Organizational and practical stage of personalityoriented physical training for students

ˑ: 

Voronin S.M.
Yaroslavl State University named after P.G. Demidov, Yaroslavl

Novikov V.V.
Ivanovo Power Engineering University, Ivanovo

Keywords: physical preparation of students, mass sports events, extracurricular forms of work

Introduction

In the initial stage of our research, we identified a predominance of everyday, non-scientific perceptions among students regarding the role and significance of physical preparation, resulting in a neutral or indifferent attitude toward the process [1].
Motivational support for physical preparation in higher education—through lectures, discussions, debates, and similar activities—enhances students’ understanding of the benefits of physical training for professional performance and resilience in challenging life situations [2].

Research objective

To organize a person-centered model of physical preparation for students in non-specialized (non-physical education) universities.

Methodology and research organization

The third stage—the organizational-practical phase—constitutes the core implementation of the person-centered physical preparation model, carried out over five years of study.

On the 1st, 2nd, and 3rd years, this includes:
  • Theoretical and practical academic classes;
  • Mass sports events and preventive health-oriented sports activities;
  • Extracurricular (elective) forms of work;
  • Active student involvement in physical culture and sport through the “Burevestnik” Sports Club, established as part of the person-centered physical preparation concept for non-specialized universities;
  • Professionally oriented physical training;
  • Individualized work with students;
  • Independent student-led physical activity.
Results and discussion

During the experimental phase, we established the “Burevestnik” Sports Club to actively engage students in physical preparation beyond formal curricula. We expanded the range of elective offerings and developed individualized training schemes tailored to students of various specializations.

All students were included in the person-centered physical preparation program. Each participant engaged with all components of physical culture according to their personal physical, psychological development, somatic health status, and capabilities—but at differentiated levels. For instance, students from special educational units or those fully exempted from physical education participated as referees, team supporters, or organizers during sports events, ensuring inclusive participation.
The initiative successfully transformed passive observation into active engagement across diverse student populations, including those with health limitations.
Conclusion

The practical implementation phase demonstrated the effectiveness of person-centered approaches such as structured physical training, independent physical activity, and participation in mass sports events. The “Burevestnik” Sports Club significantly increased student engagement in physical culture outside mandatory classes. We have developed and recommend standardized individualized training schemes adaptable to students across different academic disciplines, promoting inclusivity, motivation, and long-term adherence to healthy lifestyles.

References
  1. Voronin, S.M. & Zverev, S.A. (2019) Diagnostic stage of person-centered physical preparation of students [Diagnostic stage of individualized physical training of students]. Teoriya i praktika fizicheskoy kultury, 4, p. 98.
  2. Voronin, S.M. & Zverev, S.A. (2019) Motivational support for physical preparation of students [Motivating students for physical training]. Teoriya i praktika fizicheskoy kultury, 8, p. 29.