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8ENHANCEMENT OF PHYSICAL EDUCATION PROCESS OF SCHOOLCHILDREN USING LAPTA
O.V. Yurechko, associate professor, Ph.D. Blagoveshchensk state pedagogical university, Blagoveshchensk
Key words: lapta, schoolchildren, physical education, training technique, technical-tactical methods, ball drive technique, training device.
Introduction. Strengthening of schoolchildren's health, improving their motor activity, formation of positive motivation to physical culture and sport are the priorities of the improvement of the process of physical education in a comprehensive school. An important component is the use of the most effective and low-cost means of physical culture, contributing not only to valorization of the level of physical development and fitness, but also to the revival of national sports.
The Russian national game lapta has been popular in Russia for many centuries. The game is characterized by strong emotionality and significant spectacular effect. People of practically all ages can play this game. The game contributes to development of dexterity, agility, endurance and strength. Educative tasks can be successfully settled during the game, since winning is the result of the game. In 60-80s a downward trend of the popularity of the game was observed, which has affected its mass character and teaching methods. Recently attempts have been to revive and introduce lapta into the school curriculum of physical education within the regional component as means of additional education. At the same time, lapta can bear purely recreational, as well as sports character. Many physical education teachers recommend using this popular game during physical education classes in rural schools [R.M. Valiakhmetov, 2000 et al.].
Lapta (Russian ball game) is among the poorly studied means of physical education in view of sports game and the essence of teaching techniques within the studies on school physical culture in the research practice. This situation conditions the relevance of the study, provoked by the insufficient methodological support of the training process of teaching schoolchildren to play lapta at comprehensive school. Materials and methods. To meet the challenges of the study we conducted a survey of physical education teachers of the Amur region (n = 28) to detect the state of the matter in practice. We have found that 62.5% of teachers do not use lapta in the educational process, and 37.5% include the game in the sports section. 61.5% of the respondents noted the lack of equipment and conditions as the main reasons. However, according to most of researchers [R.M. Valiakhmetov, 2000; E.V. Gotovtsev, 2003; A.Y. Kostarev, 1999, etc.] one does not need a lot of funds to buy all the necessary equipment and the uniform to play lapta. It is enough to have a flat area 45-55x25-40 m (which is available in every school yard), one tennis ball for the game and a wooden bat.
Herewith, teachers noted that they would like to include lapta in the physical training (75.3%), use it in extracurricular activities (12.5%). Teachers have difficulties in teaching the game techniques (51.4%), 25.1% of respondents are partially familiar with the methods and only 23.5% know the teaching methods. The situation is attributed to the lack of methodical literature (37.5%), whereas 47.5% were not interested in this issue. It should be noted that 100% of respondents know the rules of such games as Russian lapta and mini-lapta. Teachers know most of technical and tactical actions submitted in the survey, but among those surveyed only the following percentage of the respondents were able to teach stands (17.5%), movements (25.1%), ball catching (52.3%), tagging (25.4% ), strikes (12.2%), development of physical qualities needed to play lapta (62.5%). It is characteristic that 62.7% of the subjects found it effective to introduce lapta in the educational process of physical education.
The objectives of the study included identifying the attitude of 5-6-formers (n = 50) to the game of lapta. Proceeding from the analysis of the data, the majority of students (86%) have a positive attitude to the physical education classes, 10% are neutral and only 4% of respondents attend classes to get a mark. Most of the children like to play games during classes (64%), develop their physical qualities (18%), do gymnastics, ski training (8%). Lapta was mentioned only by 4% of the respondents indicating that there is a lack of awareness about this form of physical activity. However, 60% of the students are familiar with the rules of the game, 36% do not understand the subject and 4% do not know this game at all. The majority of respondents (48%) answered yes to the question "Would you like to play lapta during physical education classes", 17% found it difficult to answer, the remaining 35% responded negatively. The main advantage of the game "lapta" according to the schoolchildren, is the development of their physical qualities. It should be noted that in their spare time the majority of the respondents do not engage in physical activity, indicating a general lack of motor activity of schoolchildren. Taking into account the above stated, on the basis of the analysis of scientific and methodological literature and preliminary studies, we have developed the content and methods of teaching how to play lapta, where considerable attention is paid to the ball driving technique (which is one of the main methods, causing the effectiveness of the game) using a training device. The use of the training device is justified by the fact that the effectiveness of the beginning of the game (hitting the ball) affects the intensity of the lesson and its content.
Determining the content of the methodology with the use of lapta, we also took into account the specificity of motor actions in the game of lapta, age peculiarities of 5th formers, requirements of the "Programs" on physical training for the pupils of comprehensive schools and the regional peculiarities of the Amur region. The classes were developed on the basis of the use of the game "lapta", included in the variable part of the physical education curriculum in the amount of 20 hours of teacher's spare time, whose main goal was to form knowledge about the history of the game, technical and tactical actions and competition rules; improve applied skills and expand motor experience of pupils by developing skills of
the game; develop physical qualities, enhance motor activity and body functionalities of those involved; nurture positive motivation to physical training. A schedule of studies was made with the inclusion of game techniques in conjunction with the main sections of the program (athletics, sports games), taking into account seasonal climatic features of the Amur region. The total amount of time given to the exercises to teach the game of lapta combined with exercises from other sections of the program, amounted to 7-8% of time spent for the lesson (3-4 minutes). Also classes were allocated in each quarter aimed directly at teaching technical and tactical techniques of the game of lapta. In order to carry out the main experiment we have allocated a control and an experimental groups of 5th formers, homogeneous in the level of health and physical fitness (n = 25). The experimental part of the study has been carried out over two years. Training sessions were held three times a week for 40 minutes. In the experimental group, the third lesson of physical education was aimed at the implementation of the content and methods of teaching technical and tactical techniques of the game of lapta. The implementation of the developed training content assumed a phased development of educational material based on the use of the resources of the game of lapta:
1) introductory;
2) basic;
3) transitional.
It was based on a one-year educational cycle, designed with respect to the implementation of the section of the curriculum (Table 1). A positive effect was achieved by a variety of physical exercises and the possibility of their complex use, the use of nonstandard equipment (training device "player" - to improve tagging skills, homemade equipment, etc.).
Phase 1 introductory (preliminary) - 2 months long. The objectives of this phase were to identify the initial level of physical development and fitness of schoolchildren, teaching them motor skills to play lapta, formation of positive motivation to sports and recreational activities. Classes were held outdoors, adjacent to the school stadium with a football field. Efficiency of classes at this phase was achieved by combining exercises from the category of athletics and lapta.
Besides, at this phase it was important to develop general endurance, one of the principal means of its development being the inclusion of dosed walking (with the pace of 90-100 steps per minute, 2-3 km) and slow running.
In addition, daily morning hygienic gymnastics for not less than 10 min held outdoors was recommended. Phase 2, basic (main) - 6 months long. At this phase, on the basis of mastery of knowledge, goals were set to increase physical working capacity, conditioning, development of physical qualities; improvement of motor skills; enhancement of technique and tactics of the game; maintaining positive motivation to sports and recreational activities; creating a favorable psycho-emotional state.
The development of body functionalities was based on the principle of a gradual increase of training load and complexity of performed exercises.
The positive effect of classes was achieved by a variety of physical exercises and the possibility of their complex use and the application of nonstandard equipment.
For targeted teaching of hits, the sequence of training involved a gradual complication of the conditions of performance of movements: hitting the ball with a table tennis racket; tennis racket; flat bat; round bat. We used an adapted training device to improve the accuracy of hits (Fig. 1).
Table 1. The content of the methodology of physical education of schoolchildren using the game of Lapta
Tasks Basic means and methods
Phase 1 - Introductory, preliminary phase (September-October)
1. Implementation of the section "fundamentals of physical culture" (history and game rules, safety regulations for physical education classes) 2. Creating the view of the technique and tactics of the game; 3. Adapting the basic functional systems of the human body and optimization of the process of drawing in into learning. 4. General physical training; 5. Mastering and development of motor skills in lapta; 6. Formation of positive motivation for physical education classes; Theoretical information. Dosed walking. Jogging. Athletics: walking, running, jumping, throwing and combined with exercises from the game lapta. Short and middle distance running. Long-distance running. Cross-country training of up to 2 km. Healthy walking and cross-country running. Combined developing exercises with objects (sticks, skipping ropes), weights (stuffed balls, dumbbells). Exercises for flexibility, strength and relaxation of muscles. Active games that prepare a player for the game of lapta. Learning the basic techniques of the game of lapta. Using nonstandard equipment. Teaching methods: holistic, extended, adjoint action. Methods of development of physical qualities: steady, repetitive, alternating, game like.
Phase 2 - basic (November - April)
1. Extending and deepening of knowledge about technical and tactical techniques of the game 2. Increasing physical working capacity of the body; 3. Improvement of motor skills and abilities; Theoretical information. Dosed walking. Jogging. Sports and outdoor games, combined with elements of lapta. Cross-country running up to 2 km. Consolidating and improving the technical and tactical methods of playing lapta. Gymnastic exercises: combined developing exercises, exercises
4. General and special physical training; 5. Improvement of technique and tactics of the game; 7. Preservation of the positive motivation to sports and recreational activities; creating a favorable psycho-emotional state. using equipment; applied exercises. Sets of exercises to train strength, flexibility, develop general and special endurance. Training devices (to learn how to hit a ball, mini training device "player") used to improve the techniques in playing. Improvement of the game methods by playing. Teaching methods: holistic, extended, constructive Methods of development of physical qualities: steady, repetitive, interval, game like, circuit training.
Phase 3 - Transitional stabilizing (May)
1. Ability to use acquired knowledge and skills in practice; 2. Improvement of technical and tactical elements of the game; 3. Keeping the formed positive motivation to sports and recreational activities during holidays Theoretical information. Athletics with the elements of lapta: improving the short and long distance running technique. Cross-country running up to 2-3 km. Cross-country training of 2-3 km. Playing the game lapta in cometitive conditions. Teaching methods: holistic, extended and constructive. Methods of development of physical qualities: steady, repetitive, interval, game like, competitive, circuit training.
The device is an elastic structure with a ball fixed at the end of it to play lapta. The training device is easily attached to the front of a volleyball bar and can be used to improve the technique of ball hitting thanks to the possibility of adjusting the height of impact, there is no need to run after the flown away ball as when hitting it is wrapped on the counter followed by its reverse movement. During this time, a person can take a proper starting position to perform a proper strike or change the order of execution, providing the in-line task performance. Thanks to using the training device the learning process can be intensified, accuracy of movements can be developed by repeating the exercise or its basic elements in artificially created and regulated conditions.
In addition, according to the content of training, it was supposed to consistently master stands, movements, techniques of playing with a ball (throwing, passing, catching, tagging), hitting the ball in combination with the dual development of physical abilities, formation of knowledge of the basics of the game and its rules. During the classes in a gym, a set of multimedia equipment was used on the basis of learning tasks for visual learning of the proper execution of motor actions under different conditions (slow-motion, punctuated performance, etc.).
Phase 3 transitional (stabilizing), 1 month long. The objectives of the transitional (stabilizing) period -ability to use the acquired knowledge and skills in practice; improvement of technical elements of the game; implementation of skills in playing and competitive activities, preserving the formed positive motivation to sports and recreational activities during holidays.
Results and discussion. Assuming that the use of lapta in physical education of 5th formers will positively affect the parameters of physical fitness and strengthen the motivational sphere of schoolchildren, we have tested the effectiveness of our methods according to the given criteria. There were not any statistically significant differences in the indicators of physical fitness of schoolchildren in the control and the experimental groups prior to the experiment. After the experiment there was a significant change in the level of physical fitness of pupils of the experimental group compared with the control one.
The highest increment among boys of the experimental group was noted in distance ball throwing (33.4%), ball hitting (34.5%), ball throwing at a target (23.2%) (P <0.05). The girls of the experimental group indicated a significant improvement in distance ball throwing (22.4%), ball throwing at a target (32.7%), hitting the ball with a bat (51.3%) (P <0.05).
The most pronounced increase in these tests in the experimental groups, of both boys and girls has been noted due to the additional focused workloads that are associated with specific exercises from a wide range of lapta in conjunction with other parts of the program, in particular athletics, and especially using the applicable training devices and optional equipment.
In the control group there also were positive shifts in the level of physical fitness, but those were not of an authentic nature, except for the test in throwing the ball at a distance (an increase of 19.1%). The use of means of lapta combined with exercises from the category of athletics and sports games had a favorable effect on the development of speed and power capacity (in 30 meter running the increment was 6.0% and 5.8% for boys and girls of the experimental group respectively, P <0, 05). A significant improvement was noted in the "standing long jump" test - 6.3% and 7.8% for boys and girls respectively.
The positive impact of the methodology was reflected by the increasing of general endurance of pupils of the experimental group, where the improvement was 6.9% and 3.8% for boys and girls respectively. Physical fitness of schoolchildren was improved by the versatile impact of the physical exercises of the game lapta with an optimal combination of other sections of the program, the use of training devices, optional equipment that proves the effectiveness of the developed methodology.
We can also conclude about the effectiveness of the implemented methodology by the changes that have occurred in the motivational sphere of schoolchildren, in their attitude to the subject of "Physical education" (Table 2). The study when requested was prevailing (parents make me do this; I attend classes, as it is my duty) in the structure of motives in both of the groups at the beginning of the experiment. We can note the lack of cognitive interest generated at physical education classes. Most often schoolchildren have an unstable situational interest in the subject caused by the desire to get good marks, sympathy for a teacher, and by being able to relax in a class and it can be interesting too. The structure of motives in the control group remained almost unchanged during the experiment, whereas in the experimental group pupils experienced a greater need for physical education classes, they began to realize the significance of the obtained skills. The load they get during a physical education class began causing satisfaction with its activity, there was an increased cognitive interest in physical education. These facts indicate that the experiment has resulted in a shift from studying when requested to the conscious perception of physical activity.
Table 2. Indicators offormation of the main motives for pupils' activity during the experiment, points
Block Motives Control (n = 25) Experimental (n = 25)
initial final initial final
H P H P H P H P
I Situational interest Classes can be interesting 1,5 5 1,3 6 1,5 4 1,9 3
I like the teacher 1,5 4 1,2 7 1,5 5 1,1 8
I like to get good marks 1,8 3 2,0 2 2,1 2 1,3 7
II Studying when requested Parents make me do it 1,9 2 1,5 4 1,8 3 0,5 12
I attend classes as it is my duty 2,1 1 2,0 1 2,1 1 0,7 11
The subject is useful in life 1,4 6 1,6 3 1,3 7 1,9 2
III Interest in the subject I learn a lot 1,3 7 1,4 5 1,0 8 1,5 6
It makes me think 0,9 8 0,9 9 1,4 6 0,8 10
I enjoy load, doing a lesson 0,7 10 0,7 11 0,7 11 1,9 4
IV Increased, It is easy for me 0,6 11 0,7 10 0,6 10 0,9 9
I look forward to the next 0,8 9 1,0 8 0,9 9 2,4 1
cognitive interest lesson
I'm eager to exercise and learn more than the teacher asks from me 0,4 12 0,5 12 0,4 12 1,8 5
M ± m 1,2 ± 0,5 1,2 ± 0,6 1,2 ± 0,6 1,4 ± 0,4
Conclusion. According to the findings, the implemented technology of physical education of schoolchildren based on the use of the means of lapta contributed to:
- purposeful and effective influencing the physical fitness level of schoolchildren, achievement of positive changes in the motivational sphere of pupils of the experimental group and, consequently, increase of motor activity;
- applying the method of coupling effect, which facilitates formation of the skills and abilities of playing the game.
The active use of the means of lapta within the experiment helped to increase the interest in this game among schoolchildren, enabled to include it as a part of training and recommend the use of the designed technology in the educational process of physical education teachers.
References
1. Valiakhmetov, R.M. Russian ball game (lapta) at school: teaching aid / R.M. Valiakhmetov, L.G. Gulyaev, Yu.A. Kostarev. - Ufa: publ. h-se of BSPI, 2000. - 94 P. (In Russian)
2. Gotovtsev, E.V. The essence and direction of training loads in the year training cycle of Russian ball game players aged 16-18 at the phase of sports perfection / E.V. Gotovtsev: abstract of Ph.D. thesis. - Moscow, 2003. - 24 P. (In Russian)
3. Kostarev, A.Yu. Russian ball game: history and trends of development / A.Yu. Kostarev // Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. - 1999. - № 3-4. - P. 56-58. (In Russian)
Author's contacts: 67500, Blagoveshchensk City, Lenina Str., 104 [email protected]
