St. Petersburg State University of Architecture and Civil Engineering, St. Petersburg
Presently the national education system takes efforts to reform the professional specialist training service including the academic physical education and sport service system. The reform has resulted in the class physical training practices cut down to 72 hours, with the valid Physical Education curriculum dominated (328 hours) by the elective sport courses with a special priority to self-reliant physical trainings. The study analyzes the self-reliant academic physical education service program design and content for civil engineering university (female) students.
A special emphasis in the physical education process design was given to the professionally important motor qualities of the construction university (female) students including the flexibility and endurance rates. The civil engineering university female students split up into a Reference Group (RG) and Experimental Group (EG) were sampled for the training model piloting experiment in the 2017-18 academic year. The self-reliant academic physical education model was designed to secure due comfort and regularity of the trainings. The model is customizable versus the progress tests and wellbeing self-rating records including the physical progress rates, wellbeing self-rates, pre- and post-training heart rates, menstrual cycle days and pre- and post-training feel rates.
The self-reliant academic physical education model was found beneficial as verified by the EG significant progress versus RG in the physical fitness and functional fitness tests, with improvements in the musculoskeletal flexibility and mobility test rates. The progress was particularly facilitated by the special off-class self-reliant academic physical practices.
Keywords: female students, physical training, self-reliant training model, applied physical practices, motor qualities, civil engineering disciplines.
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