OBIECTIVELE OPERATIONALE - ACHIZITII ÎN LECTIA DE EDUCATIE FIZICA

Abstract

The operational objectives established for the themes approached during the physical education lesson and sportive training, constitute acquisitions made in the behavioral plane, at the end of it. They regard the formative aspects of the human personality in the cognitive, psychomotor, affective, social, moral and esthetic dimension. They are formulated through certain action verbs that will recount as faithful as possible the results of the teaching under the form of objectified behavior, put in the conjunctive mood and followed by a complement. [PUBLICATION ABSTRACT]

Gloria RaÇa

Bogdan Rata

Universitatea din Bacäu

Cuvinte cheie: obiective operazionale , cognitive, psihomotorii, afective, sociale, morale, estetice

Abstract: Obiectivele operazionale stabilite, pentru témele abordate ìn lecfia de educale fizicä si antrenament sportiv, constituie achizijii realízate m plan comportamental la sf arsitili acesteia. Eie vizeazä aspectele formative ale personalità jii umane ìn dimensiunea cognitiva, psihomotorie, afectiva, sodala, moralä si estetica. Se formuleazà prin anumite verbe de acjiune care sä redea cât mai fidel rezultatele ìnvajarii sub forma comportamentului obiectivat, puse la modul conjunctiv si urmate de un complement.

Def initia obiectivelor operazionale

Obiectivele unei activitäfi, ale unei acjiuni, constituie de fapt finalitäfi vizate a fi realízate. În funcfie de nivelul finalitäjilor, mai ìndepartate sau mai apropíate, ele pot fi finale, intermediare si operazionale. La fel ca ìn tóate disciplínele de învajamânt, si ìn educale fizicä, activitatea programatä vizeazä ìndeplinirea unor obiective: finale (generale), cadru ( ce deriva din cele finale, dar sunt spécifiée unor cicluri curriculare), de referinjä (deriva din cele cadru, insä sunt spécifiée anilor de studiu) si operazionale.

Obiectivele generale, cadru si de referinjä sunt stabilite de Comisia Najionalä pentru Curriculum din Ministerul Educajiei, Cercetäri si Tineretului si sunt preväzute in prográmele disciplinei, structurate pe cicluri curriculare. Aceste obiective sunt preluate de catre profesori si índeplinite prin intermediul lecfiilor si activitäjilor de educajie fizicä, în care sunt abordate teme pentru care se stabilesc obiective operazionale.

Obiectivele operazionale constituie dupä cum specifica Gloria Rafa , 2004, pag. 135, sunt "descrieri succinte ale schimbärilor care se produc ìn comportamentul elevilor in sfera psihomotorie, cognitiva si afectiva", la sfârsitul unei lecjii. Eie reprezintä de fapt schimbäri, achizijii- produse pe parcursul lecjiei ìn comportamentul elevilor sub influenza practicärii exercijiilor fizice- sub aspect cognitiv, psihomotor, afectiv, social, moral, estetic, adicä ceea ce trebuie sä cunoascä, sä execute, sä discearnä, sä respecte, sä simtä, sä perceapä etc., elevul la încheierea lecjiei.

Tipurile de obiective Operationale în lectia de educatie fizicä

Dacä anterior obiectivele educajiei fizice vizau doar latura motricitäfii in formarea elevului, în prezent preocupärile specialistilor se îndreapta spre a sublinia aspectul integrativ si multiformativ al educajiei fizice. In lecjia de educafie fizicä, procesul instructiv-educativ nu poate fi limitât doar la finalitatea psihomotorie, cognitiva si afectiva, valenjele lui formative sunt multiple si se evidenjiazä si ìn relafiile sociale, în aspectele morale, în manifestarne estetice, deci putem vorbi la educajie fizicä despre obiective operazionale sociale, morale si estetice aläturi de cele amintite.

In prezent, în lecjia de educajie fizicä se asigurä realizarea urmätoarelor obiective operazionale: psihomotorii, cognitive, afective, sociale, morale si estetice.

Obiectivele psihomotorii semnificä însusirea comportamentelor reprezentate de acjiunea de miscare, de realizare a deprinderilor, priceperilor motrice cu indici aptitudinali de forjä, vitezä, rezistenjä, coordonare si supiere. Constituie însusirea, înjeleasa în sensul de capacitate de execujie, de exersare a deprinderilor motrice de baza, utilitar-aplicative si spécifiée unor discipline/ r amuri/ probe sportive, formarea priceperilor motrice, dezvoltarea aptitudinilor psihomotrice concretizate în comportament observabil si testabil la sfârsitul lecjiei.

Obiectivele cognitive se refera la rejinerea cunostinjelor (informajiilor) teoretice, la formarea deprinderilor si capacitäjilor intelectuale (atenjie, concentrare, memorare, judecatä, analiza, decizie) prin însusirea cerinjelor si regulilor;

Obiectivul afectiv vizeazä procesul de formare si educare, de manifestare si stäpanire a sentimentelor de bucurie, de tristeje, de dragoste si urä, de respect si indiferenjä, de apreciere si dezapreciere etc.

Obiectivele sociale se regäsesc în obiectivele operazionale prezentate de catre spécialisai domeniului pedagogie, dar legate de cele afective adicä socio-afective. Consideräm cä aceastä opinie nu este corectá, întrucât copilul / elevul / sportivul, indiferent de ceea ce simte fajä de colectivul sau de membrii grupului în care îsi desfäsoarä activitatea, trebuie sä se manifeste într-un mod civilizat, respectuos si sä conlucreze permanent. In concluzie, în educajie fizicä, corect este ca cele douä sä fie separate si sä nu se admita a fi neglijat obiectivul operational social. Formarea omului pentru societate si pentru lucru în grup este o finalitate specifica activitäjii de educajie fizicä si sport. El vizeazä consolidarea relajiilor între membrii grupurilor, urmäreste formarea deprinderilor de a acjiona în grup, de a colabora, de a se ajuta, de a coopera cu partenerii si colegii, de a pästra o relajie de respect si echilibru în cadrul grupului, de a fi fair-play, de a lupta pentru afirmarea echipei din care face parte, de a se impune în cadrul acesteia etc. Obiectivele sociale, mai pujin evidenziate de literatura de specialitate, pot fi puse în valoare în lecjia de educajie fizicä unde activitatea se desfäsoarä în echipe, în care copii/elevii/sportivii se ajutä între ei, se intersecteazä, se deplaseazä, se sprijinä, îsi transmit obiectele, materialele, depind unii de aljii färä sä se fina cont de sentimentele lor de afectivitatea, de preferinja sau pläcerea de a lucra cu cineva. La ora de educajie fizicä elevii învaja sä relajioneze în echipä, sä colaboreze si sä conlucreze, fapt ce-i ajutä în viaja de zi cu zi. Sentimentele trebuie înjelese ca aspecte ce Jin de intimitatea fieeärei personalitäji, iar relajiile de colaborare, de conlucrare si de întrajutorare trebuie înjelese ca necesita Ji impuse de existenja sodala. Formarea omului pentru societate si pentru activitatea în echipä este un obiectiv ce poate fi usor realizat în lecjia de educajie fizicä, în sportul de performanjä, în jocurile sportive, în activitäjile pe echipe.

Obiectivele morale au în vedere procesul de formare a respecului fajä de regulile, cerinjele, impunerile cerute de tehnica de execujie motricä, de manifestarea în interiorul grupului, în spajiul dat si în unitatea de timp preväzutä. . Sunt f inalitä Ji sau achizijii ce pot fi puse în valoare în fiecare lecjie de educajie fizicä, unde ,de la prima acjiune, elevul/ sportivul respecta indica Jiile de miscare, deplasare, intervenjie, implicare etc.

Obiectivele estetice se refera la procesul de formare a simjului pentru frumos, a capacitaci de apreciere a frumusejii fizice, psihice, comportamentale si în primul rând a sesizärii frumujejii si armoniei miscärilor. Unul din obiectivele educajiei fizice îl constituie dezvoltarea fizicä armonioasä, ceea ce presupune pe lânga armonia funcjionalä si pe cea a proporjiilor, eleganza Jinutei, a comportarli si chiar a miscärii.

Modalitate a de formulare a obiectivelor operazionale

Renumitul pedagog L., Vlàsceanu, 1988, considera cä formularea obiectivului operational trebuie sä respecte urmätoarele exigence:

* "sä descrie schimbarea comportamentalä a elevului ce se asteaptä la sfârsitul lecfiei";

* "sä fie formulât ciar, precis cu ajutorul unor verbe de acjiune" (a exécuta, a exersa, a face, a efectúa, a alerga, a sari, a arunca, a prinde, a compara, a rezolva, a descoperi, a intuì, a enumera, a identifica) ìntotdeauna aflate la modul conjunctiv;

* " sä vizeze rezolvarea unei singure acfiuni" (sä execute bätaia-desprinderea pe präg sau sä paseze mingea pe pozijia viitoare). Nu se admite cuplarea a douä sau a mai multor obiective în cadrul aceleiasi propozijii (exemplu - sä arance si sä recupereze mingea din poartä);

* "sä fie formulât cât mai scurt";

* "sä asigure continuitatea si integritatea conjinutului" informational si de pregàtire.

Realizând o analiza pertinentä si realista, în ceea ce priveste modalitatea de elaborare a obiectivelor operazionale, Cojocariu, V., 2002, pag 107, susjine aceleasi considérente si consemneazä cä "nu sunt coréete formulärile de genul elevul sä stie, sä înjeleaga, sä eunoaseä, sä simtä, întrucât nu vizeazä comportamente direct observabile, ci operaci/ procese psihice interne, observabile indirect". Tinând cont de aceste idei, corect este ca formulärile sä redea exact ceea ce trebuie sä asimileze elevul. Exemplu: sä descrie, sä spunä, sä expunä, sä reproducá, sä analizeze, sä defineascä, sä enumere, sä compare, sä execute, sä faeä, sä demonstreze, sä alerge, sä se desprindä, sä arance etc. Accentuând faptul cä obiectivele operazionale prívese direct activitatea desfäsuratä de elevi, Cojocariu, V., 2002, pag 107, nu este de acord cu formularea obiectivului operational de tipul "profesoral sä explice elevilor" modul de realizare al säriturii peste capra, întrucât obiectivele operazionale vizeazä schimbärile comportamentale ale elevilor si nicidecum activitatea profesorului, si nici cu formularea de tipul "elevul säsi" dezvolte capacitatea motricä sau elevul sä-si dezvolte aptitudinile psihomotrice, întrucât aceste obiective sunt foarte generale si vizeazä realizäri îndepartate, ori în lecjie se urmäreste realizarea schimbärilor immediate. De asemenea nu admite nici formularea de tipul "elevul sä" sarä "si sä" descrie fazele säriturii cu elan, deoarece indica douä operaci, ceea ce ar duce la diluare concentrarli, prin ìndreptarea atenfiei cätre realizarea unui anumit obiectiv. Obiectivele operazionale se formuleazä prin anumite verbe de acjiune la modul conjunctiv, verbe care sä redea cât mai fidel rezultatele ìnvajarii sub forma comportamentului obiectivat. Eie sunt urmate de un complement.

În educajia fizicä, ca si în celelalte discipline, flecare tip de obiectiv operational urmäreste anumite schimbäri comportamentale ale elevilor, si se formuleazä astfel:

* obiectivul operational cognitiv care are în atenjie acumularea de cunostinfe teoretice, formarea deprinderii si capacitatile* intelectuale (, percepjia, reprezentarea, memoria, atenjia, concentrarea, judecata, analiza, decizia) însusirea regulilor de moralä si de comportament se formulezä astfei:

* sä explice unele aejiuni si acte motrice;

* sä creeze situaci noi de desfäsurare a miseärilor;

* sä conceapä o execufie personalä;

* sä descrie, sä spunä, sä prezinte, sä descrie, sä enumere etc.

* sä evalueze execujiile etc.

* obiectivul operational psihomotric urmäreste însusirea, înjeleasa în sensul de capacitate de execujie/ de exersare a deprinderilor motrice de bazä, utilitar-aplicative si spécifiée unor discipline/ r amuri/ probe sportive, precum si formarea prieeperilor motrice si dezvoltarea aptitudinilor psihomotrice. Obiectivele psihomotorii sau motrice cum se întâlnesc definite în exprimärile unor specialisti, se enunjä astfei:

* sä execute miscarea conform modelului;

* sä parcurgä distanza de 600 m in 3' si 30";

* sä execute structura cu accent pe viteza de execute;

* sä realizeze accelerarea pe distanja de 30 m;

* sä reaejioneze prompt la semnal;

* sä menjinä echilibru în deplasare pe suprafefe ínguste;

* sä realizeze miscarea cu amplitudine;

* sä se deplaseze în direcjia indicata etc

* obiectivul operational afectiv vizeazä procesul de formare si educare, de manifestare si stapânire a sentimentelor de bucurie, de tristeje, de dragoste si urä, de respect si indiferenjä, de apreciere si dezapreciere etc si se concretizeazä prin formulari de tipul:

* sä se bucure de reusita proprie si a colegilor;

* sä fie entuziasmat când reuseste o execute corectä;

* sä învinga frica;

* sä fie capabil sä exprime sentimentele;

* sä depäseascä "punctul mort".

* sä accepte înfrângerea etc.

* obiectivul operational social are în atenjie formarea deprinderilor de a acjiona în echipä si se noteazä astfel:

* sä ajute colegii;

* sä colaboreze eu coechipierii;

* sä accepte întrajutorarea;

* sä coopereze în rezolvarea sarcinilor;

* sä conlucreze eu coechipierii si profesorul etc.

* obiectivul operational moral face referire la formarea capacitäfilor de a respecta regulile si cerinfele morale, enunjâdu-le astfel :

* sä respecte cerinjele impuse;

* sä execute conform regulilor;

* sä urmeze indicabile date etc.

> obiectivul operational estetic urmäreste formarea capacitaci de apreciere si percepere a frumosului, a esteticului si se denumesc astfel:

* sä simtä frumusejea miscärii;

* sä aprecieze o Jinutä estetica;

* sä remarce armonia miscärilor;

* sä evidenjieze miscare corectä etc.

Operajionalizarea obiectivelor presupune respectarea a trei aspecte ale acjiunii: descrierea comportamentului final , prezentarea condifiilor m care se va realiza comportamentul, si evidenjierea nivelului performanci realizabile.

De exemplu ìn cazul temei "educarea capacitaci de accelerare'7 (pentru clasa a Vili) obiectivul operational se poate formula astfel: sä efectueze alergarea pe 60 m, cu alternarea ritmului pe distante de 20 m (20 m 100% + 20 m 50% + 20 m 100 % intensitate) în 10". Pentru lecjii cu aceeasi tema, obiectivele operazionale vor fi diferite ìn funejie de etapa în care se aflä procesul de formare a deprinderilor motrice si in funcjie de locul lecfiei ìn ciclul tema tic. De exemplu, pentru tema "rostogolire înainte ìn depärtat", obiectivele psihomotorii pot fi: in etapa de invaiare - "sä execute conform modelului"; în etapa de perfeccionare - "sä execute rostogolirea într-o combinale de trei elemente acrobatice".

în concluzie obiectivul operational este un rezultat scontai riguros si serveste evaluärii eficienfei si calitäjü didactice a lecjiei, la sfârsitul acesteia, trebuie formulât in modul cel mai corect si concret cu putinjä si sä vizeze o singurä operaie. Obiectivele operazionale nu trebuie sä fie numeroase, dar sä fie bine gândite si sä acopere tóate dimensiunile comportamentale.

BIBLIOGRAFIE

1. Cojocariu, V., 2002, Teoria §i Metodologia instruira. Bucuresti. Edit. Didáctica si Pedagogica, R.A.

2. Raja, G., Ababei, C., 2004, Obiectivele educatici fizice la ora controverselor, Volumul Noi dimensiuni ìn stiinja activitäfüor corporale (Conferinfa Internajionalä) Universitatea "Ovidius" Constanza

3. Rafa, G., 2004, Didáctica educatiei fizice scolare, Bacäu, Edit. Alma Mater.

4. Vläsceanu, L., 1988, Proiectarea didáctica" in Curs de Pedagogie. Bucuresti, Edit. T.U.B.

THE OPERATIONAL OBJECTIVES - ACQUISITIONS DURING THE PHYSICAL EDUCATION LESSON

Gloria Rata

Bogdan Rata

University of Bacäu

Keywords: operational objectives, cognitive, psychomotor, affective, social, moral, esthetic

Abstract: The operational objectives established for the themes approached during the physical education lesson and sportive training, constitute acquisitions made in the behavioral plane, at the end of it. They regard the formative aspects of the human personality in the cognitive, psychomotor, affective, social, moral and esthetic dimension. They are formulated through certain action verbs that will recount as faithful as possible the results of the teaching under the form of objectified behavior, put in the conjunctive mood and followed by a complement.

Definition of the operational objectives

The objectives of an action, of an activity, constitute, in fact, ends to be accomplished. Based on the level of the ends, closer or farther away, they can be final, intermediate, and operational. Just as in all of the teaching disciplines, in physical education the programmed activity regards the fulfilling of certain objectives: final (general), frame (which derive from the final ones, but are specific to certain curricular cycles), of reference (derive from the frame ones, but are specific to the years of study) and operational.

The general objectives, frame and reference, are established by the Curriculum National Commission of the Ministry of Education, Research and Youth, and are mentioned in the discipline syllabus, structured on curricular cycles. These objectives are taken over by teachers and accomplished through physical education lessons and activities, during which different themes are approached, for which operational objectives are set.

The operational objectives constitute, as is specified in Gloria Rajä, 2004, page 135, " succinct descriptions of the changes produced in the students' behavior in the psychomotor, cognitive and affective sphere", at the end of a lesson. They represent in fact changes, acquisitions- produced during the lesson in the students' behavior under the influence of practicing physical exercises- under a cognitive, psychomotor, affective, social, moral, esthetic aspect, meaning what the student must know, perform, discern, respect, feel, perceive etc., at the end of the lesson.

Types of operational objectives in the physical education lesson

If previously the objectives of the physical education regarded only the motor side in training the student, today the specialists' concern is to emphasize the integrative and multi-formative aspect of physical education. During the physical education lesson the instructive-educational process cannot be limited only to the psychomotor, cognitive and affective ends, its formative valences are multiple and can be seen also in social relations, moral aspects, esthetic manifestations, so we can speak in physical education of social, moral, and esthetic operations, together with the other ones.

Today, in the physical education lesson we ensure the accomplishment of the following operational objectives: psychomotor, cognitive, affective, social, moral and esthetic.

The psychomotor objectives signifies acquiring the behavior represented by the action of movement, of achieving the skills, motor skills with high strength, speed, endurance, coordination, and agility aptitude indexes. It constitutes the skill understood as a performance capacity, as a practice of basic motor skills, usefulapplicative and specific for certain sportive disciplines/fields/ events, forming the motor skills, developing the psychomotor aptitudes concretized in a noticeable and testable behavior at the end of the lesson.

The cognitive objectives refer to the retaining of theoretical knowledge (information), to the formation of intellectual habits and skills (perception, representation, memory, attention, concentration, judgment, analysis, decision) by learning the demands and rules;

The affective objective regards the process of forming and education, of manifesting and controlling the feelings of joy, sadness, love and hate, of respect and indifference, of appreciation and unappreciation etc.

The social objectives are to be found in the operational objectives presented by the pedagogy specialists, but linked with the affective ones, meaning socio-affective. We consider that this opinion is wrong, because the child/ student/ athlete, no matter how he/she feels about his/her group or group members, he must manifest himself in a civilized manner, respectfully and to permanently work together. In conclusion, what's right in physical education is for the two of them to be separated and never the social operational objective to be neglected. Training the person for the society and for working in a group is an end that is specific to the physical education and sports activity. It regards consolidating the relations between the group members, forming the habits of group action, of collaborating, helping each other, cooperating with partners and colleagues, keeping a balanced relationship based on respect, of fair-play, fighting for the success of your team, fighting for your success inside the team etc. The social objectives, less emphasized by the specialized literature, can be valued during the physical education lesson, where the activity is being developed in teams, in which the children/ students/ athletes are helping each other, intersect, move, support each other, transmit objects to each other, materials, they depend of one another, with disregard towards their feelings of affection, preference or pleasure of working with someone. During the physical education class, the students learn to work in a team, to collaborate and work together, a fact that will help them in everyday life. The feelings must be understood as aspects that are a part of each personality's intimacy, and the collaboration, working together and helping each other relationships must be understood as being necessities imposed by the social existence. Forming the person for society and for the team activity is an objective that can be easily achieved in the physical education lesson, competitive sports, sportive games, team activities.

The moral objectives regard the process of forming the respect towards the rules, demands, requested by the motor performance technique, by the group manifestation, in a given space and time. They are ends or acquisitions that can be emphasized in each physical education lesson, where from the first action, the student/ athlete respect the indications of movement, intervention, involvement etc.

The esthetic objectives regard the forming of the feeling for beauty, of the capacity for appreciating the physical, mental, behavioral beauty, and, most of all, seizing the beauty and harmony of the movements. One of the objectives of the physical education is a harmonious physical development, which presupposes, besides the functional harmony, a harmony of proportions, an elegance of the posture, of behavior and of movement.

How to formulate the operational objectives

The famous pedagogue L., Vläsceanu, 1988, considers that the expression of the operational objective must respect the following guidelines:

* "to describe the behavioral change in the student that is expected at the end of the lesson";

* "to be formulated in a clear, concise manner, using action verbs" (to perform, to practice, to do, to run, to jump, to throw, to catch, to compare, to solve, to discover, to enumerate, to identify) always at the conjunctive mood;

* " to regard solving one single action" (to perform the beat-lifting on the step or to pass the ball on the next position). There cannot be a coupling of two or more objectives during the same sentence (example - to throw and recover the ball from the goal);

* "to be expressed as short as possible";

* "to ensure the continuity and integrity of the informational and training content".

Making a pertinent and realistic analysis regarding the way of elaborating the operational objectives, Cojocariu, V., 2002, page 107, sustains the same theories and says that "they are not correct, the expressions like the student should know, understand, feel, because they do not regard behaviors that can be observed directly, but internal, mental operations/ processes, which can be observed indirectly". Taking these ideas into account, what is correct is that the expressions must reflect what the student must assimilate. Example: to describe, to say, to expose, to reproduce, to analyze, to define, to enumerate, to compare, to perform, to do, to demonstrate, to run, to let go, to throw etc. Emphasizing the fact that the operational objectives regard directly the activity done by the students, Cojocariu, V., 2002, page 107, disagrees with expressing the operational objective under the form of "the teacher must explain the students" how to jump, because the operational objectives regard the behavioral changes in the students, not the teachers' activity, and neither with the form of "the student must himself" develop his motor capacity or the student must develop himself his psychomotor skills, because these objectives are very general and regard distant accomplishments, whereas during the lesson, we follow the immediate changes. Also, she does not admit the form of "the student should" jump "and he should" perform the jump phases with a spring, because it expresses two operations, which will lead to a diluted concentration, by focusing the attention towards a certain objective. The operational objectives are formulated through certain action verbs that will recount as faithful as possible the results of the teaching under the form of objectified behavior, put in the conjunctive mood and followed by a complement.

In physical education, as in other disciplines, each type of operational objective regards certain behavioral changes in the students, and they are formulated as follows:

* the cognitive operational objective which regards the accumulation of theoretical knowledge, the forming of intellectual habits and capacities (perception, representation, memory, attention, concentration, judgment, analysis, decision) acquiring the moral and behavioral rules, is formulated as follows:

* to explain certain motor actions and acts;

* to create new situations of movement development;

* to conceive a personal execution;

* to say, to present, to describe, to enumerate etc.

* to evaluate the performances etc.

* the psychomotor operational objective regards the acquiring, understood as a capacity of performing/ practicing the basic motor skills, useful-applicative and specific to certain disciplines/ fields/ sportive events, as well as forming the motor skills and developing the psychomotor aptitudes. The psychomotor objectives are announced as follows:

* to perform the movement as exemplified;

* to go across a distance of 600 m in 3' 30";

* to perform the structure with an emphasis on the performance speed;

* to perform the acceleration on a distance of 30 m;

* to promptly react at the signal;

* to maintain his balance during movement on tight surfaces;

* to perform the movement with an amplitude;

* to move towards the indicated direction etc

* the affective operational objective regards the process of forming and education, of manifesting and controlling the feelings of joy, sadness, love and hate, of respect and indifference, of appreciation and unappreciation etc and are concretized through formulas such as:

* to enjoy their own success and their colleagues';

* to be excited when he succeeds a good performance;

* to conquer fear;

* to be capable of expressing his feelings;

* to overcome the "dead point".

* to accept defeat etc.

* the social operational objective regards the forming of habits of team action and is noted as follows:

* to help his colleagues;

* to collaborate with his teammates;

* to accept reciprocal help;

* to cooperate in solving tasks;

* to work together with the teammates and the teacher etc.

* the moral operational objective regards forming the capacities of respecting the moral rules and demands, announcing them as follows:

* to respect the imposed demands;

* to perform according to the rules;

* to follow the given indications etc.

* the esthetic operational objective regards the forming of the capacity of appreciation of the beautiful, of the esthetic and are named as follows:

* to feel the beauty of the movement;

* to appreciate an esthetic posture;

* to notice the harmony of the movements;

* to emphasize the correct movement etc.

The transformation of the objectives into operations presupposes a respect for three aspects of the action: description of the final behavior, presentation of the conditions in which the behavior will take place, and emphasis on the accomplished performance level.

For example, in the case of the theme "educating the acceleration capacity" (for the eighth grade) the operational objective can be formulated as follows: to run 60 m, alternating the rhythm on distances of 20 m (20 m 100% + 20 m 50% + 20 m 100 % intensity) in 10". For lessons with the same theme, the operational objectives will be different, according to the stage in which the motor skills forming process is, and according to the place of the lesson in the thematic cycle. For example, for the theme "rolling forward distancing himself", the psychomotor objectives can be: in the learning stage - "to perform as shown"; in the perfecting stage - "to perform the rolling over in a combination of three acrobatic elements".

In conclusion the operational objective is a result seen as rigorous and it serves to evaluate the efficiency and didactic quality of the lesson, at the end of which it must be formulated as clear and right as possible and it must regard one single operation. The operational objectives must not be numerous, but to be well thought and to cover all behavioral dimensions.

BIBLIOGRAPHY

1. Cojocariu, V., 2002, Teoria si Metodologia instruira. Bucuresti. Edit. Didáctica si Pedagogica, R.A.

2. Rafä, G., Ababei, C., 2004, Obiectivele educatici fizice la ora controverselor, Volumul Noi dimensiuni in stiinfa activitäjilor corporale (Conferinja Internajionalä) Universitatea "Ovidius" Constanza

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