Modular training course of elective academic aerobics

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PhD, Associate Professor E.G. Zuykova1
PhD, Associate Professor T.V. Bushma1
PhD, Associate Professor O.N. Ustinova1
PhD, Associate Professor A.V. Mukhina1
1Peter the Great Saint Petersburg Polytechnic University, St. Petersburg

Keywords: aerobics, modular training course, training module, physical fitness, functionality, physical education, educational service, learning materials.

Background. The training technology with a modular curriculum and learning process in the physical education domain may be defined as the system designed to simultaneously form the necessary knowledgebase, skills and abilities for the target learning, training and independent practical service [2, 8]. Modern professional educational system makes a transition to the modular educational technologies with a special priority to efficient cooperation of the educational service actors [1, 4, 5]. Such an educational service implies a specific educational algorithm with predominantly homogeneous content governed by the psychological, pedagogical and physiological logics of the modern physical education service, with the educational service models designed to systematically mobilize the students' learning resources for success of the learning process [3, 4, 6]. The study was designed to respond the growing need for modern educational service methods and tools in the elective academic aerobics discipline.

Objective of the study was to develop and test benefits of a new modular training course of academic elective aerobics

Methods and structure of the study. The new modular training academic aerobics course offers a system of training modules with their elements including the relevant hierarchical missions and goals geared to form the target theoretical competences and practical skills in the discipline. Every training lesson may be described as a mini-module with its elements interrelated and integrated so as to ensure the educational service integrity, continuity and completeness, with the physical training goals harmonized with the cognitive ones. The modular training technology in every such class uses a specific action algorithm to attain specific goals and integrate the relevant mission, targets, learning materials, informational service, practical support tools and the progress test system.

The hierarchical modular structure of the learning materials is geared to facilitate the training progress and fast adaptation to aerobics trainings based on focused learning with expansion of the theoretical knowledge and practical skill sets, and with a special emphasis on the individual independence, creativity, teamwork, constructive climate in the team for successful cooperation and progress of every trainee. The progress test module is designed to profile the individual progress paths at every educational service stage using a progress test and scoring system. We used in our study a set of the personal progress rating criteria of our own design, with the progress rated using a set of special scoring tables [6].

Results and discussion. Physical fitness tests in the study were designed to profile progress in the core physical qualities. We fixed the individual best results in the following physical fitness tests: 30s prone push-ups test to rate speed-strength; sit-up and bend test to rate strength endurance; bench standing front leans tests to rate flexibility; and a falling ruler catch test  to rate response. Note that 84% of the sample made progress in the tests for the experimental period: see Table 1.

Table 1. Average pre- and post-experimental physical fitness test rates, on a 5-point scale

Tested qualities

Pre-experimental

Post-experimental

Speed-strength

3,4 + 0,4

4,0 + 0,2

Strength endurance

3,6 + 0,3

4,2 + 0,2

Flexibility

2,9 + 0,2

3,2 + 0,3

Response rate

3,4 + 0,3

3,9 + 0,4

Furthermore, we tested the cardiovascular system functionality to profile the individual adaptations to the training workloads by the following tests: resting heart rate test; 20 squats for 30s test to rate the cardiovascular system recovery qualities; and Ruffier indices: see Table 2.

Table 2. Average pre- and post-experimental functionality test rates, on a 5-point scale

Tested functions

Pre-experimental

Post-experimental

Resting heart rate

3,7 + 0,2

3,7 + 0,3

Endurance

2,5 + 0,3

3,2 + 0,2

Recovery rate

3,9 + 0,3

4,3 + 0,5

Ruffier index

2,8 + 0,2

3,1 + 0,3

Benefits of the new modular training service were also rated by a questionnaire survey of the trainees: see Figure 1.

Figure 1. New modular training aerobics course benefits rated by the trainees

We found 75% of the sample rating the modular training model design by the top 5 points i.e. highly appreciating its efficiency; and 88% of the sample rated high the instructors’ service for its professionalism, competency, communication skills and special interest.

The new modular training course gives a high priority to the independent/ self-reliant learning in different forms often supported by some necessary prior guidance from instructors or fully independent, with or without prior instructions [2, 7]. We made an analysis of the sample progress in the independent learning and practical training domains – and found significant progress on the theoretical and practical progress rating scales: see Figure 2.

Figure 2..Average independent training progresses of the sample in the new modular aerobics training course

On the whole, the sample progress tests found the new modular aerobics training course facilitating the self-reliant creative progress of the trainees in many domains including the personality progress agendas and cognitive development.

Conclusion. The new modular training aerobics course with the relevant informational service and progress facilitating provisions designed to complement the standard elective academic aerobics curricula was tested beneficial as verified by the sample progress in the physical fitness and functionality rating tests and practical accomplishments in the discipline.

References

  1. Vengerova N.N., Lyuik L.V., Piskun O.E. University implementation of "3+" FSES for physical education. Teoriya i praktika fiz. kultury, 2016, no. 6, pp. 12–14.
  2. Dementev K.N., Zuykova E.G., Bushma T.V. et al. Use of concentrated training technology during aerobic practices. Teoriya i praktika fiz. kultury. 2020. No. 2. pp. 24-26.
  3. Zabrodina D.V. Dynamics of progress in education in context of concentrated learning. Professionalnoe obrazovanie v Rossii i za rubezhom. 2013. No. 3 (11). pp. 54-58.
  4. Kamenskikh D.V. Concentrated learning as one of forms of educational technologies to improve quality of education. Professionalnoe obrazovanie v Rossii i za rubezhom. 2014. No. 2 (14). pp. 113-119.
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  7. Zuykova E.G., Bushma T.V., Lipovka A.Yu., Cherkasova A.V. The Usage Of Modular-Rating Technology In The Educational Process Of Physical Culture. The European Proceedings of Social &Behavioural Sciences EpSBS. Published by the Future Academy. 2018. Volume LI pp.127-133.
  8. Shil’Ko V.G., Guseva N.L., Shil'Ko T.A. (2012). University physical education based on integrated technological model of sports activity. Teoriya i Praktika Fizicheskoy Kultury, (11), 59-62.

Corresponding author: piskun@imop.ru

Abstract

Objective of the study was to develop and test benefits of a new modular training course of academic elective aerobics

Methods and structure of the study. The new modular training academic aerobics course offers a system of training modules and their elements with the relevant hierarchical missions and goals geared to form the target theoretical competences and practical skills in the discipline. We sampled for the study the Peter the Great Saint Petersburg Polytechnic University’s students (n= 276) trained at elective aerobics course to test benefits of the new modular training model.

Results and conclusion. The hierarchical module structure of the modular training course is geared to facilitate the training progress with fast adaptation to aerobics trainings based on focused learning with expansion of the theoretical knowledge and practical skill sets, and with a special emphasis on the individual independence, creativity, teamwork, constructive climate in the team for successful cooperation and progress of every trainee. The progress test module is designed to profile the individual progress paths at every educational service stage using a progress test and scoring system. We used in our study a set of the personal progress rating criteria of our own design, with the progress rated using a set of special scoring tables. The new modular training aerobics course with the relevant informational service and progress facilitating provisions designed to complement the standard elective academic aerobics curricula was tested beneficial as verified by the sample progress in the physical fitness and functionality rating tests and practical accomplishments in the discipline.