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DOI: 10.14526/2070-4798-2021-16-2-77-83
"Physical education and sport" discipline during the period of pandemic:
problems and realization
Yuliya A. Postolnik*, Yuliya A. Bubentsova, Nataliya A. Belonozhkina, Tatyana S.
Korzhenevskaya
Moscow Municipal Pedagogical University Moscow, Russia
ORCID: 0000-0003-4053-2784, e-mail: [email protected]* ORCID: 0000-0001-6867-857X, e-mail: [email protected] ORCID: 0000-0002-2005-8942, e-mail: natali [email protected] ORCID: 0000-0003-0085-4201, e-mail: [email protected]
Abstract: Transfer to distance learning is characterized by a static way of life and by a low level of physical activity. It has a negative influence on students' health and life quality; and the situation itself, which appeared during the pandemic of COVID-19, causes additional stress and endangers mental health of young people. We present the research results concerning students' key problems study, connected with educational process organization in "Physical culture and sport" discipline during distance learning in terms of COVID-19 pandemic. The received results help to create effectively distant practical yoga course in terms of "Physical culture and sport" elective discipline using available means and methods. They provide students' psycho-emotional state improvement. Materials. The article presents the results of studying the key problems of students, connected with educational process in yoga course organization in terms of "Physical culture and sport" discipline in a form of a distance learning. It also compares the average subjective psycho-emotional state self-evaluations among students before and after the lessons in two forms of education: full-time education and distance learning. Research methods. The research methods were the following: Information sources, concerning the topic of the research, analysis; questionnaire survey and questioning; pedagogical experiment; pedagogical observation, methods of mathematical statistics. Results. "Physical culture and sport" elective discipline realization in a distant form is connected with everyday and technical difficulties. In the opinions of the examined students, the most favorable kind of lessons content is an individual work. The results of students' psycho-emotional state comparison in terms of full-time education and distant forms of this discipline realization (by the example of yoga course) prove higher average emotional state self-evaluations according to all three indices: health state, activity, mood during full-time education in comparison with the indices in terms of distance learning with a valid probability P <0,05. Conclusion. As a result of the held research we come to the following conclusion: regardless of an active modern technical means introduction into the system of education, distant form of learning during physical education process can be considered only as an addition to obligatory live physical exercises. It validly influenced the indices of psycho-emotional state of high school students.
Keywords: "Physical culture and sport" discipline, yoga, students, psycho-emotional state, subjective self-evaluation, distance learning.
For citation: Yuliya A. Postolnik*, Yuliya A. Bubentsova, Nataliya A. Belonozhkina, Tatyana S.
Korzhenevskaya. "Physical education and sport" discipline during the period of pandemic: problems and
realization. Russian Journal of Physical Education and Sport. 2021; 16(2): 65-69. DOI: 10.14526/20704798-2021-16-2-77-83
INTRODUCTION
Technical progress develops all over the world. There is a constant increase of information volume and modernization in the world. This situation demands qualitative education of the specialists [1]. These are integral factors of a modern world. However, in 2020 one more factor appeared.
It changed the system of education in the whole world and it is pandemic. It caused an active use of distant systems of education.
Transfer to distance learning is characterized by time increase that students spend in computer and the volume of independent work increase. It can't have a positive influence on students' physical
state. Static way of life and a low level of physical activity have a negative influence on students' health and life quality; and the situation itself, which appeared during the pandemic of COVID-19, causes additional stress and endangers mental health of young people [2, 5, 6]. This form of education is mainly independent. It demands self-discipline and self-control from students. There is also Physical culture teachers' responsibility level increase: first of all it is necessary to preserve motor activity of students; secondly, it is necessary to provide all students for motor material. It can be realized in different (everyday) conditions.
We studied the fact and the reasons for "Physical culture and sport" (PC&S) lessons attendance decrease after the transfer to distance learning. The index of this discipline attendance during the transfer from full-time education to distant form decreased from 87,6% to 58% [7].
In this connection the aim of the present research work is students' key problems study connected with educational process organization in PC&S discipline in a distant form of education and compare the average subjective psycho-emotional state self-evaluations among students before and after the lessons in two forms of education: full-time education and distance learning.
The objectives of the research:
1. To reveal the problems, which the students face during distant course realization in PC&S discipline.
2. To create the sequence and availability of the lessons content of PC&S elective discipline in "Yoga" course for distance learning.
3. To compare the average subjective self-evaluations of students' psycho-emotional state before and after yoga lessons in terms of "Physical culture and sport" course in terms of two forms of education realization: full-time education and distance learning.
In order to achieve the set aim the authors created the questionnaire for students, directed toward the problems study, which students face during distance learning realization in "Physical culture and sport" discipline.
115 students from different faculties of Moscow Municipal Pedagogical University (MMPU)
took part in the questionnaire survey (age range: 1822 years-old, the 2nd-3rd courses).
The research showed that 82 students (71,3%) faced several problems. The most popular problems became everyday and housing problems (lack of place and other people, who live together)-48 people (41,7%). Technical problems (no Internet connection, no computer, poor internet connection) mentioned 11 people (9,6%). Other problems can be classified as personal ones (disorganization, lack of time for educational activity, poor health state and etc.) - 18 people (15,7 %), 38 people (33%) mentioned no problems with the transfer to distance learning.
In the questionnaire students were offered two forms of teaching distant course PC&S: group and individual. Group form of teaching meant video conference, where the teacher, in accordance with the schedule, organized on-line practical lesson (using Microsoft Teams). This form of course realization chose 11% of respondents. 83% of respondents chose individual form of teaching. It wasn't connected with any schedule, didn't force to fulfill the complex of physical exercises, made by the teacher, with the necessity to send video once a week to educational platform of a higher educational establishment. 6% of students wanted to organize lessons in a theoretical form (lectures, tests, seminars, presentations and etc.). 4% of students belonged to a special medical group or had the permission not to attend practical physical culture lessons.
One of the objectives of PC&S discipline is the necessity to form motivation-axiological attitude of a bachelor to physical activity, the need for regular physical health-improving lessons, physical self-improvement formation. It directly depends on emotional component [4, 10,11,12,13,14].
Psycho-emotional state of students is an important motivational direction and a regulating power of a person's behavior [3, 8, 9]. In this connection the next stage of the research was connected with comparison of two forms of PC&S discipline teaching: full-time education (before the pandemic, connected with COVID-19) and distant form (during the pandemic).
MATERIALS AND METHODS
55 students (36 girls and 19 boys) of the 2nd and the 3rd courses of different profiles at MMPU took part in the experiment. They chose yoga as the elective PC&S discipline. Before the pandemic all students attended practical lessons in a gym personally once a week according to the schedule.
During the distant learning these students continued practical yoga course fulfillment. They independently fulfilled exercises at home using video to each part of the training, recorded by a teacher and placed on the platform of a higher educational establishment, once a week in convenient for them time regimen. The technology and structure of independent lessons was similar to real lessons and corresponded with generally adopted principles of physical education and included the following:
1) preparatory part: articular gymnastics, respiratory exercises;
Table - Mean subjective values of students' psycho-emotional state in terms of full-time education and distance learning in yoga course in terms of "Physical culture and sport" discipline
2) main part: static asanas from different initial positions, dynamic complexes of asanas (vinyas) and the complexes of generally strengthening exercises;
3) final part: asanas for relaxation, different respiratory techniques Pranayams, adapted for students [11,12,13,14].
RESULTS AND DISCUSSION
Intramural and distant lessons were estimated by a subjective self-evaluation of psycho-emotional state before the lessons and after them according to three indices: health state, activity, mood (HAM) during 2 months.
Mean values of emotional state among students in terms of full-time education and distance learning in yoga course in terms of PC&S elective discipline are presented in the table.
Emotional state indices /(points) Group N = 55 P
Full-time education (before the pandemic of covid-19) " Distance learning (during the pandemic of covid-19)
X + n X + n
Health state Before lessons 4,83 + 0,69 4,96 + 0,64 >0,05
After lessons 6,90 + 0,29 5,80 + 0,38 <0,05
ncrease 2,07 ~ 0,84
Activity before 5,0 + 0,23 5,2 + 0,19 >0,05
After 4,2 + 0,32 4,7 + 0;26 <0,05
Decrease ' 0,8 " 0,5
Mood Before 4,9+0,48 5,1+0,46 >0,05
After 6,8+0,31 5,6+0,57 <0,05
Increase 1,9 0,5
The presented results show that the average subjective self-evaluation in the indices is the following: "health state" after the lessons increased in terms of full-time education - 6,90 ± 0,29 points, in terms of distance learning - 5,80 ± 0,38 points. The difference of increase in health state was 1,23 points in comparison with online lessons.
"Activity" state showed that in both variants of lessons motor activity decreases, but during fulltime education the decrease according to mean values is 0,8 points, in terms of distance learning-0,5 points. It can be explained by the fact that motor density of lessons in terms of full-time education is higher, than in terms of distance learning.
"Mood" index increased in both cases, but the increase in terms of full-time education
was 1,9 points and was considerably higher than distance learning index. It increased for 0.5 points. This difference can be explained by the fact that this index is connected with communicative function of physical culture at a higher educational establishment. It reflects the process of culture based behavior, communication, interaction between the participants of physical culture and sports activity; by lessons organization. It influences collective mood, social-esthetic needs satisfaction, psychic balance preservation and renewal; and by material; conditions of lessons and the quality of sports base in terms of full-time education.
However, it should be noted that the general increase in HAM indices was after the lessons in terms of both full-time education and distance
learning in yoga course of PC&S elective discipline.
The significance level P <0,05 proves that it can be the mistake in 5% of cases, it means no more than 5 times among 100 observations.
CONCLUSION
Psycho-emotional state study in terms of yoga lessons (full-time education) had higher indices increase of the average self-evaluations in comparison with the period of distance learning. Taking into consideration the fact that the emotional part is the most important factor. It influences the process of education and information perception and the desire of students to take part in educational process, attend the discipline, satisfy the needs for movement and social communications. We come to the conclusion that intramural yoga lessons in terms of Physical culture and sport discipline at higher educational establishment are more favorable for
psychic health of students.
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Submitted: 20.05.2021 Author's information:
Yuliya A. Postolnik - Candidate of Pedagogics, Associate Professor, Natural Science and Sports Technologies Institute, 129226, Russia, Moscow, the 2nd Selskokhozyaistvennyi proezd, House 4, e-mail:[email protected]
Yuliya A. Bubentsova - Post-graduate, Natural Science and Sports Technologies Institute, Moscow Municipal Pedagogical University,129226, Russia, Moscow, Moscow, the 2nd Selskokhozyaistvennyi proezd, House 4, e-mail: [email protected]
Nataliya A. Belonozhkina - Senior Lecturer, Natural Science and Sports Technologies Institute; Moscow Municipal Pedagogical University, 129226, Russia, Moscow, the 2nd Selskokhozyaistvennyi proezd, House 4, e-mail: natali [email protected]
Tatyana S. Korzhenevskaya - Assistant, Natural Science and Sports Technologies Institute, Moscow Municipal Pedagogical University, 129226, Russia, Moscow, the 2nd Selskokhozyaistvennyi proezd, House 4. e-mail: [email protected]
