Dr. Hab., Professor A.V. Zyukin¹
Dr. Hab., Associate Professor O.E. Ponimasov¹
PhD, Associate Professor M.V. Gabov¹
PhD, Associate Professor N.V. Ryzhkin^2
1Herzen State Pedagogical University of Russia, St. Petersburg
²Don State Technical University, Rostov-on-Don

Objective of the study was to identify the possibilities of eco-didactic environment in neutralizing the effects of adverse urban factors on students by means of physical education.
Methods and structure of the study. The effectiveness of the developed predictive physical training model was tested using the tools for instrumental monitoring of biometric and competency-specific indicators of physical fitness and environmental standards of activity in 63 students (45 girls and 19 boys) aged 20±0.4 years.
Results and conclusions. The eco-didactic university environment was proved highly beneficial for solving the physical education tasks through the integration of all components of the program-operational potential of education. Multiple negative effects of adverse urban factors, including man-caused impact of the social and educational environments, reduce the level of adaptive reserve replacement and the formation of educational competences in students. There was an increase in the integral health index, norm-based physical activity rates, number of independent recreational activities, as well as improvement in the interaction of the educational process actors. The operational integrity of the eco-didactic physical training model stimulates the growth of the eco-recreational competencies of students.

Keywords: physical training, adverse urban factors, eco-didactic environment.

References

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