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DOI: 10.14526/2070-4798-2022-17-2-126-132
Methodical support of physical culture and sport elective disciplines (modules) with students of special medical group
Larisa Yu. Kotkova1*, Lutsiya Sh. Shaymardanova2, Aigul R. Evseeva3
'-Naberezhnye Chelny branch of Management University 'TISBI" Naberezhnye Chelny, Russia ORCID: 0000-000--7383-2850, klumeg@mail.ru* 2 Yelabuga Institute of Kazan Federal University
Yelabuga, Russia ORCID: 0000-0003-4-30-9365, sh.lutsia@mail.ru 3Kazan State Medical University Kazan, Russia
ORCID: 0000-000--6927-047X, aigul rinatovna@mail.ru
Abstract: The main form of physical upbringing lessons organization at a higher educational establishment is physical culture and sport elective disciplines (modules). They are organized taking into account health state, physical development and physical readiness of students. Special attention should be paid to students of special medical group (SMG). They have poor health, chronic diseases, locomotor apparatus disorders. Materials. Theoretical substantiation of educational-methodical support of physical culture and sport elective disciplines (modules) for the students of SMG. Research methods. Information sources and methodical literature analysis and summarizing, students' medical cards analysis, methods of mathematical statistics. Results. The research results analysis showed that there are three groups of diseases among SMG students: visual function disorders, somatic diseases and locomotor apparatus disorders. At the same time most students have vision pathologies. We created methodical support of physical culture and sport elective disciplines (modules) lessons. They include the characteristic educational material, methodical directions concerning exercises fulfillment load regimen, the list of exercises. They are forbidden to fulfill, estimation means, effectiveness criteria. Conclusion. In order to increase the motivation of SMG students to attend physical culture lessons it is important to use estimating component. It helps to stimulate students to correct the main movements, master new motor actions, organism working capacity increase in general.
Keywords: methodical support, physical culture and sport, students of special medical group.
For citation: Larisa Yu. Kotkova1*, Lutsiya Sh. Shaymardanova, Aigul R. Evseeva. Methodical support of physical culture and sport elective disciplines (modules) with students of special medical group. Russian Journal of Physical Education and Sport. 2022; 17(2): 100-104. DOI: 10.14526/2070-4798-2022-17-2-126132.
Introduction
Theoretical substantiation of methodical support of physical culture and sport elective disciplines (modules) lessons for SMG students would broaden and improve the knowledge of physical culture teachers concerning the basis of lessons organization with the students, who have health disorders.
During the research we revealed the information concerning the specificity of students' diseases at higher educational establishments, defined the main criteria of methodical support of physical culture and sport elective disciplines (modules) lessons with SMG students.
Studying at higher educational establishments is an important stage of necessary for profession personal traits formation among the future specialists. During educational-upbringing work organization at a higher educational establishment
special attention is paid to physical upbringing as the factor, which provides harmoniously developed personality formation.
The main form of physical upbringing lessons organization at a higher educational establishment is physical culture and sport elective disciplines (modules) (PC and S ED (M)) lessons. They are obligatory for all students. Physical culture educational process is organized taking into account health state, physical development and students' physical readiness. Special attention should be paid to students of special medical group (SMG). They have poor health, chronic diseases, locomotor apparatus disorders. Every year we have more and more students with poor health state.
Physical upbringing of SMG students has mainly correcting-developing orientation. The priority objectives of physical culture educational process
with SMG students are the following:
- health state improvement, organism working capacity level increase, functional disorders and physical development deviations correction;
- educational competencies formation concerning the theory and methodology of physical upbringing organization taking into account the specificity of diseases;
- training the need for regular independent use of physical culture means during the whole life [2].
In order to solve the set objectives it is necessary to have the corresponding educational-methodical support of physical culture lessons with SMG students. It should be created taking into account the specificity of students' diseases, the level of their physical and motor conditions development. This condition makes the topic of the research and the necessity to study it further urgent.
The aim of the research is to substantiate theoretically educational-methodical support of PC and S ED (M)) lessons for SMG students.
The objectives of the research:
1. To classify in groups the specificity of SMG students' diseases.
2. To give methodical substantiation of the main units of PC and S ED (M)) lessons curriculum use with SMG students.
Materials and methods
The research was held in the Republic of Tatarstan on the basis of Yelabuga Institute of
Kazan Federal University in Yelabuga and Kazan State Medical University in Kazan since January till March 2022 with the ist-3rd course students, who belong to SMG (551 people (45 people from Yelabuga Institute of Kazan Federal University and 506 people from Kazan State Medical University). The methods of analysis and mathematical statistics were used in the research.
Results and discussion
In order to reveal the specificity of SMG students' diseases we analyzed their medical cards. We revealed three groups of diseases. They predominate among SMG students:
1. Visual function disorders: myopia, astigmatism, glaucoma and others.
2. Somatic diseases: endocrine system diseases, respiratory system and cardiovascular system disorders, hypertension, digestive tract diseases, infectious diseases and cold and others.
3. Locomotor apparatus (LMA) disorders: bearing disorders, platypodia, joints arthritis and others.
The first place take the diseases, caused by vision disorders - 50,4% of students. Locomotor apparatus (LMA) disorders were revealed among 19,7% of students. 29,7% of students have somatic diseases.
Figure presents the ratio of SMG students of the 1st-3rd courses with different groups of diseases.
Fig. The ratio of
3 course
■ Visual function dtorders
■ Somatic diseases
■ LMA disorders
|3rd courses with different groups of diseases
Fig. shows that by the 3rd course the amount of students with visual function disorders increases and the amount of students with somatic diseases and LMA disorders decreases.
The main document, which provides educational material realization at a higher educational establishment, is the discipline working program. The distinctive feature of PC and S ED (M) program with SMG students is the content component of program units, evaluation means fund, methodical directions, concerning discipline mastering, and material-technical provision of educational process adaptation to the abilities of students.
In order to increase the effectiveness of physical culture and sport educational process with SMG students we created methodical support of PC and S ED (M) lessons, which include the following (Table):
- educational material characteristics;
- methodical directions for exercises fulfillment;
- loading regimen;
- list of exercises, forbidden to fulfill;
- evaluating means;
- effectiveness criteria.
Educational material for the lessons was selected taking into account its availability for SMG students. We created two PC and S elective disciplines units: health improving kinds and forms of track and field and remedial gymnastics. They in our opinion, are the most available means of health improvement, physical conditions strengthening and the existing health deviations correction among SMG students.
During physical culture lessons special attention should be paid to dosed loading regimen, heart rate control, exercises elimination. They are forbidden to fulfill in case of the definite diseases. Evaluation criteria of SMG students' activity during the lessons are formed from the ability to fulfill control normatives, responsibility for lessons attendance and mastering the system of knowledge concerning health preservation and strengthening.
Conclusion
Educational process on PC and S ED (M) for SMG students should be realized in accordance with the working program of the discipline. However, in order to achieve the effectiveness from the mentioned units of the program it is necessary to organize lessons methodically correct.
The research results analysis show that there are three groups of diseases among SMG students: visual function disorders, somatic diseases and locomotor apparatus disorders. At the same time most students have vision pathologies.
Lessons with students, who have health disorders, should be organized taking into account the specificity of their diseases, motor conditions state, their needs-motivations oriented sphere, observing methodical recommendations concerning lesson organization, dosed regimen of exercises fulfillment, excluding the range of forbidden
exercises.
In order to increase the motivation of SMG students to attend physical culture lessons it is important to use estimating component. It helps to stimulate students to correct the main movements, master new motor actions, organism working capacity increase in general.
References
1. Morozov O.V., Morozov V.O. Fizicheskaya kul'tura I zdorovyj obraz zhizni: uchebno-metodicheskoe posobie [Physical culture and a healthy life style: manual]. Moscow: FLINTA. 2020: 214 [In Russ.].
2. Filippova Yu.S. Fizicheskaya kul'tura: obrazovatel'no-metodicheskoe posobie [Physical culture: educational-methodical manual]. Moscow: INFRA-M. 2020: 201 [In Russ.].
Submitted: 05.05.2022 Author's information:
Larisa Yu. Kotkova — Candidate of Pedagogics, Associate Professor, Naberezhnye Chelny branch of Management University 'TISBI"; 423800, Russia, Naberezhnye Chelny, Komsomolskaya naberezhnaya str., House 6, e-mail: klumeg@mail.ru
Lutsiya Sh. Shaymardanova — Senior Lecturer, Yelabuga Institute of Kazan Federal University, Russia, 423604, Russia, Yelabuga, Kazanskaya str., House 89, e-mail: sh.lutsia@mail.ru Aigul R. Evseeva - Senior Lecturer, Kazan State Medical University, 420012, Russia, Kazan, Butlerova str., House 49, e-mail: aigul_rinatovna@mail.ru
