CC BY
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- Sensitizing researchers to make detailed and in-depth studies on the counseling needs of students in important fields that this study has shown.
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Authors information
HENNI Elhadj Ahmed - Faculty of Social Sciences, University of Mostaganem. Algeria, E -mail: elhadjahmedhenni@yahoo.fr
SEBBANE Mohammed — Laboratory of Human Movement Sciences (SAMH) - Institute of Physical Education, Mostaganem-Algeria, E-mail: mohamed.sebbane(univ-mosta.dz Mokrani Djamel - Laboratory of Optimization of Physical Activity (OPAPS)- - Institute of Physical Education, Mostaganem-Algeria
For citations: HENNI Elhadj Ahmed, SEBBANE Mohammed, Mokrani Djamel Counseling Needs of Students in the Institute of Physical Education. Mostaganem University. Algeria. The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.3, pp. 89-97. DOI 10/14526/04_2017_270.
DOI 10/14526/04_2017_271
PSYCHOLOGICAL-PEDAGOGICAL INFLUENCE ON SPORTSMEN'S ADAPTATION FORMATION AFTER A SERIOUS SPORTS INJURY
Dariya V. Fedulova — Teacher Galina A. Yamaletdinova — Doctor of Pedagogics, Professor Ural Federal University named after the First President of Russia B.N. Yeltsin 4, Kominterna str. 4, Ekateriburg, 620078, Russia
E-mail: darya-fedulova@yandex.ru
Annotation. Sport becomes a sportsman's part of life since childhood and being an adult it is difficult for him to imagine life without sport. Everyday trainings, competitions, communication with other sportsmen, trainers - all these things form a sportsman's personality, as a special type ofpeople. In case of an injury a sportsman is deprived of all mentioned above things and sometimes has to finish his sports career. During every case of injury a sportsman experiences a great psychological stress, which is in the absence of ordinary actions and the zone of own realization. Material. The article
analyses the influence of a serious sports injury on psychological state of a sportsman. The problem of a sportsman's motivation for sports activity and his needfor own realization through sport is also considered. Research methods: scientific literature analysis and summarizing, methods of control, conversation, psychological testing (life quality questionnaireSF-36, Spielberger-Khanin scale of situational and personal anxiety), methods of mathematical statistics. Results. The article gives the definition ofpsychological-pedagogical influence in terms of rehabilitation process and presents the algorithm of sportsmen's adaptation by means of pedagogics after a serious sports injury. Conclusion. The algorithm of psychological-pedagogical influence on sportsmen for their adaptation after a serious sports injury includes a successive use of educational and upbringing methods, presented by 4 interconnected components. These are methods, which can be used during individual lessons and in a group. At the same time, it is necessary to take into consideration individual peculiarities of an injured sportsman (age, qualification, the initial level of psychological state and his motivation for sport).
Keywords: algorithm, sports injury, adaptation, pedagogical methods, knee-joint, rehabilitation.
Introduction
Sport becomes a sportsman's part of life since childhood and being an adult it is difficult for him to imagine life without sport. Everyday trainings, competitions, communication with other sportsmen, trainers - all these things form a sportsman's personality, as a special type of people. In case of an injury a sportsman is deprived of all mentioned above things and sometimes has to finish his sports career. During every case of injury a sportsman experiences a great psychological stress, which is in the absence of ordinary actions and the zone of own realization.
In order to form more integral notion of disorientedsportsman, who got an injury, let's mention psychological characteristics of an injured sportsman's age. Most often serious injuries are got at the stages of sports improvement and the highest sportsmanship, as a rule this age range is the following: 20-30 years old. During this period a person is full of strength and energy, he has maximum working capacity, tries to find himself in life and starts to realize own life aim. When a person is young the most difficult kinds of professional activity are available, communication is more intensive and full, it is easier to make friends and have love relations. Difficulties during this period seem not to be serious and it is easier to overcome them, doubts and uncertainty quickly disappear, a person tries to find new
opportunities to achieve the aims. It is an optimal period for own self-realization [1].
More often a person is not able to do his usual activity (sports activity) and fulfill self-realization because of an injury that is why he becomes life disoriented.
In this connection, the algorithm of psychological-pedagogical influence creation for adaptation of sportsmen after a serious sports injury is very urgent and necessary.
Psychological-pedagogical influence in terms of rehabilitation process we define as the process of a teacher's influence on the psyche of a sportsman, emotional-sensory and volitional sphere of a personality for his psychological state optimization and necessary qualities formation, which provide successful achievement of rehabilitation aims. In other words it is a kind of psychological superstruction by means of pedagogical methods.
Sports injury is integrity and functional state of tissues and organs violation during physical exercises fulfillment [2].
Different authors give different definitions of sports injuries classification and, in particular, the characteristic of "a serious sports injury". Leonov S.V. [3] in his overview of foreign research works gives the description of "a serious sports injury", when a sportsman misses more than 21 trainings or competitive days and needs medical help.
A long pause in training process is the reason for negative feelings and changes both in physical and psychological state.
In order to create the algorithm of sportsmen's adaptation after a serious sports injury, it is necessary, first of all, to consider how "sportsmen" different from "not sportsmen", as their life and psychic orienting points differ; secondly, to understand the psychological age characteristics of people, who go in for sports: the priority of this period
Sport is the means and method of physical upbringing, the base of which is competitive activity, training for it and also specific relations, connected with this activity [5]. It means that the main characteristic of sport is achievements level. That is why the qualities, which are mainly developed among sportsmen, in comparison with not sportsmen, are connected with this peculiarity of sport -with struggle and desire to achieve the highest result: volitional and leadership qualities of a personality. At the same time, the qualities of empathy and friendship are less developed, as during the result achievement a sportsman
and the qualities, which are better developed; thirdly, to take into consideration what emotions and feelings are formed by sport and also a sportsman's basic and specific characteristics.
Sportsmen are the separate category of people, whose life and psychic orienting points differ from orienting points of not sportsmen. Ilin E.P. [4] gives the following differences of "sportsmen" from "not sportsmen" (table 1).
faces competition and it leads to his closed nature and forms inner microclimate of self-sufficiency.
In addition to general characteristics of sportsmen's personality features intensity, it is also necessary to understand that motivates a sportsman to go in for sports. For this purpose lets' consider specific peculiarities of sports activity. According to Rudik P.A. [6], sports activity is connected with the following:
1) muscular activity appearance in its different forms during special physical exercises fulfillment. It demands and provides
Table 1 - Intensity of personality features among sportsmen and not ^ sportsmen
Personality features Sportsmen Not sportsmen
Authoritativeness, desire to dominate Greater Lesser
Social motivation (desire to make good impression) Greater Lesser
Desire to achieve high social status Greater Lesser
Desire to have achievements Greater Lesser
Persistence Greater Lesser
Sociability Greater Lesser
Self-respect Greater Lesser
Confidence Greater Lesser
Collectivism Greater Lesser
Iife satisfaction Greater Lesser
Responsibility Lesser Greater
Friendliness Lesser Greater
Sensitivity Lesser Greater
Tolerance Lesser Greater
Considerateness Lesser Greater
Dependence Lesser Greater
Self-control Lesser Greater
Flexibility in behavior Lesser Greater
Emotional steadiness Greater Lesser
physical endurance of an organism and a high level of general physical readiness;
2) mastering a high technique of physical exercises fulfillment in a chosen kind of sport; it demands special systematic training, during which a sportsman masters and improves the definite motional skills and develops necessary for this kind of sport qualities and volitional traits of character (courage, resolution,initiative, will to win and others );
3) desire to develop in a chosen kind of sport and achieve the highest results;
4) sports struggle, which is especially urgent during sports competitions. It demands and provides the ability of a sportsman to activate all his physical strength, great power and depth of emotional experience, intensive activity of all psychic processes.
Sport forms emotional experience, which can't be formed in everyday life, that is why the lack of this emotional experience creates psychological discomfort, as it is impossible compensate it in another activity.
The peculiarities of emotional experience in sport are connected with the following:
■ considerable changes, which happen in an organism during sport lessons;
■ high level of improvement in technically difficult and dangerous physical exercises fulfillment;
■ the process of sports struggle during competitions;
■ the rhythm of movements, beauty of their form and other sides perception, which characterize the perfect level of physical exercise fulfillment (aesthetic emotions);
■ perception of outer environment, where sport lessons or competitions are held (sthenic and asthenic feelings);
■ deep realization of social importance of own sports work (moral feelings). Moral feelings are powerful stimuli, which mobilize all power in order to overcome sometimes considerable difficulties.
Competitions themselves are extreme conditions, which demand high level of psychic steadiness. A sportsman, who constantly works in such an intensive rhythm,
feels lack of these conditions when he gets an injury.
Thus, taking into account the specificity and peculiarities of sports activity, we can define a range of aspects, which bother a sportsman if he gets an injury: poor spots shape; no activity a sportsman likes; no emotional sports experience; missed games, trainings, being behind the partners, opponents; the feeling that you betray the team, a trainer, a country; anxiety to get a new injury.
Created by us algorithm of psychological-pedagogical influence in order to form adaptation of sportsmen after a serious injury includes 4 components (family, friends, colleagues support; knowledge of injury consequences; motivation formation for rehabilitation; psychological resistance formation to getting a new injury), which provide a sportsman's psychological state correction.
ECA-educational-cognitive activity
Adaptation- adaption of an organism to the conditions of life [9]. Changed because of injury conditions of life demand both physiological and social-psychological adaptation.
In our research work in order to form sportsmen's adaptation after a serious sports injury we used psychological-pedagogical influence through the methods of teaching and upbringing, presented in the following components.
The first component is "family, friends and colleagues support". Its aim is to support a sportsman in the existing situation, form a positive inner emotional state and motivate for rehabilitation. This component is important and necessary during a sportsman's adaptation after the injury, however, it is realized by means of outer influence, without a recreation therapist, that is why we won't consider it. Nevertheless, we should mention that the support shouldn't be realized fragmentarily, it should be during the whole period of rehabilitation. Undoubtedly, in case of such
kind of support absence a qualitative content reorientation of the teaching and upbringing methods realization will be necessary, but an integral notion of the components content will stay as it is mentioned in the scheme.
The rest three components are realized one after another. We will reveal the content of each component.
The second componentis "knowledge of injury consequences". The aim is to form theoretical-methodical competence of sportsmen concerning the injury and the process of rehabilitation. This component is very important, as when a person understands in details the situation with him and knows what to expect in the future, he is morally and psychologically ready to face consequences. Pedagogical work on knowledge formation is realized by means of the following teaching methods: narration, explanations and visual presentation of a knee-joint, anterior cross-shaped ligament structure and the technique of damage demonstration, possible contractures and the main acceptable loads in terms of rehabilitation. It is important to control that the information should be transferred in a didactic way according to logic of transfer (general-to-specific): in terms of a created general mechanism of rehabilitation individual peculiarities of each case were taken into account. It is necessary to take into consideration the following: sex, age, the degree of a person's mobility, kind of sport, the state of an injured part, previous injuries, technique of operation and the aims of rehabilitation.
In order to stimulate and motivate education the following things were used: educational discussions and the belief formation that education is important. Educational discussions owing to divisiveness of a question setting, opinions exchange between the participants of rehabilitation stimulate sportsmen to think and analyze, search for the answers, providing better information mastering. The belief formation that education is very important is not a direct method of knowledge transfer and has more
upbringing character, however, still remains a teaching method.
As the methods of control, in order to check the transferred knowledge, we used individual (personal) and general (with a group) questioning. These methods of control are held regularly almost at every lesson, explaining a new material, exercises and concurrently asking the previous material. In order to have a good notion of the initial level of knowledge and at the end of rehabilitation a test was held.
The methods of upbringing are presented as the ways of a teacher's influence on consciousness, feelings, will, behavior of people in order to form the definite beliefs and skills, set by the upbringing qualities [10].
In this component of the scheme a recreation therapist should form steady notions of injury, rehabilitation process and its possible consequences. The methods of personality's consciousness formation use conversation, discussions and the method of example for this purpose. We should especially mention the method of example, as, together with the method of success creation situation, they work during the whole process of a sportsman's adaptation.
The method of example is a powerful upbringing method. As Podlasyi I.P. [10] mentions, "its influence is based on a well-known regularity: phenomena, which are perceived visually, are quickly and easily imprinted on consciousness, as they don't need decoding and recoding, which is necessary for any linguistic manipulation". It is possible to form any qualities, but if this influence contradicts with a personality of a person, who teaches, neither teaching, nor upbringing can be realized.
The personality of a recreation therapist turns out to be very important condition for an effective psychological-pedagogical influence. A recreation therapist should have the qualities that he tries to develop in other people. If we form motivation among sportsmen, we should be motivated ourselves for success achievement during the lessons. The method of example is based on
imitativeness and it should be the first, when we realize the scheme and the whole essence of psychological-pedagogical influence.
Considering the second group of teaching methods, in particular the methods of activity organization, their solution we find in the upbringing situations creation (situations, which are directed at the upbringing objectives solution). For example, if it is necessary to form tolerance to rehabilitation process, we offer a sportsman take the initial position, when he feels own injury, and make several movements in the exercise until he feels pain, at the same time, describing the load, which the injured segment feels and what can happen if a full volume of movements will be fulfilled. Through the feeling information is perceived better, as an additional analyzer is used. Also the situations of choice can be created for a sportsman, it means, that the final result is not described during the action fulfillment. A sportsman is given an opportunity to analyze and understand himself what is better.
The third group of activity and behavior stimulating methods includes the situation of success creation. It is always necessary to create the situations of success, as a sportsman, who got an injury, will be mainly depressed because of the inability to realize sports activity. It is possible to project the situations almost at every lesson, underlining the positive qualities of a sportsman's personality and the qualities, which help to progress during the process of rehabilitation; cheering up and mentioning the moments, when a sportsman copes with the exercise. If a sportsman is not able to do something,it is necessary to explain one more time the correct technique and then cheer up again.It also can be done during the knowledge check about the injury. Sometimes the exercise can be demonstrated by the sportsmen, who fulfill the task technically correct. For example, when a sportsman shows the technique of the definite exercise, corrects he feels that he is important and can help other people, that he is successful, because he is an example. There happens a kind of mental reorientation from sport and
competitions to the atmosphere of rehabilitation.
The next component of psychological-pedagogical influence process for adaptation of sportsmen after a serious sports injury is "motivation formation for rehabilitation". Its aims are the following: a firm idea formation, that the process of rehabilitation is necessary and make a sportsman go in for systematic trainings.
According to the methods of educational-cognitive activity organization and realization narration is changed for a conversation, as motivation formation is a personal process, which demands feedback. Narration doesn't provide this feedback, as it is a monologue. Conversation activates thinking activity of a sportsman and forms awareness in objective mindsets.
Among the methods of education stimulation and motivation we define the situations of emotional-moral feelings creation, as a rule these situations are the examples of biographies of sportsmen, who had the same injuries and managed to overcome all difficulties; and also the method of situations of interest creation, which means that different amazing facts, tests or unusual analogies are used- everything that causes interest in material is mastered better than a simple information and creates motivation for education. The method of belief formation that education is important and the methods of control stay the same.
The methods of upbringing, in particular the methods of a personality's consciousness formation are revealed through the methods of persuasion, suggestion, conversation and the method of example. The last two methods were described above. The methods of persuasion and suggestion form steady attitude to the process of rehabilitation, its necessity and create a positive guiding points in the algorithm of rehabilitation. It is necessary to explain the injured sportsman that the state of being injured is a timely condition and form the idea of a positive result of the trainings. For this purpose different sources of information are used: films, narrations and the
chosen action demonstration, everything is transferred by means of words of the specialist-recreation therapist, whose aim is to select the means and methodical techniques of persuasion and suggestion in order to form necessary qualities of sportsmen during information estimation, decoding and systematization and stimulate positive and morally valuable emotions.
The second group of methods we will define the method of pedagogical demand, which means outer demand, which transforms into the demand of a sportsman concerning himself. This is discipline, lessons and inner collective organization and etc.
The group of activity and behavior stimulation methods, in addition to mentioned above methods, includes the methods of competition, stimulation and punishment. The method of competition is one of the most important stimuli in the whole structure of psychological-pedagogical influence. First of all, owing to this method sportsmen can again feel the emotions connected with competition and struggle for leadership. Secondly, rivalry stimulates effective results. For example, sportsmen can compete in testing the process of rehabilitation every month: according to the volume of muscles rehabilitation of the injured part, according to static body position holding (depending on injury), according to intellectual knowledge about the injury and the mechanisms of rehabilitation, at stages according to the dynamic effort. Also here we can use the method of stimulation/punishment. It can be used both according to the results of the method of competition and separately. Stimulation provides this or that way of actions acknowledgement, the received result for the feeling of satisfaction and self-confidence experience in order to have further progress. The method of punishment provides sportsman's actions estimation and reasonable disapproval in order to stimulate him to have better behavior.
The 4th component is "psychological resistance formation to getting a new injury". Its aim is adaptation of a sportsman to training and competitive activity through the
specific for a kind of sport exercises fulfillment and the notion of the stability of the injured segment. The aims of the component itself change, but the methods of psychological-pedagogical influence have the same content.
We should mention the percentage ratio of the teaching methods and the upbringing methods in each component of the scheme. We don't take into consideration the first component, as it happens without the specialist-recreation therapist. In "knowledge of the injury consequences" component realization prevail teaching methods (80% to 20%), in other two components- "motivation to rehabilitation formation" and "psychological resistance formation to getting new injury" prevail the upbringing methods (30% to 70% and 20% to 80%). Thus, in order to achieve maximum positive result a specialist should be able to vary the prevalence of one kind of methods over the others, depending on the chosen component realization.
Apart from personal upbringing influence of the specialist-recreation therapist, great importance has the form of the lessons, physical rehabilitation lessons in particular (individual and group form). In spite of an individual approach, which is undoubtedly, should be during any case of rehabilitation consideration, we speak about the advantage of a group form of lessons. The advantage is in the fact that a sportsman, who attends the lessons, is among other sportsmen, who have the same injury. Apart from information, injury experience exchange, there is the opportunity, as Makarenko A.S. described [11]: "of the principle of parallel acting". Its essence is to influence a personality indirectly, through a collective. Thus, there appears an additional instrument of psychological-pedagogical influence for adaptation of sportsmen after a serious sports injury.
We studied the effectiveness of the created algorithm of psychological-pedagogical influence for adaptation of sportsmen after a serious sports injury. This algorithm and the scheme itself were tested among sportsmen after a concomitant injury of
an anterior cross-shaped ligament and aknee joint meniscus.
Research methods and research organization
The research was held on the basis of the State Budgetary Health Establishment of Sverdlovsk region "The center of the specialized kinds of medical aid "Ural Institute of Grammatology and Orthopedics named after V.D. Chaklin"".75 people took part in the research: patients, who went through the operation for the anterior cross-shaped ligament rehabilitation from the tendon of semitendinous and gracilis hip muscles. Apart from the main disorder (anterior cross-shaped ligamentdisruption), the patients had meniscus injury (67% - medial and 33% - lateral). The age of the patients was 20-30 year-old and they never had a knee joint injury before. Group lessons of remedial gymnastics were organized with the injured sportsmen during 6 months after the operation of anterior cross-shaped ligament rehabilitation and meniscusresection.
Evaluation criteria of the algorithm of psychological-pedagogical influence
realization:
1) the formation level of the notions ofanatomic-physiological structures of the injured segment and the characteristics of the injury;
2) knowing the stages of rehabilitation process and motional abilities at each stage;
3) the formed motives for rehabilitation;
4) personal belief, that rehabilitation process is important;
5) attention reorientation from an injury to new interests in sport or social life;
6) psychological confidence in physical abilities of the injured segment (in case of real physiological reasons);
7) desire to achieve success and further development.
These criteria achievement was checked with the help of the control methods and personal conversations with sportsmen. Then for estimation we used 2 tests: life quality questionnaireSF-36 and Spielberger- Khanin scale of situational and personal anxiety.
Research results and their discussion
The results of testing sportsmen are presented in tables 3,4.
Table 3 - The results of life quality estimation according to SF-36questionnaire
Before the operation 3 months 6 months Since "before the operation"till 6 months
PH MN PH MN PH MN PH MN
Result, % 40,5±7,1 50,8±8,3 36,8±6,2 52,7±6,5 43,5±7,9 56,5±6,3 - -
p - - 0,007 0,188 <0,001 0,004 0,045 <0,001
Rg,% - - -9,1 +3,7 +18,2 +7,2 +7,4 +11,2
Notes: PH- P] lysical Hea th, MN-Mental Health, p - validation criterion of the differences
between the groups, Rg - rate of growth
Table 4 - The results of situational and personal anxiety among the patients according to
Before the operation 3 months 6 months Since "Before the operation" till6 months
SA PA SA PA SA PA SA PA
Result, % 41+-3,5 27,1+-4,8 33,1+5,4 26,1+5,5 28,3+4,3 25,6+-5 - -
p - - <0,001 0,64 0,016 0,804 <0,001 0,45
Rg,% - - -19,3 -3,7 -14,5 -1,9 -31 -5,5
Notes:SA - situational anxiety, PA - personal anxiety
Both tests show a positive dynamics of the adaptation algorithm realization among sportsmen after a serious sports injury. In particular, we see life quality improvement both in physical and psychological components of health according to SF-36questionnaire and situational and personal anxiety decrease according to Spielberger-Khanin scale. It should be noted that situational anxiety decrease is more considerable in comparison with personal anxiety: this index characterizes the existing (situational) emotional state of a sportsman and the intensity of feelings. Its improvement to 31% in comparison with the state before the operation proves the effectiveness of the chosen methods of psychological-pedagogical influence and the effectiveness of their content.
Conclusion. Thus, the algorithm of psychological-pedagogical influence on sportsmen for their adaptation after a serious sports injury includes a successive use of educational and upbringing methods, presented by 4 interconnected components. These are methods, which can be used during individual lessons and in a group. At the same time, it is necessary to take into consideration individual peculiarities of an injured sportsman (age, qualification, the initial level of psychological state and his motivation for sport).
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Submitted: 30.10.2017 Received: 03.11.2017
Authors information:
Dariya V. Fedulova — Teacher Ural Federal University named after the First President of Russia B.N. Yeltsin, 4, Kominterna str. 4, Ekateriburg, 620078, Russia, E-mail: darya-fedulova@yandex.ru Galina A. Yamaletdinova — Doctor of Pedagogics, Professor Ural Federal University named after the First President of Russia B.N. Yeltsin, 4, Kominterna str. 4, Ekateriburg, 620078, Russia
For citations: Fedulova D.V., Yamaletdinova G.A. Psychological - pedagogical influence on sportsmen's adaptation formation after a serious sports injury,The Russian journal of physical education and sport (pedagogico-pshycological and medico-biological problems ofphysical culture and sports), 2017, Vol. 12, No. 4, pp. 97-106. DOI 10/14526/04_2017_271.
DOI 10/14526/04_2017_272
ASSESSMENT OF SPIROMETRIC AND CARDIO-RESPIRATORY VALUES OF
KENYAN DISTANCE RUNNERS
Francis Mundia Mwangi (PhD) Lecturer, Department of Recreation Management and Exercise Science, Kenyatta University, P. O. Box 43844 - 00100, Nairobi, Kenya.
Tel. +254722761379 Email Address; mwangi.francis@ku.ac.ke
Abstract
Background: Some studies have reported significant relationships between some spirometric, cardiorespiratory and endurance performance variables. This study therefore sought to determine the status of these values among Kenyan distance runners who have dominated endurance running events internationally. Methods: Fifteen (10 male, 5 female) purposively selected elite Kenyan runners were instrumented in baseline spirometry and an incremental treadmill test to exhaustion with respiratory gasses and heart rate assessments. Results: One sample t test showed that most spirometric values are not significantly differentfrom predicted (p > .05). Relative maximum oxygen consumption (VO2max) for males (64.4 ± 4.9) and females (50.0 ± 1.9) [ml/kg/min] rated superior and excellent on cardio-respiratory fitness classification norms, while maximum heart rate was significantly lower than predicted. Pearson correlation analyses showed that some spirometric variables have significant relationship with oxygen consumption at submaximal level; VE; r= .792, p=001, FEV1; r=.658, p=.010, FVC; r=.741, p=.002 andPEF; r=.625, p=.017. Conclusions: Kenyan distance runners' spirometric values can be predicted by commonly used equations for general population. However, the runners have superior to excellent rating of aerobic capacity as well as high sustainable percentage of the same. These may point to enhanced gaseous exchange capacity/properties such as more pulmonary capillarisation, less shunts, and / or favourable hemodynamics. Recommendations: More studies are needed to explore how spirometric and cardio-respiratory variables contribute to overall endurance running performance. Keywords; Endurance exercise, somatotype, reference values
Introduction Some studies have reported positive
relationships between some spirometric
