Applied professional physical training of female students specializing in construction based on comprehensive approach

Фотографии: 

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Senior lecturer O. A. Safonova¹
Senior lecturer V.G. Krivoshchekov¹
¹ Saint-Petersburg State University of Architecture and Civil Engineering, St. Petersburg

 

 Keywords: physical culture, working capacity, professional activity, future specialist, applied professional physical training.

Introduction. Currently, the physiology of labor has many recommendations aimed at improving physical working capacity of university students. The aim of physical culture is physical improvement and promotion of harmonious development of students for successful mastering and performance of socially important activities, their active participation in the progressive transformation of society [1].        

The purpose of the research is assessment of the effectiveness of the author’ technique of development of physical characteristics of female students specializing in construction based on comprehensive selection of physical exercises.

Materials and methods. The methods applied in the work included educational experiment and mathematical methods of statistics. Two equivalent groups (control and experimental) of students of the Faculty of Construction Engineering (20 people each, all attributed to health group) were involved in the 3-year-long educational experiment. Physical fitness and fitness shape of students were tested at classes using the Harvard step test. The students from the experimental group were trained by the proprietary comprehensive technique.

On the basis of the civil engineer's professiogram [2], adjusted for female students specializing in construction engineering, a proprietary comprehensive technique was developed to be used in training of professionally important motor qualities with regard to future employment. This technique consists of seven blocks of different orientation. Each block contains 10 various means, depending on the course of study. In this technique, several sports were put together: 70% - athletic exercises, 10% - gymnastics, and 10% - kettlebell lifting and bodybuilding. The load was applied depending on the fitness level of students and considering total body conditioning, which takes most of the training time, as a fundamental basis of physical education, and applied professional physical training as a major part (specialization).

Selection of each tool and method in the author’s technique was aimed at improving overall endurance, static and dynamic endurance, developing speed of reaction and movement, strength endurance, ability to dose power load, develop motor coordination and speed and strength abilities. The implementation of the training technique for female students included an increase in the load when moving to another year; the use of tools and techniques based on the availability and simplicity of the exercises.

Results and discussion. Results of three years of “Physical Education” university studies of female students from control (CG) and experimental (EG) groups were analyzed (Figures 1 – 10).

Fig. 1. Standing jump results

Fig. 2. Standing triple jump results

 

Fig. 3. Shuttle run 3x10 m results

Fig. 4. Results of running the distance of 60 m

Fig. 5. Results of running the distance of 500 m

Fig. 6. Sit-ups during 60 seconds results

Fig. 7. Pull-ups with support during 10 seconds results

Fig. 8. Squats during 60 seconds results

Fig. 9. Push-ups during 10 seconds results

Fig. 10. Harvard step test results

While analyzing average results obtained at the end of the third year of studies () in EG and CG the following was found.

 In the standing jump the difference between the averages of EG (190.9±7.4 cm) and CG (169.8±6.3 cm) was 21.1 cm, which is statistically significant (p≤0.001). In the standing triple jump the difference between the averages of EG (613.3±8.1 cm) and CG (597.3±4.5 cm) was 16 cm, which is also statistically significant (p≤0.01).

In the shuttle run the difference between the averages of EG (16.3±0.3 s) and CG (16.8±0.7 s) was 0.5 seconds, which is not statistically significant (p≤0.05).

The time of running the distance of 60 meters is significantly better (p≤0.05) in EG (9.3±0.4 s) compared with CG (9.9±0.3 s). On the distance of 500 m the averages of EG (102.9±1.7 s) are significantly better compared with CG (114.2±7.9 s) (p≤0.01). In sit-ups the averages of EG (39.2±4.9 times) are significantly better (p≤0.05) compared with CG (33.2±5.2 times). In supported pull-ups with support the averages of EG (7.25±1.4 times) are significantly better in comparison with CG (4.75±0.8 times) (p≤0.05). In squats within 60 seconds EG (57.6±3.1 times) significantly surpassed CG (52.1±3.1 times) (p≤ 0.05).

In push-ups the averages of EG (15±5.2 times) are significantly better as opposed to CG (12±5.9 times) (p≤0.05). Averages of the Harvard step test in EG (74.3±2.3 points) are considerably higher as compared with CG (58±2.5 points) (p≤0.05).

Conclusion. The proprietary comprehensive technique made it possible to fully develop the professionally important motor qualities, necessary for future specialists in the field of construction engineering.

References

  1. Bishaeva, A.A. Fizicheskaya kul’tura: uchebnik dlya uchrezhdeniy nachal’nogo i srednego professional’nogo obrazovaniya (Physical Culture: textbook for institutions of primary and secondary vocational education) / A.A. Bishaeva. - 2nd ed., rev. and sup. - Moscow: Akademiya, 2010. - 304 P.
  2. Safonova, O.A. Razvitie professional’no-znachimykh dvigatel’nykh kachestv studentok stroitel’nogo profilya na osnove metodiki kompleksnoy napravlennosti (Development of professionally important motor qualities of female students specializing in construction engineering based on comprehensive technique) / O.A. Safonova. - Uch. zapiski un-ta im. P.F. Lesgafta. - 2013. - № 12 (106). - P.136-142.

Corresponding author: safonov812@yandex.ru