Spatio-Temporal Orientation Development during the Physical Education Class, with 5th and 6th Form Pupils

School physical education, through its objectives and contents, efficiently valorizes the pupils- abilities, developing them, especially the coordinative skill component, which is the basis of movement learning, of the development of the daily motility and also of the special, refined motility required by the practice of certain sports. Medium school age offers the nervous and motor substratum needed for the acquisition of complex motor habits, a substratum that is essential for the coordinative skill. Individuals differ as to the level at which this function is performed, the extent to which this function turns an individual into a person that is adapted and adaptable to complex and various situations. Spatio-temporal orientation, together with movement combination and coupling, and with kinesthetic, balance, motor reaction, movement transformation and rhythm differentiation form the coordinative skills. From our viewpoint, these are characteristic features with high levels of manifestation in a complex psychomotor act - valorizing the quality of one-s talent - as well as indices pertaining to one-s psychomotor intelligence and creativity.

Authors:

• Constantin Pehoiu

Keywords:

• development
• lesson
• spatio-temporal orientation
• physical education.

References:

[1] Fetz, F., (1982) Sportmotorisches Entwicklung, Viena;
[2] Hirtz, P., (1977) Struktur und Entwicklung koordinatirer Leistungforassetzungen
bei Schulkinder, in Theorie und Praxis der Körperk├╝lt├╝r, no.
26, Berlin, 1977, p. 503-510;
[3] Ozolin, N.G., (1972) Metodica antrenamentului sportiv, (Method of
sport training), Bucureşti - Ed. Stadion;
[4] Harre, D., (1973) Teoria antrenamentului sportiv, (Theory of sports
training ), Bucureşti-Editura Stadion;
[5] Schnabel, G., (1974) Koordinative Fächigkeiten in Sport. Ihre Erassung
und Zielgerichtete Ausbildung, in Theorie und Praxis der Köperk├╝lt├╝r,
no. 23, 1974.
[6] Blume, D., (1978) Zu einigen wesentlichen theoretischen
Grundpositionen für die Untersuchung des Koordinatiren Fähigkeiten, in
Theorie und Praxis der Körperk├╝lt, no. 27, 1978, p. 29-36.
[7] Demeter, A., (1981) Bazele fiziologice ┼ƒi biochimice ale calitâţilor
motrice, (Physiological and biochemical bases of motor qualities ),
Bucureşti - Editura Sport-Turism.
[8] Hirtz, P., et al, (1977) Testul de motricitate sportivâ ├«n diagnosticarea
calitâţilor de coordonare (Testing motor skills to diagnose coordinative
qualities), Berlin;
[9] Bompa, T.O., Teoria si metodologia antrenamentului (Training theory
and metodology), Bucuresti - Ed. Ex Ponto, 2002;
[10] Bompa, T.O., (2001) Dezvoltarea calitâţilor biomotrice-periodizarea,
(Development of bio-motric qualities - periodization), Bucuresti - Ed.
Ex Ponto;
[11] Dragnea, A., Teodorescu, S., (2002) Teoria Sportului, (Sport-s Theory),
Bucuresti - Ed. FEST;
[12] Dragnea, A., Bota, A. - Teoria activitâţilor motrice (Theory of Motor
Activities). Bucure┼ƒti, Editura Didacticâ ┼ƒi Pedagogicâ, 1999.
[13] Epuran, M., Horghidan, V., (1994) Pshologia educaţiei fizice (The
Psychology of Physical Education) Bucureşti - Editura ANEFS;
[14] Pehoiu, C. - Formarea noţiunilor spaţiale ├«n lecţia de educaţie fizicâ din
├«nvâţâm├óntul primar (Formation of Spatial Notions during the Physical
Education Class in Primary Education), in "Palestrica mileniului III",
nr. 1(15), februarie 2004, p. 35-45, Editura Medicalâ Universitaria ÔÇ×Iuliu
Haţeganu", Cluj-Napoca.
[15] Thomas, R., Eclache, P., Keller, J., (1995) Aptitudini. Structurâ ┼ƒi
evaluare ( Motor skills. Structure and evaluation) Bucureşti-Editura
M.T.S., Centrul de Cercetâri pentru Probleme de Sport, nr. 107/1995.
[16] Tudor, V., (1999) Capacitâţile condiţionale, coordinative ┼ƒi intermediare,
componente ale capacitâţii motrice (Conditional, coordinative and
intermediary skills, components of the motor skills), Editura Coresi,
Bucureşti, 1999, p. 140-141;
[17] Weineck, J., (1995) Biologia sportului. (Biology of sports) Bucureşti -
Ed. MTS-CCPS;