PhD, Associate Professor M.V. Eremin¹
PhD, Associate Professor N.G. Pryanikova²
M.V. Nekrasova¹
A.Y. Sheveleva^1
1Russian State Social University, Moscow
²Moscow City Pedagogical University, Moscow

Corresponding author: eremin-max@mail.ru

Abstract

Objective of the study was to develop and test benefits of an endurance training model for female university students to make them fit for the GTO Complex tests.

Methods and structure of the study. We sampled for the new endurance training model testing experiment (run in 2018-19 academic year) the first-through-fourth-year university females (n=275), with their progress tested by the 100m, 500m, 1000m, 1500m and 2000m running tests.

Results and conclusion. The running results of the sample on the above distances were tested to vary irregularly on a year-specific basis; with the first-year group leading in the 100m sprint; and the second-year group in the 500/ 1000/ 1500/ 2000m run tests; whilst the third- and fourth-year groups were tested with regress in the tests. Furthermore, we tested the sample for sprint endurance and running endurance.

The post- versus pre-experimental tests found the EG making meaningful progress versus the RG in the 100m (6.8%, p <0.05), 500m (5.5%, p <0.05), 1000m (4.7%, p <0.05) and 2000m (4.2%, p <0.05) tests. The progress in the endurance training service made it possible to significantly step up the group success in the GTO Complex run tests. The RG showed a significant progress (plus 5%) only in the 500m test. Therefore, the new endurance training model was tested beneficial due to the special combinations of the adjacent intensity zones in the trainings.

The new endurance training model was tested beneficial due to the special combinations of the adjacent power zone management tools in the trainings – as verified, among other things, by the group success in the GTO Complex run tests. The model testing data and analyses give us the ground to recommend the endurance training model for the first- and second-year female students, with the running practices designed to combine adjacent intensity zones (maximal-to-sub-maximal and sub-maximal-to-top-intensity ones) in every training session.

Keywords: GTO Complex, endurance training model, female students, experimental training, educational experiment.   

Background. The Russian GTO Complex reinstatement project includes a wide range of actions to modernize the popular physical education and sport systems with the relevant updates to the academic physical education and sports curricula to make them compliant with the state requirements to the trainees’ physical education and sports knowledge and skills [1, 2]. As reported by the current university physical education and sport statistics, most of the female students are test physically unfit in many aspects, particularly in the endurance tests, with only 15% of the beginner female students tested fit for the GTO Complex endurance tests [3]. Regretfully, the national research community has still failed to find and offer the most efficient endurance training models for teenage and young population [1, 4, 5], and that was the reason for us to undertake this study.

Objective of the study was to develop and test benefits of an endurance training model for female university students to make them fit for the GTO Complex tests.

Methods and structure of the study. We sampled for the new endurance training model testing experiment (run in 2018-19 academic year) the first-through-fourth-year university females (n=275), with their progress tested by the 100m, 500m, 1000m, 1500m and 2000m running tests.

Results and discussion. The running results of the sample on the above distances were tested to vary irregularly on a year-specific basis; with the first-year group leading in the 100m sprint; and the second-year group in the 500/ 1000/ 1500/ 2000m run tests; whilst the third- and fourth-year groups were tested with regress in the tests. Furthermore, we tested the sample for sprint endurance and running endurance. The sprint endurance was tested to significantly grow in the second-year group (5.8%, p <0.05) and significantly fall in the third- (7.2%, p <0.01) and fourth-year (5.8%, p <0.05) groups. The running endurance was tested to grow significantly in the sub-maximal (6.0%, p <0.05) and high-power (7.1%, p <0.05) intensity zones in the second-year group.

Correlation analysis of the first-year group test data found the highest correlation of the 1000m versus 2000m test data (r = 0.734) with six (out of 10 possible) significant correlations. For the second-year group we found eight significant running fitness test data correlations, with the highest ones between the 1000m versus 2000m tests (r = 0.689). The third- and fourth-year groups were tested with four and three significant correlations, respectively. Therefore, the numbers of significant running fitness test data correlations were found to fall with the academic years, with their significance ratios falling as well, particularly for the longer test distances.

It should be noted that the first- and second-year groups were tested with sprint endurance rates correlated with running endurance in the sub-maximal power zone, with special endurance shortage in the sub-maximal and high-power zones – in contrast to their third- and fourth-year peers who showed no such correlations. Based on this finding, we would recommend special maximal- and high-power running practices for the group endurance trainings.

We tested benefits of our endurance training model by an experimental training (ET) course for the second-year students split up into Experimental and Reference Groups (EG, RG) of 42 and 40 people, respectively. The RG was trained under the standard academic PE curriculum with the traditional running endurance training elements. And the EG was trained by the new endurance training model including the following combined running practices: 30+60+100+150m; 60+100+150+200m; 150+200+250+300m; and 350+700+1200m ones. Every training session was designed to harmoniously combine the maximal-to-sub-maximal and sub-maximal-to-top-intensity zones.

The post- versus pre-experimental tests found the EG making significant progress versus the RG in the 100m (6.8%, p <0.05), 500m (5.5%, p <0.05), 1000m (4.7%, p <0.05) and 2000m (4.2%, p <0.05) tests. The progress in the endurance training service made it possible to significantly step up the group success in the GTO Complex run tests. The RG showed a significant progress (plus 5%) only in the 500m test. Therefore, the new endurance training model was tested beneficial due to the special combinations of the adjacent intensity zones in the trainings.

Conclusion. The new endurance training model was tested beneficial due to the special combinations of the adjacent power zone management tools in the trainings – as verified, among other things, by the group success in the GTO Complex run tests. The model testing data and analyses give us the ground to recommend the endurance training model for the first- and second-year female students, with the running practices designed to combine adjacent intensity zones (maximal-to-sub-maximal and sub-maximal-to-top-intensity ones) in every training session.

References

1. Kudinova V.A., Karpov V.Yu., Kudinov A.A. et al. GTO complex test individualization, accessibility and efficiency criteria. Teoriya i praktika fiz. kultury. 2018. No. 5. pp. 59-61.
2. Kudinova V.A. Quality management models in physical education and sports activity in subjects of the Russian Federation. Volgograd: VGSHkA, 2012, 255 p.
3. Kudinova V.A., Karpov V.Yu. Sports progress statistics analysis for Russia. Teoriya i praktika fiz. kultury. 2019. No. 5. pp. 42-43.
4. Kudinova V.A., Karpov V.Y., Kudinov A.A., Kozyakov R.V. Physical education personnel's performance in entities of the Russian Federation. Teoriya i praktika fiz. kultury, 2016, no. 11, pp. 14-16.
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