Popescu - Tendinte contemporane în Epistemologia pedagogica

7/27/2019 Popescu - Tendinte contemporane n Epistemologia pedagogica

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TENDINE CONTEMPORANE NEPISTEMOLOGIA PEDAGOGIC IIMPLICAIILE ACESTORA N LUMEASPORTULUI

Veronica POPESCU11Facultatea de Educatie Fizica si Sport, Universitatea

Alexandru Ioan Cuza Iasi, [email protected]

CONTEMPORARY TENDENCIES INPEDAGOGICAL EPISTEMOLOGY ANDTHEIR IMPLICATIONS IN THE SPORTSWORLD

Veronica POPESCU11Faculty of Sports and Physical Education,

Alexandru Ioan Cuza University of Iasi,[email protected]

Cuvinte cheie:metod, evoluie, contemporaneitate,

performan sportiv

RezumatScopul lucrrii este de a clarifica statutul

educativ al sportului prin prisma pedagogiei i de a

delimita componentele care nlesnesc acestproces.Pregtirea sportivilor n perspectiva creteriipotenialului de performan i a dezvoltrii ntregiipersonaliti constituie un proces psihopedagogic cuspecificitate proprie. Prin orientarea sa axiologic, prinformele acionale i organizatorice n care se desfoari prin ntinderea sa temporal, el are valoare formativ,definitorie n obinerea performanelor. Aadar, nsportul de performanta, se pune problema fundamentriiteoretice a procesului instructiv educativ al pregtiriisportivilor. Contextul lucrrii urmrete gradul deimplicare al pedagogiei n realizarea pregtirii

sportivilor, clarificnd statutul educativ al sportului prinprisma pedagogiei sportului i a tiinelor conexe.Considerm, aadar, c pedagogia sportului vine nntmpinarea rezolvrii (ameliorrii) aspectului educatival pregtirii sportivilor prin principii, orientaremetodologic, situare contextual etc.Astfel, educaiaviitorilor sportivi de nalt performan are la bazprincipiile pedagogiei sportive care conduc ladimensionarea modalitilor de comportament nantrenament i n competiie, att n ce-i privete pesportivi, ct i pe antrenori. Componentele care definescfenomenul sportiv i care impun un studiu al

specialitilor pedagogiei sportive, sunt precizate princerinele date de antrenament, al competiiei, almotivaiei i al nivelului de performan atins.Antrenorul, n cadrul antrenamentelor, pe lngmodelarea fizic a sportivilor asigur i educaia lor.Antrenamentul sportiv a devenit un proces instructiv-educativ, cu valene formative fizice i psihicedeosebite, obiectivul su fiind valorificarea maxim aaptitudinilor umane n vederea obinerii performaneisportive, care implic nalte trsturi morale iintelectuale.

Key wordsmethod, evolution,

contemporaneousness, sports performance

AbstractThe purpose of this paper is to clarify the statusof sport in terms of educational pedagogy anddelimitate the components that facilitate this

process. Training athletes in order to increasetheir performance potential and to develop their

whole personality is a psycho-pedagogicalprocess with its own specificity. It is given byits axiological orientation, its action,organization forms, and its extent in time. Thus,

we are talking about the theoretical groundingof the instructive-educative process of trainingathletes In the context of a paper studying thedegree of involvement of pedagogy in trainingathletes, we aim at defining the educational

status of sports through the perspective of sportspedagogy and the related sciences, directly

studying the phenomena at an adequate level ofgenerality and specificity. Thus, we believe that

sports pedagogy tries to solve (improve) theeducative aspects of training athletes through

principles, methodological orientation,contextual situation, etc. Education in general

and education within the sports phenomenon isa complex activity assumed as study object bynumerous scientific fields, among which sportspedagogy, studying education in a special

context that of corporal and sports activities;thus, education sciences become transfersciences or intersciences. Through astructural interdisciplinarity newepistemological entities emerge educationsciences.Sports training became an instructive-educative process, with special physical and

psychic formative valences. Its objective is themaximal valorisation of human skills in order to

achieve sports performance, involving highmorale and intellectuals qualities.

IntroducereEducaia, n general, i educaia n cadrul

fenomenului sportiv constituie o activitate complex

IntroductionEducation in general and education within thesports phenomenon is a complex activity


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asumat ca obiect de studiu de numeroase ramuritiinifice, printre care i pedagogia sportului, carestudiaz educaia ntr-un context special cel alactivitii corporale i sportive; astfel tiineleeducaiei devin tiine de transfer sau intertiine.Prin interdisciplinaritate structural, apar noi entitiepistemologice - tiinele educaiei.

Pedagogia sportului apare ca reacie la onecesitate social impus de fenomenul sportiv - aceeade a orienta i ndruma coninutul educativ alantrenamentului i al competiiilor sportive. Necesitateade a cunoate cerinele fenomenului sportiv, de a explicai generaliza experiena acumulat n practicareasportului, a determinat apariia i dezvoltarea gndiriipedagogice, apoi a teoriei pedagogice, care are rolul sasigure o pregtire profesional complex a antrenorilor,necesar pentru realizarea pregtirii sportivilor.

Antrenamentul sportiv trebuie neles, mai ntide toate, ca proiect pedagogic atunci cnd este conceput

de antrenor, pe baza teoriei pedagogice i metodice iapoi transpunere n practic a acestui proiect, cruia irevine un rol orientativ. Pedagogia sportului oferprincipii generale, modele de aciune prin metodologiape care o propune, ns proiectarea fiecrui antrenament,dincolo de respectarea rigorilor teoretice ale domeniului,nu se poate realiza fr cultivarea i manifestareacreativitii.

Educaia viitorilor sportivi de nalt performanare la baz principiile pedagogiei sportive care conducla dimensionarea modalitilor de comportament n

antrenament i n competiie, att n ce-i privete pesportivi, ct i pe antrenori. Componentele care definescfenomenul sportiv i care impun un studiu alspecialitilor pedagogiei sportive, sunt precizate princerinele date de antrenament, al competiiei, almotivaiei i al nivelului de performan atins.Antrenorul, n cadrul antrenamentelor, pe lngmodelarea fizic a sportivilor asigur i educaia lor.

Sportul si performana sportiv, princontextualizarea denumirii sale, reprezint atingereaunor rezultate remarcabile pe plan sportiv la careconcur o multitudine de factori determinani. Cum

orice demers trebuie circumscris unui cadrudeterminativ i interogativ, ncercm s conturm spaiulpedagogic-educativ, psihologic, cauzal, conceptual imetodologic al acestui segment, intenionnd sdelimitm una dintre componentele educaionale(pregtirea moral) care l determin, contribuind laobinerea performanelor n orice ramur sportiv i maiales validarea ei prin respectarea unor reguli impuse decompetiia sportiv.Pregtirea sportivilor, n perspectiva creteriipotenialului de performan i a dezvoltrii ntregiipersonaliti, constituie un proces psihopedagogic cuspecificitate proprie. Prin orientarea sa axiologic, prinformele acionale i organizatorice n care sedesfoar i prin ntinderea sa temporal, procesul se

assumed as study object by numerous scientificfields, among which sports pedagogy, studying

education in a special context that of corporaland sports activities; thus, education sciences

become transfer sciences or intersciences(C. Brzea, 1995). They do not representindependent sciences, but multidisciplinary

knowledge during the naturalization andpedagogical specialization process. Through astructural interdisciplinarity newepistemological entities emerge educationsciences.Sports performance, if we contextualize thename, represents achieving remarkable resultsin sports, taking into account a series of

essential factors. As all approaches should becircumscribed to a determinative andinterrogative framework, our aim is to offer animage of the pedagogic-educative,

psychological, causal, conceptual andmethodological framework of this social

segment, with the purpose of delimitating one ofthe determining educational components (moraltraining), contributing to performances in allsports and most of all validating them by

respecting the rules imposed by sportscompetitions.Training athletes in order to increase theirperformance potential and to develop theirwhole personality is a psycho-pedagogical

process with its own specificity. It is given byits axiological orientation, its action,

organization forms, and its extent in time. It isobvious that this process should take place

according to scientifically-based proceduralnorms. Thus, we are talking about the

theoretical grounding of the instructive-educative process of training athletes

The modest representation of Romanianresearches in sports pedagogy or at itsbeginnings determines the lack of a distinctprecision in structuring and defining the field.

In the context of a paper studying the degree ofinvolvement of pedagogy in training athletes,we aim at defining the educational status ofsports through the perspective of sportspedagogy and the related sciences, directlystudying the phenomena at an adequate level ofgenerality and specificity. Thus, we believe that

sports pedagogy tries to solve (improve) theeducative aspects of training athletes through

principles, methodological orientation,contextual situation, etc. We are talking about a

discipline regarding the educational segment of

training athletes, oriented towards completingtheir training for the great performance and theirsocial integration after the end of their sports


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obiectului i metodelor investigaiei; reluareaexperimentelor principale, verificarea anumitor

proprieti sau relaii, stabilindu-se ca urmare unansamblu de propoziii verificate experimental;selectarea, dintre propoziiile verificate, a unoraconsiderate fundamentale care exprim legi sau legiti;prin inducie amplificatoare (dar sub control

experimental) se formuleaz legi n manier universal-afirmativ (acolo unde este posibil acest lucru n.n.);construirea unui sistem deductiv n domeniulfenomenelor considerate; folosind legile logice alegndirii, se deduc din principii propoziiile particularecare descriu seria constatrilor observaionale;cercetarea limbajului tiinei trecerea de la limbajulobiect, la metalimbaj (de la limbajul natural, la cel

artificial, propriu tiinei n.n.).Prin definirea conceptelor i stabilirea legilor,

consider Epuran (2000), cunoaterea se detaeaz deempiric, permind prelucrarea cu mijloace logice, ceeace nu nseamn rupere de realitate, ci investigarea sa cualte instrumente. Sprijinindu-ne i pe alte contribuii ndomeniul epistemologiei pedagogice (Brzea (1995),Oancea (2002) .a.), cunoaterea pedagogic nu se poateconstrui exclusiv deductiv, ci i inductiv i transductiv,opiune pe care o susine n final, nsui Epuran (2002,p. 14), explicnd cele trei tipuri de raionament.Raionamentul inductiv, pornind de la particular lageneral, furnizeaz, din datele practicii, ale experienei,temeiuri pentru ridicarea spre abstract. Raionamentuldeductiv, pornind de la teze, postulate, concepte

dirijeaz diferitele niveluri ale activitilor metodologicei practice. Teoriile construite deductiv trebuie s fieconcordante cu principiile i postulatele de nivelsuperior. Raionamentul transductiv sau analogic

realizeaz treceri, pe acelai palier de generalitate, ntrediscipline i teoriile acestora. Astfel teoriile asupramotricitii, nvrii, antrenamentului, seleciei,concursului, formei sportive, capacitilor s-au rafinat(cf. Epuran, 2000) prin intermediul acestei relaiiinterdisciplinare n plan orizontal i de ierarhizare, nplan vertical.

Educaia n general i educaia n cadrul

fenomenului sportiv, constituie o activitate complexasumat ca obiect de studiu de numeroase ramuritiinifice, printre care i pedagogia sportului, carestudiaz educaia ntr-un context special cel alactivitii corporale i sportive; astfel tiineleeducaiei devin tiine de transfersau intertiine(C. Brzea, 1995). Acestea nu sunt tiine independente,ci cunotine pluridisciplinare n curs de naturalizare ispecializare pedagogic. Prin interdisciplinaritatestructural, apar noi entiti epistemologice - tiineleeducaiei.

Prin raportare la sport i activitatea corporal n

general, pedagogia sportului se conexeazinterdisciplinar cu diverse tiine ale activitiicorporale, ea nsi fcnd parte din aceast categorie

experimentally assessed sentences;Selecting, among the assessed sentences, certain

essential sentences expressing laws orcompulsory characters; through amplifying

induction (but under experimental control) lawsare implemented in a universal-affirmativemanner (where this is possible n.n.);

Building a deductive system in the field of thestudied phenomena; using the logical thoughtlaws, on the basis of principles we arrive to theparticular sentences describing the series ofobservational acknowledgements;The research of science language passing fromthe object language to metalanguage (fromnatural to artificial language, specific to science

n.n.).Epuran (2000) states that, by defining theconcepts and determining the laws, knowledgegrows apart from the empiric, allowing the

involvement of logic, which does not meangiving up on reality, but investigating it with

other instruments. Based upon othercontributions, too, in the field of pedagogicalepistemology (Brzea (1995), Oancea (2002).a.), the pedagogical knowledge cannot be builtexclusively in a deductive manner, but alsoinductively and transductively, optioneventually supported by Epuran himself (2002,p. 14), explaining the three types of arguments.The inductive argument, from particular to

general, provides, from practice and experiencedata, reasons to rise towards the abstract. The

deductive argument, starting from theses,postulates, concepts, leads the various levels of

methodological and practical activities.Deductively-built theories should be in

agreement with superior principles andpostulates. The transductive argument

(analogical) makes possible passages on thesame level of generality, between disciplinesand their theories. Thus, theories upon motility,learning, training, selection, competition, sports

forms, and capacities improved their level (cf.Epuran, 2000) through this interdisciplinaryrelationship in the horizontal plan andhierarchisation in the vertical plan.By relating to sports and corporal activity ingeneral, sports pedagogy interdisciplinaryinteracts with various sciences of corporal

activity, as it is part of this category (Epuran,1997, 2001, p.38). We refer to sports

physiology, sports psychology, sports sociology,theory of sports and physical education, sports

training methodology, sports activity

management, etc.M. Epuran (1997, p. 5), starting fromcontributions belonging to Haag and Coetze,


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cunotine, noiuni, concepte, principii, metode i reguliproprii pregtirii sportivilor de performan.

Educaia viitorilor sportivi de nalt performanare la baz principiile pedagogiei sportive care conducla dimensionarea modalitilor de comportament nantrenament i n competiie, att n ce-i privete pesportivi, ct i pe antrenori. Componentele care definesc

fenomenul sportiv i care impun un studiu alspecialitilor pedagogiei sportive, sunt precizate princerinele date de antrenament, al competiiei, almotivaiei i al nivelului de performan atins.Antrenorul, n cadrul antrenamentelor, pe lngmodelarea fizic a sportivilor asigur i educaia lor.

Antrenamentul sportiv a devenit un procesinstructiv-educativ, cu valene formative fizice i psihicedeosebite, obiectivul su fiind valorificarea maxim aaptitudinilor umane n vederea obinerii performaneisportive, care implic nalte trsturi morale iintelectuale.

leading to certain dimension of behavioursduring training sessions and competitions, both

regarding athletes and coaches. The elementsdefining the sports phenomenon, requiring

studies of experts in sports pedagogy, are statedby training, competition, motivation andperformance level requirements. The coach does

not only physically model athletes, but he alsoeducates them.Sports training became an instructive-educativeprocess, with special physical and psychicformative valences. Its objective is the maximalvalorisation of human skills in order to achievesports performance, involving high morale andintellectuals qualities.

Bibliografie/References1. Agenia Naional pentru Sport (2004) - Institutul Naional de Cercetare pentru Sport Cunoatere iperforman, seria: sportul de nalt performan, Bucureti.2. Brzea, C. (1998) - Arta i tiina educaiei, Editura Didactic i Pedagogic, Bucureti.3. Bill Readings, (1996) - The University in Ruins (Cambridge, Mass.: Harvard Univ. Press.4. Ceauescu, N. Nicolae (1976) - Pedagogia educaiei fizice i sportului, Editura Sport Turism,Bucureti,.5. Deker, R., (1998) - La "pedagogie sportive" germanophone: ses origines et ses precurseurs, sonevolution, sa place actuelle au sein des sciences du sport et ses themes majeurs , n FACTAUNIVERSITATIS Series: Physical Education Vol. 1, N o 5, 1998, pp. 1-9 sursa:

facta.junis.ni.ac.yu/facta/pe/pe98/pe98-01.pdf, consultat 12. 03 2004.6. Epuran, M. (1997) - tiina sportului. Teorie i practic. Bazele tiinifice ale performanei sportive,n tiina Sportului, nr. 4, Bucureti.

7. Epuran, M., (2000) -O paradigm a teoriilor domeniului activitii corporale, n tiina Sportului, nr.17, Bucureti.

8. Momanu, Mariana, (2002) -Introducere n teoria educaiei, Editura Polirom, Iai.9. Videanu, G., (1988) -Educaia la frontiera ntre milenii, Editura Politic, Bucureti.

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