Rural school physical education programming based on Evenk traditional active games and sports

PhD, Associate Professor O.A. Maksimova1
D.D. Daini1
S.V. Yevseyeva1
1M.K. Ammosov North-Eastern Federal University, Yakutsk

Keywords: Evenks, general education school, national sports.

Background. One of the key governmental policies in the regions of the Russian Federation is to persistently improve the national education systems, and that is one of the reasons why the rural school educational system in the Sakha Republic (Yakutia) gives a growing priority to the ethnic traditions in the education and training service with a special role played by new didactic technologies. The ongoing humanitarian and democratic reforms facilitate the national heritage of the local ethnic minorities being resurrected and employed in many aspects including the physical education ones.

Objective of the study was to develop and substantiate the customizable ethnic sports and games prioritizing physical education service model under the standard school physical education program.

Methods and structure of the study. The model piloting and testing experiment was run at a few rural schools in the Sakha (Yakutia) Republic. Based on a prior study data, we developed a customizable ethnic Evenk active games and sports prioritizing physical education model for rural schools: see Table 1.

Table 1. Customizable ethnic Evenk active games and sports prioritizing physical education service model: frame schedule for rural secondary schools, four sessions per week, hours

 

Sports, games

Grades

1

2

3

4

5

6

7

8

9

10

11

1

Active games

4

4

4

4

4

4

4

4

4

4

4

2

Sledge jumping

6

6

6

4

4

4

4

4

4

4

4

3

Ethnic dances

6

6

6

4

4

4

4

2

2

2

2

4

Ethnic belt wrestling

 

 

 

2

4

4

4

4

4

4

4

5

Archery

4

4

4

4

2

2

2

2

2

2

2

6

Lasso throws

 

 

 

 

2

2

2

2

2

2

2

7

Hunting ski races

 

 

 

 

 

 

 

2

2

2

2

8

Cross country stick races

 

 

 

2

2

2

2

2

2

2

2

9

Competitions

4

4

4

4

4

4

4

4

4

4

4

10

Knowledgebase

Theoretical lessons

Total

14

14

14

24

26

26

26

26

26

26

26

 

Sampled for the educational experiment were the 5-7-grade students split up into EG and RG. The RG was trained as required by the standard school physical education program; and the EG trainings were complemented by the customizable ethnic sport training module.

Results and discussion. Given in Table 2 hereunder are the results of the model testing experiment

Table 2. Physical fitness test rates

Sports

EG

RG

Test 1

Test 2

Test 3

Test 4

1km stick race, min

5,0

4,30

5,0

4,54

Axe throws, m

46,7

55

46,6

49,3

Sledge jumping, count

53

60

52

56

Ethnic triple jump, m

5,4

5,7

5,4

5,5

Lasso throws on target, count

1 of 10

2 of 10

1 of 10

1 of 10

Ethnic belt wrestling with beginners

7 wins per year

10 wins per year

6 wins per year

8 wins per year

The customizable ethnic sports prioritizing physical education service model was found beneficial as verified by the EG versus RG significant progress in the school physical education course; higher interest and motivations for the school physical education and sport service; moral and volitional fitness; and physical fitness and overall physical activity test rates. Based on the test data, the groups were classified into the fitness subgroups, with 2 of 3 EG members tested excellent in the physical fitness, high moral and volitional tests and associating progress in determination, courage, perseverance, endurance, stress-tolerance, self-control, independence and initiative.

Given on Figure 1 hereunder are the summarized findings of the experiment demonstrating the following EG progress: theoretical knowledge was tested to improve from 37.0% to 82.0%; practical skills from 28.0% to 76.0%; moral and volitional qualities from 19.0% to 65.0%; and physical fitness from 41.0% to 86.0%.

Figure 1. Summarized progress of the EG in the model testing experiment, %

We may conclude, therefore, that the EG made significant progress versus RG in the school physical education course. The practical skills prioritizing trainings were found to heavily boost the trainees’ interest in the physical education service, facilitate the physical activity and improve health

The customizable ethnic sports prioritizing training model may be recommended for rural school communities of ethnic Northern minorities. The local secondary schools have been particularly successful in a range of sports-and-health programs driven by the ethnic games and events – for example, Avgara [Health] Program with the Evenk ethnic competitions and national Bakaldyn Sun-meeting Festival. Such programs are designed to cultivate progressive health agendas and healthy lifestyles in the local student communities and encourage their physical education and sports activity, with the physical education teachers enriching the standard physical education curriculum with the ethnic physical practices, games and competitions.

Conclusion.The customizable ethnic sports prioritizing physical education service model was found beneficial as verified by the EG versus RG significant progress in the school physical education course; higher interest and motivations for the school physical education and sport service; moral and volitional fitness; and the physical fitness and overall physical activity test rates. Further efforts are recommended to promote ethnic traditions in the rural secondary education school system.

References

  1. Danilov D.A., Cherkashin I.A. Organizational educational support for integration of physical and spiritual education of young men in the ethnocultural space. Yakutsk: SVFU, 2010. 247 p.
  2. Kochnev V.P. Exercises, games and competitions of peoples of the Far North and Southeast of Yakutia (Evens, Evenks, Yukagirs, Chukchi). Proc. V res.-prac. conf. SC YASSR. Yakutsk, 1986.pp. 36-37.
  3. Myreeva A.N. Evenk heroic tales: Monuments of folklore of the peoples of Siberia and the Far East. Novosibirsk: Nauka, 1990. 80 p.
  4. Okladnikov A.P. Archaeological data on the most ancient history of the Baikal region. Vestnik drevney istorii. 1938. v. 1-2. pp. 227.
  5. Russian statistical yearbook. 2002: Stat.. FPSS Russia. M., 2002. 690 p.
  6. Safronov F.G. Encyclopedia of Yakutia. M., 2000. vol. 1. 539 p.

Corresponding author: maksim.olya@mail.ru

Abstract

One of the key governmental policies in the regions of the Russian Federation is to persistently improve the national education systems, and that is one of the reasons why the rural school education system of the Sakha Republic (Yakutia) gives a growing priority to the ethnic traditions in the education and training process designs with a special role played by new materials and didactic technologies. Objective of the study was to develop and substantiate a customizable ethnic sport training module under the standard school physical education program with a special emphasis on the Evenk traditional active games and sports. The model piloting and testing experiment was run at a few rural schools in the Sakha (Yakutia) Republic. The customizable training module included the following elements: active ethnic games; sledge jumping; national dances; national belt wrestling; archery; lariat throws on target; national hunter skiing; cross-country pole races; and some other ethnic sports and the relevant knowledgebase. Sampled for the educational experiment were the 5-7-grade schoolchildren split up into EG and RG. The RG was trained as required by the standard school physical education program; and the EG trainings were complemented by the customizable ethnic sport training module.

The customizable ethnic sport training module was found beneficial as verified by the EG versus RG meaningful progress in the school physical education course; higher interest and motivations for the school physical education and sport service; and the physical fitness and physical activity test rates. These proven benefits give us the grounds to recommend the customizable ethnic sport training module for implementation at rural general education establishments serving the local minor Northern ethnic communities.