; except for the group ski EMAS, where the test values were negative.

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The research aimed to investigate the optimal kinematic characteristics of uneven bars dismounts. This scientific approach led to the organization of a case study. The research involved 5 junior gymnasts aged 13-15 years, members of the Romanian national junior team in Deva training center. Research methods used: analysis of the literature; observation method; computerized video method; method of movement postural orientation; statistical and mathematical method using the Chi-Square - nonparametric Kruskal-Wallis Test and Parametric Multiple Comparisons Tukey-Kramer Test. The research results revealed the angular characteristics of body segments in each technical key element consistent with the composition deductions and apparatus-specific deductions. Identification of key elements of the dismount technique based on individual data and the synchronization of spatiotemporal characteristics highlighted differences in segment trajectory and range of motion. The optimal kinematic characteristics of the double back salto dismount off uneven bars show the rotational motion with and without support. The use of computerized video analysis for the biomechanical study of uneven bars dismount contributed to a deeper knowledge of the technical key elements. Highlighting the optimal kinematic characteristics of the studied parameters and indicators helped to develop the linear and branching algorithmic scheme required to improve the technique of uneven bars dismounts. [ABSTRACT FROM AUTHOR]

Adventure activities have been part of the physical education (PE) lessons of other countries for a long time, yet they are still missing from the Romanian curriculum. This paper analyses the effect of an extra PE lesson based on activities specific to adventure education on the development of strength in students aged 10-12 years. The program consisting in initiatives, low-ropes elements, orientation activities and specific games was implemented in a school from Cluj-Napoca between September 2016 and April 2017. In this experiment with a pre- and post-test design, the effect of the program was measured using hand dynamometry. Results show a significant growth for both groups in the right hand and overall strength, but in the left hand, they only show a significant growth for the control group. Comparison of post results and comparison of gain scores show slightly better results for the test group but not significant at p < 0.05. However, the results indicate a small to medium effect size for the difference between post scores (d =.30) in favour of the test group. The results also indicate a small to medium effect size for the right hand in the gain scores (d =.25). We conclude that, despite the fact that adventure education activities have in general a positive effect on arm strength development, this is small and mostly applies for the dextrous arm. [ABSTRACT FROM AUTHOR]

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]

Introduction: This study is part of a larger research study examining the effect of a unique model of self-supervision based on Authentic Movement and Epimotorics' on young therapists. It relies on one of the basic assumptions in dance/movement therapy - that psychological/emotional states are reflected in one's manner of movement and body positions, and also that the position and movement of the body influence a person's emotional/ psychological state (Shahar-Levy, 2004; Chaiklin, 2009). This study attempted to demonstrate that the unique self-supervision model would change the sense of self-efficacy of young dance/movement therapists. Supervision in this field bases itself on moving between verbal language and body-movement language, and uses both languages as a source for cognitive and psycho-emotional language knowledge (Payne, 1992; Shalem-Zafari, 2016). Methods and Materials: This study utilized film-recordings for observation, the Epimotoric's movement-analysis tool, and questionnaires: Epimotorics' is a method of movement observation and analysis, which relates to visible human movement as "telling" the internal psycho-emotional scenario. The self-efficacy questionnaires that were used provide information about the way the therapists' view their own effectiveness and abilities. Results: It was found that the self-supervision model stimulated changes in the movement measures of the participants and showed marginally significant positive change in their self-efficacy. Conclusion: It can be suggested that the self-supervision model combining verbal and nonverbal movement languages allows for the use of knowledge stored in the body in combination with cognitive, verbal language. As such, it improves the therapists' experience in relation to their sense of professional capability. [ABSTRACT FROM AUTHOR]

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Copyright of Sport & Society / Sport si Societate is the property of Altius Academy Foundation and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Educatio Artis Gymnasticae is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]