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Ćosić, M. i Koprivica, V.: SPECIFIČNOSTI STRUKTURE TRENINGA... Zbornik radova 2010, 284-296 Analysis of choice of teaching methods It is perfectly clear that visually impaired persons have certain problems with some teaching methods. Learning of movements is done through three phases: development of rough coordination, development of fine coordination, and development of super-fine coordination. In the first phase visual information is very important, which in case with visually impaired persons we do not have, so that phase is most specific in training of those persons Teaching methods we can categorize in two basic groups: standard and situational. Standard methods are: synthetic, analytic and complex. Synthetic method is often not the most appropriate for application in the first phase of training (learning) visually impaired athletes, although it is used in situations when motion and movement are adopted, and they need to be perfected (second and especially third phase of learning). Having this in mind, during training of visually impaired persons analytical method is more often used. It is very important as a step towards to the synthetic method and practicing motion and movement as a whole. From this it follows that the complex method, in addition to analytic, is the most common in various stages of training. Besides standard group of methods, there are also situational methods: idea-motor (forming of notion), interactive (connecting), and iterative (repeating) (Malacko & Radjo, 2004). Have in mind the fact that blind athletes are limited in constant movement correction (visually, or by demonstration and observation) it is very important that the notion of movement is developed properly, or that notion is clear and accurate. Only in such a case can idea-motor method can be used. Remaining two methods are used in same cases in which they are used with athletes with regular sight, but with its specificities. Analiza izbora metoda obuke Potpuno je jasno da slepe osobe imaju određene probleme u pojedinim metodama obuke. Učenje pokreta se vr{i kroz tri faze: razvijanje grube koordinacije, razvijanje fine koordinacije i razvijanje superfine koordinacije. U prvoj fazi je veoma važna vizuelna informacija, koju u slučaju sa slepim sportistima nemamo, tako da je ta faza i najspecifičnija u obuci slepih sportista. Metode obuke možemo svrstati u dve osnovne grupe: standardne i situacione. Standardne su: Sintetička, Analitička i Kompleksna. Sintetička metoda često nije najprikladnija za primenjivanje u prvoj fazi obuke slepih sportista, s tim da se koristi u situacijama kada su pokret ili kretnja usvojeni, pa ih treba usavr{avati (druga i posebno treća faza učenja). Imajući to u vidu, prilikom obuke slepih če{će se koristi analitički metod. On je veoma važan kao „stepenica“ ka sintetičkom metodu i uvežbavanju pokreta i kretanje u celini. Iz ovoga sledi da je kompleksni metod, pored analitičkog najzastupljeniji u različitim fazama obučavanja. Pored osnovnih, postoje i situacione metode: ideomotorna (formiranje predstave), interakcijska (povezivanje) i iterativna (ponavljanje) (Malacko i Rađo, 2004). Imajući na umu činjenicu da su slepi sportisti limitirani u konstantnoj korekciji kretanja (vizuelno, odnosno demonstracijom i posmatranjem) veoma je važno da predstava kretanja bude pravilno formirana, odnosno da je predstava jasna i tačna. Tek se u tom slučaju može koristiti ideomotorna metoda. Ostale dve metode se koriste u slučajevima kada se koriste i kod sportista koji imaju normalan vid, ali sa svojim specifičnostima. Analysis of choice of loading methods and load in sports training Analiza izbora metoda opterećenja i opterećenje u sportskom treningu As for the loading methods, they are very similar to standard sports training, but have certain modifications. If athletes have not available guide or the treadmill, continuous methods (either equable or variable) are very difficult to enforce. Interval methods are much more applicable for several reasons (safety of athletes, practical considerations, monitoring and control training...). Analyzing the loads in sports training it can be said that there are certain specifics. It should be noted that blind athlete has a larger load during workout and effort that he puts for the same work is not equal of the effort that is put by sighted athlete. In addition, one should bear in mind the specifics of disability, or the reasons why athlete has impaired vision. It is possible that high loads (weights, pressure, etc...) can worsen vision or prevent and disable the possibility of the correction. These problems are known and they also occur with sighted athletes but have some problems with vision, but here are these problems are far more pronounced. Analysis of training means Choice of training means in the work with blind athletes also has its own modifications. As in training of sighted athletes, also in the training of the blind athletes there are: competitive, specific and general preparatory exercises. Common feature for all three types of exercises is that some exercises and equipment can not be used. It is manifested in [to se tiče metoda opterećenja one su veoma slične kao i u standardnom sportskom treningu, s tim da ima izvesnih modifikacija. Ukoliko sportista nema na raspolaganju pomagača ili pokretnu traku, kontinuirane metode (bilo ravnomerna ili promenljiiva) se veoma te{ko mogu primeniti. Intervalna metoda je znatno primenljivija iz nekoliko razloga (sigurnost sportiste, praktični razlozi, nadgledanje i kontrola treninga...). Analizirajući opterećenja u sportskom treningu može se reći da i tu ima određenih specifičnosti. Treba imati u vidu da slepi sportista ima veće opterećenje kada trenira i da napor koji on doživljava za isti rad nije kao i napor koji trpi sportista koji vidi. Pored toga, treba imati u vidu i specifičnosti oštećenja, odnosno razloge zbog kojih sportista ima o{tećen vid. Moguće je da se velikim opterećenjima (tegovi, pritisak, itd.) pogor{a o{tećenje ili spreči i onemogući korekcija. Ti problemi su poznati i javljaju se i kod sportista koji vide, a imaju određene probleme sa vidom, ali su ovde ti problemi daleko izraženiji. Analiza trenažnih sredstava Izbor trenažnih sredstva u treningu slepih sportista takođe ima svoje modifikacije. I u treningu slepih postoje: takmičarske, specifično i op{te pripremne vežbe. Zajednička karakteristika za sve tri vrste vežbi je da se neke vežbe, sprave i rekviziti ne mogu koristiti. To se javlja u PROFESSIONAL PAPER STRUČNI ČLANAK 293
Ćosić, M., & Koprivica, V.: SPECIFICS OF TRAINING STRUCTURE FOR... Proceedings 2010, 284-296 different forms of movement, even the most basic such as running, jumping and throwing. It can be said that stairs, hurdles, balls without the sound adaptation, some equipment that is not adapted to blind people or their use is very complicated, is not fully available to blind athletes. The big problem also represent very simple modifications of the exercises, which the coach can use in training at some point, and that in working with blind athletes require spending extra time on training of these exercises. It should be emphasized that it is very important to have adaptive facilities and equipment, not only for better training, but also for protecting and preserving the health of the blind and visually impaired athletes, as well as creating conditions that make maximum use of their potential. Anaysis of work in practice različitim oblicima kretanja, pa čak i u najosnovnijim kao {to su trčanja, skokovi i bacanja. Može se reći da tribine, prepone, lopte bez zvučne adaptacije, neki rekviziti koji nisu prilagođeni slepim osobama ili je njihovo kori{ćenje veoma komplikovano, nisu u potpunosti na raspolaganju slepim sportistima. Veliki problem predstavljaju i veoma proste modifikacije osnovnih vežbi kojima se trener može služiti u treningu u nekom momentu, a za koje u radu sa slepim sportistima treba posebno tro{iti vreme na obučavanje. Treba posebno istaći da je veoma važno imati prilagođene uslove, sprave i rekvizite, ne samo radi boljeg treninga, već i zbog za{tite i očuvanja zdravlja slepih i slabovidih sportista, kao i zbog stvaranja uslova da maksimalno koriste svoje potencijale. Analiza rada u praksi PROFESSIONAL PAPER STRUČNI ČLANAK Blind and visually impaired athletes face formidable problems. In the first place there is the lack of staff dealing with this specific profession. Perhaps the best example of what happens in practice is in athletics, which is a basic sports branch with the largely cyclic type disciplines. Practically it is easiest to explain through the athletics training the way that the blind athlete (runner, sprinter) is introduced to the workout. Basically he has no guides, and this role is taken by one of athletes already training in the group. Usually, in the preparatory period blind athlete is connected to the group of sighted athletes where one of them (experienced) takes care of him. Blind athlete is generally at a higher level than younger runners, and at a lower level then runners of his age, and therefore in the preparatory period, when training (running) loads are less intensive, the blind athlete can train with some of the better athletes of his age, but then he trains with more intensity than would be optimal. Total load can be regulated (by coach) through other components of the load, but it is not an easy process. When the season moves away and the group starts with more specific and intense work, a blind athlete needs more attention in addition to individually work (which becomes the main form of training) and a separate term, athlete can be connected to a group of young sighted athletes. Similar to the preparatory period where he worked with athletes of a higher level, he now trains with athletes of a lower level, but only in the weight room (weight training), or to implement some non-sportspecific, relieving and recovering training, etc… If, for example, the training focus is sprint (block) starts (he was already trained in standing start and three point start, and in starting acceleration), in the introductory part of training coach explains the place of start in the structure of the race, the elements preceding and following the start. It is associated with known facts and possible differences are pointed out. The starting block is gives in his hands to touch and to visualize (forming a mental image). While he explores the block, the coach observes and gives additional information to enhance the mental image. It is shown how to set (the hand of blind by the hand of coach), explained the technical characteristics (setting angles of front and rear blocks, their spacing, length of line, etc...) and rules (commands). Blind athlete is in direct contact and constant communication with the coach. Then the coach (or assistant) on command coming from behind the block (preparation for the start), on following command (on you marks) enters into the starting block (blind athlete palpated him all the time), and on the command “Set” rises in the proper position. Slepi i slabovidi sportisti nailaze na ogromne probleme. Na prvom mestu je nedostatak kadra koji se bavi ovim specifičnim poslom. Možda i najbolji primer {ta se događa u praksi je iz atletike, koja je je bazična sportska grana sa disciplinama koje su većinom cikličnog karaktrera. Praktično je najlak{e kroz atletski trening objasniti način na koji se slepi sportista (atletičar, trkač) uključuje u rad. Uglavnom on nema pomagača i tu ulogu preuzima neko od atletičara koji već trenira u grupi. Obično je u pripremnom periodu slepi sportista priključen (jedan) grupi sportista koji vide, gde jedan (iskusan) od njih vodi računa o njemu. Slepi sportista je uglavnom na vi{em nivou od mlađih trkača, a na nižem od trkača svojih godina, i iz tog razloga u pripremnom periodu, kada se manje intenzivno trenira, slepi sportista može trenirati sa nekim od kvalitetnijih sportista svojih godina, ali tada on trenira većim intenzitetom nego {to bi bilo poželjno. Trener ukupno opterećenje može regulisati preko ostalih komponenti opterećenja, ali to uop{te nije lak proces. Kada sezona odmakne i grupa pređe na specifičniji i intenzivniji rad, slepom atletičaru je potrebno vi{e pažnje i pored individualnog rada (koji postaje glavni oblik treniranja) i u posebnom terminu, sportista može biti priključen grupi mlađih sportista koji vide. Slično kao i u pripremnom periodu gde je radio sa sportistima vi{eg nivoa, sada trenira sa sportistima nižeg nivoa, ali sa njima trenira isključivo u teretani, ili sprovodi neke nespecifične, rasterećujuće i oporavljajuće treninge, itd. Ukoliko se na treningu obučava npr. niski start (pre toga je već obučen visokom i poluvisokom startu, kao i startnom ubrzanju), u uvodnom delu se obja{njava mesto starta u strukturi trke, elementi koji prethode i koji slede posle samog starta. To se povezuje sa poznatim činjenicama i ukazuje se na razlike ako ih ima. Daje mu se u ruke startni blok da ga opipa i da dobije predstavu o njemu. Dok on istražuje blok, trener posmatra i dodatnim informacijama obogaćuje predstavu. Pokazuje se kako se pode{ava (ruka slepog je uz ruku trenera), obja{njavaju se tehnička svojstva (pode{avanje bloka, uglovi papučica i njihov razmak, daljina od linije, itd.) i pravila (komande). Slepi sportista je u neposrednom dodiru i konstantnoj komunikaciji sa trenerom. Zatim se trener (ili pomagač) na komandu priprema za start (dolazi iza bloka); na sledeću komandu ulazi u startni blok (slepi sportista ga sve vreme opipava), i na komandu „pozor“, podiže se u pravilnu poziciju. Slepi sportista ga dodiruje i pravi predstavu o pokretu podizanja na komandu „pozor“. Imajući u vidu 294
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