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22
DOI 10/14526/01_2018_284
METHODOLOGICAL BASIS OF PHYSICAL CULTURE STUDYAS A SOCIAL RESOURCE IN SOCIAL SUBJECTIVITY DEVELOPMENT
Radik Y. Gafarov — associate professor of physical upbringing and sport department Tatiyana V. Armyaninova - associate professor of physical upbringing and sport department Ruslan R.Garifullin - senior teacher of physical upbringing and sport department Radik A. Buranbaev - senior teacher of physical upbringing and sport department
"Bashkir State University", house 32, Zaki Validi str., Ufa, 450074, Russia Kashapova R.A. - candidate of biological sciences, associate professor "Financial University under the Government of the Russian Federation", house 69/1, Mustai Karim str., Ufa, 450015, Russia
E-mail: rafida62@bk.ru
Annotation. Physical culture as a subject's social resource in modern society provides the level and character of his possible independence from society, negative outside influence resistance, the limits and directions of activity-based work and other aspects of interaction of individual-group and societal levels of functioning. The problem study of social subjectivity formation, demonstrated as a personality's social resources realization, has a complex and interdisciplinary character. Its urgency for pedagogics is conditioned by the necessity to reveal the factors, which provide self-realization; by the need for understanding the existing types (models) of social behavior and corresponding with them trajectories of social subjectivity development; by contradictions and difficulties of adequate behavioral models formation depending on a personality's level of physical culture. Novelty of the subject of the research mainly conditions the absence of the formed, generally adopted scientific language for physical culture phenomenon description as a social resource in social subjectivity development. Research methods: scientific literature analysis and summarizing. Results. In terms of a pedagogical object field the mechanism is revealed, with the help of which it is possible to consider social subjectivity formation, which is the dynamics and functionality of social resource as a consequence, which depends on the level of an individual's physical culture development. However, here social resource itself is not a problem, it is the means for the process of social subjectivity formation study, which is adequate to normative-axiological system, and in which physical culture is characterized as a dominant value. Conclusion. Physical culture phenomenon analysis as a social resource in pedagogical object field proves, that there appeared a relevant need for the necessity to create the mechanisms and technologies, which provide physical culture upbringing as one of the main structural components of individuals' social resource and the conditions of their self-realization. Keywords: physical culture, social subject, values, social resource.
Physical culture as a subject's social resource in modern society provides the level and character of his possible independence from society, negative outside influence resistance, the limits and directions of activity-based work and other aspects of interaction of individual-group and societal levels of functioning. Physical culture and social resource interconnection with the
system of social relations and society institutes leads to the situation, when the subject of social action doesn't lose the field of potential self-realization, which is available to different individuals (groups), irrespective of the fact whether they realize these opportunities or not. In popular mentality it is common not to adopt notstable situations as a rational model of behavior, at the same time,
one of the main problems for individuals is the fact that health and physical culture as a social resource are still interpreted as something objective, but not subjective, that is why it is underestimated, though it should be under the influence of the range of factors.
Most authors consider physical culture as the system, which forms the set and interconnection of different educational subsystems: pre-professional, professional, off-professional sport; preschool, school, out-of-school sport. Physical culture is not only preparation for life, it is, first of all, life itself with its peculiarities, it is one of the most important spheres and one of the most important means of personality self-realization. Physical culture is a kind of social life spheres, which has autotelic and self-valuable orientation. Such kind of physical culture interpretation in object field of educational system helps to solve effectively social and instrumental problems of education as a social sphere of life.
A kind of education categorization is offered in the works of "Research center of training specialists quality problems under physical culture State Committee of the Russian Federation". Physical culture in these works is studied through the system of definitions, which reflect 2 complementary classes of basis: socio-centrist (physical culture as the mechanism of) social intellect reproduction and culture transfer and personcentrist (physical culture as the mechanism of a person's development through socially organized systems of communication and activity). This structure of educational system reflects a steady set of elements, interaction of which provides institutional functioning of physical culture in society. The structure of this system gives the idea of physical culture as the object of social research. For such kind of detailed picture reconstruction it is reasonable to admit that physical culture sphere covers the groups of different elements. Their existence id obvious in most described educational situations. Logically each of these groups forms a kind of structure and together they form an integral system of physical culture of this society. At the beginning of structural analysis of physical
culture system usually corporate structure is defined. However, educational establishments form only one of organizational structures of physical culture system, that is why it is reasonable to start the analysis from the set of subsystems, which are initial towards its formal organizational structure.
Thus, the structure of physical culture system is conditioned by the ratio of functional subsystems, interconnected with the net of educational establishments, character and interaction between social-educational communities and also axiological content of physical culture and the ways of educational activity.
The main objectives and functions of physical culture always correspond with educational system state of this or that society, its needs and demands. Many authors consider them at different levels. General state objectives and aims of physical culture nowadays have their own content. Regional systems have their own components. In each subsystem these general aims are transformed in accordance with opportunities, demands of educational process subjects and other conditions. That is why functions and objectives are constantly transformed. At the separate stages of development we can see priorities of functions change - objectives change in terms of functions preservation.
The problem study of social subjectivity formation, demonstrated as a personality's social resources realization, has a complex and interdisciplinary character. Its urgency for pedagogics is conditioned by the necessity to reveal the factors, which provide self-realization; by the need for understanding the existing types (models) of social behavior and corresponding with them trajectories of social subjectivity development; by contradictions and difficulties of adequate behavioral models formation depending on a personality's level of physical culture.
Novelty of the research subject mainly conditions the absence of the formed, generally adopted scientific language for physical culture phenomenon description as a social resource in social subjectivity development. It provides an integral system creation of coordinated notions, which, on the
one hand, fully reflects the essence of the studied processes and phenomena, on the other hand, organically fits into existing concepts of pedagogical science, forming its specific moments.
Physical culture as a social resource in a new social subjectivity formation characterizes both objective reality and its reflection in the forms of subject's activity -social subjectivity. Physical culture study as a social resource without taking into account cultural peculiarities of social reality, in which it functions, can't adequately interpret the development dynamics of social interaction subject. Theoretical concepts, devoted to social resource study, don't create the definite mechanisms of social subjectivity realization. That is why it is necessary to reveal and predict the factors, which influence social space of physical culture functioning as a social resource and its role in healthy life style realization both at group and individual levels. Social-cultural approach means, that physical culture, being one of the conditions for new social subjectivity formation, always concerns axiological decision, being important element of any choice. That is why axiological basis of physical culture analysis, in the context of considering it as a social resource, will help to see the formation dynamics of this or that axiological dominant, which determined healthy life style and reveal conditions, factors and criteria of healthy life style.
Summing these ideas, we can formulate the following moments, which determine the urgency of the mentioned problem. First, for a system-complex examination of a person it is necessary to reveal connection of physical culture as a social resource at group and individual levels with the dynamics of social-cultural basis of the appearing social reality. Secondly, as physical culture as a social resource is revealed in the activity of social subjects, then the desire to realize and strengthen it is an attributive characteristic of social subjectivity development in axiological dominance of a healthy life style. Thirdly, physical culture upbringing as a social resource is conditioned and determined by axiological systems and
interests interaction, that is why physical culture phenomenon always gains age-related and social characteristics, hence the necessity of their determination and analysis at the level of this or that social-demographic group, in this research this group is youth.
Nowadays in pedagogical and humanitarian sciences there is society and nature understanding as functionally equal parts of an integral unit, which can exist in this form in case of actions of people correlation with environment opportunities. This leads to qualitative transformation in the category "social resource' interpretation, as initially social resource presents life condition. Thus, social resource is defined as situational characteristic of activity, which is characterized as conditions in possible consequences. At the same time, ambiguity of the result of an action doesn't mean ambiguity of situation, it underlines its probable character, when success depends on the degree of definiteness of the opportunities, that is to say the potential of a subject's social resource.
Physical culture considering as a social resource provides, on the one hand, the following cultural characteristics study: values, needs, interests, motivations, on the other hand - the system of outer restrictions, which impose individuals the definite ways of behavior, regardless of their choice. That is why physical culture studies as a social resource are realized concerning the definite spheres of a person's life and their segments, the definite social layers and groups or specific social problems.
A difficult and insufficiently considered problem field induced us to examine cognitive and methodological opportunities of "physical culture" phenomenon complex analysis as a social resource, which provides an individual's self-realization. Nowadays there is sufficiently big range of pedagogical and social-psychological works concerning this problem. One general characteristic of very different texts is their vivid methodological orientation. Theoretical substantiation of physical culture in the context of its consideration as a social resource is not discussed enough in a
scientific literature.
The problem of social resource has been studied for a long time, nevertheless, the attempts of this phenomenon analysis lead to several not solved problems. First of all it concerns the definition of the notion itself. Most scientists think that a social resource is a condition of activity in case of the opportunity existence to estimate the possibility of its result. In the conception of rationality of human actions, created by Russian researchers, theoretical and conceptual approaches to the problem of physical culture as a social resource are considered in a wider social context, which is important for an objective essence of social resource phenomenon revelation. In many works there is a definite connection between the notions "physical culture as a social resource" and "a healthy life style". Exactly healthy life style, which people try to observe, can be considered as the condition of positive results inevitability in social subjectivity realization. As a result, the dichotomy is revealed, in which physical culture and healthy life style are interdependent in the context of their consideration, as a social resource of an individual. Social resource in this case is understood as the absence of loss in case of its successful realization and situations construction, which gives an opportunity to a functional dynamics of a healthy life style, that is why social resource here is connected with possibility estimation of own social state improvement (deterioration). Stochastic approach to physical culture definition, as a social resource, was added by activity-based approach and in this combination it is widely used in modern practice, but the base of analytical models of most approaches includes only the problems, connected with youth problems.
In a pedagogical object field the problem of physical culture as a social resource is divided into 2 parts: the problem of social resource as an action and the problem of social resource as a choice. The problem of physical culture upbringing as a social resource of action, have the first, outer layer of a problem, which doesn't contact its essence. Very often physical culture as a
social resource of action, connect with a "practical" problem. Though researches admit that a social resource of choice should cover also social resource of action, in their object space the problem of social resource can't be solved and even correctly set, if we take into consideration only the problem of physical culture as a social resource of action. That is why the problem of choice in a pedagogical object field nowadays is a problem of a choice conditions: a healthy life style and personal self-realization choice. That is why complexity is not only the characteristic of social cognition, but the attribute of reality itself. That is why physical culture upbringing as the condition for social subjectivity development, on the one hand, is the way of searching for the answers concerning the demands of surrounding social reality, on the other hand, the way of realized life processes and phenomena construction. As complex analysis takes into consideration multilevel organization of the studied reality, inside of which there are connections of "subject-object" type, social subjectivity development analysis should include different aspects -subjective (analysis from the positions of physical culture subject), object (analysis from the position of physical culture object) and subject-objective (analysis of subject-objective interaction). "Social subjectivity" construct is especially important for our analysis, as on the character of this or that social subjectivity depends the way of its study and the type of going around it social processes. The mechanism of physical culture functioning and realization as a social resource helps to understand how new social values and connections appear in society, how one condition of society gives way to the other. In the sphere of social formation a problem becomes a thing, which is traditionally declared as the term "subject" and is presented as more or less regulated, organized and hierarchy based set of formal and informal social characteristics, which determine interaction and guarantee its result, from immutable entity. A social subject tries to solve this problem through including a social resource into mechanism of realization. Solving this problem, a subject gains new
social forms. The fact is that in the sphere of personal self-realization not only social reality is destructured, but there is also a loss (or at least destabilization) of connections between personal projects and a social space, where they had to be realized. Such kind of system of preferences is formed around individual positions, points of view and expectations, life projects of each subject as the participant of physical culture formation and health use as the resource for life strategies realization. In this connection, one of the most important problems, appearing during social subjectivity description in the context of physical culture consideration as the resource, is its own social level determination, as exactly health is used as instrumental value. A concrete form of each individual project realization is the range of corresponding practices. Activity forms more or less well-thought-out reaction of social subjects to conditions change of social resource functioning and very often serves as a result of a rational deliberation and one of possible strategies choice.
In the context of the mentioned complex approach evident becomes the connection of physical culture problematics as a social resource not with the problems of a subject's activity based work structure, but more with the problems of a person's social specificity. On the analogy of personality's qualities social resource can be called an inner dynamism. It means energy, ability to mobilize, self-confidence, readiness to overcome difficulties. Pedagogical science considers the following question: Which element (range of elements) determines the character of an individual's development dynamics and which element is structural? Most often such kind of defining level was axiological level. Thus, new social subjectivity development through physical culture upbringing, which is presented as a social resource, happens owing to "meeting" of social subjects (social groups and individuals) at axiological level. It is obvious, that in spite of a wide character of a pedagogical object field, pedagogical scientific arsenal is insufficient for studying regularities of physical culture functioning as a social resource in terms of these or that
definite conditions.
Thus, complexity has not only gnoseological status, which is supplemented by system and interdisciplinary orientation of problems development study, connected with physical culture as the condition of social subjectivity, but also ontological status, which is conditioned by a difficult and multilevel nature of a social resource phenomenon. The main ways of complex analysis were the following: first, "object" analysis- different sides of life study as the object of a personality orientation, that is to say the ways and forms of a personality's life entity; secondly, "subjective" analysis, that is to say personality analysis as the subject of activity and strategic orientation; thirdly, "subject-subjective" and fourthly, "subject- objective" analysis - social subjectivity development study from the point of view of its "inner" correlation (structural components consistency) and "external" correlation (interaction with integral process of life); methodological analysis, that is to say methods and means analysis of social subjectivity complex study. Social subjectivity can't function without a definite axiological dominant, physical culture and a healthy life style form one of such kind of dominants. Directly in the world of everyday practices a subject doesn't produce, but only instrumentally uses accepted by him values with reference to own life conditions, that is to say he exists not as subjective, but as intersubjective reality and only in such kind this reality can enter the structures of life experience. Life experience itself gains functional dynamics during the process of a social resource realization. Social subjectivity in this case becomes the result of a social resource realization, which is determined by an individual experience, health state and the level of physical culture development. A healthy life style and physical culture as axiological basis of social resource regulate functioning of a social subject.
Reflecting mainly individual-personal characteristic of activity, a pedagogical approach was widely used in practice of physical upbringing, where "a social resource" notion has three interconnected
meanings: first, a social resource as the degree of the expected; secondly, a social resource as the action in these or that conditions; thirdly, a social resource as a situation of choice between two possible variants of action: less attractive, however, more reliable and more attractive, but less reliable. Doubtless, the advantage of this viewpoint on physical culture as a social resource is the ability of its empiric verification and practical use for the upbringing influence. The range of inner predetermined outcome understanding degree, which subjects of physical upbringing have in their life plans and strategies choice and also in control over own behavior and environment, in pedagogics is very wide.
So, some concepts and approaches are strictly oriented deterministically and, though they sufficiently differ in factors explanation, which condition a person's behavior, they have one thing in common - they all exclude the possibility of physical culture and self-realization dynamics interconditionality absence, it means considering physical culture as an individual resource of a person, making it fundamental. An important distinctive feature and a unique contribution of pedagogics in physical culture phenomenon study, in the context of considering it as a social resource, is in the fact that it constantly tries to use own theoretical achievements in practice.
Thus, physical culture phenomenon analysis as a social resource in pedagogical object field proves, that there appeared a relevant need for the necessity to create the mechanisms and technologies, which provide physical culture upbringing as one of the main structural components of individuals' social resource and the conditions of their self-realization.
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Author's information:
Radik Y. Gafarov - associate professor of physical upbringing and sport department "Bashkir State University", house 32, Zaki Validi str., Ufa, 450074, Russia
Tatiyana V. Armyaninova - associate professor of physical upbringing and sport department "Bashkir State University", house 32, Zaki Validi str., Ufa, 450074, Russia
Ruslan R.Garifullin - senior teacher of physical upbringing and sport department "Bashkir State University", house 32, Zaki Validi str., Ufa, 450074, Russia
Radik A. Buranbaev - senior teacher of physical upbringing and sport department "Bashkir State University", house 32, Zaki Validi str., Ufa, 450074, Russia
Kashapova R.A. - candidate of biological sciences, associate professor "Financial University under the Government of the Russian Federation", house 69/1, Mustai Karim str., Ufa, 450015, Russia, E-mail: rafida62@,bk.ru
For citations: Gafarov R.Y., Armyaninova T.V., Garifullin R.R., Buranbaev R.A., Kashapova R.A. Methodological Basis of Physical Culture Studyas a Social Resource in Social Subjectivity Development, The Russian Journal of Physical Education and Sport (Pedagogico-Phycological and Medico-Biological Problems of Physical Culture and Sports), 2018, Vol. 13, No. 1, pp. 48-54. DOI 10/14526/01 2018 284
DOI 10/14526/01_2018_285
QUANTIFICATION OF LEISURE-TIME PHYSICAL ACTIVITY AMONG UNIVERSITY
STUDENTS IN SOUTH-WEST, NIGERIA
Ibraheem T.O. - Ph.D., Lecturer, The Head of Department of Human Kinetics University of Ilorin, Kwara State, Nigeria Ajibua M. A. - Director of Sports Federal University of Technology, Akure, Ondo State, Nigeria Dominic O. L. - Ph.D., Lecturer in The Department of Human Kinetics University of Ilorin, Kwara State, Nigeria
E-mail: alayodeajibua@smail.com
Annotation. Regular participation in leisure-time physical activity is beneficial to human health. Despite its importance, it has continued to decline among Nigerians, consequently leading to rising prevalence of chronic diseases and conditions. There is the need to understudy the various strata of
