PhD, Associate Professor V.A. Vishnevsky¹
PhD, Associate Professor N.V. Peshkova^1
1Surgut State University, Surgut

Keywords: disabled and disadvantaged health groups, neurohumoral regulation, psycho-physiological status.

Background. Negative demographic processes with the young population health deterioration trends reported by the national statistics have resulted in the growing numbers of university entrants qualified with the disabled and disadvantaged health groups [2, 3, 6]; whilst the inclusive education theory and practice with the relevant staffing, programmatic and organizational provisions for these groups are still far from efficient [1, 3, 5]. This situation gives rise to multiple problems and contradictions due to the shortage of efficient inclusive education technologies with individualized health-improvement, rehabilitation, preventive and other training models and tools [2, 4].

Objective of the study was to analyze benefits of a new academic physical education and sport service model for the disabled and disadvantaged health groups based on the neurohumoral regulation and psycho-physiological status tests and analyses.

Methods and structure of the study. We sampled for our study – run at Surgut State University– first-year undergraduate and specialty students (n=25) qualified with the disabled and disadvantaged health groups and therefore, exempted from practical physical education classes by the entrance medical examinations. Their vegetative-level adaptabilities were analyzed using the vegetative-vascular reactions profiling ORTOExpert Test system with Science software toolkit. We made statistical and spectral analysis of the quiescent and orthostatic hearth rhythmograms and psycho-physiological status using Universal Activator AC-9K Test system.

Results and discussion. The study data showed the sample being extremely heterogeneous in many aspects albeit a significant proportion of the disabled people and those with health limitations exempted from the regular practical physical education classes were found reasonably fit for individualized therapeutic physical education service. Professional specialist training at university implies compliance with a range of educational requirements and standard that is not always possible for the disabled and disadvantaged health groups. Therefore, the education services need to be reasonably individualized both for the health needs and actual psycho-physiological test rates. We should emphasize that the psycho-physiological status tests showed wide variations in the disabled and disadvantaged health groups.

Surgut State University has implemented, within its physical education and sport theory and practice curriculum, a new individualized rehabilitative physical education model for the first-year disabled and disadvantaged health group students certified for exemptions from the regular physical education classes. The model includes the following interrelated elements: health tests; physical education service design; and public defense of the new physical education service model. Work on the new physical education model would start from every student health tests and analyses with consideration for the individual health motivations, values, priorities and the cognitive, identification and operational aspects and practical health-rehabilitation experiences. The analyses would highlight errors and drawbacks in the individual health cultures to offer practical recommendations on how the individual rehabilitative physical education service should be designed.

Then the designers would tackle the physical education service practices to identify the health risks of the most common health disorders plus the functionality risks classified by the bodily functional systems – to put together an individual health rehab strategy. Special provisions in the physical education model would be made for the harsh climatic conditions of the Yugra North, with the students’ climatic sensitivities being tested, analyzed and prevented. The risk assessment component would make an emphasis on the rehabilitative element of the individual physical education service with a comprehensive description of the pathological issues and rehabilitation potential followed by a rehabilitation forecast.

Individual physical activity regimen would be optimized in the physical education model starting from the biological age, physical development and harmony, physical fitness and harmony, postural control, physical typing and functionality tests with the HR threshold, peak and safe range rating tests – to find an individual optimal rehabilitative physical education service model with the body shaping and functionality improvement elements.

Psycho-physiological self-regulation module is ranked among the key elements of the individual rehabilitative physical education service model, with the students required to self-rate their stress tolerance and anxiety to develop the best stress control strategies under psycho-emotional pressures, knowing the potential consequences for the individual functional systems. The same approach applies to the other physical education model elements. Thus the individual healthy lifestyle would be designed with account of the individual biorhythms and chronotypes. The individual rehabilitative physical education service model design would be finalized by a model defense that includes a public defense of the physical education model theory followed by a practical demonstration of the individualized sets of rehabilitative physical exercises.

Conclusion. The study found the vegetative, neurohumoral regulation and psycho-physiological statuses of the disabled people and those with disadvantaged health being rather diverse and, hence, these health groups are in need of special individualized rehabilitative physical education service models – with a special priority to active training methods plus reasonable health awareness, motivational, self-reliant training and health culture building elements.

References

1. Karpinskiy A.A., Gardagina L.G., Karpinskaya N.I. et al. Organization of work with students exempted from practical physical education classes. Uchenye zapiski universiteta im. P.F. Lesgafta. 2019. No. 4 (170). pp. 128-131.
2. Mamonova O.V., Shutova T.N. Physical education of students with special educational needs: classification approach. Izvestiya TulGU. Fizicheskaya kultura. sport. 2018. No. 4. pp. 56-62.
3. Safonova Zh.B., Sheveleva I.N., Kugaevskikh V.G. et al. On distribution of special health group students for physical education lessons. Omskiy nauchny vestnik. 2014. No. 3 (129). pp. 146-149.
4. Surkova L.V. Organization of academic physical education process for special health group students. Akmeologiya. 2012. pp. 153-156.
5. Tokareva A.V. Approaches to special health group formation in Russian universities. Psikhologiya i pedagogika: metodika i problemy prakticheskogo primeneniya. 2012. ;pp. 176-180.
6. Pankratovich T.M., Golikova E.M., Tissen P.P. Health-impaired students' socializing education concept based on individual education trajectories. Teoriya i Praktika Fizicheskoy Kultury, 2017. No. 4. pp. 44-45

Corresponding author: fizkult@teoriya.ru

Abstract

Objective of the study was to analyze benefits of a new academic physical education and sport service model for the disabled and disadvantaged health groups based on the neurohumoral regulation and psycho-physiological status tests and analyses.

Methods and structure of the study. We sampled for our study – run at Surgut State University – first-year undergraduate and specialty students (n=25) qualified with the disabled and disadvantaged health groups and therefore, certified for exemptions from practical physical education classes based on entrance medical examinations There vegetative-level adaptabilities were analyzed using the vegetative-vascular reactions profiling ORTOExpert Test system with Science software toolkit. We made statistical and spectral analysis of the quiescent and orthostatic hearth rhythmograms and psycho-physiological status using Universal Activator AC-9K Test system.

Results and conclusion. The study found the vegetative, neurohumoral regulation and psycho-physiological statuses of the disabled people and those with disadvantaged health being rather diverse and, hence, these health groups are in need of special individualized rehabilitative physical education service models – with a special priority to active training methods plus reasonable health awareness, motivational, self-reliant training and health culture building elements.