Dr.Hab., Professor  A.Yu. Kostarev¹
PhD, Associate Professor A.V. Greb¹
PhD, Associate Professor N.A. Krasulina^1
1Ufa State Petroleum Technological University, Ufa

Keywords: physical education, lapta, physical progress tool, physical activity, motivation, physical education curriculum.

Background. Efforts of the academic education community to improve the students’ motivations for the physical education service give a special priority to sportizated (sports-driven) physical education service models [5]. It may be beneficial to analyze in this context promises of the centuries-long national lapta game that has got a new impetus for development for the last few decades [6, 1].

It should be mentioned that the professional lapta game was formally qualified a team sport discipline with the relevant high physical requirements and standards by the relevant Russian agency [2, 3]. Teamwork in the game is known to cultivate a wide range of precious personality qualities and values including communication, cooperation, team spirit, selflessness i.e. the ability to sacrifice the personal interests for the common good etc. The modern game implies multiple individual encounters for the team success, with every player expected to fully mobilize his/her skills and gifts to find effective solutions and attain multiple goals in the game.

The physical education motivations cultivated by this team sport may be grouped into the following three domains: (1) physical domain, since physical fitness is critical for success in the game; (2) emotional control and volitional domain, since the game generates great emotions and satisfaction with the physical education service and peer communication; and (3) cognitive domain, with the growing interest in the practical trainings and competitions – to facilitate physical progress.

Objective of the study was to analyze benefits of the national lapta game for the students’ motiviations for the academic physical education service at technical university.

Methods and structure of the study. Experimental course of the lapta game was run at Ufa State Petroleum Technological University for the purposes of the study in September 2017 through April 2018. Sampled for the experimental training model were the first-year full-course students (n=170) from Oil Production Department; Technological Department; Production Automation Sub-department; and Piping Systems Sub-department. The course included a theoretical module and practical game basics mastering module within the physical education curriculum. The pre-experimental physical education motivations were tested in September 2017 by a questioning survey that found attitudes to the physical education service being 15.2% negative (‘not interested’, ‘useless to my mind’, ‘will avoid practices when possible’); 52.3% indifferent (‘consider the trainings useful but still dislike them’, ‘will have to attend to get full marks’, ‘reluctant to join the sport groups’); and 32.5% positive (‘want to be healthy and more attractive’, ‘keen to attend the sport groups and compete’). Therefore, the pre-experimental survey tested the beginner students’ with mostly (67.5%) negative and indifferent attitudes to the academic physical education service.

The year-long experimental course included a theoretical module and practical game basics mastering module within the practical physical education curriculum. The theoretical and practical studies were designed to cultivate interest in the centuries-long national game traditions in their modern version. The practical game basics mastering module was geared to train the following: (1) key techniques in the attack (shots, runs etc.) and defense (serve, reception, pass etc.); (2) individual/ group tactics in attack and defense on a classified basis; and technical/ technical versatility for success of the teamwork; (3) practical tasks to master the theoretical material; and (4) lapta competitions at home and at the Student Sport Festival of Bashkortostan Republic.

Results and discussion. The progress monitoring during the experiment found the interest in the game being relatively poor at the beginning albeit rapidly growing with time as manifested by the growing inflow of new students in the teams attracted by the informal peer communication. The inflow helped form the fully-fledged women and men’s first-year-student teams (widely varied in physical fitness) as soon as by December 2017 and start trainings for competitions. The inflow of interested players to the teams was associated with a growth of university supporter groups.

The year-long experiment showed progress in the students’ motivations for physical education as verified by the post-experimental tests (in April 2018) that found the negative and indifferent physical education motivations to contract by 40.5%, with 59.5% of the sample tested enthusiastic for regular physical education practices. The academic physical education faculty found progress in the physical education tests and higher physical education motivations in the academic groups, with an increased proportion of the students committed for the sport excellence trainings.

Based on the pre-experimental tests, we formed (of the students tested with positive attitudes to physical education) women’s and men’s Experimental Groups (EG) of 10 people each aged 18-21 years. The EG was trained on a regular basis to train prospects for the USPTU lapta team. Physical progress in the EG was tested by the 30m sprint (s); 5x6m shuttle sprint (s); 100m zigzag sprint (s); standing long jump (cm); and 1kg stuffed ball throw (m) tests: see Table 1 hereunder.

Table 1. Pre- versus post-experimental gender-specific progress test data, Х±σ

The pre- versus post-experimental (September versus April 2018) physical progress tests showed significant physical progress (р‹0.05) in the both groups.

Conclusion. The study data and analyses showed benefits of the modern lapta game model that may be recommended as an efficient motivator for the academic physical education, with the game securing multisided physical progress and generating great emotions and satisfaction with the physical education service and peer communication in the players and supporters.

References

1. Kostarev A.Yu. Osobennosti psikhologicheskoy podgotovki igrokov v russkuyu laptu [Features of mental conditioning of Russian lapta players]. Teoriya i praktika fiz. kultury. 2008. no 1. pp. 47-50.
2. Kostarev A.Yu., Yulamanova G.M. Russkaya lapta kak vid sporta v sisteme fizicheskogo vospitaniya studentov [Russian lapta as sport in physical academic education system]. Teaching aid. Ufa: BSPU publ., 2004. 48 p.
3. Kostarev A.Yu., Matveeva L.M., Ismagilova R.R. Primenenie innovatsionnoy tekhnologii «poetapnogo snyatiya ogranicheniy» pri podgotovke vysokokvalifitsirovannykh igrokov v russkuyu laptu [Use of innovative technology of "gradual reduction of restrictions" in training of highly skilled Russian lapta players]. Teoriya i praktika fiz. kultury. 2015. no. 4. pp. 78-80.
4. Krasulina N.A., Valeeva G.V., Zaynetdinov M.A. et al. Osnovy teorii i metodiki fizicheskogo vospitaniya dlya studentov neftegazovykh vuzov vsekh form obucheniya [Basics of theory and methodology of physical education for students of oil and gas universities of all forms of education]. Study guide. Ufa: USNTU publ., kaf. FV, 2017. 2,48 Mb. B.ts.
5. Lubysheva L.I. Sportizatsiya fizicheskogo vospitaniya kak faktor sotsializatsii podrastayushchego pokoleniya [Sportization of physical education as a factor in socialization of younger generation]. Mezhdunarodnye sportivnye igry «Deti Azii» – faktor prodvizheniya idey olimpizma i podgotovki sportivnogo rezerva [International Sports Games "Children of Asia" - a factor in the advancement of the Olympic ideas and training of sports reserve]. Proc. int. conf. dedicated to the 20th anniversary of the I International Children’s Games “Children of Asia” and the 120th anniversary of the Olympic movement in the country [M.D. Gulyaev [ed.]. 2016. pp. 57-61.
6. Kostarev A. Y., Rashida G., Gabdrakhmanova Pedagogical Modeling of the Competitive Activity of Athletes in Russian Lapta. Academic Publishers Volume 11 Issue 13 (2016) pp. 6090-6101 Article Number: ijese.2016.447 Published Online: August 27, 2016 Article Views: 11Article Download: 14. Scopus

Corresponding author: ufa.savjulia@gmail.com

Abstract

The study analyzes benefits of the national lapta game for the physical education service in the academic educational system of the fuel-and-energy sector. Experimental course of the lapta game was run at Ufa State Petroleum Technological University for the purposes of the study in September 2017 through April 2018. Sampled for the experimental course were the first-year full-course students from the Oil Production Department; Technological Department; Production Automation Sub-department; and the Piping Systems Sub-department. The course included a theoretical module and practical game basics mastering module within the physical education curriculum. The experiment showed progress in the students’ motivations for physical education in the following three domains: (1) physical domain, since physical fitness is critical for success in the game; (2) emotional control and volitional domain, since the game generates great emotions and satisfaction with the physical education service and peer communication; and (3) cognitive domain, with the growing interest in the practical trainings and competitions – to facilitate further physical progress. The study data and analyses showed benefits of the lapta game that may be recommended as an efficient motivator for the academic physical education.