INFLUENCE OF THE INSANITY WORKOUT ON THE EXERCISE CAPACITY OF MILITARY STUDENTS

. The research purpose is to improve the exercise capacity of military students (VAM, VO2 max and average heart rate) by applying the Insanity Workout in the physical education lesson. The following scientific methods were used: documentation, observation, statistical processing and graphical representation of the results. Subject assessment was based on the Yo-Yo Intermittent Recovery Test Level 1 (YYIR1), and Polar H10 Heart Rate Sensor was used. The research included the following stages: stage 1 - conducting an initial assessment; stage 2 - applying the Insanity Workout; stage 3 - performing a final assessment of the studied subjects to assess their response (evolution/involution/stagnation); stage 4 - interpretation of results and conclusion. Based on the paired t-test, the following results are obtained: the increase of the average maximum aerobic speed achieved at the end of the training period is statistically significant, p = 0.005 < 0.05 for t = 3.003 and df = 29. The effect size index indicates a medium-to-high difference between the two means; the increase of the average maximum aerobic capacity achieved at the end of the training period is statistically significant, p < 0.001 < 0.05 for t = 6.536 and df = 29. The effect size index indicates a significant difference between the two means; the decrease of the average heart rate at the end of the training period is statistically significant, p < 0.001 < 0.05 for t = 5.012 and df = 29. The effect size index indicates a high difference between the two means.


Introduction
Man, as a defining and indispensable entity for the necessary changes in society, is subject to a growing "bombardment" of technology and information, and therefore seeks adaptations and readjustments to the new social conditions.Thus, the "man" in the military environment, the fighter, must be directed, more than in any other field of activity, towards complex forms of both intellectual and physical training necessary to support military actions and achieve the set objectives.
In order to ensure the profile of the new generation, Shuba and Shuba (2017) found that, in recent years, an awareness of the population has emerged for exercise and sports activities, which can bring personal benefits to changing lifestyles, maintaining or increasing the efficiency of work and health.
Šimonek (cited by Pistlova et al., 2014) states that there is sufficient evidence that exercise is an extremely important factor in maintaining health.
Knowing that contemporary man is subject to many influences that challenge the psyche at very high levels, it is a priority for the specialists in the field to find means to contribute to improving the physical and mental balance of its beneficiaries.
Physical exercise helps the individual's mental development, prevents emotional instability, shapes temperament and attitudes, providing a solid foundation for personality formation.
Physical education in military higher education institutions is a compulsory subject provided in the curricula, which is conducted systematically and continuously throughout the course of the studies and is led by specialised military or civilian personnel (Guvernul României [Government of Romania], 2000).
Military physical education provides quantitative and qualitative bio-psychometric support expressed by physiological indices of speed, skill, endurance and strength, plus a varied system of principles and motor skills (Stănciulescu, 2018).In the physical education (PE) lesson in military education, general physical training has an important weight, which is why new training programmes that have novelty elements and challenge the student from several points of view are always welcome.
In the PE lesson, the effort is oriented in several directions, such as: developing motor abilities, learning, consolidating and improving utility-application motor skills in sports games and self-defence, etc.In the dynamics of the effort in PE lessons, the affected metabolic areas lead to the increase and development of the exercise capacity necessary for the future officer.
Song and Chen (2012) have noted that students' lack of interest in physical exercise is closely correlated with the degree of involvement of physical education teachers in the training process.Studies conducted at a number of universities in Norway show that, in the process of physical education of students, it is necessary to use various methodological means to motivate young people to actively participate in these activities (Abildsness et al., 2015).Adyrkhaev (2016) and Ilchenko (2016) propose the introduction of new teaching styles in higher education institutions.The success of implementing new programmes to optimise student training is proven by local and foreign specialists; they note that the new teaching styles allow students to actively participate in the educational process and achieve the set objectives with high efficiency (Osipov et al., 2016).The use of audio and visual support contributes to saving time, increasing students' knowledge, understanding and interest (Al-Haliq et al., 2014).Visual aid arouses the interest of students and helps teachers to easily explain concepts (Ghulam et al., 2015).
Therefore, physical education teachers need to be constantly concerned with providing attractive content for organized lessons so that university physical education can lay the foundations of lifelong physical education, which means a lifestyle, a way of thinking and acting for the benefit of man and society.Weiss (2010) states that university physical education should ensure that it is always aware of the latest theoretical and practical knowledge in the field.On the other hand, scientific analysis and evaluation of physical activity programmes seem to be preconditions for their quality.This is how the newly-acquired scientific knowledge is transformed into practice.
The emergence of new training programmes is meant to diversify the means used, and the novelty element clearly contributes to greater availability from the subjects, thus avoiding the appearance of routine.So, applying Insanity Workout during the PE lesson represents an efficient solution to influence a person's entire psychosomatic system.
Exercise capacity is defined by Drăgan (1989) as the totality of the capabilities of the body to perform an effort, a mechanical work of an intensity as high as possible, with the longest possible duration, while Cordun (2011) brings a very important addition: its limits are very wide and depend on age, gender, health, degree of training, etc. Bota (2002) clearly defines exercise capacity as the ability of the active muscular system to release by anaerobic glycolysis or oxidative phosphorylation the energy necessary to produce as much mechanical work as possible and to maintain it as much as possible.In other words, the more effort a person can sustain in terms of intensity and duration, the better their workload is.Improving this parameter can be achieved through training.
Two types of effort are described, depending on the metabolic mechanisms by which the energy necessary to support them is obtained: aerobic and anaerobic.Anaerobic efforts are based on ergogenic reactions that take place in the absence of oxygen (anaerobic = in the absence of oxygen) and allow very high intensities (maximum effort) but for a short time (less than 1 minute).Aerobic efforts use energy obtained through metabolic pathways that require the presence of oxygen (aerobic = in the presence of oxygen), being processes that can take place over long periods of time but can only maintain an effort of sub-maximal (medium and low) intensity.Aerobic effort develops both functional improvement of the body, muscle flexibility, joint mobility, coordination, strength, speed and endurance, and the general physical condition of students.(Dumitru & Moroianu, 2014) VO2 max or the maximum rate of oxygen consumption is the amount of oxygen that can be taken up (ventilation, breathing), transported (cardiovascular and red blood cell systems) and consumed (tissues, especially muscle) in one minute.
VO2 max can be expressed in absolute values using litre/minute as a unit of measurement or in relative values, related to body weight (ml/min/kg).It is important to understand that athletes will reach VO2 max under conditions of sub-maximal effort (Bota, 2002).
The maximum rate of oxygen consumption (VO2 max) is characterised as an important index of success in performance, as well as for health.
Nevertheless, the speed at which VO2 max appears is a better index of performance than VO2 max, as such it effectively combines VO2 max and economical running in a single term.
VAM is the running speed (VO2 max) at which the athlete reaches VO2 max and is measured in m/s or km/h.This has been scientifically demonstrated by Mercier et al. (1987), the following formula illustrating the correlation between VAM and VO2 max: VO2 max (ml.kg-1.min-1)= VAM (km/h) × 3.5 or VAM (km/h) = VO2 max (ml.km.min-1) 3.5.
The heart rate, also known as pulse, is the number of heart cycles (systole and diastole, number of heart beats) performed in a unit of time (in one minute).
Normal heart rate values vary physiologically according to the age, weight and condition of the person whose heart rate is measured (while resting or during physical activity) (Bota, 2002).
The purpose of the research is to offer solutions to optimise PE lessons in the military higher education system by applying a workout to achieve the proposed objectives.
Hypothesis.When establishing the hypothesis of the experimental research, we started from the idea that the application of Insanity Workout during the PE lesson in the military higher education system would lead to the optimisation of students' exercise capacity.

Methodology
The research subjects were 30 military students in the 1998-1999 age group.The assessment test used for the aerobic threshold area was the Yo-Yo Intermittent Recovery Test Level 1 (YYIR1), on 20 m.The initial test was performed in the gym of the "Mihai Viteazul" National Intelligence Academy in the period 15-18 October 2018, and the final test, between 10-13 June 2019.
The current research consisted in using a workout (Insanity), which was applied to the group of students twice a week, in the 6th phase of the PE lesson, in the period 22 October 2018 -7 June 2019.
Applying the Insanity Workout during the PE lesson represents the independent variable of the experiment and was chosen out of a need to vary the lesson content and due to the novelty element.
Insanity Workout is executed frontally by the whole group of students, who perform the exercises projected on the wall (with a video projector) with the same speed, intensity and direction.The content of the workout is made up of simple exercises, with few changes of position, without turns and twists or complicated choreographies.The workout is based on a fitness method called "maximum interval workout".The exercises vary from cardio to plyometric exercises (when exercising intensely, with quick movements to increase muscle strength), stretching and abdominal exercises.
Although they include different exercises, many of the training sessions have the same format: 3 to 5 consecutive high-intensity exercises for 3 minutes, followed by 30 seconds of rest, then the cycle is repeated three more times, working with increasing speed and intensity from one cycle to another.
The correlation between physiological, biological and biomechanical peculiarities revealed through aerobic capacity assessment tests and the results obtained by performing the Insanity Workout allow us to establish objective exercise parameters (Hari & Marinescu, 2014).

Methods
 Bibliographic study method  Directed observation method  Evaluation test method Description of the test and the test device: Two lines are drawn on the ground 20 meters apart from each other and a third line 5 meters apart from the second one.The athlete starts running from the middle line, the pace being imposed by the software that calculates the running time and the time of active rest between the middle line and the one located 5 meters away.The subject goes at the imposed pace from the middle line to the one located 20 meters away and back, then speeds up walking between the middle line and the one located 5 meters away, returning to the middle line and waiting for the audio signal to continue the test.When the athlete is no longer able to keep up with the imposed pace and does not manage to get to the marking lines at the audio signal, they are warned, and the test ends for them after getting a second warning.(Figure 1) The software of the test calculates: maximal aerobic speed (MAS), rate of acceleration, total time, distance to be covered, level acquired by each athlete, number of returns and total distance covered by each participant.
Heart rate (HR) monitoring was made by the Polar Heart Rate Sensor, model H10, which provided data about maximum HR and average HR (Figures 2 and 3).The methodology of statistical and mathematical calculation allowed us to analyse and compare the results obtained by students in the physical tests, for which we calculated the following indices: arithmetic mean, standard deviation, confidence interval (CI), amplitude, dispersion (variation 2  ), variability rate, effect size, paired t-test. Graphical representation method This method requires a system of rules that must be followed in order to visualise and suggestively present figures, data or indices calculated to provide suggestions for interpretation, especially in terms of comparisons, occurrence of phenomena over time, etc. Graphical representation facilitates understanding the significance of numerical data.

Results
The results achieved by students in the YYIR1 are shown in Table 1.In the YYIR1, the maximal aerobic speed (Table 2) increased by 0.19 km/h (1.3%), from 14.48 at the initial test to 14.67 km/h at the final test.With 95% confidence, the difference between means falls in the range (0.06; 0.31).The dispersion (spread) of the data is homogenous in both tests.The synthesis of the results is shown in Table 3.In the YYIR1, the mean for the maximal aerobic capacity (Table 4) increased by 0.58 ml/min (1.3%), from 43.65 at the initial test to 44.23 ml/min at the final test.The difference between means enters the confidence interval (0.40; 0.76).The results are homogenously dispersed in both tests.
According to the paired t-test for determining the significant difference, the increase of the average maximal aerobic capacity achieved by students after the training period is statistically significant, p < 0.001 < 0.05 for t = 6.536 and df = 29.The effect size indicates a high difference between the two means.The graphs with the means determined in the two tests and students' individual progress are shown in Figures 6 and 7.The synthesis of the results is shown in Table 5.In the YYIR1, the mean of the average heart rate (Table 6) decreased by 4.3 heart beats/min (2.5%), from 173.07 at the initial test to 168.77 heart beats/min at the final test.The difference between means enters the interval (-6.05; -2.55) in 95% of cases.The achieved results are homogenously dispersed in both tests.
The decrease of students' average heart rate after the training period is statistically significant, p < 0.001 < 0.05 for t = 5.012 and df = 29, according to the t-test.The effect size index indicates a high difference between the two means.Figures 8 and 9 show the graphs with the means determined in the two tests and students' individual progress.7.In the YYIR1, the mean of the maximum heart rate (Table 8) decreased by 3.90 beats/min (2.0%), from 196.77 at the initial test to 192.87 beats/min at the final test.The difference between means is within the confidence interval (-4.88; -2.92).The results are homogenously dispersed in both tests.
According to the t-test, the decrease of the maximum heart rate obtained by the athletes in the test group after the training period is statistically significant, p < 0.001 < 0.05 for t = 8.161 and df = 29.The effect size indicates a big difference between the two environments.The means determined in the two tests and athletes' individual progress are graphically shown in Figures 10 and 11 9.The average total covered distance (Table 10) increased by 82.67 m (9.6 %), from 862.7 at the initial test to 945.3 m at the final test.The difference between means is within the confidence interval (62.69; 102.64).Data dispersion is non-homogeneous in both tests.The increase in mean covered distance is statistically significant, p < 0.001 < 0.05 for t = 8.464 and df effect size indicates a very large difference between the two means.Figures 12 and 13 show the means determined in the two tests and the individual progress of the test group.

Conclusion
After applying the Insanity Workout during the PE lesson from the higher education military system, we noticed an improvement in students' exercise capacity.
Following the two initial and final tests, as well as the application of the workout used in the research, we found the following: • In the YYIR1, the mean value of the maximum aerobic speed increased by 0.19 km/h (1.3%), from 14.48 at the initial test to 14.67 km/h at the final test; • The mean of the maximum aerobic capacity in the YYIR1 increased by 0.58 ml/min (1.3%), from 43.65 at the initial test to 44.23 ml/min at the final test; • The mean of the average heart rate in the YYIR1 decreased by 4.30 beats/min (2.5%), from 173.07 at the initial test to 168.77 beats/min at the final test; • In the YYIR1, the mean of the maximum heart rate decreased by 3.90 beats/min (2.0%), from 196.77 at the initial test to 192.87 beats/min at the final test; • The total average covered distance increased by 82.67 m (9.6%), from 862.7 at the initial test to 945.3 m at the final test.
Overall, the statistical indices calculated and presented above highlight that the results achieved by subjects at the final test are better than their results at the initial test.This confirms the hypotheses of the research.

Figure 1 .
Figure 1.Description of the Yo-Yo Intermittent Recovery Test Level 1

Figure 2 .
Figure 2. Polar H10 Heart Rate Sensor Figure 3. Software of Polar H10 Heart Rate Sensor

Figure 4 .
Figure 4. Maximal aerobic speed -Initial and final tests

Figure 6 .
Figure 6.Maximal aerobic capacity -Initial and final tests

Figure 8 .
Figure 8.Average heart rate -Initial and final tests .

Figure 10 .
Figure 10.Maximum heart rate -Initial and final tests

Figure 12 .
Figure 12.Covered distance -Initial and final tests

Table 1 .
Results achieved by students in the YYIR1 * IT = Initial Test; ** FT = Final Test

Table 6 .
Average heart rate -Statistical indices

Table 8 .
Maximum heart rate

Table 10 .
Covered distance