redefinisanje nekih osnovnih pojmova u teoriji sportskog treninga ...

Proceedings 2010. (2011), Vol 2, ISSN 1986-8154
REDEFINISANJE NEKIH OSNOVNIH
POJMOVA U TEORIJI SPORTSKOG TRENINGA
REDEFINING SOME BASIC CONCEPTS
IN THE THEORY OF SPORTS TRAINING
Vladimir Koprivica 1 and Marko Ćosić 1
1
Fakultet sporta i fizičkog vaspitanja, Beograd, Srbija
Faculty of Sport and Physical Education, Belgrade, Serbia
2
AK “Crvena Zvezda”, Beograd, Srbija
AC “Crvena Zvezda”, Belgrade, Serbia
www.sportkon.com
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doi​: 10.5550/SP.2.2010.13 UDK: 796.015.1 COBISS.BH-ID: 2252056
Summary
Sažetak
Clearly defined concepts in any kind of area are a basic requirement
for good scientific and professional communication. In addition,
the term, or word or phrase that indicates the concept must
be appropriate and generally accepted. It is a process that must
be in accordance with everything that within the theory and
practice is open to change.
Sizeable and rapid progress about the science of physical education
has led to significant harmonization of concepts and terms
used in international communication in the theory of sports training.
However, this rapid development of sports and dynamic
changes being a common concept within the competition and the
preparation of athletes, seeks on the one hand to be redefined in
accordance with some basic concepts, and on the other hand
adequately requires replacement of some terms. This primarily
relates to the concepts of periodization in sports training and the
structure of the training process. Thus, the terms: the preparation
period, competition period, the transitional period and another,
in practice does not match the changed contents, so you need to
accurately determine the contents or change the terms accordingly.
The aim of this paper is aimed towards theoretical analysis highlighting
the problems of defining some basic concepts and using
some of the terms in the theory of sports training and to redefine
these concepts and terms.
Jasno određeni pojmovi u nekoj oblasti su osnovni uslov za
dobru naučnu i stručnu komunikaciju. Osim toga, termin,
odnosno reč ili izraz koji označuje taj pojam mora biti odgovarajući
i op{teprihvaćen. To je proces koji mora biti u
skladu sa svime {to se u teoriji i praksi jedne oblasti menja.
Veliki i brz napredak nauke o fizičkoj kulturi doveo je do
značajne usagla{enosti pojmova i termina koji se koriste u
međunarodnoj komunikaciji u oblasti teorije sportskog
treninga. Ipak, razvoj sporta i dinamične promene koje su
tipične za takmičenja i pripremu sportista, traže da se u
tako izmenjenim uslovima s jedne strane redefini{u neki
osnovni pojmovi, a sa druge strane da se neki termini zamene
adekvatnijim. To se u prvom redu odnosi na pojmove u
periodizaciji sportskog treninga i strukturi trenažnog procesa.
Tako termini: pripremni period, takmičarski period,
prelazni period i neki drugi ne odgovaraju u praksi izmenjenim
sadržajima, pa je potrebno preciznije odrediti te sadržaje
ili promeniti termine.
Cilj ovog rada je da na bazi teorijske analize ukaže na probleme
definisanja nekih osnovnih pojmova i upotrebi nekih
od termina u teoriji sportskog treninga i da redefini{e te
pojmove i termine.
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Key Words: concepts, terms, theory of sports training,
sports training periodization, preparation period, competitive
period.
Profession and science can not exist without language, for
it is the primary means of communication. Professional
language is called terminology, although that term means
(Felber; see in D. Ban, 1994): a) general theory of terminology;
b) specific theory of terminology in certain areas or
languages; c) a set of terms that express the system of concepts
in a particular area; d ) publication in which the system of
concepts in specific area is expressed using the terms.
Greater knowledge of some area requires better differentiation
of what the language of the profession means. This
results in improvement of the terminology in the area, and
avoids the linguistic pitfalls and misunderstandings. Misunderstandings
arise when terms are multiplied for no reason,
Ključne riječi: pojmovi, termini, teorija sportskog treninga,
periodizacija sportskog treninga, pripremni period,
takmicarski period.
Struka i nauka ne može postojati bez jezika, jer je on osnovno
sredstvo komunikacije. Jezik struke nazivamo terminologijom,
mada taj pojam označava (Felber; vidi u D.Ban,
1994): a) op{tu terminolo{ku teoriju; b) specijalnu terminolo{ku
teoriju u pojedinim oblastima ili jezicima; c) skup termina
koji izražava sistem pojmova u određenoj oblasti; d) publikaciju
u kojoj je sistem pojmova određene oblasti izražen
pomoću termina.
[to je veće poznavanje neke oblasti, potrebno je sve bolje
diferencirati ono {to jezik te struke označava. Samim tim se
unapređuje terminologija u toj oblasti i izbegavaju jezičke
zamke i nesporazumi. A nesporazumi nastaju kada se bez
razloga umnožavaju termini, kada se različite reči koriste za
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Koprivica, V., & Ćosić, M.: REDEFINING SOME BASIC CONCEPTS... Proceedings 2010, 105-109
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when different words are used to denote the same concept,
and especially when the same term means different concepts.
So, if the influx of terms is based on better differentiation of
concepts, it is a sign of progress in science, but if it is unreasonable
accumulation of words, for any reasons, then it is a
sign of immaturity of the science.
In physical culture and sports as a part of it, occasionally over
a long period of time authors and institutions advertised with a
request to put some order in the terminology of our profession
and with a request to the authors to give greater attention to
this problem. Considerable efforts have been made in this direction
(I. Sedlaček, M. Ni{avić, R. Ban, D. \orđević, Yugoslav
Institute of Physical Education, Yugoslav Lexicographic Institute,
and others). Magazine “Physical Culture” (Belgrade) has published
15 appendixes of terminology materials for discussion, but with
no significant responses from other authors. Faculty of Physical
Education in Belgrade organized a scientific meeting in 1994
under the name “A word about expert words”. And there we
stopped.
Since social changes are, and with them language changes, very
dynamic, our ongoing mission is to monitor these changes and
correctly differentiate the concepts and terms. The concept is
a form of thinking, mostly expressed through word, usually a
noun, which contains common or essential features of more
things or of representations of the same kind (Marić, 1991). It
is a thoughtful definition of certain phenomena, objects or
processes. Terms are linguistic symbols (words, groups of words,
graphic symbols, etc.) which “exactly describe something in the
field of science or art, the professional expression Š...¹” (Vujaklija,
1975). Professional terminology is a set of specific terms in
a certain profession. While the concepts must be precisely
defined, terms are a matter of agreement.
In our profession there are a number of terms that do not match
the content of the concept, but have become so familiar that
sometimes we do not to notice their grotesque side. As an example
of this can be: the high jump and long jump (Matić,
1994), give a ball (we usually pass the ball), delivery of the ball
(hand off), ball interceptions (!), stolen (!) balls, etc.
Not all concepts and terms are of the same significance,
because the greatest value has common concepts. Let us
focus on some of the main concepts in the area of sport.
In the narrow sense, Sport includes competition, training
and other factors (Matvejev, 1977; Matvejev, 2001). Matvejev
(2001) writes:
In the modern sport, preparing of athletes has a multilateral
content and systematic structure. The biggest
components are sports training (as the main part and the
form of sports preparation built on the basis of systematic
usage of training methods), preparative-competitive
routine, and also factors of preparation of athletes beside
competitive and training factors of preparation.
Although by interpretation by many authors the system of preparing
of athletes only partially covers the system of sports competitions,
emphasizing that a central place have sports preparation
and sports training, has led to an incorrect emphasis of terms for
sports training and competition. The competition is put aside,
as if it were in a function of preparation, not vice versa. This
emphasis is not natural, although it is somewhat conditioned by
the rapid development of the theory of sports training.
Theoretical bases of sports training are much more developed
than the theory of sports competitions. Only in recent times
serious publications dealing with the theory of competition
are appearing (Krasnikov, 2005). Theory of factors of preparation
beside competitive and training factors is still in its infancy.
Because of that practically all authors – theorists, title
their works with Sports Training (Petković, 2008; Petković &
označavanje istog pojma, a naročito kada se istim terminom
označavaju različiti pojmovi. Dakle, ako je priliv termina
zasnovan na boljem diferenciranju pojmova, to je znak
napretka u nauci, ali ako je to bezrazložno nagomilavanje
reči iz bilo kojih pobuda, onda je to znak nezrelosti te nauke.
U fizičkoj kulturi i sportu kao njenom delu, povremeno su
se tokom dužeg vremenskog perioda ogla{avali autori i institucije
sa zahtevom da se uvede red u terminologiju naše
struke i sa molbom da autori ovom problemu posvete veću
pažnju. U tom pravcu učinjeni su značajni napori (I. Sedlaček,
M. Ni{avić, R. Ban, D. \orđević, Jugoslovenski zavod
za fizičku kulturu, Jugoslovenski leksikografski zavod, i
drugi). Časopis „Fizička kultura“ (Beograd) je objavio 15
priloga terminolo{ke građe za diskusiju, ali bez značajnijeg
odziva autora. Fakultet fizičke kulture u Beogradu je organizovao
naučni skup 1994. godine pod nazivom „Reč o
stručnim rečima“. I tu smo zastali.
Budući da su dru{tvene, a sa njima i jezičke promene veoma
dinamične, na{ trajni zadatak je da pratimo te promene i
pravilno diferenciramo pojmove i termine. Pojam je oblik
mi{ljenja, obično izražen rečju, najče{će imenicom, koja
sadrži zajedničke ili bitne osobine vi{e stvari ili predstava
iste vrste (Marić, 1991). To je misaono određenje neke
pojave, predmeta ili procesa. Termini su lingvistički simboli
(reči, grupe reči, grafički simboli i drugo) koji „tačno
označavaju ne{to iz oblasti nauke ili umetnosti, stručni izraz
Š...¹“(Vujaklija, 1975). Stručna terminologija je skup svih
specifičnih termina u nekoj struci. I dok pojmovi moraju
biti tačno određeni, termini su stvar dogovora.
U na{oj struci postoji niz termina koji ne odgovaraju sadržini
pojma, ali su se toliko odomaćili da i ne primećujemo
njihovu ponekad i grotesknu stranu. Kao primer za to mogu
se navesti termini: skok uvis i skok udalj (Matić, 1994),
dodavanje lopte (loptu uglavnom dobacujemo), uručivanje
lopte, presečene(!) lopte, ukradene(!) lopte i drugi.
Nisu svi pojmovi i termini isti po značaju, jer najveću vrednost
imaju pojmovi velikog obima. Zadržimo se na nekim od
osnovnih u prostoru sporta.
Sport u užem smislu obuhvata takmičenje, trening i druge
faktore (Matvejev, 1977; Matvejev, 2001). Matvejev (2001)
pi{e:
U savremenom sportu priprema sportista ima vi{estran
sadržaj i sistematsku strukturu. Njeni najveći sastavni
delovi su sportski trening (kao glavni deo i forma sportske
pripreme izgrađena na osnovi sistematskog kori{ćenja
metoda vežbanja), pripremno-takmičarska praksa, a
takođe vantrenažni i vantakmičarski faktori pripreme
sportista.
Mada po tumačenju autora sistem pripreme sportista samo
delimično obuhvata i sistem sportskog treninga, nagla{avanje
da centralno mesto ima sportska priprema i u njoj sportski
trening, dovela je do pogre{nog redosleda pojmova sportska
priprema i takmičenje. Takmičenje se stavlja u drugi plan,
kao da je ono u funkciji pripreme, a ne obrnuto. Takav redosled
nije prirodan mada je donekle uslovljen brzim razvojem
teorije sportskog treninga.
Teorijske osnove sportskog treninga su mnogo razvijenije od
teorije sportskih takmičenja. Tek u novije vreme se pojavljuju
ozbiljne publikacije koje se bave teorijom takmičenja
(Krasnikov, 2005). I teorija vantakmičarskih i vantrenažnih
faktora je jo{ uvek u povoju. Zato praktično svi autori - teoretičari,
svoja dela naslovljavaju sa Sportski trening (Petković,
2008; Petković i Bojić, 2010), Osnove sportskog trenin-
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Bojić, 2010), Fundamentals of sports training (Koprivica, 1997;
Matvejev, 1977; Željaskov, 1998), Technology of sports training
(Stefanović, & Jakovljević, 2004), Theory of sports training
or Theory and methodology of sports training (Bompa, 2006;
Fratrić, 2006; Janković, 1997; Milanović, 2009; Stojanović,
Dragosavljević, & Kostić, 2009) or otherwise (Schnabel, Harre,
& Borde, 1998) by emphasizing the sports training. Only a
few authors extend the space to other segments of preparation,
such as the title of the book Technology of sports training
and recovery (Malacko & Doder, 2008), but no one author
mentions in the title of his book “competition”.
When it comes to management, it is usually only a managing
in the sports training. It can be said that the sports coach is in
charge for the training process, and that the managing processes
does not include the other factors of preparation beside
competitive and training factors, or even a sports competition!
If we look back at the original understanding of the process of
preparation (for the competition!), which includes sports training,
competitions (preparatory and control) and other factors
beyond of competitions and training, it is clear that the coach
manages the process of sports competition and preparation of
athletes. Many of these books, according to their content,
would have to have a title Theory of sports competition and
sports preparation. If the content omits training factors beside
competitive and training factors, then the appropriate title
would be Theory of sports competition and training.
The authors agree that annual, semi-annual and other sports
cycles that last long enough, in principle, consist of three
periods: preparatory, competitive and transitional.
Instead of the term “preparatory period” some authors alternatively
use the term “period of basic preparation” (Malacko,
1986) or “period of fundamental preparation” (Matvejev,
2001). In any case, when you define the preparatory period,
it must be understood as a period in which to make prerequisites,
laying the groundwork for successful competition. This
basis is, depending on various factors (achieving of sports form,
time to major competitions, age and level of athletes, stage of
multi-year preparation, etc.), created with optimal duration of
the period, the proper choice of size and orientation of the
load and the good relationship between the means employed
and the different training methods. Therefore, it would be
wrong to interpret terms “basic preparation” and “fundamental
preparation” as a preparation in which the dominant means
are those of general (non-sport-specific) preparation. Practice
shows that every preparatory period is different in many characteristics,
especially in its content. It is important to know that
the preparation in this period includes all means, including
specific preparatory (sport-specific) and competitive.
Preparatory period authors usually divide into two phases,
general-preparatory and specific-preparatory (Matvejev, 2001;
Platonov, 2004), but there are different categorizations:
1. basic-preparatory phase; 2. special-preparatory phase
(Malacko, 1986).
1. stage of basic multilateral preparation; 2. stage of
maximum load and teamwork; 3. stage of reduced load
and teamwork (Karalejić & Jakovljević, 2008).
1. stage of basic multilateral preparation; 2. stage of
maximum load; 3. stage of delayed transformation
(Karalejić & Jakovljević, 2008).
1. phase of multilateral preparation; 2. phase of basic
preparation; 3. phase of specific preparation; 4. phase
of situational preparation (Milanović, 2009).
From these categorization by different authors the disagreement
is visible, both in the naming of stages or phases, as well as in
their number. Every categorization must be done with clear
principles. It is obvious that the categorization by means of
ga (Koprivica, 1997; Matvejev, 1977; Željaskov, 1998),
Tehnologija sportskog treninga (Stefanović i Jakovljević,
2004), Teorija sportskog treninga ili Teorija i metodika
sportskog treninga (Bompa, 2006; Fratrić, 2006; Janković,
1997; Milanović, 2009; Stojanović, Dragosavljević i Kostić,
2009) ili na neki drugi način (Schnabel, Harre i Borde, 1998)
stavljajući u prvi plan sportski trening. Samo retki autori
pro{iruju prostor i na druge segmente pripreme, kao na
primer u naslovu knjige Tehnologija sportskog treninga i
oporavka (Malacko i Doder, 2008), ali ni jedan autor u
naslovu ne pominje takmičenje.
Kada se govori o upravljanju, najče{će je to upravljanje samo
sportskim treningom. Reklo bi se da je sportski trener zadužen
samo za trenažni proces, a da njegovo upravljanje
procesima ne obuhvata vantakmičarske i vantrenažne faktore,
pa čak ni samo sportsko takmičenje! Ako se vratimo
izvornom poimanju procesa pripreme (za takmičenje!),
koji obuhvata sportski trening, takmičenja (pripremna i
kontrolna) i druge faktore izvan takmičenja i treninga, jasno
je da trener upravlja procesima sportskog takmičenja i pripreme
sportista. A mnoge od navedenih knjiga, u skladu sa
svojim sadržajem, morale bi da imaju naslov Teorija sportskog
takmičenja i sportske pripreme. Ako su u sadržaju izostavljeni
vantakmičarski i vantrenažni faktori, onda bi odgovarao
naslov Teorija sportskog takmičenja i treninga.
Autori su saglasni u tome da se sportski godi{nji, polugodi{nji
i drugi ciklusi koji traju dovoljno dugo, u principu sastoje iz
tri perioda: pripremnog, takmičarskog i prelaznog.
Termin „pripremni period“ neki autori alternativno nazivaju
periodom bazične pripreme (Malacko, 1986) ili periodom
fundamentalne pripreme (Matvejev, 2001). U svakom slučaju,
kada se defini{e pripremni period, on se mora shvatiti
kao period u kome se stvaraju pretpostavke, stvaraju
osnove, za uspe{no takmičenje. Ta osnova se, u zavisnosti
od niza faktora (sticanje sportske forme, blizina najvažnijih
takmičenja, uzrast i nivo sportista, etapa vi{egodi{nje pripreme
i drugo), stvara optimalnim trajanjem perioda, pravilnim
izborom veličine i usmerenosti opterećenja i dobrim odnosom
različitih primenjenih sredstava i metoda treninga.
Dakle, bilo bi pogre{no termine „bazična priprema“ i „fundamentalna
priprema“, shvatiti kao pripremu u kojoj dominiraju
sredstva op{te pripreme. Praksa pokazuje da je svaki
pripremni period drugačiji po mnogim karakteristikama, pre
svega po svom sadržaju. Važno je znati da priprema u ovom
periodu obuhvata sva sredstva, među njima i specifičnopripremna
i takmičarska.
Pripremni period autori obično dele na op{tepripremnu i
specifičnopripremnu etapu (Matvejev, 2001; Platonov, 2004),
ali postoje i drugačije podele:
1. bazično-pripremna faza; 2. specijalno-pripremna faza
(Malacko, 1986).
1. etapa bazične svestrane pripreme; 2. etapa maksimalnog
opterećenja i uigravanja tima; 3. etapa rasterećenja i
uigravanja tima (Karalejić i Jakovljević, 2008).
1. etapa bazične svestrane pripreme; 2. etapa maksimalnog
opterećenja; 3. etapa zakasnele transformacije (Karalejić
i Jakovljević, 2008).
1. faza vi{estrane pripreme; 2. faza bazične pripreme; 3.
faza specifične pripreme; 4. faza situacione pripreme
(Milanović, 2009).
Iz navedenih podela različitih autora vidi se neslaganje kako
u nazivu etapa, odnosno faza, tako i u njihovom broju.
Svaka podela se mora vr{iti po jasnim principima. Očigledno
je da dominira podela po sredstvima treninga, ali se ponekad
pominju i opterećenja ili se čak me{aju oba kriterijuma
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training is dominant, but sometimes loads are mentioned as
well, and even mix of both criteria. If the training means (exercises
and drills) are a basis for categorization, it is clear that
the preparatory period must be divided into general preparatory,
specific preparatory and integral (competitive) phase of
preparation. The term “integral preparation” should be preferred
to the term “competitive preparation”, because unless it says
that at this stage the dominant means of preparing have a
competitive exercise, the term points to the integral (combining)
character of preparation which leads to the sports form.
If you need to choose between the terms “stage” (used by most
authors) and the term “phase”, the priority should be given to
the second term. Stage makes a relatively independent entity
and has its borders, while phase shows more that the whole
preparatory period is gradually changing in content and gradually
moves to the next level. Phase boundaries are not clearly
drawn, but they would be realistic to expect in case of stage.
The competition period is a term also adopted by all, although in
some older literature sometimes it is referred to as the primary
period (with meaning of first rank, importance or value). It was a
source of confusion, because someone referred to primary period
(with meaning of first in order of time or development) as the
preparatory period, equating the terms “primary” and “basic”.
There is no more misunderstanding about this because the term
“primary period” is no longer in use. But a problem remains - what
is denoted by the term “competition period”. In any case, the
competition period is not the period of the competitions. In
modern sport there are more and more competitions and they
are organized throughout the year. But we should not put the
calendar of competitions in the same manner as the real, planned
periodization of year cycle. Many events during the year are of
preliminary and control characters; often the stage of achieving
(entering) the sports form extends, and beside preparatory period
it includes part in which official competitions begin (Koprivica,
1997). Therefore, the term competition period should not be
considered a period of competitions, but only a period of major
competitions. The meaning and goal of the competition period
are not determined by external (events calendar), but from
within. They are determined by the coach, because only in this
way the coach is the main factor of managing competitions and
preparing of athletes.
The transition period is sometimes called post-competition
period, or period of rest (Bondarchuk, 2005), and some authors
divide it into two periods, post-competition period and period
of active rest (Karalejić & Jakovljević, 2008). The term “postcompetition
period” is not adequate. By the name it would
refer to the period after the competition. During the season
in the competition period there are small breaks between
competitions which this name would be good for. Thus, the
term “transition period” is appropriate, as it indicates the part
of the season which is a natural transition to the second macrocycle.
The transition period is not rich with variations of
duration, but can be divided into several phases (but not the
periods!) and have different contents. Because of the many
competitions there are more people who believe that this
period no longer exists, but it is not true. Even in a situation
where competitions are planned throughout the year, the
coach must plan a transition period of the year with the goal
of rest, recovery from injuries, physical and mental relief and
conservation of preparedness as the basis for next season.
When it comes to periodization in the theory of sports training,
it is necessary to revisit one newer term that is increasingly
encountered in the literature. It is the so-called “block periodization”,
and under such title Vladimir Issurin recently, 2009,
published a book (publisher Datastatus). The term “block” is
very problematic when used side by side with other terms that
have been long in use: cycle, period, stage or phase. Cycle
makes one thought-out, built, and rounded working unit with
all, within itself inter-related, processes. Period is unit limited
podele. Ako su sredstva treninga (vežbe) osnova podele,
onda je jasno da se pripremni period mora podeliti na
op{tepripremnu, specifičnopripremnu i integralnu (takmičarsku)
fazu pripreme. Terminu “integralna priprema” treba
dati prednost u odnosu na termin “takmičarska priprema”,
jer osim {to govori da je u ovoj fazi dominantno sredstvo
pripreme takmičarska vežba, ovaj termin ukazuje i na integralni
(objedinjujući) karakter pripreme u ovoj fazi koji vodi
ka sportskoj formi.
Ako treba birati između termina “etapa” (koji koristi većina
autora) i termina “faza”, prednost treba dati drugom terminu.
Etapa čini jednu relativno nezavisnu celinu i ima svoje
granice, dok faza vi{e govori da se celina pripremnog perioda
postepeno menja po sadržaju i da se postepeno prelazi
na sledeći nivo. Granice faza nisu jasno povučene, {to bi
bilo realno očekivati kada su etape u pitanju.
Takmičarski period je termin takođe prihvaćen od svih,
mada se u ne{to starijoj literaturi ponekad naziva i osnovnim
periodom. To je izazivalo zabunu, jer je neko pod osnovnim
periodom podrazumevao pripremni period poistovećujući
termine “osnova” i “baza”. Nesporazuma u tome vi{e nema
zato sto se termin “osnovni period” vi{e ne upotrebljava. Ali
ostaje problem {ta se označava terminom “takmičarski period”.
U svakom slučaju, takmičarski period nije period
takmičenja. U savremenom sportu takmičenja je sve vi{e i
ona se organizuju tokom čitave godine. Ali ne treba kalendar
takmičenja stavljati u istu ravan sa realnom, planiranom
periodizacijom godi{njeg ciklusa. Mnoga takmičenja tokom
godine su pripremnog i kontrolnog karaktera; često se faza
ulaska u sportsku formu produžava i osim pripremnog perioda
zahvata i deo u kome počinju zvanična takmičenja
(Koprivica, 1997). Zato pod terminom takmičarski period
treba podrazumevati ne period takmičenja, već samo period
glavnih takmičenja. Smisao i cilj takmičarskog perioda
nije spolja određen (kalendar takmičenja), već iznutra. Njih
određuje trener, jer samo na taj način je on glavni faktor
upravljanja takmičenjima i pripremom sportista.
Prelazni period se ponekad naziva posttakmičarskim, ili
periodom odmora (Bondarčuk, 2005), a neki autori ga dele
na dva perioda, posttakmičarski i period aktivnog odmora
(Karalejić i Jakovljević, 2008). Termin “posttakmičarski period”
nije odgovarajući. Po nazivu to bi se odnosilo na
vremenski period posle takmičenja. Tokom sezone u takmičarskom
periodu postoje manji prekidi takmičenja kojima
bi ovaj naziv sasvim odgovarao. Prema tome, termin “prelazni
period” u potpunosti odgovara, jer ukazuje na deo
sezone koji predstavlja prirodni prelazak ka drugom makrociklusu.
Prelazni period nije toliko bogat po varijantama
trajanja, ali može biti podeljen na vi{e faza (ali ne i perioda!)
i imati različite sadržaje. Zbog brojnih takmičenja sve je
više onih koji smatraju da ovaj period vi{e ne postoji, ali to
nije tačno. Čak i u situaciji kada su takmičenja predviđena
tokom čitave godine, trener mora planirati prelazni period
u godini sa ciljem odmora, oporavka od eventualnih povreda,
fizičkog i psihičkog rasterećenja i očuvanja treniranosti
kao osnove za sledeću sezonu.
Kad je reč o periodizaciji u teoriji sportskog treninga neophodno
je osvrnuti se i na jedan noviji termin koji se sve
če{će pojavljuje u stručnoj literaturi. Reč je o takozvanoj
“blok periodizaciji”, a pod takvim naslovom nedavno, 2009,
je objavljena i knjiga Vladimir Issurina (izdavač Datastatus).
Sam termin “blok” je veoma problematičan kada se stavi u
ravan sa drugim terminima koji su već duže u upotrebi:
ciklus, period, etapa ili faza. Ciklus čini jednu osmi{ljenu,
izgrađenu i zaokruženu radnu celinu sa svim, u njoj među-
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Koprivica, V. i Ćosić, M.: REDEFINISANJE NEKIH OSNOVNIH POJMOVA... Zbornik radova 2010, 105-109
in time within in the season in which the emphasis is on improving
of some process, while the stage and phase are parts
of that process. These terms reflect the essence of the process
of competition and preparation of athletes throughout the
season. The term “block” is not a term related to time and it
does not mark the time period within which occurs a competitive
or training process. It can rather be used to mark some
small part of a structural element of the whole. However, by
this term author just intends to present a seemingly new,
revolutionary change in the periodization of the competition
and preparation of athletes throughout the season. Without
going deeper into the essence of this idea, it can be concluded
that in this case there is a fundamental inconsistency
between the terms “block periodization” and its mental
(thoughtful) definitions (concept).
When it comes to basic terms that are discussed in this
paper, it can be concluded that most have endured the test
of time and these terms have become internationally and
widely accepted. Rapid development of sport and great
variability of possible situations in it, leads to frequent different
interpretations of these terms, in other words to differences
in interpretation of concepts. If there are many of
language and logic nuances in the basics concepts of the
sport, then it is clear that the problem is even more pronounced
in the terminology of some sports branches and its
disciplines. Experts must constantly deal with this matter,
because as already mentioned at the beginning, from this
depends to which extent the science of physical culture
matured.
Reference
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Received: October, 3rd 2010
Correspodence to:
Vladimir Koprivica, PhD
Fakultet sporta i fizičkog vaspitanja
Blagoja Parovića 156
11000 Belgrade
Serbia
Phone: +381 63 83 132 940
E-mail: vladimir.koprivicaªdif.br.ac.rs
sobno povezanim, procesima. Period je vremenski ograničena
celina u sezoni u kojoj je akcenat na usavr{avanju
nekog procesa, dok je etapa i faza deo tog procesa. Ovi
termini odražavaju su{tinu procesa takmičenja i pripreme
sportista tokom sezone. Termin “blok” nije termin vezan za
vreme i njime se ne može označiti vremenski period u kome
se odvija neki takmičarski ili trenažni proces. On se pre
može koristiti za obeležavanje neke male celine, nekog
konstruktivnog elementa celine. Međutim, autor ovim terminom
upravo pretenduje da predstavi jednu, naizgled
novu, revolucionarnu promenu u periodizaciji takmičenja i
pripreme sportista tokom sezone. Ne zalazeći dublje u su{tinu
te ideje, može se konstatovati da se u ovom slučaju postoji
osnovna nelogičnost između termina “blok periodizacija” i
njegovog misaonog određenja (pojma).
Kad je reč o osnovnim terminima koji su obrađeni u ovom
radu, može se zaključiti da je većina izdržala ispit vremena
i da su ti termini postali internacionalni i op{teprihvaćeni.
Buran razvoj sporta i velika varijativnost mogućih situacija u
njemu dovodi do čestih različitih tumačenja tih termina,
odnosno do razlika u tumačenju pojmova. Ako postoji čitav
niz jezičkih i logičkih nijansi u osnovnim pojmovima u sportu,
onda je jasno da je ovaj problem jo{ vi{e izražen u terminologiji
pojedinih sportskih grana i njihovih disciplina.
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Primljeno: 3. oktobra 2010. godine
Korespodencija:
dr Vladimir Koprivica
Fakultet sporta i fizičkog vaspitanja
Blagoja Parovića 156
11000 Belgrade
Srbija
Telefon: +381 63 83 132 940
E-mail: vladimir.koprivicaªdif.br.ac.rs
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