COMMUNICATION WITHIN THE OUTDOOR EDUCATION ACTIVITIES CONTEXT

Abstract

This paper tries to carry out a study that approaches the problem of communication in the outdoor education activities context. The paper sets out to accomplish a study that regards the role and forms of communication and has the final objective of improving communication within all its aspects through exercises that presume resolving certain tasks that must be well understood and involve an adequate communication between the participants. The purpose of this research is the role and forms of communication as acquisitions within the non-formal context, through an efficient communication. The study regarding the methodology behind the youngsters' forms of communication within the outdoor education activities presents a sequence of well-known strategies and develops a synthesis for an optimal strategy that might diminish the risk of certain side-slips in doing these kinds of activities. During this research, one has noticed that communication has made it possible the correct identification, acknowledgement and usage of different kinds of needs and stimulants for orienting the student's behavior to performance and satisfaction. It has contributed to the installment of correct and efficient relationships, understanding and mutual acceptance between colleagues. It has contributed to the installment of correct and efficient relationships, understanding and mutual acceptance between colleagues. [PUBLICATION ABSTRACT]

Keywords: forms of communication, outdoor education activities

Abstract

This paper tries to carry out a study that approaches the problem of communication in the outdoor education activities context. The paper sets out to accomplish a study that regards the role and forms of communication and has the final objective of improving communication within all its aspects through exercises that presume resolving certain tasks that must be well understood and involve an adequate communication between the participants. The purpose of this research is the role and forms of communication as acquisitions within the non-formal context, through an efficient communication. The study regarding the methodology behind the youngsters' forms of communication within the outdoor education activities presents a sequence of well-known strategies and develops a synthesis for an optimal strategy that might diminish the risk of certain side-slips in doing these kinds of activities. During this research, one has noticed that communication has made it possible the correct identification, acknowledgement and usage of different kinds of needs and stimulants for orienting the student's behavior to performance and satisfaction. It has contributed to the installment of correct and efficient relationships, understanding and mutual acceptance between colleagues. It has contributed to the installment of correct and efficient relationships, understanding and mutual acceptance between colleagues.

1. Introduction

The formative orientation of the contemporary education and the continuous forming of youngsters in resolving such a challenge represent benchmarks of the contemporary educational system, which, through the right promotion of diversifying the forms of education and pragmatically knowing the pedagogical phenomena, represents the drive in choosing the means and instruments for achieving the formative purpose. In this sense, a very important part from knowing to applying is approaching the non-formal education from the perspective of the outdoor education activities, an operation destined to offer necessary information in finding the essence within this phenomenon, which has a quite large applicative domain and which entails actualized efficiency to what new educational orientate needs are concerned. Practicing non-formal education at a rapport level between the formatters that carry out the educational process needs a rational basis that might generate the effort of using certain marked forms and means of correcting communication, being, in the same time, a success factor in the cognitive forming and education. The pragmatic value of communication within the outdoor education activities follows, firstly, the formatters that give it functionality, and, secondly, the ones who become passionate for these activities that give out functionality to what educating and forming young people are concerned. Communication, as a phenomenon that produces and reproduces through the materialization of talks, interpretations, explanations, conceptual definitions etc. needs a practical foundation that falls in the hands of the formative basis of the non-formal education. The imperatives of practical pedagogy in using communication become an interest matter for researchers and pedagogical praxis. By reporting these considerations to the contemporary education, we can establish the necessity of defining communication, by emphasizing the way in which this notion of language and competence must be understood in organizing certain outdoor education activities from the factual point of view. Thus, there is an intention to prove the truth behind the idea that communication is the one factor that facilitates the pedagogical relationship and directly contributes to the youngsters' personal and interpersonal development (Iacob, & Iacob, 2008). Presently, capitalizing communication within outdoor education activities has not become a benchmark, a fact that marginalizes the structure of professional image and the assignment of grades for each action, stage, and formative course, level of competences and usage of correct pedagogical language that has a relevant formative impact (Chiru, 2003).

The outdoor education activities represent the physical or intellectual competition, presuming a spontaneous or organized participation, the expression of certain means that form social relationships or impose competitive results at any level (Candea, 1993). The module dedicated to the relation between non-formal education, communication structures and outdoor education activities concentrate on the analysis of a relationship that comes to the attention of formatters more and more. Due to the media boom of the last decades, due to the increase of informative and formative stimuli from the extracurricular environment, which, inevitably, tend to slip away, from the teacher's control, and, as importantly, form the family's control, the relationship between school and education (seen as a sum of knowledge, competences and behaviors) acquired by young people outside school, must be taken into account when the didactical endeavors are being planned. In other words, the youngsters' acquisitions in the communication domain directly affect the didactical modus operandi. Thus, a first conclusion is related to the fact that the outdoor education instructor must use the possible sources of communication as efficiently as possible. First of all, the appeal to the previous acquisitions are relevant both from the social and cultural point of view. These can offer "shortcuts" for the instructor's endeavors, but also a check point and subsidiary a correction of these previous acquisitions within the personal and interpersonal communication.

Etymologically speaking, the concept of "communication" comes from the Latin language: communico, are, avi, atum meaning the action of doing something, of sharing something with someone ( Dinu, 2000).

Through communication one understands any transmission of information, ideas and emotions from one social entity (person, human group, and collectivity) to another by messages.

There is communication every time a social entity can affect another one and every time one can modify its reactions by transmitting information and not a direct action. Knowing the characteristics of the forms of communication has quite an importance nowadays being tied to the necessity of transmitting information for an efficient progress of the activities within the non-formal education, for instructing and education youngsters as well as for projecting certain means and measures for developing their personalities and integrating them in the professional and social framework. It is common knowledge that communication within a group must become a subject especially from the formatter's point of view (Chelcea, Ivan, Chelcea, 1995).

An outdoor education activity also has a management nuance and as the instructor cannot do anything only though gestures and written messages, the same thing happens to outdoor education activities if one does not rely on a well put and eloquent verbal communication through which information can be correctly received by the participants.

This paper tries to carry out a study that approaches the problem of communication in the outdoor education activities context. Forming young people's personalities must constitute a main preoccupation of educational factors by molding the entire psychological and physical activity of a certain youngster as well as the behaviors in social contexts.

The study regarding the methodology of the forms of communication within outdoor education activities presents a sequence of well-known strategies and develops a synthesis for an optimal strategy that might diminish the risk of certain side-slips in doing these activities.

Taking into account that non-formal education, together with formal education, represents a factor in forming and preparing the young generation, the social role of non-formal education grows increasingly, not only in ensuring the development of the youngsters' multiple personalities but also in preparing their involvement in the social life. In order to respond to these requests one shall emphasize the usage of certain means destined to ensure the most efficient development of communication and to influence in a positive way the outdoor education activities. In achieving the set out purpose one has started from the existent correlations between the outdoor education activities in the non-formal context and the intellectual development through the checking point of certain possible ways of intervention that might indirectly sustain the process of communication (Marinescu, 2002).

The paper wants to carry out a study regarding the role and forms of communication and has as final objective the improvement of communication in all its aspects through exercises that presume the resolving of certain tasks that must be well understood and that involve an adequate communication between participants.

Work hypothesis: one presumes that through knowing certain techniques of communication and assimilating such skills the young participants can be helped in improving their communicational competences, in receiving much more easily the transmitted information and tasks becoming more efficient in resolving their problems, thus smoothing the personal, social and educational development.

Outdoor education activities and communication focus on the double relation that becomes active between communication as essentially an activity of relationship and knowledge and solving activities with precise tasks that can successfully speculate communication situations and techniques.

In carrying out the study in cause 48 subjects participated, 40 boys and 8 girls, all in year students of Physical Education and Mountainous Sports Faculty, PES. They followed in 2 stages theoretical activities of outdoor education activities and practical and methodical activities within the same field that allowed us to do the study on the communication segment between the analyzed subjects.

2. Material and methods

Through the practical research of communication, we wanted to identify the communicational deficiencies depending on the undergone activities. In order to ensure the conditions for studying the level of communication amongst students, two tests have been applied:

1. Testing the level of communication which purpose was to evaluate the speaker in front of the receiver. This test comprised a number of 8 questions to which the students answered with a simple yes of no.

2. A diagnosis test that identifies the extreme communication styles: "blaming one self' and "solving the problem on your own". It comprised a number of 12 questions, the students evaluating the degree in which the affirmation of the questions corresponded to their reality through a 5 value scale:

Questions:

1. During a conversation I quickly develop an opinion and a judegemetn of value. 12345BR

2. I share my feelings with others. 12345BR

3. I discuss problems, not people. 1 23 45BR

4. I analyze the other's motives and motivations. 12345BR

5. I use a clear and precise language. 1 23 45BR

6. I reach decisions before talking to someone. 12345BR

7. I encourage the speaker to talk feelings and emotions. 1 23 45BR

8. I am open to receiving any information. 1 23 45BR

9. I ask the questions in a way that asks for the speaker's agreement (isn't it right that...) 1 23 45BR

10. Most of the time i do the talking. 1 23 45BR

11. I ask the questions in a way that asks for the description of events. 1 23 45BR

12. The speaker feels the need to defend his position in front of me. 1 23 45BR

Value scale:

1= to a very small extent

2= to a small extent

3= to a certain extent

4= to a great extent

3. Results and Discussions

The results of the questionnaire investigation on the students regarding the evaluation of communication level in front of the receiver

A. To what the emitter's behavior is concerned

The results of the initial testing show that in the emitter-receiver relationship, seldom, we are not capable to choose the right words to show what we feel. One notices that, for different people, the same word can have different senses. Thus, to the 8 question the majority of the emitters responded negatively in relation to the receivers' messages. A first cause lays in hiding feelings and thoughts. This means that one of the main reasons for defective communication is the habit to make assumptions, to guess. This happens because a person's thoughts and feelings are usually well hidden, hence not directly observed as behaviors.

B. To what the receiver's behavior is concerned

The results of the initial testing show that the receiver's attention can easily be distracted. The majority of subjects responded negatively to the majority of the questions showing that when the emitter speaks, a lot of receivers are inattentive. One of the motives for being inattentive (the same motive can be for being attentive) is that people think faster than they speak. While listening, we have a lot of free time to think. A small average of speaking is between 125-150 words per minute. This average is small and slow for the ear and brain, organs that can process almost 4 times quicker and longer. More often than enough, the receivers react in ways in which, according to researchers, things can lead up to the blockage of communication, increasing the emotional distance between people and decreasing the efficiency of solving problems.

The results of the final testing show that when people are driven by their emotions to such an extent they have absolutely no logic or will or cannot have any influence whatsoever, they can become aware of acting in their disadvantage and of others. In such situations, they choose a more open and efficient communication that helps them quite a lot.

The fact that the majority of subjects responded affirmatively to the questions show that they had reactions that eliminated the blockage of communication.

Interpreting the results of the questionnaire investigation on students regarding the diagnosis test of evaluating the personal style of oral communication

The present test wants to approach the personal style of oral communication during the activities with an emphasis on the way in which the communication of each student influences the behaviors of others. The analytical endeavor has been structured on verifying the results of the communication and the relations with others, from two points of view:

- Generating an unproductive atmosphere;

- Generating certain situations of informing-conducting when solving problems.

The purpose of structuring the analytical endeavor on these two directions bared in mind the need to offer a clarity to the way of communication and the main aspects that came of analyzing the group's verbal communication.

Through communication, each student created his/hers own reality, but each one can have very different perceptions, thus, very different realities. These differences seldom lead to misunderstandings and conflicts. To the initial testing, certain students could not choose the right words for what they wanted to express. One noticed that by choosing the answers to the 12 questions, the idea that for some students the same word had different senses becomes very clear. One of the reasons for a defective communication is the habit of making assumptions, of guessing. We can easily notice a person's behavior, we can hear the words and see the actions, but we can only assume, we can only imagine what those words and actions really mean, what thoughts and feeling lay behind. A person's feelings and thoughts are often hidden, hence not directly observable as behaviors. By doing and selecting the most efficient means for each student, there has been quite an improvement of the individual communication performances generated by the necessity of solving tasks through communication.

4. Conclusions

The data obtained from this study has led us to these ideas:

- The research has proven that the way of communication can influence the achievement of outdoor education. The data have been the basis of some questionnaire investigations that identified the means of communication that the students use and the means with which the selected programs of outdoor education can indeed influence communication.

The methodology of skill development has been determined by the psychological and pedagogical characteristics of the instructors and the individual characteristics of the participants.

The effect of these activities mostly depends on ensuring the communication framework and context, creating a favorable and affectionate climate for improving communication skills in instructor-student relationship, diversifying the activities and sustaining the superior motivation of the student in the non-formal educational process by satisfying the need of feeling useful. Analyzing the way student communicate through observations taken out of the research, one can say the following:

The results of the final testing show that when people are driven by their emotions to such an extent they have absolutely no logic or will or cannot have any influence whatsoever, they can become aware of acting in their disadvantage and of others. In such situations, they choose a more open and efficient communication that helps them quite a lot. The fact that the majority of subjects responded affirmatively to the questions show that they had reactions that eliminated the blockage of communication.

Communication has made correct identification, knowledge and usage of different kinds of needs and stimuli possible by orientating the behavior of students towards performance and satisfactions. It has contributed to building correct and efficient relationships, understanding and mutual acceptance between colleagues. From the students' responses one notices that most of the times receiving messages has been done automatically, understanding their task as in transmitting more and not accepting, the situation shifting at the final testing. The success of the communication depended on the adequacy of the content and the way in which the message has been expressed having the perception and understanding capacity of students. Thus, one has managed to move from the blaming style communication to the solving your problems communication.

Reference

1. CANDEA, R. (1993). Comunicarea manageriala, Bucureçti: Edit. Expert, pp.56-57.

2. CHIRU, I. (2003). Comunicarea interpersonal, Bucureçti: Edit Tritonoic, pp.112-115.

3. CHELCEA, S., IVAN, L., CHELCEA, A. (1995,). Comunicarea, Bucureçti: Edit. $tiinta §i Tehnicä, pp-134-135.

4. DINU, M. (2000). Comunicarea. Bucureçti: Edit. Algos, pp.67-71.

5. IACOB, I., IACOB, M. R. (2008). Comunicarea in Sport, Ia§i: Edit. Demiurg, pp.89-91.

6. MARINESCU, V. (2002). Efectele comunicärii, Bucureçti: Editura Tritonic, pp.134-135.

Moldovan Elena1*,

Enoiu Räzvan Sandu2'

Zinnes Anca G.3

1,2Transilvania University of Brasov, Colina street H, Romania

3Addiction Treatment Centre, Suburban Hospital, Maryland, USA

* E-mail: [email protected]

COMUNICAREA IN CONTEXTUL ACTIVITÄTILOR DE OUTDOOR EDUCATION

Cuvinte cheie: comunicare, activitäti de outdoor education

Rezumat

Prin prezenta lucrare am încercat sä realizäm un studiu care abordeazä problemática comunicärii în contextul activitätilor de outdoor education. Lucrarea îçi propune sä realizeze un studiu privind rolul çi fórmele de comunicare çi are ca obiectiv final îmbunâtâtirea comunicärii sub tóate aspectele ei prin exercitii ce presupun rezolvarea unor sarcini care trebuie bine întelese çi care implicä o comunicare adecvatä între participanti. Scopul acestei cercetäri vizeazä rolul çi fórmele de comunicare ca achizitii prin intermediul contextului non-formal, pe temeiul unei comunicâri eficiente Studiul privind metodología legatä de fórmele de comunicare a tinerilor în cadrai activitätilor de outdoor education prezintä o suitä de strategii cunoscute çi încearcâ o sintezä pentru o Strategie optimä care ar diminua riscul unor derapaje în desfaçurarea activitätilor. In urma cercetärii întreprinse, s-a constatât cä, comunicarea a facut posibilä identificarea, cunoaçterea çi utilizarea corectä a diferitelor categorii de nevoi çi stimulente pentru orientarea comportamentului studentilor spre performantä çi satisfactii. A contribuit la instaurarea relatiilor corecte çi eficiente, de întelegere çi acceptare reciprocä între colegí.

1. Introducere

Orientarea formativä a învâtâmântului actual çi formarea continuä a tinerilor în vederea realizärii acestui deziderat sunt un cadra de referintä al sistemului educational actual, care, prin promovarea ideii de diversificare a formelor de educatie çi cunoaçtere pragmaticä a fenomenelor pedagogice, reprezintâ imboldul în alegerea mijloacelor çi instrumentelor pentru atingerea scopului formativ (Birch, 2001). în acest sens, un roi important în trecerea de la cunoaçtere la aplicare îl reprezintâ abordarea educatiei non-formale din perspectiva activitätilor de outdoor education, operatie destinatä de a ofeii o informatie necesarä în vederea esentializärii acestui fenomen, care are un domeniu aplicativ destul de larg çi care necesitä valorificäri actualízate din perspectiva noilor orientäri ín educatie. Practica educatie non-formale la nivel de raporturi între formatorii care realizeazä procesul educational are nevoie de o bazä rationalä, care sä genereze efortul de utilizare a unor forme çi mijloace márcate de corectitudine ín comunicare, fiind, în acelaçi timp, çi un factor al succesului în învâtarea çi formarea cognitive Valoarea pragmaticä a comunicärii în cadrai activitätilor de outdoor education se raporteazä, în primul rând, la formatorii, care îi conferä functionalitate çi, în al doilea rând, la cei care devin pasionati de aceste activitäti care îi conferä utilitate de pe pozitiile necesitätilor educatiei §i formärii tinerilor (Candea R, Candea D, 1993). Comunicarea, ca fenomen care se produce §i se reproduce prin materializare în discutii, interpretäri, explicatii, precizäri conceptúale etc., are nevoie de o fundamentare in sensul importantei practice care ü revine in baza temeiului formativ ale educatiei non-formale. Imperativele pedagogiei practice in utilizarea comunicârii devin domeniu de interes al cercetärilor, al praxisului pedagogic. Prin raportarea acestor consideratii la specificul învâtâmântului actual, putem stabili necesitatea definirii comunicârii, precizând cum trebuie înteleasâ notiunea de limbaj §i de competentä în organizarea unor activitâti de outdoor education din perspectivä actionalä. Este deci o intentie de a demonstra adevärul ideii cä comunicarea este factorul care faciliteazä relatia pedagogicä §i contribuie în mod direct la dezvoltarea personalä §i interpersonal a tinerilor. Actualmente, valorificarea comunicârii în activitâtile de outdoor education nu a devenit un cadru de referintä, fapt care marginalizeazä structurarea imaginii profesionale §i atribuirea de calificative pentru flecare actiune, stagiu, curs de formare în aspectul nivelului de competente, de utilizare a unui limbaj pedagogic corect, care are un impact formativ relevant (Chiru L 2003).

Activitâtile de outdoor education reprezintä întrecerea flzicä, ori intelectualä, presupunând o participare spontanä sau organizatä, expresie a unor mijloace, care formeazä relatii sociale, sau care impune rezultate competitive la orice nivel. Modulul dedicat relatiei dintre educatia non-formalä, structurile de comunicare §i activitâtile de outdoor education se concentreazä pe analiza unei relatii care se impune din ce în ce mai mult atentiei formatorilor. Datoritä exploziei mediatice din ultímele decenii, a creçterii stimulilor informative §i formativi din mediul extern §colii §i care scapä, inevitabil, controlului sau selectiei profesomlui §i, la fei de important, al familiei, relatia dintre §coalä §i educatia (privitä ca sumä de cunoa§teri, competente §i comportamente) dobânditâ de tineri în afara §colii, trebuie luatä in considerare atunci când demersurile didactice sunt planifícate. Altfel spus, achizitiile tinerilor în domeniul comunicârii afecteazä direct modus operandi didactic în interiorul acesteia (Chelcea S, Ivan L, Chelcea A, 1995). O primä concluzie este, astfei, legatä de faptul cä instructorul de outdoor education trebuie sä utilizeze posibilele surse de comunicare cât mai eficiente. în primul rând, apelul la achizitiile anterioare §i relevante social §i cultural ale tinerilor. Aceasta pot oferi "scurtäturi" pentm demersurile instructorului, dar §i o verificare §i, ( în subsidiar) corectare a acestor achizitii anterioare în domeniul comunicârii intrapersonale §i interpersonale.

Conceptul de "comunicare", din punct de vedre etimologic, provine din latinä: communico, are, avi, atum semnificând actiunea de a face ceva común, de a împârti cu cineva, de a împârtâçi (Marinescu V, 2002).

Prin comunicare se întelege orice transmitere a informatiilor, ideilor §i emotiilor de la o entitate socialä (persoanä, grup uman, colectivitate) la alta prin intermediul mesajelor. Existä comunicare ori de câte ori o entitate socialä poate afecta o alta §i modifica reactiile acesteia prin transmiterea unei informatii, §i nu printr-o actiune direetä.

Cunoa§terea caracteristicilor formelor de comunicare capätä astäzi o importantä deosebitä, ea fiind legatä de necesitatea de a transmite informatiile necesare pentru o derulare eficientä ale activitätilor în cadrul educatiei nonformale, pentru instruirea §i educarea tinerilor, precum §i pentru proiectarea unor mijloace §i mäsuri în vederea dezvoltärii personalitätii lor §i a integrärii lor profesionale §i sociale. Este de la sine înteles faptul cä, comunicarea informatiilor în cadrul grupului trebuie sa devina un subiect, mai ales din prisma formatorilor. (Iacob I, Iacob M. R, 2008).

O activitate de outdoor education are si o tenta de manageriat si asa cum instrucorul nu poate face nimic numai prin gesturi sau prin mesaje scrise, la fel, in activitätile de outdoor eduaction trebuie sa ne bizuim pe o foarte buna si elocventa comunicare verbala prin care informatiile noastre sä ajungä a fi recéptate corect de participant .

Prin prezenta lucrare am încercat sä realizäm un studiu care abordeazä problemática comunicärii în contextul activitätilor de outdoor education. Formarea personalitätii tinerilor trebuie sä constituie o preocupare principalä a factorilor educationali, prin modelarea întregii activitäti psihice §i fizice ale tinerilor §i a conduitei acestora dupä relatiile sociale §i dupä cerintele vietii sociale.

Studiul privind metodologia legatä de fórmele de comunicare a tinerilor în cadrul activitätilor de outdoor education prezintä o suitä de strategii cunoscute §i încearcâ o sintezä pentru o strategie optimä care ar diminua riscul unor derapaje în desfa§urarea activitätilor.

Scopul acestei cercetäri vizeazä rolul §i fórmele de comunicare ca achizitii prin intermediul contextului non-formal, pe temeiul unei comunicäri eficiente.

Având în vedere cä educada non-formalä constituie aläturi de educada formalä, un factor în formarea §i pregätirea tinerei generatii, creçte nemijlocit §i rolul social al educatiei non-formale, nu numai în asigurarea unei dezvoltäri ale personalitätii multiple ale tinerilor dar §i pregätirea lor pentru integrarea lor în viata socialä. Pentru a räspunde acestor cerinte se va pune accent deosebit pe utilizarea unor mijloacelor menite sä asigure dezvoltarea cât mai eficientä a comunicärii §i care sä influenteze la rândul ei, pozitiv derularea activitätilor de outdoor education. In vederea realizärii scopului propus s-a pomit de la corelatiile existente între derularea activitätilor de outdoor education în contextul non-formal §i dezvoltarea intelectualä pentru verificarea unor posibile cäi de interventie care sä sustinä indirect procesul de comunicare.

Lucrarea í§i propune sä realizeze un studiu privind rolul §i fórmele de comunicare §i are ca obiectiv final imbunätätirea comunicärii sub tóate aspectele ei prin exercitii ce presupun rezolvarea unor sarcini care trebuie bine întelese §i care implicä o comunicare adecvatä între participant.

Ipoteza de lucru: se presupune cä prin cunoa§terea unor tehnici de comunicare §i insu§irea unor deprinderi in domeniu pot ajuta tinerii participant, la imbunätätirea competentelor comunicationale, la receptionarea mai u§or a informatiilor §i sarcinilor transmise, devenind mai eficienti in rezolvarea acestora, facilitându-se în acest fei dezvoltarea personalä, socialä si educational!

Comunicare §i activitätile de outdoor education se focalizeazä pe dubia relatie care se instituie între comunicare ca activitate esencialmente de relacionare §i cunoa§tere §i rezolvarea activitätilor cu sarcini precise care sä speculeze eu succès situatiile de comunicare §i tehnicile de comunicare.

în realizarea studiului au fost cuprinçi 48 de subiecti, din care 40 bäieti §i 8 fete, studenti, anul IE, ai Facultätii de Educatie Fizicä §i Sporturi Montane, specializarea, EFS. Ei au urmat in douä etape, activitäti teoretice §i respectiv práctico-metodice de outdoor education care ne-au permis studiul din prezentul articol pe segmentul de comunicare íntre subiectii analizati.

Prin cercetarea practicä a modului de comunicare, am urmärit sä identificäm deficientele comunicationale în funche de activitätile desfaçurate

2. Material §1 metode

Pentru asigurarea conditiilor în vederea studierii nivelului de comunicare în rândul studentilor au fost aplícate douä teste:

1. Testarea nivelului de comunicare care a avut ca scop evaluarea acesteia în fata receptorului.

Acest test a cuprins un numär de 8 întrebâri la care studentii au räspuns prin da §i nu.

2. Test-diagnostic de identificare a stilurilor de comunicare extreme: de "blamare" §i de "rezolvare de problème". A cuprins un numär de 12 întrebâri , studentii evaluând gradul în care afirmada întrebârilor corespundea realitätii lor prin 5 scale de valori:

Intrebârile:

1. In timpul unei conversatii îmi formez repede o pärere §i o judecat. 1 2 3 4 5 B R

2. Imi împârtâçesc sentimentele §i altora. 1 2 3 4 5 B R

3. Discut despre problème, nu despre persoane. 1 2 3 4 5 B R

4. Analizez motívele §i motivatiile celuilalt. 1 2 3 4 5 B R

5 Folosesc un limbaj ciar §i precis. 1 2 3 4 5 B R

6. Iau deciziile înainte de a discuta cu cineva. 1 2 3 4 5 B R

7. Íncurajez interlocutorul sä discute §i sentimente, emotii, träiri. 1 2 3 4 5 B R

8. Sunt deschis spre a primi orice informatie. 1 2 3 4 5 B R

9. Pun întrebârile íntr-o formä care cere acordul interlocutorului ("nu-i a§a cä..."). 1 2 3 4 5 B R

10. în majoritatea timpului vorbesc eu. 1 2 3 4 5 B R

11 Pun întrebârile íntr-o formä care cere descrierea evenimentelor. 1 2 3 4 5 B R

12. Interlocutorul simte nevoia sä-§i apere pozitia ín fata mea. 1 2 3 4 5 B R

Scalele de valori:

1 = ín foarte micä mäsurä;

2 = ín micä mäsurä;

3 = în oarecare mäsurä;

4 = în mare mäsurä;

5 = în foarte mare mäsurä.

3. Rezultate §i discutii

Rezultatele anchetei-chestionar asupra studenfilor privind testarea nivelului de comunicare pentru evaluarea valorii comunicàrii în fafa receptorului.

A. în ce priveçte comportamentul emitätorului

Rezultatele testärii initiale aratä cä în relatia emitätor-receptor, adeseori nu suntem capabili sä alegem cuvintele potrivite pentru ceea ce am dori sä exprimäm. De remarcat cä, pentru persoane diferite, acelaçi cuvânt poate sä aibä sensuri diferite. Astfel la cele 8 întrebâri marea majoritate a subiectilor emitenti de mesaje au räspuns negativ la întrebârile de relationare în comunicarea eu receptorii mesajelor. O primä cauzä e ascunderea sentimentelor §i a gândurilor care face ca unul din motivele principale ale unei comunicäri defectuoase sä fie obiceiul de a face presupuneri, de a ghici. Aceasta pentru cä gândurile §i sentimentele unei persoane sunt deseori ascunse eu foarte mare grijä §i, prin urmare, nu sunt observabile direct, aça cum sunt comportamentele.

B. In ce priveçte comportamentul receptorului Rezultatele testärii initiale aratä cä atentia receptorilor poate fi eu uçurintâ distrasâ, majoritatea subiectilor au dat räspuns negativ la majoritatea întrebârilor testului pentru cä atunci când emitätorul vorbeçte, multi receptori sunt neatenti. Unul dintre motivele care stau la baza unei ascultäri neatente (acelaçi motiv poate sta la baza unei ascultäri atente) este acela cä oamenii gândesc mai repede decât vorbesc. în timp ce ascultâm, avem mult timp liber pentru a ne gândi. O ratä medie de vorbire este cuprinsâ între 125-150 de cuvinte pe minut. Aceastâ medie este micä §i înceatâ pentru ureche §i creier, care pot procesa cam de patru ori mai mult §i mai repede. Deseori, receptorii reactioneazâ în moduri în care, potrivit cercetärilor, conduc la blocarea comunicäiii, la creçterea distantei emotionale între oameni §i la descreçterea eficientei celorlalti de a rezolva problemele.

Rezultatele testärii finale aratä cä atunci când oamenii sunt conduçi de emotiile lor de o aça manierâ încât nici o logicä sau vointä nu pot avea vreo influentâ asupra lor, pot conçtientiza cä se comporta în detrimentul lor §i al altora. In asemenea situatii, aleg o comunicare mai deschisä §i eficientä care îi ajuta enorm. Faptul cä majoritatea subiectilor au räspuns afirmativ la întrebârile testului aratä cä au avut reactii care au éliminât blocarea comunicärii.

Rezultatele anchetei-chestionar asupra studenfilor

Interpretarea rezultatele anchetei-chestionar asupra studenfilor privind testul -diagnostic de evaluare a stilului personal de comunicare oralä Testul de fatä §i-a propus abordarea stilului personal de comunicare oralä ale studenfilor în timpul desfa§urärii activitâtilor eu accent pe modul în care comunicarea fiecârui student a influentat comportamentul celorlalti. Demersul analitic a fost structurât pe verificarea rezultatele comunicärilor §i relatiile cu cei din jur, din douä puñete de vedere:

- generarea unei atmosfere neproductive;

- generarea unor situatii de informare-dirijare ti rezolvare de problème

Scopul de a structura demersul analitic pe cele douä directii a avut in vedere dorinta de a oferi claritate modului de comunicare §i principalele aspecte care au rezultat in urma analizei comunicärii verbale a grupului.

Fiecare student prin comunicare a créât propria sa realitate, dar flecare poate avea perceptii foarte diferite §i deci, realitäti foarte diferite. Aceste diferente cauzeazä adesea neîntelegeri §i conflicte. La testarea initialä, au fost studenti care nu au fost capabili sä aleagä cuvintele potrivite pentru ceea ce au dorit sä exprime. De remarcat cä, prin alegerea räspunsurilor la cele 12 întrebâri, se distinge ideea conform cäreia cä pentru unii studenti, acelaçi cuvânt a avut sensuri diferite. Unul din motívele principale ale comunicäri defectuoase s-a remarcat obiceiul de a face presupuneri, de a ghici. Putem observa cu uçurintâ comportamentul unei persoane, putem sä îi auzim cuvintele §i sä îi vedem faptele, dar putem doar presupune, putem doar sä ne imaginam ce înseamnâ cuvintele §i faptele respective, ce gânduri §i sentimente se ascund în spatele lor. Gândurile §i sentimentele unei persoane sunt deseori ascunse eu foarte mare grijä §i, prin urmare, nu sunt observabile direct, aça cum sunt comportamentele. Prin desteçurarea §i selectarea celor mai eficiente mijloace prin care fiecärui student i s-a oferit posibilitatea sä comunice cât mai mult, s-a realizat o îmbunâtâtire a performantelor individuale de comunicare generate de necesitatea rezolvärii sarcinilor prin comunicare.

4. Concluzii

Dátele obtinute din acest studiu, ne-au permis formularea urmätoarelor idei:

- cercetarea derulatä în cadrul experimentului, a dovedit cä modul de comunicare poate influente realizarea programelor de outdoor education. Dátele obtinute au stat la baza realizärii unor ánchete pe baza chestionarelor care sä identifiée modul de comunicare ale studentilor §i modul prin care prográmele selectate de outdoor education, pot influente comunicarea studentilor.

Metódica dezvoltärii abilitätilor de comunicare este determinatä de particularitätile psiho-pedagogice ale instructorilor de outdoor §i individuale ale participantilor la aceste activitäti.

Randamentul acestor activitäti depinde în mare de asigurarea cadrului §i contextelor de comunicare, crearea unui climat afectiv favorabil rnibunätätirii abilitätilor de comunicare în relatia instructor, student, diversificarea activitätilor §i sustinerea motivatiei superioare a studentului în procesul educatiei non-formale prin satisfacerea nevoii de a se simti util.

Analizând modul de comunicare a studentilor prin obiectivele cercetärii, putem afirma urmätoarele:

1. Rezultatele testärii finale aratä cä atunci cänd oamenii sunt conduçi de emotiile lor de o a§a manierä încât nici o logicä sau vointä nu pot avea vreo influente asupra lor, pot conçtientiza cä se comporte în detrimentul lor §i al altora. în asemenea situatii, aleg o comunicare mai deschisä §i eficiente care îi ajuta enorm. Faptul cä majoritatea subiectilor au räspuns afirmativ la testarea finalä, la întrebârile testului privind comunicarea în fata receptorului, aratä cä au avut reactii care au éliminât blocarea comunicärii.

Comunicarea a facut posibilä identificarea, cunoaçterea §i utilizarea corectä a diferitelor categorii de nevoi §i stimulente pentru orientarea comportamentului studentilor spre performantä §i satisfactii. A contribué la instaurarea relatiilor corecte §i eficiente, de întelegere §i acceptare reciprocä între colegi. Din räspunsurile studentilor se observä cä de cele mai multe ori receptarea mesajelor a fost facutä automat, întelegând sarcina lor mai mult de a transmite §i nu de a primi, situatia schimbându-se la testarea finalä. Reuçita comunicärii a depins de adecvarea continutului §i formei de exprimare a mesajului eu capacitatea de perceptie, întelegere a studentilor. Astfel, s-a trecut de la comunicarea în care domina stilul de blamare la comunicarea bazatä pe rezolvarea de sarcini..

Referinte bibliografice:

1. CANDEA, R. (1993). Comunicarea manageriala, Bucureçti: Edit. Expert, pp.56-57.

2. CHIRU, I. (2003). Comunicarea interpersonal, Bucureçti: Edit Tritonoic, pp.l 12-115.

3. CHELCEA, S., IVAN, L., CHELCEA, K.{\995). Comunicarea, Bucureçti: Edit. Çtiinta §i Tehnicä, pp-134-135.

4. DINU, M. (2000). Comunicarea. Bucure§ti: Edit. Algos, pp.67-71.

5. IACOB, I., IACOB, M. R. (2008). Comunicarea în Sport, Ia§i: Edit. Demiurg, pp.89-91.

6. MARINESCU, V. (2002). Efectele comunicärii, Bucure§ti: Editura Tritonic, pp.134-135.

Moldovan Elena1,

Enoiu Räzvan San du2,

Zinnes Anca G.3

1,2 Universiatea Transilvania din Braçov, Stada Colinei /1 România ! 1, Romania

3 Addiction Treatment Ceneter, Suburban Hospital, Maryland, USA