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UDC 378.147 DOI: 10.14526/2070-4798-2022-17-2-161-167
Organizational-pedagogical conditions for involvement of students into physical culture and health-improving activity
Pavel V. Mirkhaziyanov*, Tatyana V. Kugusheva, Dmitriy A. Zubkov
Chaykovskiy State Academy of Physical Culture and Sport Chaikovskiy, Russia ORCID 0000-0001-8808-0786, ya.m2918@yandex.ru*
ORCID 0000-0003-3635-9261, tvk-71@mail.ru ORCID 0000-0001-9533-0034, dmitrisubkov@mail.ru
Abstract: One of the central objectives of "Elective physical culture" discipline is involving students into physical culture-health-improving activity. Organizational-pedagogical conditions created by teachers, who teach this discipline, should provide this. The aim of the research. Theoretically substantiate, create, experimentally test and estimate the effectiveness of organizational- pedagogical conditions for involvement of students into physical culture and health-improving activity. Research methods and research organization. The results of scientific-methodical literature analysis and summarizing, interview method, pedagogical testing, pedagogical experiment, methods of mathematical statistics. The main research method is pedagogical experiment. It was organized on the basis of federal state budgetary educational establishment of higher education Chaykovskiy State Academy of Physical Culture and Sport during the period since September, 2020 till May, 2022. 28 students took part in the experiment. Two groups were organized - control group and experimental group (each group included 14 students). The experiment realization was in terms of "Elective physical culture" discipline study. Results. As organizational- pedagogical conditions for involvement of students into physical culture and health-improving activity we defined the following: efficient interaction provision between the subjects of educational process; favorable emotional atmosphere and psychological comfort creation during the lessons; using game pedagogical technologies. Conclusion. Formulated organizational- pedagogical conditions are effective and solve the problem of students' involvement into physical culture-health-improving activity. Their realization provides students' physical fitness, their activity increase, their health state, mood improvement and positive attitude formation toward taking part in physical culture and health-improving activity Key words: higher education, physical culture and health-improving activity of students, educational process, organizational and pedagogical conditions, lessons organization.
For citation: Pavel V. Mirkhaziyanov*, Tatyana V. Kugusheva, Dmitriy A. Zubkov. Organizational-
pedagogical conditions for involvement of students into physical culture and health-improving activity.
Russian Journal of Physical Education and Sport. 2022; 17(2): 127-131 . DOI: 10.14526/2070-4798-202217-2-161-167
Introduction
One of the central objectives of "Elective physical culture" discipline is involving students into physical culture-health-improving activity. Organizational-pedagogical conditions created by teachers, who teach this discipline, should provide this [3, 5].
Nowadays during this problem solution teachers at higher educational establishments face the range of contradictions:
□ between the demands of the state claimed on positive mindsets formation among young people to realize a healthy life style, active physical culture and sport lessons on the one hand and a low level of motivation to realize this on the other hand,
□ between the ability to organize this work
during "Elective physical culture" discipline study and insufficient organizational-pedagogical conditions of its realization provision in terms of this discipline [1,6,7].
Mentioned above contradictions revealed the problem of the research - what are organizational-pedagogical conditions for students' involvement into physical culture-health-improving activity?
The aim of the research: theoretically substantiate, create, experimentally test and estimate the effectiveness of organizational-pedagogical conditions for involvement of students into physical culture and health-improving activity.
Materials and methods
The research methods were the following: the results of scientific-methodical literature analysis and summarizing, interview method, pedagogical testing, pedagogical experiment, methods of mathematical statistics.
The method of scientific-methodical literature analysis and summarizing was used in order to substantiate theoretically organizational-pedagogical conditions for students' involvement into physical culture-health-improving activity.
Interview method was used for the students' attitude and motivation revelation to physical culture lessons and physical culture-health-improving activity. 50 students of federal state budgetary educational establishment of higher education Chaykovskiy State Academy of Physical Culture and Sport took part in the interview.
The method of pedagogical testing was used for students' physical fitness estimation.
The main research method is pedagogical experiment. It was organized on the basis of federal state budgetary educational establishment of higher education Chaykovskiy State Academy of Physical Culture and Sport during the period since September, 2020 till May, 2022. 28 students took part in the experiment. Two groups were organized
- control group and experimental group (each group included 14 students). The experiment realization was in terms of "Elective physical culture" discipline study.
Methods of mathematical statistics were used during the results of pedagogical experiment handling. As some results were non-parametric and the samplings were few in number, we used Wilcoxon W-criterion for calculation.
Results and discussion
In order to estimate the attitude of Chaykovskiy State Academy of Physical Culture and Sport students to physical culture-health-improving activity in September-November, 2020 we organized a questionnaire survey among 50 students of the 1st course of a full-time studies (applicants 2020). The sampling included 24 boys (48,0%) and 26 girls (52,0%).
The results of a questionnaire survey helped to make the following conclusion:
□ in general, they have a positive attitude to physical culture-health-improving activity (22 boys
- 91,7%) and (23 girls - 88,5%),
□ 17 boys (70,8%) and 15 girls (57,7%) were involved into physical culture and sport,
□ 12 boys (50%) and 14 girls (53,8) agree to take part in sports events of the Academy,
□ 7 boys (29,2) and 9 girls (34,6%) expressed the desire to attend additional physical culture-health-improving lessons.
In our opinion, the results of the questionnaire
survey turned out to be higher, than the results of students of non-physical culture higher educational establishment [3], in terms of the profile of training in the academy. Nevertheless, for a sports higher educational establishment such results can be stated as not satisfactory. It became the base for further experiment organization.
The organized work connected with the results of scientific-methodical literature analysis and summarizing [1, 2, 3, 5] helped to define the following organizational-pedagogical conditions for students' involvement into physical culture and health-improving activity: efficient interaction provision between the subjects of educational process; favorable emotional atmosphere and psychological comfort creation during the lessons; using game pedagogical technologies.
These organizational-pedagogical conditions were realized in terms of a pedagogical experiment. It was realized by us since October, 2020 till May, 2022 in terms of "Elective physical culture" discipline study ("Track and field", "Football", "Volleyball" modules). We formed two groups of the respondents from the 1st course students. Each group included 14 people. There were no differences in the groups according to general number of hours (amount of lessons), according to the duration of the lessons and their thematic orientation. The differences were the following: during the work with the students from the experimental group we realized the defined organizational-pedagogical conditions.
Effective interaction organization between the subjects of the educational process was realized at the stage of planning the forms and the content of students' educational work creation. We selected the forms. They help to get the definite result (product) of mutual activity (create the project in small groups of attracting people into the sports section; create the content of morning hygienic gymnastic (MHG) for a volleyball player, football player and etc.; to create the content of the warming-up with the elements of yoga, stretching and etc.).
Favorable emotional atmosphere and psychological comfort creation at the lessons was realized by means of the following:
□ selection of interactive methods of teaching, which provide active communication of students (brainstorm, role-playing and business games, cases and practical situations solution, collaborative learning and etc.),
□ situations of success creation in terms of the education process, using the corresponding pedagogical mindsets ("improve your personal record", "make today more, than you made yesterday", "try to decrease the amount of the mistakes" and etc.),
□ the situations for reflexion creation both
during the lesson and after it ("think, what was done wrong"; "which mistakes, in your opinion, led to such result?"; "what new and useful did you get from the lesson?").
Game pedagogical technologies use was realized during the whole pedagogical experiment.
For example, for technical actions improvement in football we used the following games: «Three hundred», «Five against three», «Speed slalom», «Squares with the ball» and etc.
The control procedures were also held in a form
of a game ("Who will be able to juggle the ball longer?", "Who is faster?" and etc.)
During the experiment twice (in October, 2020 and May, 2022) we organized a questionnaire survey and a test among students from the control and experimental groups.
In order to estimate personal attitude of students to physical culture-health-improving activity we used "Readiness for self-development in physical culture" methodology. Picture 2 presents the results of the methodology.
Г окно стъ могу сзшнок ршсж гь таэтъсл
Гоювко пъ ¡логу самосеве
ршгнств оваться
Л A * Б
+ В Г
12 3 4 5 6 7
Готомюсге лит* «6я
12 3 4 5 6 7 Готоыюсп мать
8
Готовность могу самосовершенствоваться-readiness can realize self-improvement Готовность знать себя-readiness to know oneself A-A, Б- B, В-C, Г-D
Fig. The results of the diagnostics among students according to "Readiness for self-development in physical culture" methodology" methodology (at the beginning of the experiment (left) and in the end of
the experiment (right))
Notes: «*» - experimental group; «+» - control group; A- "can realize self-improvement, but don't want to know myself"; B - "want to know myself and can realize self-improvement"; C - "don't want to know myself and don't want to realize self-improvement"; D- "want to know myself, but can't realize self-improvement".
Before the beginning of the experiment the samplings turned out to be homogeneous and the results of students from both groups dominated in "C" square ("don't want to know myself and don't want to realize self-improvement"). During the period of the experiment statistically valid changes happened only in the results of the respondents from the experimental group (they started to dominate in "B" square "want to know myself and can realize self-improvement"). The results of the respondents from the control
group had positive general orientation, but the shifts didn't have statistically valid character (their results stayed in "C" square). In order to estimate the influence of the defined organizational-pedagogical conditions on the emotional state of students we used "HAM" (Health. Activity. Mood.) questionnaire. Table 1 presents the dynamics of the students' diagnostics results in both groups.
Table 1
The results of students' diagnostics according to "Health. Activity. Mood" methodology at the beginning
and the end of the experiment
Emotional state indices
Health, points Activity, points Mood, points
EG CG EG CG EG CG
BE (X±a) 4,35±0,21 4,28±0,21 4,48±0,21 4,33±0,26 4,39±0,29 4,34±0,31
EE(X±a) 5,01±0,29 4,65±0,26 4,93±0,23 4,71±0,32 5,37 ± 0,2 4,88±0,23
Increase, units. 0,66 0,37 0,45 0,38 0,98 0,54
Increase, % 15,17 8,64 10,04 8,78 22,32 12,44
Validity of differences (P) p<0,05 p>0,05 p<0,05 p>0,05 p<0,05 p<0,05
The experiment showed statistically valid changes in all three indices among the respondents from the experimental group. In the control group statistically valid changes were registered only in "Mood" index.
Comparative analysis of two samplings helped to make the conclusion that students form the experimental group at the end of the experiment started to characterize their activity, health state and mood with higher points, than the students from
the control group (the registered differences are statistically valid). The increase in "activity" index in the EG was 10,04%, in CG - 8,78%; in "mood" index in EG - 22,32%, in CG 12,44%; in "health" index in EG - 15,17%, in CG - 8,64%.
In order to estimate physical fitness of students we used the set of tests, offered by S.P. Meshcheryakov and A.O. Egorychev [4]. Table 2 presents the results of pedagogical testing.
Table 2
Dynamics of physical fitness estimation results among students at the beginning and the end of the
experiment
Tot Groups
Control H LI\fn'rii 1 len(<lI (n-L4|
BE EE Inntw % P BE EE IttftVijiÉ % P
30 meten run, s 4.5K 4,45 2,« pXJ.05 4,45 4 40 LI p>0,0i
yliurtle nm №0X11,1 7,5 K 7,5 U pX).Ü3 7,ft! 7,53 Ln3 p>0,0i
6-minutes run, m 1623,2 1661,1 p^O.Oi 1675.4 2M fXOjOt!
push-up, quantity 41,6 45,2 «,65 40,4 45,6 12^8
Before the beginning of the experiment there were no statistically valid differences in the results of students' physical fitness estimation.
Within the period of the experiment students of both groups validly improved their results while fulfilling the tests "6-minutes run" and "push-up". In other two tests we registered a positive dynamics, but the differences didn't have statistically valid character. In these two tests the results of the students from the experimental group turned out to be higher than the results of the students from the control group (p<0,05).
At the end we analyzed students' results (CG and EG) of taking part in physical culture-health-improving events. They were held in the academy (26 events in general were organized within the period of the research).
The students from the experimental group took part in 23 events (88,5%), the students from the control group took part only in 14 events (53,8%).
Conclusion
Formulated organizational- pedagogical conditions are effective and solve the problem of students' involvement into physical culture-health-improving activity. Their realization provides students' physical fitness, their activity increase, their health state, mood improvement and positive attitude formation toward taking part in physical culture and health-improving activity.
References
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Submitted: 02.05.2022 Author's information:
Pavel V. Mirkhaziyanov - Lecturer, Chaikovskiy State Academy of Physical Culture and Sport, 617760, Russia, Chaikovskiy, Lenina str., House 67, e-mail: ya.m2918@yandex.ru
Tatyana V. Kugusheva - Candidate of Pedagogics, Associate Professor, Chaikovskiy State Academy of Physical Culture and Sport, 617760, Russia, Chaikovskiy, Lenina str., House 67, e-mail: tvk-71@mail.ru Dmitriy A. Zubkov - Candidate of Pedagogics, Associate Professor, Chaikovskiy State Academy of Physical Culture and Sport, 617760, Russia, Chaikovskiy, Lenina str., House 67, e-mail: dmitrisubkov@ mail.ru
