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confirmed the effectiveness of pedagogical educational systems of children's health monitoring use in order to form adaptive camps.
Figure 1. Dynamics of physical well-being indicators
References
1. Kisilev N.N., Kisileva E.V. Examination of health camps pedagogical activity. Narodnoe obrazovanie. 2014; 2: 77-81 [In Russ.].
2. Selivanova N.L., Stepanov P.V., Shakurova M.V. Scientific school of L. I. Novikova: main ideas and development prospects. Otechestvennaya I zarubezhnaya literatura. 2014; 1(16): 37-45 [In Russ.].
3. Papusha E.N. Organization and maintenance of country camps pedagogical monitoring. Prakticheskaya pedagogika I psihologiya: metody I tehnologii: sbornik statej Mezhdunarodnoj nauchno-prakticheskoj konferencii. V 2chastyah. Chast' 2 [Practical pedagogy and psychology: methods and technologies: collection of articles of the International scientific-practical conference. At 2 h. H. 2]. Kazan: AERNA. 2016: 41-44.
4. Belonogova L.N., Shubovich M.M., Eremina L.I., Belukhina N.N. The Process Modeling of Physical Culture and Sport Faculty Students Readiness Formation to Fulfill Patriotic Upbringing of Oncoming
Generation. Pedagogiko-psohologicheskie I mediko-biologicheskie problemy fizicheskoj kul 'tury I sporta = Pedagogico-psychological and medico-biological problems of physical culture and sport. 2016; 11(3): 60-68. URL: http://www.journal-
science.org/ru/article/617.html. DOI
10.14526/01_1111_125
5. Kuznetsova Z., Kuznetsov A., Mutaeva I., Khalikov G., Zakharova A., 2015. Athletes training based on a complex assessment of functional state. In Proceedings of the 3rd International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 156-160 (Scopus).
6. Kuznetsov A., Mutaeva I., Kuznetsova Z., 2017. Diagnostics of Functional State and Reserve Capacity of young Athletes' Organism. In Proceedings of the 5th International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 111-115 (Scopus).
Submitted: 13.08.2018
Author's information:
Papusha E.N. - Post-graduate, Ulyanovsk State Pedagogical University Named After I. N. Ulyanov, 432700, Russia, Ulyanovsk, the 100 Anniversary of V.I. Lenin's Birth Square, House 4, e— mail: elenka643@yandex.ru
DOI 10.14526/2070-4798-2018-13-3-133-143
THE MODEL OF STUDENTS' PHYSICAL QUALITIES DIFFERENCIATED DEVELOPMENT EFFECTIVENESS AT HIGHER EDUCATIONAL ESTABLISHMENTS
Pushkarskaya Y.A.1, Aleksanyants G.D.2, Medvedeva O.A.2, Loginov V.V.3
1Pyatigorsk Medical-Pharmaceutical Institute - the branch of the Federal State Budgetary Educational Establishment of Higher Education "Volgograd State Medical University" Ministry of Health of the Russian Federation Russia, Stavropol region, Pyatigorsk, Pushkarskaya_85@mail.ru 2Federal State Budgetary Educational Establishment of Higher Education "Kuban State University of Physical Culture, Sport and Tourism" Russia, Krasnodar region, Krasnodar, Alexanyans@mail.ru, Medvedeva-ol.an@mail.ru 3 "Ural State University of Physical Culture " Russia, Chelyabinsk, nata91-2012@mail.ru
Annotation. One of the ways of students' physical training individualization and differentiation problem solution in accordance with the level of physical readiness and current functional state is individually oriented system of current physical and functional state monitoring introduction into the process of physical upbringing. Materials. In order to reveal the effectiveness of created by us innovative model of students' physical qualities differentiated development at higher educational establishments, we defined physical development (body length, weight, Quetelet index); physical readiness testing was fulfilled (100 meters running, 2000 meters running; long-jump); body lifting form dorsal position; shuttle running 3x10 m, flexibility in bending forward test; general physical working capacity in PWCno test; functional state (vital capacity; respiratory excursion, heart rate, blood pressure). Two groups took part in the experiment: control group (24 girls) and experimental group (25 girls). In the control group readiness estimation was held according to the traditional scheme in terms of test results comparison with the normatives. In the experimental group control over students' readiness was realized differentially in accordance with created methodology of module-rating monitoring. Research methods: scientific-methodical literature analysis, pedagogical observation, testing, physical working capacity determination in PWCno test, functional state determination, methods of mathematical statistics. Results. A questionnaire survey among the students of the experimental group helped to state that innovative system of monitoring use in the experimental group provided considerable increase of physical conditions, functional readiness, motivation to lessons increase, higher level of students' self-determination and self-orientation in the sphere of physical education and sport. A questionnaire survey among teachers showed that the approved system of monitoring helped them to realize differentiated approach to students, realize more specific individualization of motor tasks at physical upbringing lessons, which as a result provided students' physical upbringing educational process effectiveness increase. Conclusion. The use of created by us technology of differentiated physical training in educational process of humanitarian higher educational establishment students, on the basis of physical readiness and functional state monitoring and differentiation, provides more considerable physical conditions increase. As a result it provides physical upbringing process effectiveness improvement.
Keywords: model of physical qualities, differentiated development, physical development, physical readiness and functional state monitoring.
For quotation: Pushkarskaya Y.A., Aleksanyants G.D., Medvedeva O.A., Loginov V.V. The model of students' differentiated physical qualities development effectiveness at higher educational establishment. The Russian Journal of Physical Education and Sport (Pedagogico-Psychological and Medico-Biological Problems of Physical Culture and Sport). 2018; 13(3): 100-107. DOI 10.14526/2070-4798-2018-13-3-133-143.
Innovative model of students' differentiated physical qualities development, based on stage-by-stage gradual increase of functional features and results of physical
readiness and functional state monitoring, was tested in the educational process at physical upbringing and health department of Pyatigorsk Medical- Pharmaceutical Institute
-the branch of the Federal State Budgetary Educational Establishment of Higher Education "Volgograd State Medical University" of the Russian Federation Ministry of health in 2015-2016 academic year.
The main aim of the pedagogical experiment was the effectiveness of created innovative model revelation.
Two groups took part in the experiment - control group (24 girls) and experimental group (25 girls).
In the control group readiness estimation was held according to the traditional scheme in terms of test results comparison with the normatives. In the experimental group control over students' readiness was realized differentially in accordance with created methodology of module-rating monitoring.
At the beginning and at the end of the pedagogical experiment the indices, which reflect physical development, physical
readiness and functional state, were revealed among students in both groups.
In order to achieve the set aim the following methods were used: physical development determination (body length, weight, Quetelet index); physical readiness testing (100 meters running, 2000 meters running; long-jump); body lifting was registered from dorsal position; the result of shuttle running 3x10 m was registered, flexibility in bending forward test was revealed; general physical working capacity was registered in PWC170 test; functional state was revealed (vital capacity; respiratory excursion, heart rate at rest and arterial pressure - BP max and BP min.) [4,5].
Students' physical development indices comparison showed that during the pedagogical experiment their changes were minimal and statistically not valid in both groups and were within the following range: ±0,1-0,6% (p>0,05) (table 1).
Table 1
Physical development indices (morphological status) among students from the control group
and experimental group, registered before and after the pedagogical experiment ( M±m)
Indices Control group (n=24) Pi Experimental group (n=25) P2
Before the pedagogical experiment After the pedagogical experiment Before the pedagogical experiment After the pedagogical experiment
Height (body length), cm 167,4±1,6 167,5±1,4 p> 0,05 168,0±1,7 168,7±2,1 p>0,05
Weight(b ody mass), kg 56,3±1,7 56,1±1,6 p> 0,05 57,0±1,8 56,9±1,9 p>0,05
VIK, c.u. 335,9±8,3 334,4±9,0 p> 0,05 339,1±10,5 336,9±12,5 p>0,05
Note: p1 - differences in the control group before and after the pedagogical experiment, p2 - differences in the experimental group before and after the pedagogical experiment.
Comparative analysis of control normatives fulfillment by students of the experimental and control groups at the beginning and at the end of the experiment revealed more considerable physical readiness
increase among students, who studied according to created methodology of differentiated physical qualities development (table 2).
group increase of all tested parameters was more considerable.
In the control group considerable changes were only in long-jump indices (p<0,05). All other indices of physical readiness didn't change.
Table 2
Physical readiness indices of students from the control and experimental group, registered _before and after the pedagogical experiment (M±m)__
Control group (n=24) Experimental group (n=25)
Indices Before the pedagogical experiment After the pedagogical experiment Pi Before the pedagogic al experimen t After the pedagogical experiment P2
Results of 100 meters running, sec 17,4±0,3 16,9±0,2 p>0,05 17,5±0,1 16,7±0,1* p<0,05
Results of2000 meters running, min. 12,8±0,3 12,4±0,1 p>0,05 13,2±0,3 12,1±0,2* p<0,05
Longjump, cm 171,8±2,9 179,8±1,7* p<0,05 166,1±2,1 181,2±1,8* p<0,05
Sitting from dorsal position, quantity 49,8±1,6 52,7±1,4 p>0,05 41,8±1,7 46,0±1,9 p>0,05
Shuttle
running, 3 x 10 m, sec. 9,1± 0 , 3 8,9±0,2 p>0,05 9,0±0,1 8,6±0,1* p<0,05
Lean forward, cm 4,2±0,2 4,4±0,3 p>0,05 4,3±0,1 5,2±0,2* p<0,05
PWC170, kgm/min 866,3±37,2 899,1±42,4 p>0,05 841,1 ±22,3 915,9 ±15,0* p<0,05
First of all, the results of physical readiness control test and functional state indices estimation showed that during the experiment there were some changes in both groups. At the same time, in the experimental
Notes: pi - validity of differences in the control validity of differences in the experimental group before and
At the same time, the increase of almost all indices in the experimental group turns out to be statistically valid. The results of 100 meters running changed greatly (by 5,0 %, p<0,05), long-jump indices (by 9,0 %,
group before and after the pedagogical experiment, p2 -after the pedagogical experiment.
p<0,05), 2000 meters running (by 8,4 %, p<0,05), shuttle running 3 x 10 m by 5,5% (p<0,05), the results in lean forward test by 20,9% (p<0,05) and general physical working capacity (by 8,8%, p<0,05).
Only sitting from dorsal position test, The dynamics of functional state
legs fixed, hands behind the head, showed the indices of students from the control and tendency to increase (p>0,05). experimental groups during the experiment is
presented in table 3.
Table 3
Functional state indices among students from the control and experimental group, registered
before and after the pedagogical experiment (M±m)
Indices Control group (n=24) P1 Experimental group (n=25) P2
Before the pedagogical experiment After the pedagogical experiment Before the pedagogical experiment After the pedagogical experiment
Vital capacity, ml 2982,1±124,9 3142,9±152,6 p>0,05 3026,7±138, 8 3506,7±94, 3* p<0,05
Respiratory excursion, cm 9,8±0,3 10,1±0,4 p>0,05 9,4±0,5 9,9±0,2 p>0,05
HR at rest, beats/min 68,7±1,8 68,4±1,6 p>0,05 68,6±1,2 64,0±0,8* p<0,05
AP max., mm Hg 113,2±3,5 114,4±2,9 p>0,05 114,7±2,7 115,1±2,2 p>0,05
AP min., Mm Hg 68,9±2,1 69,6±1,7 p>0,05 71,7±2,3 70,3±1,9 p>0,05
Notes: p1 - validity of differences in the control group before and after the pedagogical experiment, p2 -validity of differences in the experimental group before and after the pedagogical experiment.
Comparison of functional state indices, registered at the beginning and at the end of the pedagogical experiment, in the control group showed the absence of their change.
Arterial pressure AP max. and AP min., showed stability of indices. Heart rate at rest, the volume of which is considered as the criterion of cardiovascular system efficiency, also didn't changed.
At the same time, in the experimental group, during the pedagogical experiment there were vivid changes of organism functional state according to several indices.
Vital capacity increased by 15,9% (p<0,05).
Considerable heart rate at rest decrease is also seen (in the average by 6,7%, p<0,05). At the same time, arterial pressure indices stayed almost unchanged, in terms of some tendency of its values decrease (the average value of systolic arterial pressure decreased
by 0,2%, and diastolic arterial pressure by 3,3%, p>0,05).
Respiratory excursion indices also didn't change. It should be noted that positive effects of differentiated physical training use in educational process on the basis of physical and functional state monitoring were not only in physical conditions level increase.
A questionnaire survey held among the students from the experimental group at the beginning and at the end of the pedagogical experiment showed, that systematic physical and functional state indices determination, estimation and systematic informing about their results, had a positive influence on motivation increase and interest improvement in physical exercises. This interest provided higher level of students' self-determination and self-orientation in the sphere of physical culture.
It was seen in the answers. After the pedagogical experiment answering the question about the desire to increase own
physical readiness affirmative answer was among 86,7% of respondents. At the beginning of the experiment such kind of
desire was among 53,3 % of students (picture 1).
Желание студентов экспериментальной группы выразивших стремление повышать уровень собственной физической подготовленности
До
53,3
86,7
10
20
ВО
40
50
60
70
80
90
100
Picture 1. The desire of experimental group students to increase the level of own physical readiness
До-before После- after
Answering the question about the degree of desire to go in for physical exercises students showed the following results: at the beginning of the experiment 46,7% of the respondents went in for physical exercises without any desire, at the end of the experiment there were no students, who had no desire to go in for physical exercises (picture 2).
Also the number of students, who were indifferent to these lessons, decreased from 20,0% till 13,3%. As a result, the number of students, who like physical exercises and fulfill them with great desire increased more than twice (from33,3% till 86,
Picture 2. The degree of experimental group students' desire to go in for physical exercises before
and after the pedagogical experiment Bee paBHO-don't care
Очень нравится-like very much Без желания- without any desire До-before После- after
The number of students, who want to get operative information about the level of own physical readiness and functional state, also increased from 53,3% till 93,3% (picture 3).
All students from the experimental group gained a steady desire to go in for physical exercises, get information about the preferred parameters of own physical conditions and functional state.
It should be noted that students had considerable health state improvement after physical exercises. Most students at the end of the pedagogical experiment after physical exercises felt better (86,7%), in comparison with the beginning of the experiment, when the result was only 60,0% of students (picture 4).
Всё равно
Нет
Да
■ ПОСЛЕ
до
-
0,0
20,0
40,0
60,0
80,0
100,0
Picture 3. The desire of experimental group students get regular information about physical readiness and functional state before and after the pedagogical experiment
Все равно-don't care Нет-No, Да- Yes, До-before, После- after
Плохое
Удовлет-ворительное
Хорошее
- ПОСЛЕ до
-
0,0
20,0
40,0
60,0
80,0
100,0
Picture 4. The degree of health state among students of the experimental group after physical
exercises плохое-bad удовлетворительное-satisfactory хорошее- good До-before После- after
At the same time, the number of students, who had satisfactory health state after physical exercises considerably decreased (from 26,7% till 13,3%).
At the beginning of the experiment 13,3% of students mentioned their bad health state after physical exercises, at the end of the experiment no students had bad health state after physical exercises.
Innovative technology of
differentiated physical training realization among students of higher educational establishments had a positive influence on the opinions of teachers.
A questionnaire survey among teachers showed that at the end of the pedagogical experiment 100 % of teachers were sure in necessity to use a differentiated approach to physical upbringing of students. At the beginning of the experiment only 90,0% of teachers considered it necessary.
According to other questions of the questionnaire all teachers underlined increased opportunities for more directed physical upbringing process individualization, as a result of motor tasks systematic correction, differentiated selection of exercises in accordance with the results of current students' physical and functional state monitoring.
Thus, the results of the held pedagogical experiment show that the created technology of differentiated physical training use in educational process of humanitarian Institute students, on the basis of physical readiness and functional state monitoring and diagnostics, provides considerable physical conditions increase. As a result, it provides physical upbringing effectiveness increase in general.
A questionnaire survey held among students of the experimental group helped to state that innovative system of monitoring use in the experimental group provided considerable increase of physical conditions, functional readiness, motivation to lessons increase, higher level of students' self-determination and self-orientation in the sphere of physical education and sport.
A questionnaire survey among teachers showed that the approved system of monitoring helped them to realize differentiated approach to students, realize more specific individualization of motor tasks at physical upbringing lessons, which as a result provided students' physical upbringing educational process effectiveness increase.
References
1. Andryushchenko L.B., Vitko S.Y., Shutova T.N. Physical-health-improving technologies in health state improvement among students and higher educational establishment staff. Sovremennye problem naukiIobrazovaniya. 2016; 5: 261 [In Russ.].
2. Barybina L.N. Algorithm of individualization system in physical upbringing of students. Fizicheskoe vospitanie studentov. 2012; 6: 21-25 [In Russ.].
3. Lebidinskiy, V.Y., Kolokoltsev, M.M., Natalevich, L.F. Physical health monitoring as the factor of pedagogical orientation of students' physical upbringing increase in non-profile higher educational establishments. Teoriya I praktika fizicheskoj kul'tury = Theory and practice of physical culture. 2014; 10: 98-100 [In Russ., In Engl.].
4. Pushkarskaya, Y.A., Aleksanyants, G.D., Imnaev, S.A. The level of motivation among higher educational establishment students to physical culture lessons. Pedagogiko-psihologicheskie I mediko-biologicheskie problemy fizicheskoj kul 'tury I sporta = The Russian Journal of Physical Education and Sport (Pedagogico-Psychological and Medico-Biological Problems of Physical Culture and Sport). 2017; 12(2): 97-107. URL: http://www.journal-science.org/ru/article/791.html. DOI 10.14526/01_2017_210 [In Russ., In Engl.].
5. Pushkarskaya, Y.A., Aleksanyants, G.D., Imnaev, S.A. Technology of differentiated physical training among students of humanitarian higher educational establishment on the basis of physical readiness and functional state monitoring. Fizicheskaya kul'tura, sport - nauka I praktika. 2017; 1(1): 12-17 [In Russ.].
6. Kuznetsov A., Mutaeva I., Kuznetsova Z., 2017. Diagnostics of Functional State and Reserve Capacity of young Athletes' Organism. In Proceedings of the 5th International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 111-115 (Scopus).
7. Kuznetsova Z., Kuznetsov A., Mutaeva I., Khalikov G., Zakharova A., 2015. Athletes training based on a complex assessment of functional state. In Proceedings of the 3rd International Congress on Sport Sciences Research and Technology support. SCITEPRESS. P. 156-160 (Scopus).
Submitted: 22.08.2018
Author's information:
Pushkarskaya Y.A. - Senior Lecturer, Pyatigorsk Medical-Pharmaceutical Institute - the branch of Federal State Budgetary Educational Establishment of Higher Education "Volgograd State Medical University" the Russian Federation Ministry of Health, 357501, Russia, Stavropol region, Pyatigorsk, Kalinina ave., House 11, e-mail: Pushkarskaya 85@mail.ru
Aleksanyants G.D. - Doctor of Medical Sciences, Professor, Federal State Budgetary Educational Establishment of Higher Education "Kuban State University of Physical Culture, Sport and Tourism", 350015, Russia, Krasnodar region, Krasnodar, Budennogo str., House 161, e-mail: Alexanyans@mail.ru
Medvedeva O.A. - Candidate of Biological Sciences, Associate Professor, Federal State Budgetary Educational Establishment of Higher Education "Kuban State University of Physical Culture, Sport and Tourism", 350015, Russia, Krasnodar region, Krasnodar, Budennogo str., House 161, e-mail: Medvedeva-ol.an@,mail. ru
Loginov V.V. - Candidate of Pedagogics, Associate Professor, Ural State University of Physical Culture, 454091, Russia, Chelyabinsk, Ordzhonikidze str., House 1, e-mail: nata91-2012@,mail.ru
DOI 10.14526/2070-4798-2018-13-3-143-149
MODEL OF QUALITY CONTROL OVER TRAINING STUDENTS IN THE SPHERE OF PHYSICAL CULTURE AND SPORT IN TERMS OF TRANSDISCIPLINARY
EDUCATIONAL ENVIRONMENT
Zhabakov V.E.1, Zhabakova T.V.1, Konyakhina G.P.1
1Federal State Budgetary Educational Establishment of Higher Education "South-Ural State Humanitarian-Pedagogical University", Russia, Chelyabinsk, gabakovvu@yandex.ru, zhabakova@inbox.ru,konyahinagp@cspu.ru
Annotation. Social-economic conditions change of training students in the sphere of physical culture and sport in the context of the existing pedagogical paradigms change, conditions changes in educational environment organization. One of the ways of this problem solution is new strategies creation of quality control over training physical culture higher educational establishment students, oriented at transdisciplinary methods and forms of teaching. Materials. We consider motivational-targeting, content-procedural, organizational-methodical, information-analytical, self-actualization components as the components of quality control model over training students in the sphere of physical culture and sport in terms of transdisciplinary educational environment. Multidimensional matrix method helps to combine the components of the model into an integral transdisciplinary environment. The results of the method use can be presented in a form of all chosen variants classification, clusters of information, individual rout of transdisciplinary knowledge mastering. Taking into account the peculiarities of training quality control among students, we defined effectiveness criteria of the model realization: autonomy of educational activity, importance and the level of competences achievement ratio, satisfaction with educational process organization. Research methods: Autonomy of educational activity study was realized with the help of G.S. Prygin questionnaire "Autonomy-dependence study of a personality in educational activity". "The importance of competencies formation" criterion was studied using a modified V.I. Baydenko questionnaire. For satisfaction with educational process study a modified E.A. Lebedeva questionnaire was used. Results. The model introduction of quality control over training students in
