PhD, Associate Professor N.V. Valkina¹
PhD, Associate Professor E.O. Panova^1
1Ulyanovsk State Pedagogical University named after I.N. Ulyanov, Ulyanovsk

Keywords: health aerobics, rhythmic music facilitated training, educational experiment, musical tempo, musical illustration.

Background. Modern athletic aerobics training methods widely use background music to harmonize repeated standard movement sequences by emotional stimulants, clear rhythm and controlled monotony – to keep the trainees’ attention focused on the strength exercises [1, 4]. Musical illustrations need to be well designed and managed in the training process to keep the moves and musical accents well timed and harmonized.

It is believed that the athletics focused trainings are well facilitated by the musical tempo of 90-130 beats/ min since this pace is not too fast and gives time to the trainees to control every move and correct every execution error [3, 5]. The tempo of 130-145 beats/ min is considered most suitable for dance trainings since this tempo is dictated by the modern dynamic high-amplitude dancing standards [1, 3, 5]. And the musical tempo of 40-60 beats/ min is recommendable for the training session cool down part dominated by breathing, muscle stretching and relaxation exercises to help restore the heart rate.

We would list requirements to musical illustrations in aerobic classes as follows: music shall motivate both the trainer and trainees; the musical illustrations shall be age-group-specific; they shall be refreshed as often as reasonable to meet the trainees’ musical tastes; they shall facilitate the training goals being attained; and they shall well match with the movement styles and types [2, 3, 6].

Objective of the study was to test benefits of the rhythmic music facilitated training model for the 1-2-year female health aerobics groups trained on an elective basis under the academic physical education and sports curriculum.

Methods and structure of the study. We sampled for the rhythmic music facilitated training model testing experiment the 1-2-year female students (n=50) from Ulyanovsk State Pedagogical University trained in the elective aerobics groups under the academic physical education and sports curriculum and split them up into Experimental and Reference Groups (EG, RG). Both of the groups were tested equally fit by pre-experimental tests and trained as required by the physical education and sports curriculum of the Ulyanovsk State Pedagogical University Sports Disciplines and Physical Education Department. The EG trainings were complemented by the rhythmic music facilitated training model with combinations of classical and dance aerobics, step aerobics, yoga and Pilates with apparatuses and equipment including body bars, resistance bands, dumbbells, balls, gymnastic sticks etc.  

We used mostly the non-stop, single-pace, clear-rhythm and modern-styled music in the special musical illustrations for the EG, with the trainings designed to master basic aerobics steps and dance sequences with the musical tempo kept at 130-145 beats/ min. Special attention was paid to the step-by-step highly-coordinated motor skills mastered in different starting positions combined with rotations and versatile footwork. The musical illustrations tempo was gradually increased with progress in the dancing skills and combinations, with the trainees encouraged to make their own combinations on 8/ 16/ 32 counts and select musical illustrations for them. This degree of freedom was found of a great encouragement effect for their creativity, enthusiasm, progress in aesthetic tastes and modern health aerobics trends on the whole [1, 2, 4]. Progress in the new rhythmic music facilitated training model piloting process was rated by the following tests:

Test 1: leg swings. Stand with your legs apart and arms stretched to the sides. Swing the right leg forward and then to the left hand, and swing the left leg forward and then to the right hand – on 8 counts, with a musical rhythm of 125-130 beats/ min. The test rates the execution technique and amplitude, plus the body balancing skills.

Test 2: squats. Stand with your legs and toes apart and arms half-bent above the head, and on 4 counts: (1) squat with the arms touching shoulders; (2) lift the heels keeping position 1; (3) keeping position 2, touch floor with your heels; (4) move to the startup position. The test rates the execution technique, posture, breathing rhythm and rate.

Test 3: arm swings. Stand with your legs apart and make the following combination on 8 counts: (1) touch the left shoulder with the right arm and the left hip with your right arm; (2) touch the right shoulder with the left arm and the left hip with the right arm; (3) touch the right shoulder with the right arm and the left thigh with the left arm; (4) rise your hands in front of the chest with the right on the left; (5) stretch the arms to the sides; (6) rise your arms in front of the chest with the right on the left; (7, 8) take the startup position. The test versions are rated for the following musical tempo: 1) 90 beats/ min; 2) 120 beats/ min; and 3) 145 beats/ min. The test rates the execution technique and amplitude and movement harmony with the musical illustration [4].

Results and discussion. The post-experimental tests (after a 6-month model piloting experiment) found both groups making progress in the rhythmic music facilitated training tests, although the EG progress was significantly higher in every test (p <0.05). Thus the progress in the leg swings test was estimated at 14.9% and 1.83%; in the squats test at 15.0% and 5.2%; and the in the arms swing test at 27.5% and 10.1% in the EG and RG, respectively.

Conclusion. The university gives a high priority to the 1-2-year female health aerobics group progress on the whole and on the rhythmic music facilitated training testing scales in particular in the elective academic physical education and sports service. Good musical illustration makes the classes emotionally appealing, improves moods, facilitates progress in motor skills, excels the movement culture and develops feels of music and aesthetic tastes. Positive emotions contribute to the training process efficiency as the trainees feel energized, active and focused, with every bodily system mobilized for improved performance in trainings and a healthier lifestyle on the whole.

References

1. Aleksandrova V.A. Fitness aerobics to build physical qualities in female students of non-sports university.Students’ motivation for physical education and sports activities. Proc. national scientific internet-conference. 2018. pp. 60-63.
2. Astafyev V.S., Borisov V.V. Formation of need for independent physical exercises in structure of person's physical culture. Teoriya i praktika fiz. kultury. 2008. No. 8. pp. 11-14.
3. Valkina N.V., Panova E.O. Recreational aerobics: theory and techniques. Teaching aid. Ulyanovsk, 2015. 76 p.
4. Krasnikova N.V. Formation of aesthetic component of motional activity of those engaged in fitness aerobics. PhD diss abstract. Naberezhnye Chelny, 2009. 22 p.
5. Nazarenko L.D. Means and methods for development of motor coordination. Moscow: Teoriya i praktika fiz. kultury, 2003, 259 p. il
6. Trofimova O.V. Improvement of female students' physical education based on in-depth study of fitness-aerobics. PhD diss abstract. Cheboksary, 2010. 23 p.

Corresponding author: tin443051@mail.ru

Abstract

Objective of the study was to test benefits of a rhythmic music facilitated training model for the 1-2-year female health aerobics groups trained on an elective basis under the academic physical education and sports curriculum.

Methods and structure of the study. We sampled for the rhythmic music facilitated training model testing experiment the 1-2-year female students (n=50) from Ulyanovsk State Pedagogical University trained in the elective health aerobics groups under the academic physical education and sports curriculum and split them up into Experimental and Reference Groups. Both of the groups were tested equally fit by pre-experimental tests and trained as required by the physical education and sports curriculum of the Sports Disciplines and Physical Education Department of Ulyanovsk State Pedagogical University. The Experimental group trainings were complemented by the new rhythmic music facilitated training model.

Results and discussion. Post-experimental tests (after the 6-month model piloting experiment) found the both groups making progress in the rhythmic music facilitated training tests, although the Experimental group progress was meaningfully higher in every test (p <0.05). Thus the progresses in the leg swings test were rated at 14.9% and 1.83%; in the squats test at 15.0% and 5.2%; and the in the arms swing test at 27.5% and 10.1% in the Experimental and Reference groups, respectively. Therefore, the new rhythmic music facilitated training model was proved efficient and may be recommended for application in the academic physical education and sports service on the whole and musical illustration applying health aerobics trainings in particular.