V.G. Shil'ko, professor, Dr.Hab.
T.A. Shil'ko
N.L. Guseva, Ph.D.
Tomsk State University, Tomsk

Keywords: discipline "Physical Education", educational technology, sports activity, students.

Educational technologies related to the discipline "Physical Education"

The methodology of organization of physical education at Tomsk State University (TSU) using sports-centered educational technologies was first proposed by V.G. Shil’ko. The main principles for the implementation of the curriculum of sports-centered physical education were set during the development, which included: the freedom to choose kind of sport and physical activity depending on students’ motives and interests, the use of physical exercises for training, continuity of mandatory and optional forms of classes, compulsory (twice a year) tests of psychophysical and functional readiness of students for regular physical exercises.

At the initial stage of development the technological support of sports activity should be carried out according to general educational technologies aimed at the all-round development of student's personality [3]. The content of experimental technologies is not limited only to the development of motor sphere. Along with the tasks associated with physical improvement of the students it pays due attention to the intellectual, spiritual and environmental education.

As a core we chose the comprehensive personality-centered technology focused on various sports, overall development and health improvement, which helped involve almost all students regardless of their health, physical fitness and other factors [8]. During its elaboration the most difficult was to distribute different types of teaching load (in hours) according to different sections of curriculum, taking into account the complexity determined by a specific federal educational standard (408 h. - Specialist training, 400 h. - Bachelor training). The content of educational technologies was based on the experience of integration of basic principles, methods and techniques of sports training in the system of physical education ("sportization" of physical education) [1].

In order to meet sports related interests of the students and increase the attractiveness of the physical education curriculum we selected the sports (games, swimming, etc.) and physical activity (running, skiing, outdoor games, relay races, etc.) popular among the students [11].

The technologization of the training process involved the use of information technology equipment and programmed training (the education programs which included audio and video content, computer systems, training simulators, etc.) in combination with the conventional training system (physical conditioning).

The effectiveness of technologies was estimated in the course of twice-yearly (fall, spring) testing for general and special physical fitness and shape of the students [4] followed by statistical processing of the indicators.

With the introduction of technologies the range of arising problems gradually expanded, engaging new participants into the research process [8, 9].

Thus, the research of S.V. Radaeva [9] was devoted to the study of the influence of sports-centered technologies on the effectiveness of physical education of non-sports students. The objective of the study was to increase motor activity to the level of physiological norm with the help of sports-centered technologies not only during classes but also in spare time. The author of this paper was the first who considered the time of physical education classes and spare time as a single educational space. In order to solve the task the already proven technologies were supplemented with shaping and different types of aerobics that contributed to a considerable increase in the amount of motor activity and had a positive impact on test indicators.

Moreover, S.V. Radaeva was the first to carry out a real transition from mandatory education to the teacher and student cooperation, whose democratic relationships don't exclude strict mastering of learning material [9].

As proved by the monitoring results, the technological support of sports activity in Tomsk State University helps change the motivational structure indicators significantly (the amount of motivations increased 2 times or more by the end of the third year), stabilizes physical shape and improves the body’s capacity for work and physical development. However, the absence of significant changes in the indicators of such physical qualities as overall endurance and strength capacity of female first to third-year students has already become a recurrent problem. The study of E.S. Potovskaya is devoted to this issue (8).

The author presented the findings of the retrospective monitoring (1996-2004) of the study of health level, physical fitness and motivational characteristics of female 1-3-year students (N = 2610) who studied the discipline "Physical Education" [7].

In her study, E.S. Potovskaya marked the features of the technological formation of the teaching process in the sections of physical conditioning and "bodybuilding", which were involved in the educational experiment, and developed the methodological support for "Physical Education" classes aimed at developing strength and endurance abilities of the students [8].

Thanks to using experimental techniques, the author managed to achieve positive growth rates of the indicators of underdeveloped physical qualities. Negative trends in the fitness shape indicators were not detected either [7].

In addition, about 90% of female 3^rd-year students involved in the experiment indicated that they got more interested in this discipline throughout their studentship.

The technology of extracurricular and public amateur forms of physical education of students

Owing to the transition of universities to a two-stage system of higher education (Bachelor, Master) in 2011 additional forms of physical education were to be found due to the decrease in the number of hours allocated for the discipline "Physical Education". The study of this problem is the subject of the research of N.L. Guseva [2]. The analysis of scientific and methodical literature and many years of practical experience have convinced the author of the need to develop the technology of public amateur form of sports activity (amateur clubs of tourists, mountaineers and others) in the new environment.

In addition to public amateur form of studies, the author examined other forms of sports activity at university aimed at massive involvement of students in independent physical exercises via a network of voluntary sports clubs; group and individual sports activities on courts and in gyms, stadiums, ski bases, health camps; during practical training; in student construction brigades, etc.

The integrated use of various forms of organization of sports classes at the premises of Tomsk State University contributed to a significant increase in the levels of motor activity of the students during the school week up to 6-9 hours per week that corresponds to physiological norm needed to maintain task performance and physical working capacity of students in an optimal condition.

The study of N.L. Guseva proves that students can be introduced into regular physical exercises and healthy lifestyle using an integrated technology, that includes in its structure mandatory form of physical education, sports, multiple types of sports recreation and motor rehabilitation and public amateur form of sports activity [9].

Conclusions.  Proceeding from the findings of the studies on the development and implementation into the system of higher school physical education of educational technologies, the tasks of harmonious physical development of students can be effectively implemented in case of a wide range of means of physical culture, optimally influencing physical and mental development, functional and psycho-emotional states, spiritual sphere, etc. So the educational technologies applied should, on the one hand, successfully meet the challenges of scientific and methodological support of the training process, and on the other, promote the real transition from mandatory physical exercises to independent forms of sports activity of students.

References                                                                     

1. Bal’sevich, V.K. Conversion of the conceptual issues of the theory of sports training in the physical education process / V.K. Bal’sevich et al. // Teoriya i praktika fizicheskoy kul'tury. – 1997. – № 6. – P. 15–25. (In Russian)
2. Guseva, N.L. Physical education for students based on the organization of public amateur forms of sports activities / N.L. Guseva, V.G. Shil'ko // Teoriya i praktika fizicheskoy kul'tury i sporta. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. – 2011. – № 4. – P. 25–28. (In Russian)
3. Selevko, G.K. Modern educational technologies: study guide / G.K. Selevko. – Мoscow: Narodnoe obrazovanie, 1998. – 256 P. (In Russian)
4. Kapilevich, L.V. Physiological monitoring of physical education of students: monograph / L.V. Kapilevich, V.G. Shil'ko. – Palmarium Academic Publishing, 2012. (In Russian)
5. Potovskaya, E.S. Training strength abilities and endurance in female students / E.S. Potovskaya, V.G. Shil’ko // Teoriya i praktika fizicheskoy kul'tury. – 2013. – № 4. – P. 20-23. (In Russian)
6. Radaeva, S.V. Physical education for non-sports students on the basis of sports-centered technologies: abstract of Ph.D. thesis / S.V. Radaeva. – Krasnoyarsk, 2008. – 24 P. (In Russian)
7. Shil’ko, V.G. Physical education for students using student-centered technologies of selected sports: study guide / V.G. Shil’ko. - Tomsk: TSU, 2005. – 176 P. (In Russian)
8. Shil’ko, V.G. Higher school physical education on the basis of integrated technological model of sports activity. / V.G. Shil’ko, N.L. Guseva, T.A. Shil’ko / Teoriya i praktika fizicheskoy kul'tury. – 2012. – № 11. – P. 59-62. (In Russian)

Corresponding author: vshilko@mail.ru