University implementation of "3+" FSES for physical education



PhD, Associate Professor N.N. Vengerova
PhD, assistant professor L.V. Lyuik
PhD, assistant professor O.E. Piskun
Peter the Great St. Petersburg State Polytechnic University, St. Petersburg

Keywords: educational process design, competency, physical fitness, sports and health technology.

Introduction. “Physical Education” remains a compulsory discipline within the FSES HPE of the third generation and 3+ FSES. According to FSES of the new generation implemented by the RF government, the future graduates pursuing degrees in physical education should learn the specifics of planning and organization of personal physical activity to maintain an appropriate level of health and working capacity.  

Objective of the study was to identify the special aspects of university implementation of the 3+ FSES for Physical Education.

Methods and structure of the research. Standardized theory test was used to determine the knowledge level of the 1st year female students in the Physical Education discipline. In line with the assumption that theoretical knowledge in physical education is the result of integrated achievements in various scientific fields, the test questions were arranged in the following sections: theoretical basics of physical education; human health and the basics of healthy lifestyle; biological aspects: physical development, human anatomy.

Pedagogical design of the educational process was carried out on the basis of the results received at the diagnostic stage of the research [1, 2], i.e. complex analysis of physical development indicators (anthropometric data, HR, body mass indices), functional state (physical working capacity, resistance to hypoxia) and physical fitness of 1st year female students aged 17-18. The design stage [3] consisted in development of a program for complex application of the means of health and fitness technologies (HFT) (Table 1) in practical (thematic) and mixed classes.

Table 1. Content of the project of the elective part of the university Physical Education course within +3 FSES

Type of health and fitness technologies


Х avg ± σ


Pedagogical objectives:

to improve the qualitative indicators of:


Fitness aerobics

135 ± 5

body aerobic capacities, coordination abilities, musicality and virtuosity of movements


Dance aerobics

145 ± 5



125 ± 5

active and passive flexibility


Adaptive yoga

120 ± 5

physical qualities (flexibility, static strength); to teach balanced breathing and relaxation techniques, mental alertness (attention focusing)



135 ± 5

static strength, flexibility; to develop relaxation skills (reducing stress), flexibility skills



135 ± 5


Bodyflex program

120 ± 5

Static and dynamic strength, strength endurance


Body ballet

125 ± 5

musicality and expressivity of movements, fluency in their performance and aesthetics (beauty of movements); ability to acquire dynamic posture skills.


Dance exercises


135 ± 5

Results and discussion. Results of the interviews conducted at the beginning of the study with 75 first year female students involved indicate that their physical (98.6 percent) and functional (100 percent) fitness levels had not been tested at Physical Education lessons at secondary school. Assessment of physical and functional fitness level of senior pupils was confined to traditional normative examination standards.

Results of the theory test of the female students (n=75) revealed the satisfactory level of knowledge in most of the research subjects (52 percent) and “good” test grades in case of only 13.3 percent of students. Figure 1 illustrates data (in percentage terms) indicating the students’ knowledge in “Biology of the human body” and of theoretical basiсs of physical education.

Fig. 1. Statistics for the students’ correct answers to the theory test questions by sections

1 – anatomy of the human body; 2 – muscle groups (muscles) involved in exercises; 3 – human physical development; 4 – theoretical basics of physical education; 5 – basics of pedagogical monitoring at Physical Education lessons; 6 – applied professional physical education; 7 – types of physical exercises; 8 – specifics of motor modes.

The highest number of correct answers was observed in the Basic health issues and Healthy lifestyle subjects (26.6 and 40 percent respectively).

Initial anthropometric measurements, taken in the first year female students aged 17-18 years studying at Peter the Great St. Petersburg State Polytechnic University (SPbSPU), indicate the average level of their physical development. Indicators of resting HR (84±2 bpm) exceed the norm by 26.6 percent; results of hypoxic resistance assessment corresponded to the lower limit of the normal body resistance index (35±5 sec); body mass indices (BMI) were within the normal weight range (20.3 kg/m2). Low indicators were also registered in: the level of physical working capacity (Ruffier-Dickson index 15.3 (“unsatisfactory”); vital capacity - 39.8 percent below the average age norm (2165±389 ml).

The final monitoring-and-correction stage of the project of the elective part of the curriculum revealed an improvement of physical development indicators including resting HR decrease to 68±3 bpm (14.3 percent); BMI – to 18.6 kg/m2, as well as functional state indicators: body's resistance to hypoxia increase to the upper limit of the normal body resistance index (61±5 sec); VC increase by 43.2 percent (3200±300 ml) and average physical working capacity being above the “satisfactory” level and close to the “good” level (30.7 percent increase).

Initial physical fitness level and further value changes (growth rate, %) in the students’ physical qualities after having taken Physical Education lessons in compliance with the elective course curriculum are described through linear regression equations with corresponding correlation coefficients (r), in which x denotes the indicator of initial level of physical quality (Table 2).

Table 2. Physical fitness levels of female students aged 17-18 years age (n=94)



Physical qualities

Initial level

(Х avg±σ)

Linear regression equation

Coefficient (r)

Significance level,




Flexibility, cm*

12 ± 6

52.2 – 2.6х


< 0.05



Coordination skills, cm**

14 ± 5

12.2 + 1.6х


< 0.05



Speed-strength endurance (reps per 30 sec)

Upper abdominal muscles ***

18 ± 4

65.3 – 2.5х


< 0.01

Lower abdominal muscles ****

17 ± 4

85.6 – 3.1х


< 0.05

Back muscles *****

29 ± 4

48.6 – 1.8х


< 0.05

Hand muscles ******

18 ± 4

83.3 – 1.5х


< 0.01

Note: * – bending forward on a bench; ** – motor skills test «relay race»; *** – crunches; **** – 90° leg lifts in supine position; ***** – trunk lifting with hands on the nape in prone position; ****** – knee push-ups.

Conclusions. Owing to changes in the content of the university federal educational standards, and the 3+ federal state educational standard in particular, the Physical Education teacher can be creative when addressing pedagogical issues and use exercises from health and fitness technologies, which are most often implemented in the fitness industry.


  1. Gorelov A.A. K probleme sistematizatsii novyih fizkulturno-ozdorovitelnyih tehnologiy v obrazovatelnom prostranstve sovremennogo vuza (On systematization of new health and fitness technologies in educational space of modern university) / A.A. Gorelov, V.A. Kondakov, V.P. Suschenko // Vestnik sportivnoy nauki. – 2014. – № 2. – P. 45-50.
  2. Kolesnikova I.A. Pedagogicheskoe proektirovanie: ucheb. posobie (Pedagogical design: study guide) / I.A. Kolesnikova, M.P. Gorchakova-Sibirskaya; ed. by V.A. Slastenin, I.A. Kolesnikova; 3rd ed., ster. – Moscow: Akademiya, 2008. – 201p.
  3. Stepanova O.N. Kontseptualny podhod i algoritm pedagogicheskogo proektirovaniya fizkulturno-ozdorovitelnyih zanyatiy (Conceptual approach and pedagogical design algorithm for health and fitness classes) / O.N. Stepanova, N.N. Vengerova, S.N. Pogodin. – Moscow: Teoriya i praktika fiz. kultury, 2015. – № 2. – P. 60-63

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The Physical Education discipline remains an integral part of the educational process, but undergoes a change in the content of the compulsory and elective parts of it, which requires finding innovative technologies in teaching the Physical Education discipline.
Data analysis shows that in the changed socio-economic conditions the new federal state educational standard can be implemented only in case of reforms in the university physical education system, with an emphasis being made on the formation of the pupils' motivation to physical exercises as a means of rehabilitation, prevention of numerous diseases and introduction into a healthy lifestyle.
Owing to changes in the content of the university federal educational standards, and the 3+ federal state educational standard in particular, the Physical Education teacher can be creative when addressing pedagogical issues and use exercises from health and fitness technologies, which are most often implemented in the fitness industry.