PhD, Associate Professor J.I. Busheva¹
PhD, Professor S.M. Obukhov^1
1Surgut State University, Surgut

Keywords: physical activity, physical education, physical development, physical fitness, elementary school, Northern areas, Khanty ethnic active games.

Background. The Khanty-Mansi Autonomous Yugra Territory presently reports ethnically diverse population, with the indigenous peoples of the Far North estimated at only 2% of the total. The traditional ethnic active games and sporting culture of the indigenous population groups deserve special interest and analysis for potential application in the elementary schoolchildren’s physical activity initiatives to complement the standard elementary and higher-level education curriculum.

A few modern experts in the Northern indigenous cultures including S.A. Dneprov [3], V.P. Krasilnikov [4], V.I. Prokopenko [5] and N.I. Sinyavsky [6] give a special priority to the studies of the local traditional ethnic physical education systems and tools that offer a wide range of elementary school games and sporting practices [1, 2]. Thus the traditional games of Khanty children were found highly beneficial for the age-specific physical education systems, particularly in the health improvement and adaptability building aspects of special importance for the people living in the harsh climatic conditions of the Khanty-Mansi Autonomous Yugra Territory.

Objective of the study was to analyze benefits of the Khanty ethnic active games model complementary to the standard elementary school physical education service.

Methods and structure of the study. The new Khanty ethnic active games model piloting study was run at the Salmanov Gymnasium in Surgut city. We made analysis and summaries of the theoretical and practical literature on the subject to find the most beneficial Khanty ethnic active games tools for the elementary school Khanty ethnic active games database. We sampled unsporting elementary schoolchildren (n=60) for the new Khanty ethnic active games model testing experiment and split them up into Experimental and Reference Groups (EG, RG) of 30 people each. The RG training was governed by the traditional physical education curriculum, whilst the EG physical education trainings were complemented by the Khanty ethnic active games toolkit with competitions. The group progress was tested by the pre- versus post-experimental functionality and physical fitness tests.

Optimal physical activity is referred to herein as the physical development, functionality and physical fitness levels comfortable for the life quality assurance purposes and achievable by the physical education knowledgebase building service with practical well-designed and managed age-specific physical education experience accumulated in reasonably individualized physical education practices including games, contests, tournaments, etc.; recreational activities; motivational initiatives; self-reliant physical activity forms; encouraging interest in practical sports/ physical education models; role models to develop the relevant sporting behavioral models; studies of the external factors of influence, incentives for physical progress and bodily responses to the trainings (with account of the weather conditions, training process intensity etc.); most efficient physical activity models and tools to meet the natural need for physical activity; special physical qualities building tools; functionality and adaptability improvement techniques; studies of the biological and social determinants of the age- and situation-specific physical activity; etc.

To optimize the elementary school physical activity, we selected the most beneficial ethnic Khanty physical education tools, outdoor games and competitions including: "Who is faster?" ("Pasty ne"), "Run like a bear" ("Pupi nevere"), "Rings" ("Kis"), "Hoop play” ("Kusy yunt"), "Ring play" ("Corky emuni"),"Ball control" (" Puksel"), "Stick throws on target" ("Popyl yengev"),"Arcane throws’ (Tynzyan), "Sledge jumps" (" Porunchkve Patev "), "Snow Arrow" ("Tutnel"), "Deer catching" ("Vyarkukota”), "Hare footprints" ("Chaver Lak"), "Games with Stick" ("Turkemleli") etc.

Results and discussion. The pre- versus post-experimental tests found significant intergroup differences on the functionality / physical fitness test scales: see Tables 1, 2.

Table 1. Post-experimental functionality / physical fitness test rates of the EG and RG: boys subgroups

Note: *, **, •, ••, •••, ◊ – intergroup difference significance rates, р≤0.05

Table 1. Post-experimental functionality / physical fitness test rates of the EG and RG: girls subgroups

Note: *, **, •, ••, •••, ◊ – intergroup difference significance rates, р≤0.05

The Khanty ethnic active games model testing experiment to complement the standard elementary school physical education service showed the model being beneficial as verified by the significant EG versus RG progress in the functionality / physical fitness tests. The progress was significant for the EG boys (particularly in the heart rate, diastolic blood pressure, standing long jump, prone push-ups, 30s sit-ups and 1000m race tests) and EG girls (particularly in the vital capacity, heart rate, diastolic blood pressure, prone push-ups, standing front bends and 1000m race tests).

Conclusion. The study data and analyses showed the new Khanty ethnic active games model complementary to the standard elementary school physical education service being beneficial for the optimization of physical activity of elementary schoolchildren. The pre- versus post-experimental tests showed significant progress of the EG versus RG on every functionality/ physical fitness test scale both in the boys and girls subgroups.

References

1. Busheva Zh.I. Model to optimize motor activity of primary students living in northern city. Sovremennye issledovaniya sotsialnykh problem. 2017. v. 8. No. 10. Available at: http://ej.soc-journal.ru/ DOI: 10.12731/2218-7405-2017-10-19-38.
2. Busheva Zh.I., Gibadullina T.N., Radchenko L.Yu. et al.Methodological support of motor activity optimization for northerners of primary school age. Enhancement of system of physical education, sports training, tourism and health improvement of various categories of population. Proc. XVI nat. res.-practical conf. with int. part.. S.I. Loginov, Zh.I. Bushevaya [ed.]. Surgut: SurSU publ., 2017. pp. 81-83.
3. Dneprov S.A., Krasilnikov V.P. Development of physical activity based on preservation of the indigenous peoples of the North of Western Siberia: pedagogical heritage. Obrazovanie i nauka. 2010. No. 1 (69). pp. 54-62.
4. Krasilnikov V.P. Games and competitions in traditional physical education of the Khanty. Yekaterinburg: Rus. state prof.-ped. un-ty publ., 2002. 120 p.
5. Prokopenko V.I. Ethnopedagogy of Khanty people: physical education and games. Yekaterinburg: UU publ., 2005. 296 p.
6. Sinyavskiy N.I. Physical education of peoples of North Khanty and Mansi. Surgut: RIE SurSPU publ., 2004. 155 p.

Corresponding author: zh.i.busheva@mail.ru

Objective of the study was to analyze benefits of the Khanty ethnic active games model complementary to the standard elementary school physical education service.

Methods and structure of the study. The new Khanty ethnic active games model piloting study was run at the Salmanov Gymnasium in Surgut city. We made analysis and summaries of the theoretical and practical literature on the subject to find the most beneficial Khanty ethnic active games tools for the elementary school Khanty ethnic active games database. We sampled unsporting elementary schoolchildren (n=60) for the new Khanty ethnic active games model testing experiment and split them up into Experimental and Reference Groups (EG, RG) of 30 people each. The RG training was governed by the traditional physical education curriculum, whilst the EG physical education trainings were complemented by the Khanty ethnic active games toolkit with competitions. The group progress was tested by the pre- versus post-experimental functionality and physical fitness tests.

Results and conclusions. The Khanty ethnic active games model testing experiment to complement the standard elementary school physical education service showed the model being beneficial as verified by the significant EG versus RG progress in the functionality / physical fitness tests.

The study data and analyses showed the new Khanty ethnic active games model complementary to the standard elementary school physical education service being beneficial for the optimization of physical activity of elementary schoolchildren. The pre- versus post-experimental tests showed significant progress of the EG versus RG on every functionality/ physical fitness test scale both in the boys and girls subgroups.