Antropomotoryka nr 55.indb - Akademia Wychowania Fizycznego w ...

D. Tchórzewski, L. Gargula, P. Bujas, J. Jaworski
Materiał i metody. Materiał opracowania stanowią wyniki badań ciągłych uczniów i uczennic –33 młodych
sportowców, w tym 12 dziewcząt i 21 chłopców – uczęszczających do LO ZSMS w Zakopanem (Liceum Ogólnokształcące
Zespołu Szkół Mistrzostwa Sportowego) i uprawiających sporty zimowe. Materiał porównawczy zebrano
w trakcie prowadzonych równolegle badań ich nietrenujących rówieśników – 19 dziewcząt i 40 chłopców z grupy
kontrolnej. Do analizy przebiegu rozwoju orientacji czasowo-przestrzennej wykorzystano rezultaty kompletnych
trzyletnich badań. Wszyscy badani w momencie rozpoczęcia badań byli w wieku 15 lat. Pomiary wykonano za
pomocą aparatu Piórkowskiego z zaprogramowaną szybkością bodźców 107 impulsów na minutę oraz aparatu
krzyżowego z zastosowaniem serii „free” – bez narzuconego rytmu – przez rejestrację w sekundach czasu wykonania
zadania (49 impulsów) za pomocą dowolnej reki.
Wyniki i wnioski. Na podstawie trzyletnich badań w obu grupach: zawodniczej oraz kontrolnej stwierdzono
znaczną oraz statystycznie istotną poprawę wyników aspektu wzrokowego orientacji czasowo-przestrzennej.
Uzyskane wyniki nie wskazują jednak na wpływ treningu sportowego na poprawę rozpatrywanej zdolności.
Stwierdzone zmiany mają raczej podłoże rozwojowe. Ponadto w całym trzyletnim okresie badań nie stwierdzono
istotnych różnić płciowych w poziomie orientacji przestrzennej, i to zarówno wśród badanych zawodników, jak
i uczestników grupy kontrolnej.
INTRODUCTION
An important aspect of a training process is ensuring
proper development of abilities to control and verify
movements. This requires taking into consideration that
it is at the stage of planning a macrocycle, training units
oriented towards development of coordination motor
abilities (CMA). In order for this to be achieved the
knowledge of CMA, their development phases in human
ontogenesis, genetic predisposition and susceptibility
to the applied training stimuli. It is also important
to emphasize certain abilities which are adequate for
a particular discipline of sport since they essentially determine
time and quality of motor learning. Therefore,
coordination abilities are a prerequisite for improvement
and stabilization of sport-related technical and tactical
abilities and their adequate utilization in relation to the
situations and conditions which occur [1].
Performing movements and adaptation of movements
to changing external conditions is controlled by
nervous system and is based on the same principles
in all humans. However, it does not mean that the
processes occur in all individuals with the same accuracy,
differentiation, mobility or speed. These individually
variable properties of the processes of control and
regulation determine the level of coordination abilities
[2, 3].
An essential role in sport is played by abilities of an
athlete to precisely define position of their body and its
changes in relation to a point of reference and to perform
movements in a specific direction, i.e. spatial and
temporal orientation abilities [1]. In the case of winter
sports, this is even more important because of slippery,
frequently unstable and uneven surface the athletes
must move on. Level of spatial and temporal orientation
depends in particular on proper cooperation of a number
of analysers, of which the greatest importance is
from visual and auditory analysers, since this is them
which condition reliable assessment and control of spatial
condition of a particular activity [4, 5].
The multifaceted character of spatial and temporal
orientation points to its complex background, with
fundamental importance of the processes of acquisition
and processing information which are performed
in central and peripheral nervous system. Efficiency of
functioning of these systems considerably determines
spatial orientation [6, 7]. Main predispositions of these
abilities include efficiency of visual, auditory, vestibular,
tactile and olfactory senses. These senses provide information
to nervous system about position of the body
in relation to the points of reference. Therefore, spatial
orientation can be typically considered within three major
(visual, auditory and proprioceptive) aspects [8].
Different authors seem to agree that a major effect
among a variety of types of information which determine
the level of a characterized ability is from visual
stimuli [2, 9, 10, 11]. This is confirmed by observations
of scientists who investigated the relationships between
conflicting pieces of visual and tactile information. In
the case of this conflict, a leading function is overtaken
by vision [12].
Spatial orientation is also possible by means of auditory
sense, however, perception of auditory space is
less efficient than the visual one. Hearing allows only
for determination of direction and the distance from the
source of sound [13].
Kinaesthetic perception and sense of equilibrium
seem to be the most important kinaesthetic sensation
and provides information about spatial position of the
body [11]. Receptors located in muscles inform about
the state of tension in individual parts, which allows for
adoption of a particular position of body parts [14].
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