CC BY
21
20 A, Taticheva str., Astrahan, 414056, Russia
Nataliy V. Yermolina - candidate of pedagogical sciences, associate professor Astrakhan State University, 20 A, Taticheva str., Astrakhan, 414056, Russia
Alexsandr V. Dorontsev - candidate of pedagogical, associate professor Astrakhan State Medical University, 121, Bakinskaya St., Astrakhan, 414000, Russia, E-mail: aleksandr.doroncev@rambler.ru
For citations: Zinchuk N.A., Yermolina N.V., Doroncev A.V. The organization of schoolchildren physical training in special medical groups, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.2, pp. 74-78.
DOI 10.14526/01_2017_210
THE LEVEL OF MOTIVATION FOR PHYSICAL CULTURE LESSONS AMONG STUDENTS OF HIGHER EDUCATIONAL ESTABLISHMENTS
Yliya A. Pushkarskaya - teacher of physical upbringing and health department Pyatigorsk Medical- Pharmaceutical Institute- the branch of the Federal State Budgetary Educational Establishment of Higher Education "Volgograd State Medical University", 11, pr. Kalinina, Pyatigorsk, 357532, Russia Gaik D. Aleksanyants - doctor of medicine, professor, vice-rector on scientific work Kuban State University of Physical Culture, Sport and Tourism, 161, Bydennogo str., Krasnodar, 350015, Russia Shamil A. Imnaev - candidate of pedagogics, associate professor, the head of physical culture and
sport department, Pyatigorsk State University, 9, pr. Kalinina, Pyatigorsk, 357532, Russia
E-mail: pushkarskaya 85@mail.ru
Annotation: The urgency of the research is conditioned by the fact, that modern requirements for the process of physical upbringing among students predetermine the necessity to create and use new technologies of teaching, new principles of educational process organization and new forms of physical readiness and functional state control and estimation. In this context, during physical upbringing technologies creation, which should provide and increase the level of motivation, it is necessary to understand clearly what kind of demands and needs stimulate realized going in for physical culture and sport among students and what main trends form motivation for these lessons. It is also important to know how changes the structure of motivation during the whole period of education at a higher educational establishment. These details shouldform the base of all components of physical upbringing process among students. Material. The main demands, needs, "expectations", motivational stimuli and their level revelation among students of humanitarian higher educational establishments. Research methods: scientific literature analysis and summarizing, questionnaire survey, methods of mathematical statistics. Results. In order to solve the set problem questionnaires for students were created and interviewing in two higher educational establishments of Pyatigorsk -Pyatigorsk Medical- Pharmaceutical Institute- the branch of the Federal State Budgetary Educational Establishment of Higher Education "Volgograd State Medical University" and Pyatigorsk State University was held. The results of interviewing showed, that most students wanted
to increase the level of their physical readiness. Most students go in for physical exercises in order to improve health and appearance and most of them like physical culture, after lessons they feel good. Most respondents would like to get regular information about the level of own physical readiness and functional state, predominantly about weight and height, endurance and physical working capacity, and it mainly corresponds with the desires of teachers. It should be noted that there was a high percentage of "indifferent" to physical exercises students, whose state after the lessons was not quite satisfactory. Conclusion. It should be noted that the lowest level of interest in physical culture, some kind of indifference to systematic monitoring of own state and even health was among students of the 2nd course. These facts prove a low level of motivation for physical exercises. It can be connected with the fact that at the 2nd course the greatest volume of educational material is mastered and the load is maximal. This circumstance determines the definite "problem" category of students and predetermines special attention to it in all aspects of physical upbringing process at a higher educational establishment.
Keywords: students, physical upbringing, physical readiness, functional state.
Urgency. Nowadays the required course of physical culture at higher educational establishments helps to solve the problem of the main physical qualities (endurance, quickness, flexibility, power, dexterity and a person's physical culture formation) complex development. At the same time, a very important aim of physical upbringing at a higher educational establishment is students' requiremental- motivational sphere formation in physical activity [ 1, 2, 10, 12 ].
The effectiveness increase of physical training process among students of higher educational establishments, which becomes more and more urgent, is impossible without taking into account individual characteristics, needs and motivation of students [ 4, 6, 7 ].
It is mentioned in the literature, that in order to activate students' physical activity and form the main components of motivational sphere, physical upbringing course should be based on personality-oriented pedagogical technologies, which should provide taking into consideration physical-sports interests and needs of students, characteristics of gender, health state, the level of physical readiness [ 3, 8, 11 ].
Only if the interests of the individual are satisfied, it is possible to provide realized motivation formation for physical culture, which will be the base for considerable improvement of students' physical readiness and their health state improvement [ 5, 9, 10, 13 ]. That is why it is necessary to create and scientifically substantiate pedagogical
technologies of differentiated physical training among students of higher educational establishments.
Considering these objectives, it is necessary to say that motivation increase for physical culture and sport can be realized only on the basis of these lessons importance realization by students and the possibility to satisfy the definite individual needs through them.
In this context, during physical upbringing technologies creation, which should provide and increase the level of motivation, it is necessary to understand, what needs and demands are the driving force, stimuli for realized going in for physical culture and sport among students and what main trends form motivation for these lessons. It is also important to know how changes the structure of motivation during the whole period of education at a higher educational establishment.
These details should form the base of all components of physical upbringing process among students. It concerns theoretical part of "Physical culture" educational program, where the necessity and importance of physical culture lessons and sport is substantiated and also practical part in choosing means (physical exercises), methods and forms of lessons and in the volume of the load determination and in parameters for control and monitoring determination.
The effectiveness of physical upbringing process in general will depend on
taking into consideration the most important components of motivational sphere.
Taking into account all mentioned above, we can say that the main objective of this research is the main demands, needs, "expectations", motivational stimuli and their level revelation among students of humanitarian higher educational
establishments.
Methodology. In order to solve the set problem questionnaires for students were created and interviewing in two higher educational establishments of Pyatigorsk -Pyatigorsk Medical- Pharmaceutical Institute-the branch of the Federal State Budgetary Educational Establishment of Higher Education "Volgograd State Medical University" and Pyatigorsk State University was held.
263 students took part in the questionnaire survey (4 courses of Pyatigorsk Medical- Pharmaceutical Institute- the branch of the Federal State Budgetary Educational Establishment of Higher Education "Volgograd State Medical University" and Pyatigorsk State University)
The number of the respondents according to courses was the following: the 1st course- 48 students, the 2nd course - 72 students, the 3rd course- 98 students and the 4th course-45 students.
All students were offered to choose one or several answers to 6 questions of the questionnaire:
1. Would you like to improve your physical readiness?
2. Do you willingly go in for physical exercises and what is the degree of your willingness?
3. What is the aim of your going in for physical exercises?
4. Would you like to get regular information about your physical readiness and functional state?
5. What are the parameters of your physical readiness and functional state that you want to get regular information about?
6. How do you feel after the lessons?
The results of the questionnaire were
handled and systematized.
Research results. Answering the question about the desire to increase the level of own physical readiness, most students of all courses answered in the affirmative (affirmative answers were within the range of 54.2 to 87.7% of the respondents (picture 1)).
At the same time, there is a considerable decrease of motivation and desire to increase the level of own physical readiness among students of the 2nd course -to 54.2% with 75,0% at the 1st course, among the 3rd and the 4th course students this desire again increases considerably - till 85,7 and 84,4%.
90,0 -, 80,0 70,0 60,0 50,0 40,0 30,0 20,0 10,0 0,0
□ I курс
□ II курс
□ III курс
□ IV курс
Да
HeT
Всё равно
Picture 1 - Desire of students to increase own physical readiness
1 Kypc-the 1st course
2 Kypc-the 2nd course
3 курс-the 3rd course
4 курс-the 4th course
Да-yes; нет- no; всё равно- don't care
At the 2nd course many students mentioned, that they don't want to improve the level of their physical conditions (23,6%) or indifferent to it (22,2%).
Answers to the question about the desire to go in for physical exercises and the degree of this desire also differed among students, depending on the course of study. At the 1st course 56,3% of the respondents had the desire to go in for physical culture. However, there were a lot of respondents, who were indifferent to physical culture (39,6%) with insignificant number of students, who didn't want to pay any attention to physical exercises-4,2% (picture 2).
At the 2nd course the desire to go in for physical culture considerably decreases
(29,2% from the number of the respondents), most students become indifferent to physical exercises (59,7%) and slightly increases the number of students, who go in for physical culture without any desire (6,9%).
At the 3rd course situation changes greatly. The number of students, who go in for physical culture without any desire still slightly increases (till 12,2%), but the number of students, who are indifferent to physical culture decreases twice in comparison with the 2nd course (23,5%). Owing to such kind of "reorientation" of students, who are indifferent to physical exercises, increases the number of students, who like physical culture lessons (65,3%).
□ I курс
□ II курс
□ III курс
□ IV курс
Без желания
Очень нравится
Всё равно
Picture 2 - The degree of desire to go in for physical exercises
1 курс-the 1st course
2 курс-the 2nd course
3 курс-the 3rd course
4 курс-the 4th course
Без желания-without any desire Очень нравится-like very much Все равно-don't care At the 4th course the situation is almost the same. 8,9% of students go in for physical culture without any desire, 62,2% of the respondents go in for physical culture with great desire. Still great is the part of students, who are indifferent to physical culture lessons (31,1%).
Interesting are the answers of students concerning the aim of their going in for physical exercises. Most students, going in for physical culture, want to improve their health (picture 3). At the same time, this motivation is strengthened from course to course: at the 1st course this aim have 50,0% of the respondents,
at the 2nd course- 54,2%, at the 3rd course and
rd
the 4th course-77,6 respondents.
and 68,9% of the
90,0 и 80,0 70,0 60,0 50,0 40,0 30,0 20,0 10,0 0,0
□ I курс
□ 11 курс
□ III курс
□ IV курс
Улучшение внешнего вида (красивое тело)
Укрепление здоровья
Повышение уровня
физической подготовленности
Выработка оптимизма и бодрости как преобладающего настроения
Picture 3 - Priority aims of students while going in for physical exercises
1 курс-the 1st course
2 курс-the 2nd course
3 курс-the 3rd course
4 курс-the 4th course
Улучшение внешнего вида (красивое тело)-Appearance improvement (nice body) Укрепление здоровья-Health improvement
Повышение уровня физической подготовленности-The level of physical readiness increase
Выработка оптимизма и бодрости как преобладающего настроения-Optimism and cheerfulness accumulation as the predominant mood
The survey showed that appearance improvement is also very important for students. 41,7% of the 1st year students, 37,5% of the 2nd year students, 52,0% of the 3rd year students and 66,7% of the 4th year students try to improve their appearance.
The aim of own physical readiness improvement and optimism and cheerfulness
accumulation as the predominant mood was not very popular among students, within the range of 14,3 - 28,6%.
Most students answered that they would like to get regular information about own physical readiness and functional state (picture 4)
70,0 60,0 50,0 40,0 30,0 20,0 10,0 0,0
О I курс О 11 курс О III курс □ IV курс
Да
Всё равно
80,0 -
Picture 4 - The desire of students to get regular information about physical readiness and functional
state
1 Kypc-the 1st course
2 Kypc-the 2nd course
3 Kypc-the 3rd course
4 курс-the 4th course Да-yes; нет- no; всё равно- don't care
This desire to get information increases among students from junior to senior courses (from 56,3 and 48,6% at the 1st and the 2nd courses till 73,5 and 68,9% at the 3rd and the 4th courses) and unwillingness to get the information decreases (from 22,9% at the 1st course till 2,2% at the 4th course). At the same time, the part of indifferent people to the information about own physical conditions among students of different courses was
approximately constant, within the range 18,4 till 29,2% and wasn't increasing or decreasing.
The answers to the question about the parameters of physical readiness and functional state, about which students would like to get information, were the following (picture 5). Most students want to get regular information about own weight and height (39,6 - 72,2%), endurance (26,4 - 57,8%) and
physical working capacity (30,6 - 46,7%) and it corresponds with the desires of the teachers.
Picture 5 -Students' preferences in getting information about the parameters of own physical
readiness and functional state
1 курс-the 1st course
2 курс-the 2nd course
3 курс-the 3rd course
4 курс-the 4th course Рост и вес-weight and height Сила-power
Выносливость-endurance Быстрота-quickness
Параметры кровообращения- parameters of blood circulation Параметры дыхания- parameters of breathing Физическая работоспособность-physical working capacity
Picture 6 presents the answers after the lessons (50,0 - 64,3%), less students
concerning general state after physical culture feel satisfied after physical exercises (30,6 -
lessons. Most respondents have good state 41,7%). Just some part of students mentioned
that after physical culture lessons they feel bad (2,2 - 5,1% of the respondents).
□ I курс
□ II курс
□ III курс
■ IV курс
Хорошее
Удовл етворительное
Плохое
Picture 6 — Degree of students'
1 Kypc-the 1st course
2 Kypc-the 2nd course
3 Kypc-the 3rd course
4 Kypc-the 4th course Xopomee-Good
YgoB^eTBopHTe^bHoe-Sati sfying Hnoxoe-bad
Conclusion. Thus, the results of interviewing showed, that most students wanted to increase the level of their physical readiness. Most students go in for physical exercises in order to improve health and appearance and most of them like physical culture, after lessons they feel good.
Most respondents would like to get regular information about the level of own physical readiness and functional state, predominantly about weight and height, endurance and physical working capacity, and it mainly corresponds with the desires of teachers.
It should be noted that there was a high percentage of "indifferent" to physical exercises students, whose state after the lessons was not quite satisfactory.
It should be noted that the lowest level of interest in physical culture, some kind of indifference to systematic monitoring of own state and even health was among students of the 2nd course. These facts prove a low level of motivation for physical exercises. It can be connected with the fact that at the 2nd course
general state after physical exercises
the greatest volume of educational material is mastered and the load is maximal. This circumstance determines the definite "problem" category of students and predetermines special attention to it in all aspects of physical upbringing process at a higher educational establishment.
References
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Submitted: 25.05.2017 Received: 28.05.2017
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Yliya A. Pushkarskaya - teacher of physical upbringing and health department Pyatigorsk Medical-Pharmaceutical Institute- the branch of the Federal State Budgetary Educational Establishment of
Higher Education "Volgograd State Medical University", 11, pr. Kalinina, Pyatigorsk, 357532, Russia, E-mail: pushkarskaya 85@mail.ru
Gaik D. Aleksanyants - doctor of medicine, professor, vice-rector on scientific work Kuban State University of Physical Culture, Sport and Tourism, 161, Bydennogo str., Krasnodar, 350015, Russia Shamil A. Imnaev - candidate of pedagogics, , associate professor, the head of physical culture and sport department, Pyatigorsk State University, 9, pr. Kalinina, Pyatigorsk, 357532, Russia
For citations: Pushkarskaya Y.A., Aleksanyants G.D., Imnaev S.A. The level of motivation for physical culture lessons among students of higher educational establishment, The Russian journal of physical education and sport (pedagogico-psychological and medico-biological problems of physical culture and sports), 2017, Vol. 12, No.2, pp. 78-86.
DOI 10.14526/01_2017_211
EFFECTIVENESS ESTIMATION OF SCHOOLCHILDREN TRAINING METHODOLOGY FOR THE NORMS OF THE IV STAGE OF THE RLD COMPLEX
FULFILLMENT
Marsel I. Khamitov - postgraduate Naberezhnye Chelny State Pedagogical University 9A, per. Geleznodorognikov, Naberezhnye Chelny, Republic of Tatarstan, 423806, Russia
E-mail: mir vip 92@mail.ru
Annotation. New RLD (ready for labor and defense) complex introduction is the stimulus for better understanding of the necessity to improve state system of physical upbringing at educational establishments. Nowadays schoolchildren have the following problems: weak motivation and interest in lessons, a low level ofphysical readiness and as a result, the number of children, who can't fulfill RLD complex normatives increases. However, as the research works show, most modern schoolchildren don't get any physical activity, apart from physical culture lessons. In order to solve these problems it is necessary to introduce author's innovative projects into the practice of physical upbringing, which help to increase the effectiveness of physical development among oncoming generation together with RLD complex. Materials. The aim of RLD complex introduction will be achieved in case of students' readiness provision to use regularly available methods, preparing exercises and modern technologies in trainingfor RLD complex normatives fulfillment. This research considers innovative directions of physical qualities development among boys-students by means of special site of training for the normatives of a new RLD complex, the results of their fulfillment are presented during the pedagogical experiment. Research methods: scientific-methodical literature analysis and summarizing, pedagogical experiment, methodology, testing, questionnaire survey, statistics analysis and handling. Results. The use of created by us methodology of motional qualities improvement among schoolchildren provides physical readiness indices increase. In our opinion, one of the important conditions for physical culture lessons effectiveness increase is modern technologies use on the basis of rationally selected method and preparing exercises, which are the most available for schoolchildren with a low level ofphysical readiness. Conclusion. The results of this experiment showed, that the use of created by the author methodology during the lessons provides physical readiness increase among boys-schoolchildren; the skills development of systematic independent physical exercises fulfillment as extracurricular activity; the volume of motional activity increase as an important condition for RLD complex normatives fulfillment.
