WAY OF ACTION FOR LEARNING AND STRENGTHENING THE SPECIFIC MOTRIC CONTENT OF AEROBIC GYMNASTICS, WITHIN THE PHYSICAL EDUCATION LESSONS OF HIGHER EDUCATION

Abstract

Background. The motor learning in the aerobic gymnastics is characterized, in general, by the laws and the stages of learning the motor acts , by all means, with some particular features, which are due to the particularities of this sport. The system in which the motor content specific to the aerobic gymnastics acts for the learning, strengthening and improving contains succesive stages during which the different types of exercises are shared in a sensible way, the didactic principles of learning being respected. The rational staggering of the series of exercises is gradual and realized in interdependent conditions, by progressively raising the complexity. All of these are meant to contribute to the quick and correct representation of the movement, being based on the positive transfer of some movements’ characteristics to the others similar in structure.
Objectives.The objectives of the reaserch consists of choosing the most efficient methodes and ways for learning the motor content specific to the aerobic gymnastics, during the courses of physical education.
Methods. We have used the following methods of research in order to create this study: the improving experiment, the statistic-mathematic method and the graphic representation. The experiment was developed during the period October 2016- may 2017. The sample used was made up of 60 students of The University of Bucharest, who attended the course of aerobic gymnastics, and the lessons of the two groups took place separately. Regarding the witness group, classic, traditional methods were used, while for the experimental the differential treatment and the independent activity. For the independent activity, individual patterns were used (as number of series and repetitions), they were performed at least threefold a week. The evaluation of the progress realized by means of the proposed program is based on tests, applied at the beginning and the end of the program.
Results. In both groups, the final results are better than the initially recorded results at the begging of the experiment, yet regarding the experimental group, was observed a significant increase between the initial and the final testing on all the investigated parameters, comparative to the control group, where the rate of increasing is lower.
Conclusion. The superiority of the results as the experimental group proves the efficiency of the applied program and of the different activities which I have been used for my students, as well as the fact that the fathoming of the exercises proposed in „The Program of independent activity” is necessary, because the simple gathering of an amount of movements is not enough, but one has to deepen the phenomenon until fully understanding it. It is necessary to be understood why a certain movement follows another, why the combinations are composed of a specific enchainment of exercises, and how, by understanding the meaning of these chain, one can made their own combinations.