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The use of Biomechanics in Teaching Aikido

100%
Mroczkowski A.
Human Movement
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2009
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vol. 10
|
issue 1
31-34
EN
Purpose. This paper aims to examine how the knowledge of biomechanics, specifically of mechanics principles used in teaching aikido techniques, affects the precision of aikido movements execution. It also aims to answer the question whether secondary-school teaching of solid-state mechanics, using examples from aikido and other sports, improves the learning outcomes. Basic procedures. The experiment involved 60 second- and third-form secondary-school students, divided into two groups: F (n = 27) and E (n = 33). The research on the understanding of mechanics principles was based on the results of a written test. Group F (experimental group) had been taught the principles of rotation mechanics, using examples from aikido and other sports, as opposed to group E (control group). Surprise tests were applied to assess the understanding of mechanics rather than retrieving of definitions learned by heart. The experimental group took a written test to assess their understanding of aikido mechanics. Over the period of one month the students in this group had been taught four selected aikido techniques. Using a ten-point grading scale the precision of execution of aikido techniques was evaluated. Main findings. Student's t-test and regression analysis were used for statistical analysis. A statistically significant difference was found between the aikido-enhanced and the conventional ways of teaching solidstate mechanics: the experimental group attained much higher test results than the control group. There was a strong correlation between understanding aikido mechanics and the performance of aikido techniques. Conclusions. Understanding aikido mechanics improves the performance of aikido techniques. Teaching solid-state mechanics, using examples from aikido and other sports, is more effective than teaching physics in the conventional way.
2
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The Modulation of Verbal Information As a Factor Stimulating Conscious Differentiation of Kinaesthetic Sensations in the Aquatic Environment

100%
Klarowicz A., Groffik B., Rejman M.
Baltic Journal of Health and Physical Activity
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2011
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vol. 3
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issue 4
311-324
EN
Background: This study aims to find a relationship between the amplitude and duration of verbal information, and a conscious reaction to the kinaesthetic learner.Material/Methods: Research participants in this study consisted of 40 children from elementary school No. 1 in Swidnica (Poland). The group consisted of 16 boys and 24 girls. The respondents' age ranged from 9 to 10 years. Children regularly attended swimming classes 3 times a week for 45 minutes. The method used for the research was the laboratory experiment method, where the aim was to assess the level of differentiation of kinaesthetic sensations in the aquatic environment. Study participants had to perform 10 repetitions of force differentiation of their upper limb adduction movements, under the influence of water resistance felt on the surface of the palm of their hands. The task was to move from the slightest perceptible drag force of water (sensory threshold), through intermediate values to the maximum strength.Results: The results confirmed the hypothesis that the intentional modulation of verbal information affects the level of conscious differentiation force in the aquatic environment. The magnitude of the force registered during the measurements significantly correlated with the intensity of the amplitude of individual words and their duration.Conclusions: The participants' conscious reactions were therefore a response to the teacher's intentional and planned actions. This issue is worth addressing in more detail in subsequent studies. Verbal information should be supplemented with suitably chosen content and then evaluated in terms of its effectiveness relating to the teaching process.
3
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Surgery Course Evaluation. Expectations of Medical Students in Surgery Rotation? From Bench to Bedside

88%
Śniadecki M., Kiszkielis M., Wydra D.
Polish Journal of Surgery
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2011
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vol. 83
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issue 10
554-561
EN
The curriculum of the Medical Faculty is a result of a compromise between the need to upgrade and extend the material and the immutability of study duration. In result of reduction of time for acquisition of basic practical skills.The aim of the study was to evaluate the current curriculum by students and answer the question: What are the students' expectations of teaching surgery? and to compare the opinion in two academic centers in Poland.Material and methods. The survey embraced 85 students of the Medical Faculty of IV (25.9%), V (22.35%) and VI (51.75%) year of the Medical University of Gdańsk and VI year students of the Pomeranian University of Szczecin (PUM- 34%). Students completed a 19-item questionnaire, send by e-mail. Questions were closed (yes / no or grades 1-5) with the option of opinion adding to each item. The Statistica (version 9) package for calculations was used. Differences with p<0.05 was considered statistically significant. Qualitative data (opinions) were prepared in the form of summary tables, generalized or quoted.Results. Satisfaction with the education of students amounted to 2,1-2,4 (on a scale 1-5). There is a weak association between gender and choice of surgical specialties. Declaring an interest in surgery does not affect the assessment of classes. Most students believe that the amount of theoretical classes is sufficient, there is lack of practical classes. Among procedures they want to learn, most often were mentioned: bladder catheterization, suturing, wound treatment and putting stomach tube. Additionally, they pay attention to the lack of affordable learning materials.Conclusions. Students expect a full "non-corridor" utilization of classes, learn and practice the basic and most frequent activities at the patient. They are dissatisfied with the current training methods, and would be taught in a diverse and active way.
4
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Knowledge of Errors in the Teaching-Learning Process of Judo-Techniques: Osoto-Guruma as a Case Study

75%
Prieto I., Gutiérrez-Santiago A., Lage M. Á. P.
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2014
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vol. 41
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issue 1
253-263
EN
The aim of this article was to suggest some changes in the teaching-learning process methodology of the judo osoto-guruma technique, establishing the action sequences and the most frequent technical errors committed when performing them. The study was carried out with the participation of 45 students with no experience regarding the fundamentals of judo (21 men and 24 women; age=24.02±3.98 years old) from the Bachelor of Science of Physical Activity and Sport Science at the University of Vigo. The proceeding consisted of a systematic observation of a video recording registered during the technique execution. Data obtained were analyzed by means of descriptive statistics and sequential analysis of T-Patterns (obtained with THEME v.5. Software), identifying: a) the presence of typical inaccuracies during the technique performance; b) a number of chained errors affecting body balance, the position of the supporting foot, the blocking action and the final action of the arms. Findings allowed to suggest some motor tasks to correct the identified inaccuracies, the proper sequential actions to make the execution more effective and some recommendations for the use of feedback. Moreover, these findings could be useful for other professionals in order to correct the key technical errors and prevent diverse injuries.
5
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What are the Scientific Committees of the Polish Academy of Sciences (PAS) for, and whom they should serve (compared to remarks on culture and engineering and final conclusions)

63%
Wolański N., Wolański N.
Nauka
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2011
|
issue 1
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