Pilot study on sprint training methods in different types of athletes
DOI:
https://doi.org/10.14198/jhse.2019.14.Proc2.05Keywords:
Disabled athlete, Cognitive approach, Ecological-Dynamic approach, Prescriptive teaching, Heuristic learning, IPCAbstract
From the recognition of the scientific literature it emerges that the International Paralympic Committee and the Italian Paralympic Committee, together with the Special Olympics, present a segregative imprint in sports activities, as the current Regulations allow the restricted participation to specific types of disabilities, excluding the inclusion of others, so the difficulty lies in finding a different method that is suitable for all the different types of athletes. Taking up the two approaches (cognitive and ecological), mentioned in the previous study, it is preferable to limit the method of prescriptive teaching for athletes with disabilities on 100, 200, 400m, because they must adapt to a diversity compared to non-disabled people. For this reason, the adaptation is personal and then it occurs according to the heuristic learning method. Therefore, the integration of the above mentioned approaches is proposed, giving shape to a model characterized by a specific training of organic and muscular adaptations, also in qualitative terms, with the integration of heuristic learning and types of periodization and training methods with differences in the competition rules. The aim of this study is to hypothesize, through the theoretical method, a model that is able to enhance all types of athletes, according to their specific characteristics.
Downloads
References
Adams, J.A. (1968). Response feedback and learning. "Psychological Bulletin", 70, 486-504. teaching relevance and availability of Anochin's theoretical model Sport Science Vol. 4, (2). https://doi.org/10.1037/h0026741
Altavilla, G. (2014) Effects of the practice of muscle stretching [Učinci vježbanja stretchinga muskulature] Sport Science, 7 (1), 66-67.
Altavilla, G., D'Elia, F., Raiola, G. (2018) A brief review of the effects of physical activity in subjects with cardiovascular disease: An interpretative key, Sport Mont, 16 (3), 103-106. https://doi.org/10.26773/smj.181018
Altavilla, G., Di Tore, P.A. (2016) Physical education during the first school cycle: A brief social psycho-pedagogical summary. Journal of Physical Education and Sport, 16 (2), 340-344.
Altavilla, G., Di Tore, P.A., Riela, L., D'Isanto, T. (2017) Anthropometric, physiological and performance aspects that differentiate male athletes from females and practical consequences, Journal of Physical Education and Sport, 17, 2183-2187.
Altavilla, G., D'Isanto, T., Di Tore, A.P., Raiola, G. (2018) Free throw and outcomes: Pilot study on intensive training versus extensive one, Journal of Human Sport and Exercise, 13 (3), 494-503. https://doi.org/10.14198/jhse.2018.133.02
Altavilla, G., D'isanto, T., Di Tore, P.A. Anthropometrics characteristics and jumping ability in basketball (2018). Journal of Human Sport and Exercise, 13(Proc2): S385-S392. https://doi.org/10.14198/jhse.2018.13.Proc2.22
Altavilla, G., Furino, F., Marika, D.P., Raiola, G. (2015) Physical skills, sport learning and socio-affective education [Fizičke vještine, sportsko učenje I društveno-afektivno obrazovanje], Sport Science, 8, pp. 44-46.
Altavilla, G., Gaetano, R. (2018) Physiological effects of warm-up and problems related to team sports, Sport Science, 11, 83-88.
Altavilla, G., Mazzeo, F., D'Elia, F., Raiola, G. (2018) Physical commitment and specific work for each role in an elite soccer team, Journal of Physical Education and Sport, 18 (2), 570-574.
Bernstein, N.A. (1967) The co-ordination and regulation of movements. Oxford: Pergamon Press.
Bompa T., Buzzichelli C. (2016) Periodizzazione dell'Allenamento Sportivo – 3° Edizione, Calzetti & Mariucci, 16, p. 120.
Cassese, F.P., Raiola, G. (2017) The importance of sport in disability management [Važnost sporta u upravljanju kod invaliditeta] Sport Science, 10, 7-11.
Cirillo, G., Nughes, E., Acanfora, A., Altavilla, G., D'Isanto, T. (2016) Physical and sport education testing by quantitative and qualitative tools in assessment in senior school: A proposal. Sport Science, 9, 97-101.
Comoglio, M., Cardoso, M., A., (1996) Insegnare e apprendere in gruppo. Il Cooperative Learning. LAS Roma, 96.
D'Isanto, T. (2016) Pedagogical value of the body and physical activity in childhood [Pedagoška vrijednost tijela i tjelesne aktivnosti u djetinjstvu], Sport Science, 9, 13-18.
D'Isanto, T., D'Elia, F., Raiola, G., & Altavilla, G. (2019). Assessment of sport performance: theoretical aspects and practical indications. Sport Mont, 17(1), 79-82. https://doi.org/10.26773/smj.190214
D'Isanto, T., Di Tore, P.A. (2016) Physical activity and social inclusion at school: A paradigm change. Journal of Physical Education and Sport, 16, pp. 1099-1102.
D'Isanto, T. (2019) Physical and sport education between Italian academic system and European Research Council structure panel. Journal of Human Sport and Exercise, 14, S66-S76. https://doi.org/10.14198/jhse.2019.14.Proc1.08
D'Isanto, T., Di Tore, P. & Altavilla, G. (2018). Correlation of the anthropometric characteristics and the ability to jump in volleyball. Journal of Human Sport and Exercise, 13(2proc), S393-S400. https://doi.org/10.14198/jhse.2018.13.Proc2.23
D‘Elia, F. (2019). The training of physical education teacher in primary school. Journal of Human Sport and Exercise, 14(1proc), S100-S104. https://doi.org/10.14198/jhse.2019.14.Proc1.12
Di Tore, A.P., Raiola, G., D'Isanto, T. (2018) Situation awareness in sports science: Beyond the cognitive paradigm [Situacijska svijest u sportskoj nauci: Van kognitivne paradigme], Sport Science, 11 (1), 44-48.
Di Tore, P.A., Raiola, G. (2012) Case study on physical education and sport in Naples, Italy, Mediterranean Journal of Social Sciences, 3 (11), 471-476.
Di Tore, P.A., Raiola, G. (2012) Exergame-design and motor activities teaching: An overview of scientific paradigms on motor control, Mediterranean Journal of Social Sciences, 3 (11), 119-122.
Di Tore, P.A., Raiola, G. (2012) Exergames in motor skill learning, Journal of Physical Education and Sport, 12 (3), 358-361.
Di Tore, P.A., Raiola, G., Altavilla, G., Barba, S., Pignato, S., Lipoma, M. (2016) Motor imagery, perspective taking and gender differences: A VVIQ2-based study. Journal of Human Sport and Exercise, 11 228-232. https://doi.org/10.14198/jhse.2016.11.Proc1.13
Di Tore, P.A., Raiola, G., Altavilla, G., Gervilli, M.G., Pignato, S., Lipoma, M. (2016) Visual motor skills and reading fluency: A correlational study. Journal of Human Sport and Exercise, 11(Proc1): S233-S238. https://doi.org/10.14198/jhse.2016.11.Proc1.14
Di Tore, P.A., Schiavo, R., D'Isanto, T. (2016) Physical education, motor control and motor learning: Theoretical paradigms and teaching practices from kindergarten to high school, Journal of Physical Education and Sport, 16 (4), 1293-1297.
Fiorin, I., (2007), La scuola luogo di relazioni e apprendimenti significativi, in A. Canevaro (a cura di), L'integrazione scolastica degli alunni con disabilità, Erickson, Trento, pp. 129-157.
Gaetano, R. (2012) Motor learning and didactics into physical education and sport documents in middle school-first cycle of education in Italy, Journal of Physical Education and Sport, 12 (2), 157-163.
Gaetano, R., Rago, V. (2014) Preliminary study on effects of hiit-high intensity intermittent training in youth soccer players, Journal of Physical Education and Sport, 14 (2), 148-150.
Kelee, R. L. (1984), Micro-Determinism and Concepts of Emergence. Philosophy of Science, 51(1), 44-63. https://doi.org/10.1086/289163
Magill, R., A., (2001) Motor learning: concepts and applications (6th ed.), Dubuque, IA: McGraw-Hill.
Pavone, M., (2014), L'inclusione educativa. Indicazioni pedagogiche per la disabilità, Mondadori Education S.p.A., Milano.
Pisapia, F., D'Isanto, T., (2018) Inclusive methods of adaptive training in sprints: a theoretical preliminary study, Journal of Physical Education and Sport, 18, Art 316, pp. 2101-2105.
Rago, V., Pizzuto, F., Raiola, G. (2017) Relationship between intermittent endurance capacity and match performance according to the playing position in sub-19 professional male football players: Preliminary results. Journal of Physical Education and Sport, 17 (2), 688-691.
Raiola, G. (2012) Bodily communication in volleyball between human and experimental sciences, Mediterranean Journal of Social Sciences, 3 (1), 587-597.
Raiola, G. (2013) Body knowledge and motor skills, Knowledge Cultures, 1 (6), 64-72.
Raiola, G. (2014) Motor control and learning skills according to cognitive and ecological dynamic approach in a vision on behaviorism, cognitive, Gestalt and phenomenology theories, Mediterranean Journal of Social Sciences, 5 (15), 504-506. https://doi.org/10.5901/mjss.2014.v5n15p504
Raiola, G. (2014) Teaching method in young female team of volleyball, Journal of Physical Education and Sport, 14 (1), 74-78.
Raiola, G. (2017) Motor learning and teaching method, Journal of Physical Education and Sport, 17, 2239-2243.
Raiola, G., (2012) Didactics of volleyball into the educate program for coaches/trainers/technicians of Italian Federation of Volleyball (FIPAV). Journal of Physical Education and Sport, 12 (1), pp. 25-29.
Raiola, G., D'Elia, F., & Altavilla, G. (2018). Physical activity and sports sciences between European research council and academic disciplines in Italy. Journal of Human Sport and Exercise, 13(2proc), S283-S295. https://doi.org/10.14198/jhse.2018.13.Proc2.13
Raiola, G., Di Tore, A. (2012) Non-verbal communication and volleyball: A new way to approach the phenomenon, Mediterranean Journal of Social Sciences, 3 (2), 347-356. https://doi.org/10.5901/mjss.2012.v3n2.347
Raiola, G., Di Tore, P.A. (2012) Bodily communication skills and its incidence on female volleyball championship to enhance didactics, Journal of Human Sport and Exercise, 7 (2), 365-375. https://doi.org/10.4100/jhse.2012.72.03
Raiola, G., Di Tore, P.A. (2012) Statistical study on bodily communication skills in volleyball to improve teaching methods, Journal of Human Sport and Exercise, 7 (2), 468-488. https://doi.org/10.4100/jhse.2012.72.12
Raiola, G., Di Tore, P.A. (2017) Motor learning in sports science: Different theoretical frameworks for different teaching methods [Motoričko učenje u sportskoj znanosti: Različiti teorijski okviri za različite metode poučavanja] Sport Science, 10, 50-56.
Schimdt R, Wrisberg D, (2004) Motor Learning and Performance, Human Kinetics USA.
Schmidt, R. A., & Wrisberg, C. A. (2008) Motor learning and performance: a situation-based learning approach: Human Kinetics Publishers.
Schmidt, R., A., Wrisberg C.A. (1999) Motor Learning and Performance, Champaign, IL: Human Kinetics (tr. it. 2000, Apprendimento motorio e prestazione. Società Stampa Sportiva, Roma).
Tessaro, F., (2002), Metodologia e didattica dell'insegnamento secondario, ROMA, Armando, pp. 1-268.
Downloads
Statistics
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Journal of Human Sport and Exercise
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Each author warrants that his or her submission to the Work is original and that he or she has full power to enter into this agreement. Neither this Work nor a similar work has been published elsewhere in any language nor shall be submitted for publication elsewhere while under consideration by JHSE. Each author also accepts that the JHSE will not be held legally responsible for any claims of compensation.
Authors wishing to include figures or text passages that have already been published elsewhere are required to obtain permission from the copyright holder(s) and to include evidence that such permission has been granted when submitting their papers. Any material received without such evidence will be assumed to originate from the authors.
Please include at the end of the acknowledgements a declaration that the experiments comply with the current laws of the country in which they were performed. The editors reserve the right to reject manuscripts that do not comply with the abovementioned requirements. The author(s) will be held responsible for false statements or failure to fulfill the above-mentioned requirements.
This title is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license (CC BY-NC-ND 4.0).
You are free to share, copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Transfer of Copyright
In consideration of JHSE’s publication of the Work, the authors hereby transfer, assign, and otherwise convey all copyright ownership worldwide, in all languages, and in all forms of media now or hereafter known, including electronic media such as CD-ROM, Internet, and Intranet, to JHSE. If JHSE should decide for any reason not to publish an author’s submission to the Work, JHSE shall give prompt notice of its decision to the corresponding author, this agreement shall terminate, and neither the author nor JHSE shall be under any further liability or obligation.
Each author certifies that he or she has no commercial associations (e.g., consultancies, stock ownership, equity interest, patent/licensing arrangements, etc.) that might pose a conflict of interest in connection with the submitted article, except as disclosed on a separate attachment. All funding sources supporting the Work and all institutional or corporate affiliations of the authors are acknowledged in a footnote in the Work.
Each author certifies that his or her institution has approved the protocol for any investigation involving humans or animals and that all experimentation was conducted in conformity with ethical and humane principles of research.
Competing Interests
Biomedical journals typically require authors and reviewers to declare if they have any competing interests with regard to their research.
JHSE require authors to agree to Copyright Notice as part of the submission process.
