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DOI: 10.14526/2070-4798-2019-14-2-32-37
Necessity justification of remedial approach introduction in preschool physical training in terms of modern requirements
implementation
Leonid A. Semenov
Surgut State Pedagogical University Surgut, Russia ORCID: 0000-0001-8344-1984, rafis55@mail.ru
Abstract: One of the main tasks of Federal State Education Standards (FSES) in preschool education is the supply with succession between preschool and primary education in physical training characterized, first of all, by final results of children graduating from preschool educational institutions (PrEI) in development of conditioning physical qualities (endurance, strength, speed and flexibility). According to different data, great part of children entering primary school have low level of the mentioned physical qualities development that indicates the necessity of preschool physical education improvement. The aim of the research is the necessity justification of remedial approach introduction in preschool physical training. The approach is widely applied nowadays in pedagogical work with functional deviations children, not organic ones. The research results are given in the article. Materials and methods. For remedial approach justification there was in-depth assessment of the conditioning physical preparedness state held. The assessment was held among 650 children graduating from PrEI in one of the municipal districts in the Sverdlovsk region and in 21 000 children. They entered the primary school from 693 schools in Sverdlovsk region. The test techniques recommended by All-Russian scientific-research institute of physical culture in holding All-Russian monitoring of physical preparedness among children were used. These techniques are fundamental in primary school program (V.I.Lyah). Results and discussion. It was found out that among the graduates from PrEI 62% of boys and 52% of girls don't perform minimum normal standards in school program for 7-year-old schoolchildren in strength displaying; 58% of boys and 50% of girls - in endurance, 50% of boys and 49% of girls - in speed power and 45% of boys and 46% of girls -in speed. The same results are in children entering primary school. Conclusion. Taking into account the number of children with low level of conditioning physical qualities development after graduation from PrEI, the contents and the whole process of physical training in PrEI must be of remedial nature with goal orientation at performance of school program requirements for 7-year-old children and at the 1st level standards of complex 'Ready for Labour and Defence' (RLD).
Keywords: pre-school children, physical training, physical qualities, correction, Federal State standard.
For citation: Leonid A. Semenov. Necessity justification of remedial approach introduction in preschool physical training in terms of modern requirements implementation. The Russian Journal of Physical Education and Sport. 2019; 14(2): 28-32. DOI 10.14526/2070-4798-2019-14-2-32-37
Introduction
One of the main tasks of FSES in preschool education [1] is the supply with succession between preschool and primary education. It's quite obvious that objective implementability assessment of the task can be reached only in comparison of children final results at graduation from PrEI and their entering primary school with the requirements for 7-year-old children. As for physical training of children in PrEI in terms of educational field 'physical development', the main
final results are surely markers of conditioning physical preparedness manifested in endurance, strength, speed and flexibility. It's their condition that is directly connected with morphofunctional development.
So, state assessment of conditioning physical preparedness among children graduating from PrEI and entering primary school allow to characterize succession implementability. Also allow to define the implementability of present healthful potential of physical exercises. They are directed at
development of conditioning physical qualities in pre-school period.
According to literary sources [2,3,4,5 and others], the state of conditioning physical preparedness among children before going to school is at the low level. This fact allowed us to introduce the idea about reasonability of remedial approach implementation in preschool education of children. It is widely applied nowadays in pedagogical work with children with functional deviations, not organic ones [6].
The aim of the research is an idea based on in-depth and purposeful study of the conditioning physical preparedness different sides state among children before going to school in terms of FSES modern requirements. The research was performed on great number of participants, and the results are given in the article,
Materials and methods
Primarily, in May 2013 the detailed ascertaining experiment was held in one of the municipal districts of the Sverdlovsk region. 650 children graduating from 14 preschool institutions took part in the research. Later, after having bad results, the experimental base was enlarged up to 21 000 children entering primary school. 693 schools from 67 municipal districts of the Sverdlovsk region took part in the research in 2008 1.
The test techniques recommended by All-Russian scientific-research institute of physical culture in holding All-Russian monitoring of physical preparedness among children (at most, corresponding to school tests) were used for physical preparedness assessment among children. These techniques are 30 meters running (speed assessment), 1000 meters running (endurance assessment), standing long iump (speed power
assessment), body lifting and putting down in 30 seconds (strength assessment) and additional test 'front bend sitting on the floor' (flexibility assessment).
The main criteria for assessment were minimum average markers on each tested physical quality. They are suggested for 7 year old children in the most popular Russian school program of physical training developed by V.I.Lyah [9]. The standards of the substituted '6 minutes' running' test for 1000 meters' running were adapted to the rating scale in 6 minutes' running'. Herewith, the state of conditioning physical preparedness was assessed due to the 'deviation principle' implying definition of children with results below minimum average level of this or that physical quality.
Results and discussion
Fig. 1 shows the obtained results of boys and girls graduating from PrEI in one of the municipal districts of the Sverdlovsk region. It is obvious that the great number of both boys and girls graduating from PrEI don't perform minimum normal standards in school program for 7-year-old schoolchildren in strength displaying (boys - 62%, girls - 52%), in endurance (58% of boys and 50% of girls), in speed power (50% of boys and 49% of girls) and in speed (45% of boys and 46% of girls). The better results are in flexibility - only 21% of boys and 23% of girls don't perform the standards (this may be explained by the fact that before the research in PrEI of this municipal district the coaches of physical culture were on course preparation. The result of it was their special attention to development of the physical quality, as it is known, quickly progressing under pedagogical influence).
I I Мальчики
еЛДёёомкн
21K 23»
Еьсстрст!
Еы геэсгкБсстъ
Сксрсстшя
Мальчики - boys, Девочки - girls, Быстрота - Speed, Выносливость - Endurance, Гибкость - Flexibility, Сила - Strength, Скоростная сила - Speed power
Fig. 1 - The number of children with low level of conditioning physical qualities graduating from PrEI
lChild tTTheDecreefhr
Government of the Russian Federation "on the all-Russian system ofmonitoring the state of the population physical health, physical development of children and adolescents" [8], organized by the author
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The results of the conditioning physical qualities development indicators analysis among a large number of children entering primary school of the same Sverdlovsk region comprehensive schools are shown in Fig. 2 (it should be noted that the only difference in test techniques here was that the strength among the boys was assessed by pulling up on a high crossbar).
As it can be seen from the data in Fig. 2, the results obtained in PrEI (Fig. 1), in general, are fully
□ Мальчики
confirmed by the results obtained among children having entered primary school.
Thus, today, the requirement of the Federal State Educational Standard of preschool education about succession in the educational field "Physical development" in terms of solving the most important tasks of physical education is connected with the development of conditioning physical qualities, is not implemented.
EDfleBOMKH
100% ~i 80% -60% -40% -209-0 -0% -
56% 58%
35%
42%
49% 49%
70%
69%
55%
Быстрота
Выносливость
Гибкость
Cima
Скоростнаясипа
Мальчики - boys, Девочки - girls, Быстрота - Speed, Выносливость - Endurance, Гибкость - Flexibility, Сила - Strength, Скоростная сила - Speed power
Fig. 2. - The number of children entered primary school of comprehensive schools with a low level of
conditioning physical qualities development
In this state of preparedness children are certainly not ready for the fulfillment of the RLD complex first and second levels regulatory requirements introduced in Russia in primary school. This concerns the "external result" of preschool physical education of children. But what is certainly even more important, with such an unsatisfactory external aspect, the internal, health potential of physical exercise is not realized. It consists in improving the child's developing organs and functional systems.
CONCLUSION
These data indicate the improvement necessity of preschool children physical education in general, especially in senior preschool years. Herewith, it is necessary to focus on the development of conditioning physical qualities that determine the health effect (not in prejudice of the motor skills formation).
Taking into account the number of children with low level of conditioning physical qualities development after graduation from PrEI, the contents and the whole process of physical training
in PrEI must be of remedial nature with goal orientation at performance of school program requirements for 7-year-old children and (or) at the 1st level standards of complex RLD (decision on unified regulatory requirements must be taken on the state level; they must be unique in all present curriculum guidelines).
The most specific features of conditioning physical qualities remedial development among senior preschool children are reflected in some principles of correctional pedagogy based on L.S.Vygotsky's theory [10]. The principles are normativity (determined by the whole pedagogic process orientation at reaching corresponding norms); diagnostics and correction unity (diagnostics is the base for definition and correction of this or that deviation, and also it is the condition for control); division (denoting division of learning material into parts and its successive performance that provides with less harsh and lighter influence on a child); account of zone of proximal development (in physical training this principle determines the choice of optimal load providing child's development).
By all means, the detailed description of remedial approach and the features of its appliance in preschool physical training is the issue of special consideration. But the most essential thing in terms of the article topic is the fact that the results of experimental work held in preschool education institutions in Surgut prove the high efficiency of this approach appliance.
REFERENCES
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Submitted: 15.04.2019 Author's information:
Leonid A. Semenov - Doctor of Pedagogics, Professor, Surgut State Pedagogical University, 628406, Russia, Surgut, 30 years of Victory, House 60 kv. 193, e-mail: rafis55@mail.ru
