RESUMO
INTRODUCTION: Specialized studies mention that extracurricular activities (including dance) contribute to the stimulation of multiple intelligences, on whose development the educational process and academic success depend. The aims of the study were to investigate the benefits of dancesport for the development of institutionalized children's learning strategies, and to examine gender-dependent differences in learning strategies, as well as to formulate possible recommendations regarding the practice of dance at the age of preadolescence, from the perspective of school success vectors. METHODS: Through the School Motivation and Learning Strategies Inventory (SMALSI), we could observe the changes produced in children from the initial phase to the final assessment at the end of a dancesport program. The intervention took place over a period of six months with a frequency of two lessons per week, with each lesson lasting 60 min, and aimed to increase school motivation and performance, considering the learning strategies used by institutionalized children. Thirty institutionalized children, aged 11-12 years old, participated in the research, during which they did not engage in other extracurricular physical activities. The preadolescents were assessed using the School Motivation and Learning Strategies Inventory (SMALSI). This self-report rating scale measures nine areas associated with learning strategies, six of which focus on student strengths (study strategies, note-taking/listening skills, reading/comprehension strategies, writing/research skills, test-taking strategies, and time management/organization techniques), and three are aimed at student liabilities (low academic motivation, test anxiety, and concentration/attention difficulties). RESULTS: The results show that the biggest improvements in the case of institutionalized children were recorded for study strategies, effectiveness of test-taking strategies, and concentration difficulties. Girls registered significantly better results than boys only in the case of study strategies and for writing/research skills (Mann-Whitney test was used). DISCUSSION: The study demonstrates the benefits of dancesport practice for the development of institutionalized children's learning strategies, creating a foundation for the improvement of their academic performance and school integration. CONCLUSIONS: At the end of the dance program, significant improvements in academic interest were observed due to the testing strategies used. Better results were also obtained for the scales of anxiety and difficulty concentrating during tests, where average scores decreased significantly.
RESUMO
Knowing the personality and autonomy factors of bodybuilders is a necessity in order to improve sports training, which would lead to the development of mental skills specific to competitive bodybuilding. The purpose of the study was to identify perception differences in personality and autonomy factors for three age categories of competitive bodybuilders in order to optimize the sports training process. The secondary purpose of the study was to identify perception differences in the characteristics of personality and autonomy in relation to the increase in the sporting age category of the competitive bodybuilders. The research sample included 30 competitive bodybuilders aged between 18 and 53 years, of which 21 were male and 9 were female, who were divided into three groups according to the sporting age category: G1-junior (18-23 years old), 10 athletes (33.3%); G2-senior (24-35 years old for female and 24-40 years old for male), 12 athletes (40%); G3-masters (over 35 years old for female and 40 years old for male), 8 athletes (26.7%). In the precompetitive stage, three standardized questionnaires were applied to the study participants, namely, two personality questionnaires (CP5F and ZKPQ) and a personal autonomy questionnaire (PAQ), which provided us with useful information for understanding the psychological profile of bodybuilding athletes. The results of the study were statistically significant, with Cronbach's Alpha coefficient indicating high internal consistency of the three questionnaires for all three sporting age groups, with higher values than the selected reference threshold of 0.700. According to the results of our study, the following personality and autonomy factors recorded higher and higher scores in direct relation with the increase in sporting age: extraversion, agreeableness, conscientiousness, emotional stability, autonomy, impulsive sensation seeking, value autonomy, behavioral autonomy, and cognitive autonomy. The personality and autonomy factors of which the scores did not increase directly proportionally to the sporting age category were sociability, activity, aggression-hostility, neuroticism-anxiety, and emotional autonomy. Competitive bodybuilders perceive the factors of personality and autonomy differently in relation to particularities of age and sports experience, and knowledge of these changes can contribute to the improvement of the sports training process.
