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-Vives. Gardner, H.E. (1985). Frames of mind: The theory of multiple intelligences . New York: Basic books. Grupe, O. (1975). The problem of the science of physical activity (or physical education) as a pedagogical discipline . In Haag, H. (1978). (Ed.), Sport Pedagogy. Content and Methodology (pp.11-14). Baltimore: University Park Press. Hirst, P. & Carr, W. (2005). Philosophy and Education. A Symposium. Journal of Philosophy of Education , 39(4), 615-632. Hyland, D.A. (1990). Philosophy of sport. New York: Paragon House. Isidori E. (2014
References Ajdukiewicz, K. (1985). Metodologiczne typy nauk /Methodological Types of Sciences/ . In Ajdukiewicz K., Język i poznanie /Language and Cognition/. Warszawa: PWN. Amsterdamski, S. (1964). Ilość i jakość /Quantity and Quality/ . In Amsterdamski, S., Engels. Warszawa: Wiedza Powszechna. Amsterdamski, S. (1981). Życie naukowe a monopol władzy (casus Łysenko) /Scientific Life and Monopoly of Power (Lysenko's Case)/ . Warszawa: Towarzystwo Kursów Naukowych. Wykłady
/Spirituality in modern world/ (pp. 69-82). Ljubljana: Kud Apokalipsa. Kosiewicz, J. (2010). Sport and Philosophy - from Methodology to Ethics. Warsaw: BK Wydawnictwo. Kreeft, P. (2008). Socratic logic. Indiana: St. Augustine's Press. Kroes, P. (1998). Philosophy of Technology. In: Routledge Encyclopedia of Philosophy, Version 1.0, London: Routledge. Malik, K. (2006). What science can and cannot tell us about human nature. In Wells, R.H., McFadden, J. (Eds.), Human nature: Fact and Fiction (pp.164-183). London
Under the influence of the French bourgeois revolution and the free-minded, educated patriots, many European nations, revolted by the state and position of their peoples, awoke. Strongly influenced by democratism, liberalism and national romanticism, the first national states were created in Europe (Germany, France, and Italy), while in nationally deprived entities there were national leaders of the “revolutionary” movements striving towards national emancipation from the foreign authorities. Under the given social and historical circumstances in the Czech Republic, a gymnastic society was founded with the basic task of a camouflaged struggle for national revival and emancipation. It required the physical power, health, and morale of people, with the contribution of physical exercise with its means and methods. This opinion was the guiding principle for Miroslav Tyrš, MD, and his close associates who established, developed and expanded the Sokol gymnastic system, transformed from the higher national importance to the Slavic Sokol movement and creation of a universal humanistic system of physical exercise. The Sokol gymnastic system was based on democratic liberal ideological foundations, consisting of unique, consistent and coherent elements: organizations, ideologies, systems of physical exercises, socio-educational methods, Sokol dedication, members and Sokol press. The Sokol educational methodology was one of the most important elements of their work, and it could be carried out only in symbiosis and synergy with the Sokol ideology, the system of physical exercises, members and printed material.
The Sokol gymnastic system was built on a scientific basis and systematics with its source in philosophical views of Tyrš and his immediate personal experience.
Mario Amatria, Daniel Lapresa, Javier Arana, M. Teresa Anguera and Belén Garzón
their impact on learning. In the current study, within the framework of an observational methodology design ( Anguera, 1979 ), we applied a series of logistic regression models to investigate whether F-7 or F-8 was better suited to the learning needs of children aged 8-10 years moving up from futsal (F-5). The matches analyzed took place at the end of the 2011-2012 season between teams about to move up from F-5 to the newly introduced F-8 format. Considering the multiple dichotomous variables of interest in studies of sport, together with the potential offered by
Roberto Alsasua, Daniel Lapresa, Javier Arana, M. Teresa Anguera and Belén Garzón
., 2016 ; Ozakaki and Rodacki, 2012). Attempts have been made to break down this complexity by studying aspects of the game preceding a successful or unsuccessful shot, such as fast breaks ( Refoyo et al., 2009 ), space-time coordination dynamics ( Bourbousson et al., 2010 ), network metrics (Fewel et al., 2012), and interactions between attackers and defenders ( García et al., 2013a ). Observational methodology ( Anguera, 1979 ) provides an optimal framework for capturing the frequency, duration, and order of events and behaviors, producing datasets that can then be
Dariusz Czaprowski, Ryszard Biernat and Agnieszka Kędra
Squat - Rules of Performing and Most Common Mistakes
The squat is an exercise which is commonly applied in sport, recreation and while performing numerous everyday activities [1, 2, 3]. The improper performance of the squat leads to the shaping of an improper movement pattern.
In this work the methodology of teaching the squat, which has to be learnt to constitute a significant element in the prophylaxis of the musculoskeletal system overloads, is described.
). Myślenie potoczne /Common-sense thinking/. Warsaw : PIW. Kołakowski, L. (2000). Zakresowe i funkcjonalne rozumienie filozofii /The scope and functional understanding of philosophy/. In Kultura i fetysze / Culture and fetishes/. Warszawa: PWN. Kosiewicz, J. (2008/2009). Philosophy of Sport from the Institutional, Content Related and Methodological Viewpoint, Physical Culture and Sport. Studies and Research , 46, 5-31. DOI: 10.2478/v10141-009-0001-5. Kosiewicz, J. (2010). Social and Biological Context of Physical Culture
Kamenka Živčić-Marković, Goran Sporiš, Ines Čavar, Aleksandra Aleksić-Veljković and Zoran Milanović
The aim of this study was based on the kinematic parameters, extracted at different stages of performing a forward handspring to determine the interconnection of methodological procedures of learning with the final structure of the movement. The respondent is an active competitor with years of experience, elite athlete, many times Croatian champion, and competitor at European, World Championships and the Olympics. The team composed of six gymnastic experts, chose one of the best performances by twelve methodological procedures and the best performance (of six) twoleg forward handsprings basing their choice on a detailed review of recorded material. Assessment of quality of performance was done according to the defined rules prescribed by the regulations (Code of Points). The forward handspring technique consists of four phases based on which 45 space and time kinematic parameters were selected (30 parameters in the phase of hand contact and push-off, 7 in the flight phase, and 8 parameters in the landing phase). By extraction of space and time parameters, there was a differentiation of certain methodological procedures that are the best for learning forward handspring in each phase of its performance. This research indicates that these methodological procedures mostly coincide in space kinematic parameters by which the technique of a forward handspring is described.