The Concept of Sportization of University of Physical Education as Necessary and Sufficient Conditions of Implementation

Фотографии: 

A.A. Skorokhodov, Honorary trainer of Russia
G.V. Rudenko, associate professor, Ph.D.
National Mineral Resources University “Mining”, St.Petersburg
E.F. Orekhov, professor, Dr.Hab.
Ural state university of physical culture, Chelyabinsk

Key words: sportization, concept, physical education, university sport club.

In the early 90-s of the ХХ century V.K. Balsevich and L.I. Lubysheva expressed the idea of the wide involvement of sports means to the process of compulsory physical education. The main idea is to adapt sports technologies to enhance school physical education [1-5]. They designed the concept of sportization of physical education, primarily focused on school physical education, however, it is obviously also applicable in other educational institutions - universities and technical colleges.

Like any educational technology, including sports one, it is represented by three aspects:

1) scientific: educational technology - part of pedagogical science, studies and formulates the goals, content and methods of teaching and projects of educational processes;

2) procedural-descriptive: description (algorithm) of the process, setting of goals, content, methods and means to achieve planned learning results;

3) procedural-effective: implementation of the technological (teaching) process, operation of all personal, instrumental and methodological teaching tools" [7, 15].

The purpose of the study was to detect necessary and sufficient conditions of implementation of the concept of sportization of physical education in a technical university.

Results and discussion. The educational experiment properly organized and conducted by the authors of the sportization concept confirms "the unique opportunities of sports centered physical education in formation and strengthening of... physical and moral health, based on the rise of the level of... sports skills, training of the culture of living, successful socialization"[3, P. 57]. However, the lack in most schools and universities of the necessary material and sports facilities and teaching staff with the required knowledge, skills and competence in specific sports prevents from the mass introduction of the sportization concept in addition to the existing problems of higher school like steady decline of the health level of applicants (continuously replenishing of the disorderly ranks of special medical groups in universities), the lack of the motivation to do some sport among healthy students, or simply the fact that the sport a student is interested in is not present in this specific university.

In universities the task of student's psychophysical adaptation is solved by a physical education teacher and usually the adaptation to university learning takes place during the first courses and to the future work - during senior courses. In higher schools, where high demands are being made to physical and psychological qualities of a future specialist, applied vocational physical training (AVPT) should be based on those sports, capable to form the necessary in future work psychophysical qualities, and each student should be treated individually. It is advisable to select means and methods of applied vocational physical training by comparing specialist’s professiogram and sportsgrams of the basic kind of sport. This approach enables to identify the adequacy of qualities important in work and sport, to identify qualities development of which is little or not contributed by basic sport occupations and select appropriate methods to develop professionally important qualities [6].

The above-stated determined the order of the implementation of the sportization concept at the Mining University in St.Petersburg.

1. Thanks to the material sports base of Mining university both club work, and city competitions can be organized, i.e. one of the requirements of the implementation of the sportization concept is fulfilled.

2. Formation of student's physical culture in the process of vocational training is seen not only in terms of the dynamics of physical fitness and functional preparedness and health level, but also in its relation to the values ​​of physical culture. So in 2006 a mass survey of 1-4-year students (approximately 4 thousand people) was conducted at Mining University. As shown by the opinion poll conducted in 2006, nearly half of all university students are not interested in systematic sports classes and performance in competitions. In this regard, one of the main directions of work with students on the physical education department has become to increase the motivation for physical education classes, as an effective mean of formation of professionally significant physical and mental qualities [6].

3. The analysis of the current situation has clearly showed that individualized applied vocational physical training is to be introduced starting from the first course, and stipulated for the need for full-scale implementation of the sectional technology of conducting classes, that implements the personality-centered approach in teaching and continuous monitoring of student’s physical, psychological and functional statuses. Therefore, the sport club “Miner" was established in 2006 under the physical education department of Mining University. The purpose of the SC "Miner" is to improve physical fitness of trainees (students and postgraduates), systematic work on the formation of professionally important physical and mental qualities of a future graduate, increase of the large-scale involvement of those engaged in physical culture and sport, train athletes to achieve high sport results on the basis of the introduction of the individualized AVPT to the activity related to special working conditions (mining-geological specializations) [6].

As a result, 75 kinds of sport are being cultivated at Mining University. Thus almost all students’ needs are taken into account and the conditions for physical education and sport classes both in class hours and after hours are created. In practice, the elements of club work were introduced into the work of the physical education department without changing the curricula, which greatly increased the capabilities of the implementation of the sportization concept in a particular university.

4. Consolidation of the human resource potential of the department. 75 kinds of sport, cultivated on the department, required specific retraining of staff members of the department and attracting the coaching staff on an hourly basis.

An indirect confirmation of the effectiveness of the designed program is a steady improvement of the state of sports and mass work at Mining University and the successful performance of the university athletes in competitions of various levels. Leading positions of Mining University among St. Petersburg universities (the first place for the past five years) testify to the correctness of the chosen direction of the organization of students' physical education via professional adaptation to work using sportization of physical education in a university.

References

  1. Balsevich, V.K. The concept of alternative forms of organization of physical education of children and youth / V.K. Balsevich // Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. – 1996. – № 1. – P. 23-25. (In Russian)
  2. Balsevich, V.K. The perspectives of development of the general theory and technologies of sports training and physical education (methodological aspect) / V.K. Balsevich //Teoriya i praktika fizicheskoy kultury. – 1999. – № 4. – P. 21-26, 39-40. (In Russian)
  3. Balsevich, V.K. Sports-centered physical education: educational and social aspects / V.K. Balsevich, L.I. Lubysheva // IV OSDYUSSHOR "SPORTVEST". – 2007. – № 4. – P. 54-57. (In Russian)
  4. Lubysheva L.I. The social role of sport in social development and personality's socialization / L.I. Lubysheva //Teoriya i praktika fizicheskoy kultury. – 2001. – № 4. – P. 11-13. (In Russian)
  5. Lubysheva L.I. Physical and sports culture: content, relationship and dissociations / L.I. Lubysheva // Teoriya i praktika fizicheskoy kultury. – 2002. – № 3. – P. 11-14. (In Russian)
  6. Rudenko, G.V. Individualization of applied professional physical training for activity associated with risk of life and health (case study of mining and geological specializations): abstract of doctoral thesis (Hab.) / G.V. Rudenko. – St.Petersburg, 2013. – 44 P. (In Russian)
  7. Selevko, G.K. Modern educational technologies: study guide / G.K. Selevko. – Moscow: Narodnoe obrazovanie, 1998. – 256 P. (In Russian)

Author’s contacts: Panfilio@spmi.ru