Rating of attention indicators in university students under academic physical education and sport discipline

Rating of attention indicators in university students under academic physical education and sport discipline


D.A. Blinov1
PhD, Associate Professor E.E. Zhigun2
Dr. Hab., Professor G.V. Barchukova3
1Moscow State Institute of International Relations (University) of the Ministry of Foreign Affairs of Russia, Moscow
2Children's and Youth Sports School No. 7, Orel
3Russian State University of Physical Education, Sport, Youth and Tourism (SCOLIPE), Moscow

Objective of the study was to assess the level of attention in university students on the basis of computer-based and paper tests.
Methods and structure of the study. Sampled for the study were 33 male students aged 18-19 years. The study was carried out in two phases, in September and October 2020, and included an analysis of the scientific and methodological literature and testing of the attention properties and attention-specific cognitive qualities (inhibition, self-monitoring, attention allocation, working capacity, degree of familiarization with new work, mental stability, attention concentration, attention switch, attention span, and information processing speed.
Results and conclusions. The study found that the students had a low attention switch rate, average levels of attention concentration and attention span, information processing speed, and working capacity. The computer-based tests showed high levels of inhibition, self-monitoring, attention allocation, mental stability, as well as a high degree of familiarization with new work. The article considers the level of development of the attention properties as a factor that affects students’ academic progress. The proposed tests to assess attention properties and attention-specific cognitive qualities of students provide an operational assessment of their current cognitive status aimed to achieve and maintain the optimal level of their mental readiness for successful learning activity.

Keywords: undergraduates, males, attention indicators, attention-specific cognitive qualities, learning activity.


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