Associate Professor, Ph.D. M.N. Shkurpit¹
Associate Professor, Ph.D. T.G. Efremova¹
Associate Professor, Ph.D. T.P. Verina¹
Academy of Physical Culture and Sport, Southern Federal University, Rostov-on-Don

Keywords: applied professional physical culture, technology, important professional physical qualities and features, features of professional activity, aspects of physical culture, applied professional physical training.

Introduction. Considering the substantial basics of forming applied professional physical culture (APPC), one should note the diversity of approaches and technological solutions to implementation of sports activity. A significant factor of physical education in the context of students’ professional area is the unity and interrelationship of not only biological (motor), socio-psychological, intellectual components of personal physical culture, but also well-developed applied mental, physical, special qualities to facilitate the process of their adaptation to future professional activity as well as stage-by-stage approach in applied professional training providing specific criteria for its evaluation [1, 3, 5].

Methodological principles of forming applied professional physical culture (APPC) rely on the fundamental theoretical and methodological laws of physical culture and are determined by the specifics of professional activity, negative vocational impacts on a person’s health and specific requirements to his/her personality characteristics. An important aspect in the development of applied professional physical training curricula is preventing occupational diseases in view of personal capabilities and inner reserves of specific and nonspecific adaptation of the body [4].

There is a considerable amount of theoretical and empirical data on using physical culture tools for effective training of students for their future professional activity [2]. Based on the experience of applied and theoretical research, the problem of elaborating content and precise evaluation indicators of students’ APPC was proved to be relevant.

The purpose of the research was to determine the methodological and substantial features of forming students’ APPC.

The realization of this goal involved the following tasks:

 1. identifying factors and evaluation indicators of the level of APPC;

 2. methodological justification of applied professional physical education;

 3. evaluating effectiveness of designed technology in a real learning process.

Materials and methods. It has been found out that the main positions characterizing the orientation of APPC are as follows:

- forms (kinds) of work, specifics of professional functions and work procedures;

- external, internal, climate geographic working conditions, work and rest modes;

- peculiarities of efficient dynamics of working abilities at work, specific reasons for vocational exhaustion and sickness;

- requirements to psychophysical and personality characteristics of a future specialist [4].

The features of work process and specific skill requirements were studied using the following methods:

- analysis of professional charts, professional and educational standards, competency characteristics, studies of hygienic assessment of factors of working environment and work process, research and methodological data;

- survey (questionnaire) of skilled specialists;

- identifying staff sickness rate;

- pedagogical observation during students’ work.

Based on the results of the qualitative analysis of the work content and features, the technology of forming applied professional physical culture was elaborated with the main directions being:

- goal sets, main objectives and expected learning outcomes;

- substantial features of training process (theoretical and practical sections), and a self-training section;

- technological features of implementation of the technology (basic documents on planning of learning and training process, main forms and methods of its implementation);

- tools and methods of monitoring, evaluation criteria of students’ results.

The effectiveness of the developed programs and procedures was determined using the educational experiment data, by evaluating the progress of main components of forming person’s APPC. Having identified the main content, methodological and control components of the technology of applied APPC, and the universal nature of applied pedagogical methods we implemented them in the learning process of vocational school in the Rostov region. The introduction of this technology is especially important in view of the orientation of modern education to a modern paradigm based on the competency building approach, approving comprehensive development of person’s potential, that is much more than just individual aspects of training.

Results and discussion. The technology of forming APPC was applied in Vocational school № 7 with students majoring in "Barbers and Hairdressers".

Intensity of barbers and hairdressers’ work procedures determines their sensory strain (duration of focused observation), emotional stress, motor strain in hands and fingers, including precisely coordinated movements, dosing muscular efforts. The main types of vocational hazards are the affects of chemical agents (agents for hair dying and hair styling), emotional stress and prolonged static strain of back and neck muscles. The most significant motor characteristics of work include precisely coordinated hand movements, fast and accurate finger movements.

The authors’ curriculum of APPC was developed relying on the studies of professional qualities important for a future specialist, students' work dynamics, their level of physical development and fitness and functional status.

The substantial characteristics of applied professional physical training are stipulated in the authors’ curriculum consisting of four modules: theoretical, practical, control and students’ self-training.

The tasks of the theoretical module are to develop the intellectual (cognitive) aspect of physical culture of an individual. Preserving the general orientation of obligatory topics of the theoretical block of the curriculum, the authors touched them upon the prism of students’ future professional activities. In the topics related to sports and specifics of training sessions more focus was on the importance of their usage for professional health improvement rather than only on transferring knowledge related to planning, organization and control. Theoretical classes contributed to formation of students' value attitude to their own health, creation of frameworks for further study and using physical exercises in the learning process.

The tasks of the practical module aimed at developing the activity aspect of students’ APPC were focused on:

- forming students’ practical skills and abilities of health promotion and improvement;

- developing psycho-physical abilities, qualities and skills necessary for mastering professional competences;

- increasing physical activity and physical fitness and improving functional status of the body;

- normalizing psycho-emotional state, improving communication and personality characteristics.

We have developed and introduced sets of applied professional exercises and physical activities for each compulsory sport indicated in the program. Applied exercises were grouped in view of professional qualities important for future hairdressers and barbers: general endurance, speed, movement accuracy and coordination, concentration exercises; leg, back, arm and leg muscle strengthening exercises.

Results and discussion. Preliminary study of students’ activity and the pedagogical observation of skilled specialists at work suggest that most of the tested students are in the state of hypokinesia (about 86% of the students do not satisfy their natural need for movement during the academic year). Various aerobic exercises are recommended to increase their physical activity, improve viability and basic life support systems. According to researchers, general and static endurance exercises form specific mechanisms reducing the negative effects of hypodynamia on the body. The tasks were successfully solved with the help of conditioning exercises with elements of sport games.

Development of the motivation and value component of APPC can be ensured by the process of physical education geared to create conditions for students to form [4]:

- intention to use physical culture at work and in everyday life on a regular basis;

- value orientations and attitude to physical culture and sport;

- stable internal motives for self-training and vocational physical training;

- interest in sports, health and fitness activities;

- intention to healthy lifestyle;

- physical culture and sports ethics and culture;

- sense of beauty.

Having analyzed professional activities and occupational diseases of hairdressers, we came to the conclusion that the system of exercises by J. Pilates can help prevent occupational diseases. Using this system future professionals can not only develop required physical qualities and prevent occupational diseases, but also practice it on his/her own later. Therefore the module of independent activities as additional (sectional) and independent classes includes Pilates and yoga exercises.

To form and develop self-training skills a set of physical exercises geared to address the main goals of physical training was developed:

- development of important professional physical qualities and motor abilities (general and static endurance, proper functioning of lower and upper limbs, fast motor reaction, good coordination);

- preventing negative influences of working conditions (relaxation, mental and emotional stress reduction, restoring the function of the visual analyzer).

One of the factors determining substantive aspects of applied professional physical training process is organizing educational process and the specifics of learning basic work procedures. Thus, training methods were chosen in accordance with the requirements to a student when he was doing his job (Table 1).

Table 1. Substantial features of applied professional physical training in accordance with the study of work procedures                                                       

The control module includes on-line, current and final testing methods (pedagogical testing, control exercises, preparation of abstracts, reports). Changes in students’ motivational and value characteristics were identified using indicators of attendance of academic and extracurricular physical education classes, participation in various health and fitness and mass sports events. The students’ progress in the area of general and applied professional physical training statistical methods was estimated using mathematical methods of statistics that determine the significance of differences between the indicators of experimental and control groups of students in dynamics and reveal the individual rating of growth rates for particular motor abilities. These methods used together provided differentiated information about the progress in theoretical and methodological knowledge and skills, about the state and dynamics of physical development, physical fitness and applied professional physical fitness of each student.

The implemented experimental technology of forming applied professional physical culture of students proved to be effective due to the following criteria:

- positive dynamics and significant improvement of the level of important professional qualities of the experimental group students compared with the control group (Table 2);

- increased interest and motivation of the experimental group students to their own physical perfection, resulting in better attendance and increase number of students doing sports in sections and those training on their own.

There were not observed any significant changes in the estimated motor characteristics of the control group students, except for the right hand kinetic tremor test.

In terms of general fitness level significant positive dynamics of results was observed in both of the groups, which is assumed to be a natural outcome of the learning process.

Table 2. Dynamics of development of important professional qualities of students, М±m

Conclusions. The developed methodological and substantive aspects of forming students’ applied professional physical culture are multi-purpose and can be used in the learning process of students of different specialties. The features of organizing applied professional physical training are in line with the competency building approach and help form the basic aspects of students’ physical culture (intellectual, socio-psychological, biological aspects).

The experimental method applied contributes to a significant increase of the level of important professional psychophysical qualities and characteristics of students. The findings can be a factual basis for further research and development of many issues, including allocation of the interrelation of areas of applied vocational training with specifics of professional activity using correlation analysis. However, results obtained using the developed technology can help improve efficiency of formation of students' applied professional physical culture and adjust the content of the physical education process in educational institutions.

References

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Corresponding author: bmn-28@mail.ru