specifiÄnosti strukture treninga kod sportista sa oÅ¡teÄenim vidom ...

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Ćosić, M. i Koprivica, V.: SPECIFIČNOSTI STRUKTURE TRENINGA... Zbornik radova 2010, 284-296 of characteristics that should be kept in mind when planning and programming training. Analysis of available theoretical papers that deal with this subject Already with the first step of examining the papers dealing with this subject we encounter problems. There are a number of papers that explore individual problems related to the topic of this paper, or for sports training and its structure, some motor skills through which to highlight the differences between blind and sighted athletes, the visually impaired of all ages, etc., but the problem is that a very small number of papers includes a number of areas, or combinations of these themes, in particular the problems of training of blind athletes. In the available reference literature, there is no theoretical work on the structure of training of persons with impaired vision, so this paper is practically a pioneer in this field in this region. Analysis of results of testing people with visual impairments specifičnosti koje treba imati u vidu kada se planira i programira trening. Analiza dosada{njih teorijskih radova koji se bave ovom problematikom Već na prvom koraku pri pregledu radova koji se bave ovom problematikom nailazi se na probleme. Postoji određeni broj radova koji istražuju pojedinačno probleme vezane temu rada, odnosno za sportski trening i njegovu strukturu, pojedine motoričke sposobnosti preko kojih bi se ukazalo na razlike između slepih i videćih sportista, osobe o{tećenog vida različitih uzrasta, itd. ali problem je {to vrlo mali broj radova obuhvata veći broj oblasti, odnosno kombinacije pomenutih tema, konkretno probleme treniranja slepih sportista. U dostupnoj literaturi nema teorijskih radova o strukturi treninga osoba o{tećenog vida, tako da je ovaj rad praktično pionirski u ovoj oblasti na ovim prostorima. Analiza rezultata testiranja osoba sa o{tećenim vidom As with theoretical, the situation is similar and with research papers, that is, there are no papers that integrate several subjects. However, problems that have been established in these studies allow better identification of reasons for the specific training of blind people. One of the abilities in which blind people are behind the sighted people is a balance, so there will be a special emphasis on works that deal with this ability. In these papers it was concluded that physical training improves the efficient use of somatosensory, visual and vestibular information, which improves the ability to maintain balance (Bringoux et al., 2000), and also different types of sports in various ways contribute to postural changes (Davlin, 2004). Specific features of the sports branch make progress in these specific skills, but not in some skills of daily life (Asseman et al., 2004; Hugel et al., 1999). Also, athletes (football players) who are competing at a higher level are more successful in maintaining of balance (Paillard et al., 2006). The general conclusion, as far as balance, and as confirmed by a large number of research, would be that sporting has a positive effect on static and dynamic balance (Davlin, 2004), and therefore has a positive impact on sports performance. In papers on the topic of study cognitive abilities of the blind, in the age when they should start with sports training, delays in development was noted (Jablan, 2007). Spatial cognition research has shown that blind people gain knowledge about the spatial surroundings with more difficulty and slower than persons with vision (Jablan, 2007). In regards to research of the motor space of people with visual impairments, we can say that in younger populations blind are lagging behind in physical development and have less developed all physical abilities. Because of hypokinesia, specific movements and postures, which are unique to this population, many deformities are formed. They also have delayed motor development. Motor development of children in young school age is associated with a sports talent (Ćosić, 2003), which is an important condition for further sports development. Reviewing the norms of motor development, we can state slowness in the development of mobility and locomotion of blind children compared with sighted children (Hill, & Blasch, 1987). It was determined that the overall performance Kao i sa teorijskim radovima, slična je situacija i sa istraživačkim radovima, odnosno nema radova koji objedinjuju vi{e tema. Međutim, problemi koji su ustanovljeni u ovim istraživanjima ipak omogućavaju da se na bolji način ukaže na razloge specifičnosti treninga slepih osoba. Jedna od sposobnosti u kojima slepi zaostaju je ravnoteža, pa će poseban osvrt biti na radove koji se bave tom sposobno{ću. U tim radovima se zaključuje da sportski trening utiče na efikasnije kori{ćenje somatosenzornih, vizuelnih i vestibulativnih informacija, {to pobolj{ava sposobnost održavanja ravnoteže (Bringoux i saradnici, 2000) a takođe, različiti vidovi bavljenje sportom na različite načine doprinose posturalnim promenama (Davlin, 2004). Specifičnosti određene sportske grane donose napredak u tim specifičnim sposobnostima, ali ne i u nekim iz svakodnevnog života (Asseman i saradnici, 2004; Hugel i saradnici, 1999). Takođe, sportisti (fudbaleri) koji se takmiče na vi{em nivou imaju veću uspe{nost održavanja ravnoteže (Paillard i saradnici, 2006). Generalni zaključak, {to se ravnoteže tiče, a {to i veliki broj istraživanja i potvrđuje, bio bi da bavljenje sportom pozitivno utiče na statičku i dinamičku ravnotežu (Davlin, 2004), a da samim tim ima i pozitivan uticaj na sportski rezultat. U radovima sa temom proučavanja kognitivnih sposobnosti slepih, u uzrastu kada treba da se počne sa sportskim treningom, evidentirano je zaostajanje u razvoju (Jablan, 2007). Istraživanja spacijalne kognicije pokazuju da slepe osobe stiču znanja o prostoru teže i sporije u odnosu na osobe sa vidom (Jablan, 2007). [to se tiče istraživanja motoričkog prostora osoba sa o{tećenim vidom možemo reći da kod mlađe populacije slepi zaostaju u telesnom razvoju i da imaju slabije razvijene sve fizičke sposobnosti. Zbog hipokinezije i specifičnih pokreta, kretanja i stavova, koji su jedinstveni za ovu populaciju, nastaju i brojni telesni deformiteti. Oni takođe imaju i usporen razvoj motorike. Motorički razvoj kod dece mlađeg {kolskog uzrasta veoma je povezan sa sportskom obdareno{ću (Ćosić, 2003), koja je bitan uslov za dalji sportski razvoj. Pregledom normi motoričkog razvoja možemo konstatovati usporenost u razvoju pokretljivosti i lokomocije slepe dece u poređenju sa decom koja vide (Hill i Blasch, 1987). Utvrđeno PROFESSIONAL PAPER STRUČNI ČLANAK 287
Ćosić, M., & Koprivica, V.: SPECIFICS OF TRAINING STRUCTURE FOR... Proceedings 2010, 284-296 of visually impaired pupils is significantly decreased, but that the dynamics of development of cardiovascular endurance unfolds according to normal patterns of child development but was consistently lower from 50% to 25% (Grbović, 2007). In addition, flexibility and balance differ in terms of lower development in low vision children (Grbović, 2006; Grbović, 2007). Literature also points out to the particular importance of sports activities because of the positive development and maintenance of physical and functional abilities and the formation of motor skills (Grbović, 2003). Important components of physical education of pupils with low vision should be psychomotor re-education, visual training and corrective exercises (E{kirović et al., 2001), and professionally organized physical education in schools could provide efficient use of the locomotor apparatus, and thus independence and integration (Grbović, 2005). Literature also points to the importance of perceptual development for overall development and learning, the importance of play activities in the field of development of perception (visual, tactile-kinesthetic, spatial, smell and taste), the selection, organization and customization of games that can contribute to perceptual-motor development, and the importance of adaptation of buildings, devices, equipment, toys (Vučinić, 2003; Vučinić & Jablan, 1999). Analysis of race (Daly et al., 2009) which was conducted in Sydney in The Olympic and Paralympic (all 3 classes) Games in the 100m freestyle at both competitions shows that all swimmers with visual impairment use speed patterns similar to Olympic swimmer and did not spend much time at the start of the race or turning. Elite swimmers with visual impairment have achieved high levels of lactate after the race and use arm coordination matching elite bodied swimmers. Bearing in mind all mentioned in previous chapters, it can be concluded that the visually impaired persons, although they have their own specifics in the development of individual skills, and in their final level, with training can significantly improve their potential. Generally it can be concluded that blind people are lagging behind in some skills, but that it is possible that the final level of those skills may be close to a sighted persons. It is certain that a well designed plan and training program helps in this regard. Training structure je i da je op{ta izdržljivost slabovidih učenika značajno snižena, a da dinamika razvoja kardiovaskularne izdržljivosti teče prema normalnim zakonitostima dečijeg razvitka, ali je konzistentno niža od 50% do 25% (Grbović, 2007). Takođe se i gipkost i ravnoteža razlikuju u smislu slabije razvijenosti kod slabovide dece (Grbović, 2006; Grbović, 2007). U radovima se ukazuje i na naročit značaj bavljenja fizičkom aktivno{ću zbog pozitivnog razvoja i održavanja fizičkih i funkcionalnih sposobnosti i formiranja motoričkih umenja (Grbović, 2003). Bitne segmente fizičkog vaspitanja sa slabovidim učenicima treba da čine psihomotorna reedukacija, vizuelni trening i korektivna gimnastika (E{kirović i saradnici, 2001), a da stručno organizovana nastava fizičkog vaspitanja omogućava efikasno kori{ćenje lokomotornog aparata, a time i samostalnost i integraciju (Grbović, 2005). Ukazuje se i na značaj perceptivnog razvoja za ukupan razvoj i učenje, na značaj igrovnih aktivnosti u domenu razvoja percepcije (vizuelne, taktilno-kinestetičke, auditivne spacijalne kao i olfaktorne i gustativne), na odabir, organizaciju i prilagođavanje igara koje mogu dati doprinos perceptivno-motornom razvoju, kao i važnost prilagođavanja i adaptacije objekata, sprava, rekvizita, igračaka (Vučinić, 2003; Vučinić i Jablan, 1999). Analiza trke (Daly i saradnici, 2009) koja je sprovedena u Sidneju 2000. godine na Olimpijskim i Paralimpijskim (sve 3 klase) igrama na 100m slobodnim stilom u obe konkurencije govori da su svi plivači sa o{tećenjem vida koristili brzinske obrasce slične olimpijskim plivačima i da nisu tro{ili mnogo vremena na početku trke ili pri okretima. Elitni plivači sa o{tećenjem vida su postigli visoke nivoe laktata posle trke i koriste koordinaciju ruku koja odgovara elitnim plivačima sa jakim telima. Imajući u vidu sve navedeno u prethodnim poglavljima, može se zaključiti da osobe o{tećenog vida, iako imaju svoje specifičnosti, kako u razvoju pojedinih sposobnosti, tako i u njihovom krajnjem nivou, mogu treningom da značajno unaprede svoje potencijale. Generalno se može zaključiti da slepe osobe zaostaju u razvoju u pojedinim sposobnostima, ali da je moguće da krajnji nivo tih sposobnosti može biti približan sposobnostima osoba koje vide. Sigurno je da dobro osmi{ljen plan i program treninga pomaže u tom smislu. Struktura treninga PROFESSIONAL PAPER STRUČNI ČLANAK Before we analyze the elements of training structure and their interdependence, it should be noted that a major problem for people with visual impairments, which are beginning to practice, is the general level of preparedness. The situation is further complicated by the fact that sensitive periods in their development were not largely followed up in the best way. Usually these are people who very much lag behind in certain physical abilities, so that certain principles of sports training must be very carefully included in programming the training process. Sports career of any athlete goes through three stages, each of which has several phases: I stage of basic preparation: initial preparation (initiation), primary preparation and training specialization; II stage of maximum realization of sports results: phase of pre-cumulation and phase of the highest achievements; III stage of a prolonged sports career: phase of conservation of achievements and postcareer phase. In training the visually impaired athlete in the first stage virtually every phase should be extended especially phases of initial and primary preparation. All the skills should be developed, not just those that are relevant to a specific sports Pre analize elemenata strukture treninga i njihove međusobne povezanosti, treba napomenuti da veliki problem osobama sa o{tećenim vidom, koje počinju da treniraju, predstavlja op{ti nivo treniranosti. Situaciju dodatno komplikuje i to {to senzitivni periodi u njihovom razvoju uglavnom nisu bili ispraćeni na najpovoljniji način. Obično su to osobe koje u velikoj meri zaostaju u pojedinim fizičkim sposobnostima, tako da određene zakonitosti sportskog treninga moraju veoma pažljivo da budu uključene u programiranje trenažnog procesa. Sportska karijera bilo kog sportiste se odvija kroz 3 stadijuma, od kojih svaki ima nekoliko etapa: I stadijum bazične pripreme: početna priprema, osnovna priprema i specijalizacija; II stadijum maksimalne realizacije sportskih rezultata: predkumulaciona etapa i etapa najvi{ih dostignuća; III stadijum duge sportske karijere: etapa očuvanja dostignuća i postkarijerna etapa. U treningu osobe o{tećenog vida potrebno je u okviru prvog stadijuma produžiti praktično svaku etapu, pogotovo etape početne i osnovne pripreme. Treba razvijati sve sposobnosti, a ne samo one koje su bitne za konkretnu sportsku 288
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