PhD, Associate Professor N.V. Pakholkova¹
PhD, Associate Professor E.G. Vakhnina¹
A.V. Zaitsev^1
1Saint-Petersburg Mining University, Saint-Petersburg

Keywords: educational provisions, students, professional training, academic education service, physical fitness, sports training, physical education, professional personality development, tutorship.

Background. Physical education service is organic and traditional for the national education system and evolves as required by the educational and tutorial service policies and logics. It is the only academic education discipline that forms the health progress agenda with its willpower and morality building and physical self-perfection aspects and goals [5]. The physical education service is designed to meet the socio-economic progress needs of society and facilitate a multisided personality formation process by the traditional and new physical education methods and tools [2, 6].

It is a common knowledge that due physical fitness comprises one of the most important components of the professional personality development process goals as a basis for the professional specialist qualities and serviceability. Physical fitness needs to be kept up to secure due physical and mental performance and fast rehabilitation [8]. Tutorship in this context may be defined as the pedagogical concept with the following three essential aspects: (1) Purposefulness and specific standards driven by socio-cultural ideals; (2) It shall cultivate a range of the socio-cultural values that comprise the human historical progress heritage; and (3) It shall offer a specific system of well-designed harmonic tutorial influences and impacts.

The academic education service mission is to develop a personality and build up the service-specific knowledgebase and skill sets for professional progress [4, 9]. Tutorial service may be viewed as the top step in the education service hierarchy, and in this context we believe that the academic education service mission is not only a specialist training but also multisided personality development by the tutorial service.

Objective of the study was to analyze and prioritize the educational provisions for the future specialist professional personality development service at Saint-Petersburg Mining University.

Methods and structure of the study. Pedagogical observations were run in regular physical education sessions at the Physical Education Department and Gornyak Sports Club of the St. Petersburg State University. It should be noted that the physical education and sport services of both units are compliant with the academic service mission – that is to train a physically, mentally and morally healthy and highly qualified specialist.

Of particular interest for us in this context were the physical fitness tests in the foreign versus local male student groups. Thus the foreign students were taking pictures showing little if any interest in the individual successes in the tests. Those who failed showed no disappointment whatsoever, and continued joyfully shooting their peers who also mostly failed the tests. We concluded that the foreign group was indifferent to own and teammates’ physical progresses and physical fitness standards, seeing no shame in failures and apparently not really appreciating the values of good physical development and fitness.

The national group behaviors were totally different: students applauded to show appreciation of their peers’ successes in the tests, encouraged those who failed – and virtually never shot the test process. Those who failed the tests were mostly heavily disappointed and keen to have an immediate advice from the teacher for progress. Generally the group attitude to physical education was more healthy as it takes pride in good physical fitness, physical progress and skills, knowing it takes a high willpower to overcome natural laziness; it appeared dishonorable for them to show weaknesses – nothing to be proud with, in contrast to the foreign group.

We believe that the above observations clearly demonstrate that the personal behavioral and developmental standards and priorities are determined by the general social standards.

Modern physical education service at St. Petersburg Mining University is designed to largely contribute to the professional personality development agenda in the context of the growing requirements to the professional training and professional personality development. Modern research literature (both natural and foreign) shows a growing interest in the physical progress and professional personality development issues of the academic education service [7, 10].

This modern approach helps optimize the professional personality development process in the academic education system. The ongoing students’ health agenda formation efforts at St. Petersburg Mining University are sensitive to their future professional responsibilities, with a special priority in the service design given to the student’s personality. The standard physical education disciplines are complemented by 44 optional sports groups including mountaineering, acrobatics, boating tourism, basketball, volleyball, track and field sports, swimming and many other groups. More than 600 academic athletes compete at the moment in the university picked teams in a wide range of tournaments – from the university games to international championships.

Results and discussion. The university service is designed not only and not so much to build up the special knowledgebase and skills in the students but also to develop and reproduce a special university culture – largely determined by the faculty. Every teacher represents some aspect of this academic culture with the discipline-specific knowledge and skill sets, plus an individual worldview, attitudes, values, priorities, professional thinking and behavioral styles. It should be emphasized, therefore, that a teacher will not only hand over his/her knowledge and professional skills to the student, but also raise this culture in the student personality by a wide range of live interpersonal communication tools. The teacher’s personality is highly important in this context since he/ she represents the historical epoch-specific academic culture on the one hand, and generously shares his experience and accumulated multisided personality resource with the future mining specialists going with this cultural heritage to a new epoch, on the other hand.

Conclusion. For success in a professional career, modern university graduate needs to progress the whole lifetime in the ever changing labor market environments to be able to fast process and analyze the data flows, meet new challenges and make effective and creative decisions in uncertain situations. Such personality qualities are ranked high nowadays on the list of professional general cultural competencies formed by the academic education system as successfully as it forms the traditional professional knowledgebase and skill sets.

References

1. Izotov E.A., Kuvanov V.A., Korostelev E.N. Relationship between teachers' professional motivation and students' motivation for physical training. Teoriya i praktika fiz. kultury, 2018. no. 12. pp. 43-45.
2. Izotov E.A., Soldatova G.V., Filatov A.O. Attitudes to physical education at technical universities. Teoriya i praktika fiz. kultury, 2018, no. 5, pp. 14-16.
3. Izotov E.A., Kovalenko A.I., Soldatova G.V. Teachers' satisfaction with their work in context of students' attitude to physical education classes. Teoriya i praktika fiz. kultury, 2019. no.4. pp. 28-31.
4. Kostromin O.V., Rudenko G.V., Dorofeev V.A. Vocational-sports-driven professional training model for university students specialties based on chosen type of sport. Teoriya i praktika fiz. kultury, 2018, no. 4, pp. 37-39.
5. Kostyuchenko V.F., Rudenko G.V., Dubrovskaya Yu.A. Mass physical culture encouragement policies in context of national physical education and sports sector development strategy. Teoriya i praktika fiz. kultury. 2019. no. 3. pp. 35-38.
6. Kuvanov V.A., Korostelev E.N. Students' awareness of healthy lifestyles: questionnaire survey and analysis. Teoriya i praktika fiz. kultury, 2017. no. 5. pp. 21-22.
7. Polikarpova G.M. History of physical education and sports. General History of Physical education and Sports (Part 1). Study guide. St. Petersburg., 1999.
8. Ponomarev G.N., Kuvanov Ya.A., Selyukin D.B. Role of academic physical education in higher education system. Teoriya i praktika fiz. kultury, 2019. no. 3. pp. 10-12.
9. Rudenko G.V., Kostromin O.V., Dorofeev V.A. Academic physical training service for field specialists. Teoriya i praktika fiz. kultury, 2019. no. 3. pp. 12-15.
10. Savelyev D.S., Grigoryev V.I., Gromov M.M. Academic physical education standardization imperatives. Teoriya i praktika fiz. kultury, 2018, no. 4, pp. 20-22.

Corresponding author: npakholkova@yandex.ru

Abstract

Objective of the study was to analyze and prioritize the educational provisions for the future specialist professional personality development service at Saint-Petersburg Mining University.

Methods and structure of the study. We conducted pedagogical observations of practical trainings at the Department of Physical Education and analyzed the work of the Gornyak Sports Club at St. Petersburg State University.

Results and conclusions. The pedagogical observations of the physical educational process at the Mining University showed that one of the most important components of the personality professional becoming is the provision of the necessary level of physical development of a future specialist.

Increasing requirements for professional physical training of students as a factor of their personal and professional development brings personnel training to a qualitatively new level.

The authors conclude that in modern society, to be professionally successful a university graduate needs to be prepared for lifelong education, activity in constantly changing labor market conditions. He/ she must be able to quickly analyze information, make creative decisions in a situation of uncertainty. All these qualities are part of professional general cultural competencies, the formation of which, along with the acquired knowledge, abilities, are the result of higher professional education.