PRIMENA FUNKCIONALNOG METODA U RAZVOJU SNAGE MIŠIĆA TRUPA KOD UČENIKA ŠESTOG RAZREDA U OSNOVNOJ ŠKOLI

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1 Proceedings (2013), Vol 4, ISSN PRIMENA FUNKCIONALNOG METODA U RAZVOJU SNAGE MIŠIĆA TRUPA KOD UČENIKA ŠESTOG RAZREDA U OSNOVNOJ ŠKOLI APPLICATION OF FUNCTIONAL METHOD IN TRUNK MUSCLE STRENGTH DEVELOPMENT IN PRIMARY SCHOOL SIXTH FORM STUDENTS Dragoljub Vi{njić 1, Miroslav Marković 2, and Jelena Ilić 3 1 Fakultet sporta i fizičkog vaspitanja, Univerzitet u Beogradu, Beograd, Srbija Faculty of Sports and Physical education, University of Belgrade, Belgrade, Serbia 2 Dru{tvo pedagoga fizičke kulture Beograda, Beograd Society of Physical Education Teachers of Serbia, Belgrade, Serbia 3 Republički zavod za sport, Beograd, Srbija Republic Institute of Sport, Belgrade, Serbia doi : /SP UDK: COBISS.BH-ID: Summary Sažetak Introduction. Core strength development at primary school students is a significant task in the process of physical education. There has been a value estimation of methods applied in core strength development of students, carried out by functional method. Subject of experimental research is examination of method efficiency within school environment. Functional training method is a training for strengthening both deep and superficial core muscles, which are necessary for proper functioning of the human body. Method. In experiment with parallel groups, variables have been measured in the field of strength, morphological variables (height, weight, skinfold thickness) and BMI. Results gained are then processed by descriptive statistics and t-test for dependable and independent samples. Results with discussion. On a sample of 195 students, it has been affirmed that functional training method more efficiently influences improvement of strength measured by tests sit-ups in 30 sec, dynamic extension of the body, push-ups on a chair in 30 sec and PCR-DTE test. There s a statistical significance in strength development in favor of experimental group, concerning some of the variables. Conclusion. The conduction of this experiment proved that Functional training method gives a much better results in improving the core muscle strength in students of both genders. Also, it proved that strength exercises which include more intense use of proprioreceptors, due to reduction of the body support surface are more effective. Uvod. Jedan od važnih zadataka procesa nastave fizičkog vaspitanja u osnovnoj {koli je razvoj snage kod učenika. Izvr{ena je pocena vrednosti funkcionalnog metoda razvoja snage kod učenika {estog razreda osnove {kole. Predmet istraživanja je efikasnost primene ovog metoda u {kolskim uslovima. Primenom funkcionalnog metoda stavlja se akcenat na jačanje dubokih mi{ića trupa neophodnih za pravilno fukcionisanje organizma. Metod. U eksperimentu sa paralelnim grupama merene su varaijable iz prostora snage, morfolo{ke varijable (visina, težina i kožni nabori) i BMI. Dobijeni rezultati obradjeni su deskriptivnom statistikom i t-testom za zavisne i nezavisne uzorke. Rezultati sa diskusijom. Na uzorku učenika utvrdjeno je da funkcionalni metod utiče na pobolj{anje snage merene testovima podizanje trupa do seda za 30 sec ; test dinamičke ekstenzije trupa, sklekom na stolici za 30 sec, PCR-DTE testom. Postoji statistička značajnost u razvoju snage u korist eksperimentalne grupe na nekim od merenih varijabli. Zaključak. Sprovedenim eksperimentom utvrdjeno je da primena vežbi snage funkcionalnog metoda daje značijnije rezultate u pobolj{anju snage učenika oba pola. Dokazano je da vežbe snage kod kojih je intenzivnije uključivanje proprioreceptora usled smanjenja povr{ine oslonca daju bolje rezultate. Key words: core method, students, strength exercises. Introduction Strength is the ability of a person to overcome outer resistance with muscle contractions or to oppose to such a resistance. 220 Ključne riječi: PNF metoda, učenici, vježbe snage. Uvod Snaga je sposobnost čoveka da pomoću mi{ićnih kontrakcija savlada spolja{ni otpor ili da se tom otporu suprotstavi.

2 Vi{njić, D. i saradnici: PRIMENA "FUNKCIONALNOG METODA" U RAZVOJU... Zbornik radova 2012, In physical education, the strength development belongs to the first thematic area of the physical education curriculum ( the development of physical abilities ). It is believed that strength is a dominant motor ability because it enables all movements of a person. Strength is an ability of an individual to develop the muscle strength, (Barrow & McGee, 1975). There are many methods for strength development: Maximum exertion method Repetitive exertion method (load 70-80% of maximum) Dynamic exertion method (develops speed and explosive strength) Plyometric method (uses eccentric contractions for strength development) Method of isometric exertion ( static mode plank position) At the primary school age, the exercises most often used for strength development are repetitive exercises (the dynamic mode), dynamic rapid movements aimed at the explosive strength development, and, to a lesser extent, a static mode planks. In developing strength at this age, not only modes for strength development, but also (outer) loads when performing strength exercises are taken into account. The choice of exercises must be dictated by the students age. This paper of experimental character checks the possibility and purposefulness of functional method application in strength development of the sixth form primary school students. Functional strength development method has widely been applied in the physical medicine at rehabilitation of convalescents and athlete training after injury. The verification of application of this method and its effects in physical education of the sixth form primary school students was done in this paper. This method has been taken from the field of physical therapy and rehabilitation medicine it enables the patient to regain all functions faster than using current methods and is characterized by substantial involvement of proprioreceptors (Gill, 2002; Norris, 2003). Functional method activates proprioreceptors, which further activate deep layers of muscles and joint binding tissue. The method has proved to be effective in preventing injury and in the post-injury rehabilitation. In some cases, the recovery is shortened by 30% George Cook confirmed the justification of the functional method of strength development application in tests in his study Functional training for the torso, published by the NSCA (National Sports Academy California) in its journal in These studies were confirmed by Mc. Gill,(2002). Michael Boyle has applied this method in work with elite athletes. Papers show that the time for developing strength was reduced in comparison to other methods. In physical education and sport, this is training for developing strength of deep stabilizer muscles (core muscles). In physical education the most often used method for the development of muscle strength of the trunk (abdominal, back, chest and shoulder) is the method of dynamic stress (repetition method). The study investigated the possibility of strength development of the said muscle groups with a new - functional method in physical education. In foreign literature, this method is called Core performance, while here some also call it PNF method of proprioceptive neuromuscular facilitation. Many authors believe that this method of strength development is more economical and faster for developing strength, both in schoolchildren and in athletes and fitness enthusiasts. U fizičkom vaspitanju razvoj snage pripada prvom tematskom području programa fizičkog vaspitanja ( razvoj fizičkih sposobnosti ). Smatra se da je snaga dominantna motorička sposobnost koja omogućava sve pokrete čoveka. Snaga je sposobnost pojedinca da razvije silu mi{ića (Barov i Mek Dži, 1975). Postoji vi{e metoda za razvoj snage : Metod maksimalnog opterećenja (opterećenje % od maksimalnog), Metod dinamičkog naprezanja (razvija brzinu i eksplozivnu snagu), Pliometrijski metod (koristi ekscentrične kontrakcije za razvoj snage ), Metod izometrijskih naprezanja ( statički režim rada izdržaji ), U osnovno {kolskom uzrastu za razvoj snage najče{će se primenjuj repetitivna vežbanja (dinamički režim rada), dinamički brzi pokreti koji su usmereni na razvoj eksplozivne snage i ne{to u manjoj meri statički režim rada izdržaji. U razvoju snage u ovom uzrastu vodi se računa ne samo o metodama za razvoj snage već i opterećenjima ( spoljnim ) pri izvođenju vežbi snage. Izbor vežbi mora biti diktiran uzrastom učenika. U radu eksperimentalnog karaktera proveravana je mogućnost i svrsishodnost primene funkciopnalnog metoda u razvoju snage učenika {estog razreda osnovne {kole. Funkcionalni metod razvoja snage na{ao je {iroku primenu u fizikalnoj medicini pri rehabilitaciji rekonvalescenata i osposobljavanju sportista posle povreda. U radu je vr{ena provera primene ovog metoda i njegovih efekata u nastavi fizičkog vaspitanja učenika VI razreda osnovne {kole. Preuzet je iz oblasti fizijatrijske medicine i fizikalne terapije to je metod koji znatno brže stavlja pacijenta u funkciju u odnosu na dosada{nje metode rada i karakteri{e se znatnijim angažovanjem proprioreceptora (Gill, 2002; Norris, 2003). Funkcionalnim metodom aktiviraju se proprioreceptori koji aktiviraju duboke slojeve mi{ića i zglobne veze. Metod se pokazao efeikasnim u prevenciji povreeda i rehabilitaciji posle povreda. Oporavak u nekim slučajevima je skraćen za 30 %. Opravdanost primene funkcionalnog metoda razvoja snage u svojim testiranjima potvrdio je Cook George, Functional training for the torso. Koji je izdala NSCA (National Sports California Academy) u svom žurnalu. Ta istraživanja potvrdili su Mc. Gill (2002). Michael Boyle je primenjivao ovaj metod u radu sa vrhunskim sportistima. Radovi pokazuju da je vreme za razvoj snage skraćeno u odnosu na druge metode. U oblasti fizičkog vaspitanja i sporta to je trening za razvoj dubokih mi{ića stabilizatora (core muscule). U nastavi fizičkog vaspitanja za razvoj snage muskulature trupa (trbu{ne, leđne, grudne i ramene ) najče{će se koristi metod dinamičkih naprezanja. U ovom radu je ispitivana mogućnost razvoja snage navedenih mi{ićnih grupa novim funkcionalnim metodom u nastavi fizičkog vaspitanja. U stranoj literaturi se ovaj metod naziva Core preformance a kod nas ga neki nazivaju i PNF-metod proprioceptivne neuromuskularne fascilitacije. Ovaj metod razvoja snage mnogi autori smatraju ekonomičnijim i bržim za razvoj snage, kako kod dece {kolskog uzrasta tako i kod rekreativaca i sportista. Methods The research was a type of pedagogical experiment that lasted one term. The sample of respondents, defined as Metode Istraživanje je tipa pedago{kog eksperimenta koji je trajao jedno polugodi{te. Uzorak ispitanika, definisan kao prigodan, 221

3 Vi{njić, D. et al.: APPLICATION OF FUNCTIONAL METHOD IN TRUNK... Proceedings 2012, appropriate, comprised of the sixth grade primary school students and divided into the experimental and control groups. The experimental group comprised 188, while a control group comprised 182 students. Both experimental and control groups were divided by gender. Functional method of strength development was systematically applied in the experimental group. The dynamic method repetitive stress (repetitive strength development) was applied in the control group. At the initial and final measurement, the students were tested with elements of Eurofit battery and IPFT test: trunk bent forward for 30 seconds (repetitive abdominal muscle strength), PCR - DTE test (repetitive back muscle strength), push-ups on a chair for 30 seconds (repetitive thoraxshoulder and arm extensor strength test). The experimental group was doing strength exercises 4 months 3 times a week during the last part of the main phase of the lesson: plank position on forearms (Figure 1), plank position on the ball or medicine ball or side plank (Figure 2); Shoulder stand with bent knees up to 90 degrees; sit ups from the lying position with shoulder blades raised and kept in the raised position, legs bent in hips and knees; dead lift with a ball; dead lift with a ball while standing on one leg; raising to the bridge on shoulder blades; bent knee bridge on shoulder blades; diagonal lift of a ball or a medicine ball. All exercises were done in two series of seconds. Two demonstration exercises were performed for students to understand how they should be done Slika 1: Upor na podlakticama za rukama. Figure 1: Plank position on forearms. činili su učenici VI razreda osnovne {kole podeljeni na eksperimentalnu i kontrolnu grupu. Eksperimentalnu grupu činilo je 188 učenika a kontrolnu grupu 182 učenika. I eksperimentalna i kontrolna grupa podeljene su prema polu. U eksperimentalnoj grupi je sistematski primenjivan funkcionalni metod razvoja snage. U kontrolnoj grupi primenjivan je metod dinamičkih ponavljajućih naprezanja (razvoj repetitivne snage) Na inicijalnom i zavr{nom merenju učenici su testirani elementima Eurofit baterije i IPFT testa: Pregib trupom za 30 sekundi (tets repetitivne snage trbu{ne muskulature); PCR DTE - test (test repetitivne snage ledjne muskulature); Sklekovi na stolici za 30 sekundi (test repetitivne snage grudno-ramenog pojasa i opružača ruku). Eksperimentalna grupa radila je vežbe snage u trajanju od 4 meseca 3 puta nedeljno u zadnjem delu osnovne faze čada : Upor na podlakticama za rukama (Slika 1); Upor na lopti ili medicinki za rukama ili bočni most (Slika 2); Mala sveća sa savijenim kolenima i spu{tanjem do 90 stepeni; Ležanje na ledjima dodir tabana sa odizanjem lopatica i zadr{kom u gornjoj tačci, noge su savijene u kukovima i kolenima; Mrtvo dizanje sa loptom; Mrtvo podizanje sa loptom na jednoj nozi; Podizanje u most na plećkama sa zadr{kom u gornjoj tačci; Podizanje u most na plećkama sa loptom medju kolenima; Dijagonalno podizanje lopte ili medicinke. Sve vežbe su radjene u dve serije od po sekundi. Dve prikazane vežbe su date da bi se shvatila su{tina primene vežbi. Slika 2: Bočni most. Figure 2: Side plank. In the same period of time, the control group was doing the following exercises 3 times a week: forward trunk bending to 45 degrees; flat lying leg raise up to 45 degrees; sitting leg stretch; swimming raising the opposite arm and leg while lying on the floor; back hyperextension with the hands on the floor and performing breast stroke movements, chest lifted off the floor; raising the ball in standing position up to the forehead, arms stretched forward; push-ups on a bench or on the Swedish ladder; side-arm raises. Three series of repetitions were done in the same phase of the lesson, the same as at the experimental group. The obtained results were processed by the elements of descriptive statistics; t-test for dependent samples and t-test for independent samples were also used. Results Kontrolna grupa radila je u istom vremenskom periodu 3 puta nedeljno sledeće vežbe : Pregib trupom do 45 stepeni; Ležeći na ledjima podizanje nogu do 45 stepeni; Grčenje i opružanje nogu u sedu; Ležeći na stomaku opruženo podizanje suprotne ruke i noge; Hiperekstenzija ledja sa {akama na podu i izvodjenje pokreta prsnog plivanja, grude odignute od poda; Stojeći podizanje lopte kroz predručenje do visine čela; Sklek na klupi ili ripstolu; Bočno podizanje ruku od odručenja do uzručenja (bočno podizanje ruku u vis). Radjene su po dve serije od ponavljanja u istoj fazi časa kao i kod eksperimentalne grupe. Dobijeni podaci obradjeni su elementima: deskriptivne statistike a kori{ćeni i t-test za zavisne uzorke; i t-test za nezavisne uzorke. Rezultati The results of the research are given in tables. Discussion T-test for independent samples (Tables 1 and 2),the comparison of the final measurement of the groups of boys, Rezultati istraživanja prikazani su tabelarno. Diskusija t-test za nezavisne uzorke (Tabele 1 i 2) - poredjenje finalnog merenja grupa dečaka (kontrolna n=92 i eksperimentalna 222

4 Vi{njić, D. i saradnici: PRIMENA "FUNKCIONALNOG METODA" U RAZVOJU... Zbornik radova 2012, Tabela 1: Deskriptivna statistika na finalnom merenju za obe grupe učenika VI razreda. Table 1: Descriptive statistics at the final measuring for both groups of 6th form male students. Varibales Group Control (n=92) Experimental (n=99) M SD Min Max M SD Min Max RSTM RSLM RSR and RP TV TM BMI BMI - Body mass index (Indeks telesne mase); M - Mean (Aritmetička sredina); SD - Standard deviation (Standardna devijacija); Min - Minimum (Minimum); Max - Maximum (Maksimum); Group - Grupa; Control - Kontrolna; Experimental - Eksperimentalna. Tabela 2: Rezultati t-testa za nezavisne uzorke za poredjenje finalnog merenja obe grupe dečaka, učenika VI razreda. Table 2: Results of t-test for independent samples for comparison of the final measuring for both groups of 6th form male students. Varibales F p t df Sig. (2-tailed) Mean Std. Error 95% Confidence Interval of the Lower Upper RSTM E RSLM RSR and RP TV TM BMI BMI - Body mass index (Indeks telesne mase); F - F-test (F-tets); p - probibality (vjerovatnoća); t - t-test (t-test); df - Degrees od freedom (Stepeni slobode); Sig. (2-tailed) - Vjerovatnoća (dvostruka); Mean Differenece - Razlika aritmetičkih sredina; Std. Error Differenece - Standardna gre{ka artitmetičkih sredina; 95% Confidence Interval of the - 95% interval pouzdanosti razlika; Lower - Donji; Upper - gornji. (control n=92 and experimental n=99), shows that there are statistically significant differences in variables: Repetitive abdominal muscle strength - sixth form control group males scored higher on average (M=24.46; SD=1.95) compared to the experimental group males (M=23.41; SD=4.81) t=1.986; p<.049 at the final measurement Repetitive back muscle strength sixth form control group males scored higher on average (M=44.51; SD=5.84) compared to the experimental group males (M=40.56; SD=4.48) t=5.224; p<.000 at the final measurement Repetitive thorax-shoulder and arm muscle strength sixth form control group scored lower on average N=99), pokazuje da postoje statistički značajne razlike u varijablama: Repetitivna snaga trbu{ne muskulature učenici VI razreda kontrolne grupe su u proseku imali veći skor (M=24,46; SD=1,95) u odnosu na učenike eksperimentalne grupe (M=23,41; SD=4,81) t=1,986; p<0,049 na finalnom merenju. Repetitivna snaga ledjne muskulature- učenici VI razreda kontrolne grupe su u proseku imali veći skor (M=44,51; SD=5,84) u odnosu na učenike eksperimentalne grupe (M=40,56; SD=4,48) t=5,224; p <0,000 na finalnom merenju. Repetitivna snaga ruku i ramenog pojasa učenici VI razreda kontrolne grupe su u proseku imali manji skor 223

5 Vi{njić, D. et al.: APPLICATION OF FUNCTIONAL METHOD IN TRUNK... Proceedings 2012, (M=14.36; SD=2.68) compared to the experimental group males (M=16.61; SD=5.00) t=-3,909; p<.000 at the final measurement Body height sixth form control group males were on average taller (M=161.91; SD=5.29) compared to the experimental group males (M=159,36; SD=8.29) t=2.553; p<.012 at the final measurement. Body mass sixth form control group males were on average heavier (M=56.97; SD=7.12) compared to the experimental group males (M=48.1; SD=10.19) t=7.012; p<.000 at the final measurement. BMI sixth form control group males scored higher on average (M=21.73; SD=2.32) compared to the (M=14,36; SD=2,68) u odnosu na učenike eksperimentalne grupe (M=16,61; SD=5,00) t=-3,909; p<0,000 na finalnom merenju. Telesna visina učenici VI razreda kontrolne grupe su u proseku bili vi{i (M=161,91; SD=5,29) u odnosu na učenike eksperimentalne grupe (M=159,36; SD=8,29) t=2,553; p<0,012 na finalnom merenju. Telesna masa učenici VI razreda kontrolne grupe su u proseku bili teži (M=56,97; SD=7,12) u odnosu na učenike eksperimentalne grupe (M=48,1; SD=10,19) t=7,012; p<0,000 na finalnom merenju. BMI učenici VI razreda kontrolne grupe su u proseku imali veći skor (M=21,73; SD=2,32) u odnosu na Tabela 3: Deskriptivna statistika na finalnom nerenju za obe grupe učenica VI razreda. Table 3: Descriptive statistics at the final measuring for both groups of 6th form female students. Varibales Group Control (n=90) Experimental (n=89) M SD Min Max M SD Min Max RSTM RSLM RSR and RP TV TM BMI BMI - Body mass index (Indeks telesne mase); M - Mean (Aritmetička sredina); SD - Standard deviation (Standardna devijacija); Min - Minimum (Minimum); Max - Maximum (Maksimum); Group - Grupa; Control - Kontrolna; Experimental - Eksperimentalna. Tabela 4: Rezultati t-testa za nezavisne uzorke za poredjenje finalnog merenja obe grupe devojčica, učenica VI razreda. Table 4: Results of t-test for independent samples for comparison of the final measuring for both groups of 6th form female students. Varibales F p t df Sig. (2-tailed) Mean Std. Error 95% Confidence Interval of the Lower Upper RSTM RSLM RSR and RP TV TM BMI BMI - Body mass index (Indeks telesne mase); F - F-test (F-tets); p - probibality (vjerovatnoća); t - t-test (t-test); df - Degrees od freedom (Stepeni slobode); Sig. (2-tailed) - Vjerovatnoća (dvostruka); Mean Differenece - Razlika aritmetičkih sredina; Std. Error Differenece - Standardna gre{ka artitmetičkih sredina; 95% Confidence Interval of the - 95% interval pouzdanosti razlika; Lower - Donji; Upper - gornji. 224

6 Vi{njić, D. i saradnici: PRIMENA "FUNKCIONALNOG METODA" U RAZVOJU... Zbornik radova 2012, experimental group males (M=18,66; SD=3,54) t=7,128; p<.000 at the final measurement. T-test for independent samples (Tables 3 and 4), the comparison of the final measurement of the groups of girls, (control n=90 and experimental n=89), shows that there are statistically significant differences in variables: Repetitive abdominal muscle strength sixth form control group females scored higher on average (M=21.93; SD=3.67) compared to the experimental group females (M=19.82; SD=4.36) t=3.508; p<.001 at the final measurement. Repetitive back muscle strength sixth form control group females scored higher on average (M=40.28; SD=5.53) compared to the experimental group females (M=36.42; SD=4.44) t=5.152; p<.000 at the final measurement. Repetitive thorax-shoulder and arm muscle strength sixth form control group females scored higher on average (M=15.84; SD=4.75) compared to the experimental group females (M=13.18; SD=4.76) t=3.745; p<.000 at the final measurement. Conclusions učenike eksperimentalne grupe (M=18,66; SD=3,54) t=7,128; p<0,000 na finalnom merenju. T-test za nezavisne uzorke (Tabele 3 i 4) - poredjenje finalnog merenja grupe dečaka, (kontrolna n=90 i eksperimentalna n=89), pokazuje da postoje statistički značajne rezliek u varijablama: Repetitivna snaga trbu{ne muskulature učenice VI razreda kontrolne grupe su u proseku imale veći skor (M=21,93; SD=3,67) u odnosu na učenice eksperimentalne grupe (M=19,82; SD=4,36) t=3,508; p<0,001 na finalnom merenju. Repetitivna snaga leđne muskulature učenice VI razreda kontrolne grupe su u proseku imali veći skor (M=40,28; SD=5,53) u odnosu na učenice eksperimentalne grupe (M=36,42; SD=4,44) t=5,152; p<0,000 na finalnom merenju. Repetitivna snaga ruku učenice VI razreda kontrolne grupe su u proseku imale veći skor (M =15,84; SD=4,75) u odnosu na učenice eksperimentalne grupe (M=13,18; SD=4,76) t=3,745; p<0,000 na finalnom merenju. Zaključci The application of the functional method had better effects in variables repetitive abdominal muscle strength and isometric back muscle strength at the sub-sample of students. Better effects in functional method application are proved at male students when repetitive thorax-shoulder and arm muscle strength is in question. Functional method of strength development is applicable in work with the surveyed age group. Functional method of strength development is primarily based on the strength of deep muscles of abdominal and back musculature. This method is easy to make an exercise more or less difficult depending on the students abilities. More muscle groups can be treated. At the same time more muscle groups are treated, which is conditioned by the body position that provokes their activation. A student is completely focused to the performance of exercises smaller possibility of incorrect performance. Exercises are interesting to students. Functional method of strength development has already been applied in schools in the USA and some Western European countries. The strength of trunk muscles is important in the process of growth because it enables the proper body posture and decreases the possibility of formation of spinal deformities. Exercises that are used belong to the group of complex exercises (more muscle groups are engaged simultaneously) which is important for muscle groups that encircle the spine. The obtained results are in favour of functional method application in students strength development. Bolji efekti u primeni funkcionalnog metoda dokazani su samo kod učenika i to na varijabli repetitivna snaga ruku i ramenog pojasa. Funkcionalni metod razvoja snage primenljiv je u radu sa ispitanim uzrastom. Funkcionalni metod razvoja snage bazira se pre svega na snagu dubokih mi{ića trbu{ne i leđne muskulature. Ovim metodom lako olak{avamo ili otežavamo vežbu od zavisnosti od mogućnosti učenika. U isto vreme tretira se vi{e mi{ićnih grupa {to je uslovljeno položajima tela koji izazivaju njihovu aktivaciju. Učenik se u potpunosti usredsredjuje na izvodjenje vežbi manja mogućnost nepravilnog izvodjenja. Učenicima su vežbe interesantne. Funkcionalni metod razvoja snage je već na{ao primenu u {kolama SAD-a i nekim zapadno-evropskim zemljama. Rezultati razvoja snage su brzo vidljivi {to učenike motivi{e na rad. Funkcionalni metod u nekim svojim vežbama sadrži sve tri vrste mi{ićnih kontrakcija (statička, ekcentrična, koncentrična) čime doprinosi bržem razvoju snage mi{ića. Snaga mi{ića trupa je značajna u procesu rasta jer omogućava pravilno držanje tela i smanjuje mogućnost nastajanja deformiteta kičmenog stuba. Vežbe koje koristimo spadaju u grupu kompleksnih vežbi (angažuju vi{e mi{ićnih grupa istovremeno) {to je značajno za mi{ićne grupe koje okružuju kičmeni stub. Dobijeni su rezultati koji idu u prilog primeni funkcionalnog metoda u razvoju snage kod učenika. Acknowledgements Zahvalnost This paper is the result of the project Improving the quality and accessibility of education in modernization processes in Serbia No ( ), financially supported by the Ministry of Education and Science of the Republic of Serbia. This paper is part of the project The effects of physical activity application to locomotor, metabolic, psychosocial and educational status with population of the Republic of Serbia No III47015 ( ) financially supported by the Ministry of Education and Science of the Republic of Serbia Članak predstavlja rezultat na projektima : Unapredjivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije, broj ( ), i Efekti primenjene fizičke aktivnosti na lokomotorni, metabolički, psiho-socijalni i vaspitni status populacije Republike Srbije br. III47015 ( ), čiju realizaciju finansira Ministarstvo prosvete i nauke Republike Srbije. 225

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