CC BY
24
DOI 10.14526/01_2017_218
DECLARED BY THE STUDENTS OF THE TECHNICAL UNIVERSITY MOTIVES OF
ATTENDANCE IN PHYSICAL EDUCATION
Tatiana A. Bulavkina — candidate of pedagogical Sciences, associate Professor Irina A. Dubogryzova - candidate of pedagogical Sciences, associate Professor Ludmila N. Zabelina - candidate of pedagogical Sciences, associate Professor Bryansk State Engineering Technological University (BGAU), 3, Prospect St. Dimitrova, Bryansk, 241037, Russia
E-mail ttabul90@yandex.ru
Annotation. Physical education as a subject in high schools is undergoing a number of changes in accordance with the introduction of bachelor and modifications to state standards. Students have their own point of view on how should look like physical culture as a subject. Improving the system ofphysical education at technical University should take into account the opinion of students as direct participants in the educational process. Materials. The study of students motives can serve as a first step to understanding problems and defects in the system of physical education at the technical University. This article discusses the problems that impede the students to fully engage in sports activities, and motivations that contribute to their active and conscious attend classes in physical culture. Methods. Analysis of literature, anonymous written survey, mathematical and statistical processing of the obtained results. Results. Improvement of skills to perform a variety of physical exercises contributes to the development of intellectual, moral and volitional and motor skills, increasing physicalfitness, good health, versatile, harmonious development. In the author's opinion, an important condition for improving the effectiveness of physical education teaching is the use of emotional tools, which are national, popular, outdoor, sports games, most available for dealing with average and below average levels of physical fitness. Conclusion. The results showed that the conditions of physical training in a technical University are not satisfied with more than a third of the students boys. But, at the same time, all the students (male) state that physical culture cannot be a full life. The fourth part of students is not satisfied with the lack of diversity andfreedom of activities choice, interesting exercises in the classroom and modern sports facilities. While 16% of students think that physical culture is quite possible to live. The most significant problems that hinder active visits to the classroom for physical education, how girls and boys are called after a difficult couple of physical culture and just laziness.
Keywords: motives, physical culture, students of technical University.
Relevance. Higher education is one of the most powerful systems of the individual cultural formation and lifestyle. The so-called "healthy lifestyle" among students of the technical University is the result of the cumulative impacts of many factors: various health activities of physical education Department, physical activity of the student, individual personality characteristics, the processes of socialization and self-education, lifestyle and behavior, educational interventions, etc. Physical culture as a subject of higher school is involved in the formation
of students healthy lifestyle through the creation of conditions for optimal motor activity and the education of valuable attitude to physical culture. In the system of technical higher education the student is simultaneously integrated into training and professional, scientific, sports and other activities. Professional competence, high level of University student professional competence, its ability to self-development and self-improvement as the idea of modern higher school should connect with the idea of personality quality living in the students
period. In the absence of the individual physical culture proper level development regardless of the particular future practice oriented subjective educational student demand, the subjective usefulness of physical culture (and, within its framework, and motor activity) for the acquired profession and obtaining a diploma is not enough relevant. Student participation in sports activities, in accordance with his standard of health, the desire to improve his own culture, is one of the student life quality conditions. Unfortunately, attendance in physical education is not for all University students an internal necessity, there are many reasons that allegedly prevent the student to attend academic classes on physical culture. As known, motives are a powerful regulator of human behavior. Motivation is one of the basic concepts that are used to explain the driving forces of behavior and activities and takes a leading place in the structure of personality (S. L. Rubinstein, 1976; A. N. Leontiev,1977; K. A. Abulkhanova,1989; A. G. Asmolov, 1979). Repeatedly proved that the correction of motives is possible, that allows to optimize the process of students physical education (M. Y. Vilensky, 1984; A. A. Kasatkin, 1992; L. I. Aleshin, 1998, V. Pyatkov, 1999; Legotkin A. N., Legotkina L. R., 2001; Parkhomchik V. I., 2002; Pochatkova O. N., 2003; O. N. Stepanova, 2005). The first step to understanding and solving the existing problems of improving the system of physical education in high school may be the analysis of the declared motivations that encourage students to classes or prevent their active and, most importantly, conscious participation in the improvement of their physical culture.
The aim of the study is to identify declared students ' motivation to physical culture lessons at a technical University.
Tasks:
1.To determine declared by students reasons for lack of motivation to physical culture lessons.
2. To identify the motivation of students to physical culture lessons at a technical University.
Materials.
Organization of the study. The study took place on the basis of the Bryansk state engineering and technological University (BGAU) from October 2016 to April 2017.g. Written anonymous survey covered 123 students (62 boys (men) and 61 female(wives)) of 1-2 courses.
Methodology of the study. An anonymous written survey of students attending only the academic lessons of physical culture (not engaged in sports sections) was conducted:
Question 1. What are you missing during classes in the section or group sport? Suggested answers:
1. interesting exercises;
2. interesting theoretical topics;
3. elements of interesting outdoor and sports games;
4. elements of the modern sports directions;
5. the diversity of activities;
6. time for qualitative development of the program sections;
7. the ability to choose what to do;
8. attention of the coach;
9. clear explanation of material;
10. modern sports facilities;
11. I am happy with everything.
Question 2. What's stopping you to do
physical training? Suggested answers:
1. I get tired after lessons, so it's hard for me to go in for sports;
2. after physical education classes I have to go on difficult pairs (other lessons);
3. the gym has little space;
4. for training there is lack of sports equipment;
5. all equipment is worn and unattractive unpleasant to deal with it;
6. the gym is too stuffy, too hot or too
cold;
7. near the gym there is no convenient changing rooms and showers;
8. some lessons are in a different place (not in my school building), they are inconvenient to reach;
9. I don't have a good sports form;
10. I find it difficult to interact in a
team;
11. I disliked the coach;
12. I have health problems;
13. I'm too lazy;
14. Nothing interfere with me.
Question 3. What for do you visit
classes in physical culture? Suggested answers:
1. to move, to stretch;
2. to develop strength, endurance and other physical qualities;
3. to be beautiful and fit;
4. to be healthy, not sick;
5. to gain new knowledge and expand horizons;
6. to acquire physical skills that are useful in life (running, swimming, skiing);
7. to develop positive personal qualities (determination, endurance, ability to cope with difficulties);
8. to get positive emotions;
9. to communicate, to be in the team;
10. to demonstrate my physical ability and dignity;
11. to receive credit/evaluation;
12. not to upset my parents;
13. to avoid problems with teachers, administration;
14. something more.
Question 4. Is it possible to live a full life without physical training? Answer: can, not.
When answering to any other question, student is entitled to select multiple response options.
Results and their discussion. On the basis of an anonymous survey it was revealed that 60.7% of girls and 97.8% of male students state that they are satisfied with the organization of physical culture classes. However, lack of modern sports facilities noted 42.3% of students (men) and 26.2% of students (female). The ability to choose what to do at the physical training lessons was important for 39.7% of students (men) and 24.6% of female students (female).
A variety of sports activities is not enough for 19.7% of women and 31.7% men. Approximately the same number of students noted the lack of interesting exercises (21.3% of women and 34.4% men). Much smaller
number of students (13.1% of women and 21.2% men) noted lack of the physical training elements of the modern sports directions. The attention of trainers is significant for even smaller number of students (9.8% of women and 15.9% men).
About the qualitative development of the physical culture program sections worried only 1.6% of women and 2.6% men. Lack of interesting theoretical topics, not enough for slightly larger number of students (4.9% of women and 7.9 % of men). Clear explanation of the material was not marked by any student in answering to the first question (Fig.1).
As the interference with students physical education lessons the following factors were called: fatigue after couples of lessons as a factor of physical training interference called, respectively, 24.6% of women and 12.9% men; lessons were difficult after gym - noted (23.0% of women and 32.3% men); inconvenient location of physical education place- noted (13.1% of women and 9.7% men); laziness -(13.1% of women and 21.0% of men).
The lack of convenient changing rooms and showers as a disturbance factor for the lessons of physical culture is of greater importance for women than for men (respectively 14.8% of women and 3.2% men).
The remaining factors are of importance for the much smaller number of students. So for women and men matter: the deterioration of the equipment, health problems (respectively 6.6% and 3.2%).
Only students- girls noted the lack of equipment (3.3%) and the complexity of interactions in the team (of 3.3%). On the other hand, only the students-men note the lack of space in the hall (3.2%), and the lack of good sports form (6.5 per cent ).
Overall, 55.7% of women and 43.5% of men said that nothing interferes with them (Fig.2).
понятного объяснения материала 0,0 времени на кач. освоение разделов элем. интересных подвижных и спорт.игр интерсных теор. тем внимания тренера элем. совр. спорт.направлений разнообр. видов деятельности интересных физ. упр. возможность выбирать, чем заниматься соврем. спорт. сооружений меня все устраивает
0,0
■ муж жен
97,8
20,0 40,0 60,0 80,0 100,0
Fig.1. Results of answering to the question "What interferes with the students at a technical University physical culture lessons? ".
другое
мне неприятен тенер у меня нет хорошей спортивной формы в спортзале мало места мне сложно взаимодействовать в команде для занятий нет или не хватает снарядов и... в спортзале слишком душно, холодно или жарко у меня есть проблемы со здоровьем все снаряды и инвентарь изношенные и.
мне лень
некоторые пары проходят в др месте(не в. возле спортзаланет удобных раздевалок и. после занятий нужно идти на трудные пары я устаю после пар, поэтому мне тяжело.
ничего не мешает
- муж □ жен
10,0 20,0 30,0 40,0 50,0 60,0
Fig. 2. There is not enough students in the classroom for physical education.
On the question about the motives of students attendance the following answers were given. Significant differences (at 5% level of significance) were identified in frequency of a number of motives for girls and boys use. So, significantly more physical education classes were visited by students for the preservation and maintenance of health, to be fitter, for the sake of positive emotions, socializing, for the sake of expanding horizons, and showcase their abilities and also with the purpose of development of physical qualities
Students significantly less likely to mention the above reasons. Almost half of the students (52,38%) indicates the motive for the development of various physical qualities. Not significantly differ in the frequency of stating reasons for the grade, the desire to avoid problems with administration, simply to move ( about one-third of students).
In connection with the above, optimization of educational process on physical culture will allow more students to focus on physical activity and a healthy
(Fig.3).
lifestyle.
чтобы развить силу, выносливость и др физ качества
чтобы приобретать физ умения и навыки, полезные в жизни (бегать, плавать,...
чтобы получить зачет/оценку чтобы быть здоровым , не болеть
чтобы подвигаться , размяться
чтобы развить положительные личностные качества.
чтобы быть красивым и подтянутым
чтобы не было проблем с преподавателями, администрацией
чтобы общаться, быть в команде
чтобы получать положительны еэмоции
чтобы получать новые знания и расширить кругозор
чтобы не растраивать родителей
чтобы продемонстрировать свои физ споосбности и достоинства
72,13
72,13
,41
□ девушки
□ мужчины
0,00 10,0020,0030,0040,0050,0060,0070,0080,00
Fig.3. The motives of attendance in physical education students (male and women.) at the technical University (in %).
Adequate share of the encouraging response to the fourth question: "Is it possible to live a full life without physical training?". Students (men), 100% answered that this is impossible. Among girls the situation is more alarming: 16% of students believe that it is possible. It should be recalled that at the
present stage about 20-30% of the students have help, with recommendations to be engaged in a preparatory or special medical groups. Then, there is a small part of the students, who do not interfere with exercise because of small problems with health.
Fig.4. The students ' answers to the question: "Is it possible to live a full life without physical training?"
Conclusions.
The results showed that the conditions of physical training in a technical University are not satisfied with more than a third of the students- boys. But, at the same time, all the students (male) state that physical culture cannot be a full life. The fourth part of students is not satisfied with the lack of diversity and freedom of activities choice, interesting exercises in the classroom and modern sports facilities. While 16% of students think that without physical culture it is quite possible to live. The most significant problems that hinder active visits to the classroom for physical education, girls and boys called after a difficult couple of other lessons and just laziness.
The main interference of visits to the lessons of physical culture are difficult after a couple of other lessons and laziness. The main motives of visiting physical culture for girls are issues of appearance and health and for
students (men) is the development of physical qualities.
References
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Received: 18.06.2017
Tatyana A. Bulavkina - candidate of pedagogical Sciences, associate Professor, Department of physical education, Bryansk State Engineering Technological University (BGAU), prospect St. Dimitrova, Bryansk, Russia, 241037, e-mail ttabul90@yandex.ru
Irina A. Dubogryzova - candidate of pedagogical Sciences, associate Professor, Department of physical education, Bryansk State Engineering Technological University (BGAU), prospect St. Dimitrova, Bryansk, Russia, 241037
Lyudmila N. Zabelina - candidate of pedagogical Sciences, associate Professor, Department of physical education, Bryansk State Engineering Technological University (BGAU), prospect St. Dimitrova, Bryansk, Russia, 241037
For citations: Bulavkina T.A., Dubogryzova I.A., Zabelina L.N. Declared by the students of the technical university the motives of attendance in physical education, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.2, pp. 126-133.
DOI 10.14526/01_2017_219
TO THE QUESTION ABOUT THE DIAGNOSTICS OF PSYCHOEMOTIONAL STATE
OF YOUNG BOXERS
Vladimir D. Koba - candidate of pedagogics, associate professor Naberezhnye Chelny State Trade-Technological Institute 95, prospect Moskovsky, Naberezhnye Chelny, Republic of Tatarstan, 423812, Russia,
E-mail: kzm diss@mail.ru
Annotation. Boxing demands sportsmen's high degree of physical and mental development. Materials. A positive dynamics of psychoemotional diagnostics results in the experimental group is conditioned by timely suitability determination of children for systematic boxing lessons. Research methods: literature sources analysis, description, modeling, methods of mathematical- statistical analysis. Results. The results, received during young boxer's psychoemotional state diagnostics, prove that the complex selection use has a positive influence on physical, functional andpsychic state of young boxers' organism and on sports activity effectiveness. Conclusion. A positive dynamics of psychoemotional diagnostics results in the experimental group is conditioned by timely suitability determination of children for systematic boxing lessons.
Keywords: young boxers, complex selection, psychoemotional state, competitive combat, diagnostics.
The resistance of the organism to overloads is the most important factor success during competitive combats. In modern boxing technical-tactical training of the opponents in top ten is practically the same and the 1st place takes tactical struggle - the ability to control own psychic state.
Boxing demands sportsmen's high degree of physical and mental development. During the combat "quick thinking" sportsman becomes the 1st, as he is able to cope with constantly changing situations on boxing ring and is well-trained technically and tactically. Emotional factors play great role in sports activity, in the training process of boxers. The
