TaPPC № 4 2016, рр.103-104
Dr.Hab., Professor, Academician of Russian Academy of Education P.K. Petrov
Applicant I.A. Tatarskikh
Udmurt State University, Izhevsk
Keywords: competitive aerobics, multimedia training tutorial, sport judge training
Modern elite sports actively apply and accumulate advanced technologies in a variety of aspects including sport equipment, sport facilities, training/ rehabilitation methodologies and, last but not least, judge training and assessment systems [1, 3]. Success in virtually every modern sport competition largely depends on the refereeing service quality and qualification including the knowledge and interpretation of the rules and the practical refereeing skills to fairly score the competitive performance of the athletes in a variety of competitions from the regional-level ones to the top ranking events such as the European and World championships and Olympic Games. It should be noted in this context that the refereeing service is somewhat easier in the sport disciplines where athletic accomplishments are rated on a quantitative basis – in kilograms, centimetres, meters, minutes, seconds and points (weightlifting, track and field athletics, team sports, biathlon, ski races etc.). However, there are still many sport disciplines where the refereeing service is largely subjective and, hence, often very challenging – in case of the disciplines that imply a wide variety of exercises/ situations classified with different groups, holds etc. (like the artistic and rhythmic gymnastics, figure skating, oriental martial arts etc.) . One of these sports that have been on the rise getting increasingly attractive for university students for the last few years – is the competitive aerobics that is being governed today by the rules of competitions valid for the period of 2013-2016. These rules set forth a few major provisions regulating the competition organizing, management and refereeing processes; give guiding recommendations on the artistic merits, technical performance and complexity scoring by the judges; and list the standard elementary exercises classified into the relevant groups (Group A: dynamic strength, 67 exercises; Group B: static strength, 52 exercises; Group C: jumps, 129 varieties; and Group D: balance and flexibility, 50 exercises).
It is natural that coaches and athletes must perfectly know each of these elements in their combination designing process and perfectly perform them, whilst judges must be highly skilful in rating these elementary exercises in combinations tracing the relevant mistakes; and for doing that they will be well trained using a variety of training methods including the modern information technologies that have been actively introduced in the physical education and sports sector for the last few years . The multimedia training tutorial subject to the study may be one of the most efficient programmatic education tools in this process.
Objective of the study was to provide an experimental substantiation for the multimedia training tutorial "Competition rules and refereeing in competitive aerobics" applied in the sport judge training process.
Methodology and structure of the study. We have developed a special multimedia training tutorial "Competition rules and refereeing in competitive aerobics" applicable in the sport judge training process [4, 5]. To assess the efficiency of the tutorial, we conducted a comparative educational experiment with 168 students of the Physical Culture Department of the Udmurt State University including a Reference group of 17 students of the Gymnastics Theory and Practice Departments who have specialized in the information technology application in the physical education and sport sector and mastered the theory and practice of competitive aerobics as their vocational sport; and an Study Group of 151 students having different specialities (including track and field athletics, skiing, swimming etc.) having no background in competitive aerobics.
The following two tests were used to rate the judges’ qualification levels: Theoretical Knowledge Test 1 included ten test tasks to check the knowledge of the competition rules applied to the competitive aerobics; Practical Skills Test 2 included ten test tasks to check the competitive aerobic combinations scoring skills of the judges, the combinations being taken from real competitive records. The experiment was performed in the following three stages: Stage 1 was the background knowledge of the competitive aerobics rules assessment stage; in Stage 2, the Study Group knowledge of the multimedia training tutorial "Competition rules and refereeing in competitive aerobics" was rated, and the Reference Group was tested for the knowledge of rules of competitions in the same stage; and Stage 3 was designed to assess the training process efficiency.
Study results and discussion. The study data obtained through the educational experiment gave the grounds to rate the judges’ theoretical knowledge and practical refereeing skills in the Study and Reference Groups. At the initial stage of the experiment, the both group subjects were rated relatively low both in the theoretical knowledge and practical skills (the right answers averaged 1-4 of 10 in fact). By the end of the experiment, the tests showed a notable progress made by the Study Group subjects who were trained using the multimedia training tutorials. The theoretical knowledge rates, for instance, were tested to grow by as much as 87%, and the practical competitive combinations scoring skills were tested to increase by 50%. The Reference Group subjects who were trained using hardcopies of the rules of competitions also showed some progress, with the theoretical knowledge and practical refereeing skills tested to grow by 41% and 43%, respectively, with the differences of the output data arrays found significant as verified by the Student criterion.
Conclusion. The new multimedia training tutorial applied in the competitive aerobics judges training process was found beneficial as verified by the tests of the theoretical knowledge and practical refereeing skills of the subjects.
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