Service application emphasis in physical education and sports to train students for GTO test

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ˑ: 

Honoured Worker of Physical Culture, Dr.Hab., Professor V.A. Shchegolev1
PhD, Associate Professor A.Yu. Lipovka1
PhD A.V. Korshunov2
1Peter the Great St. Petersburg State Polytechnic University, St. Petersburg
2Moscow State Pedagogical University, Moscow

Keywords: military service application emphasis, physical education, sports, draft-age students, practical education tools, GTO standards and requirements.

Background. The core idea of the study was based on the assumption that an emphasis on practical military service applications in the university physical education and sports may be beneficial both for the health-improvement objectives of the academic curricula and for the students’ getting better physically fit for the GTO tests.

The hypothesis was put into practice and tested using a set of practical education tools developed under the study to make an emphasis on the military service applications in the university physical education curricula in application to the draft-age students. The main practical education tools were the following: duly harmonized health-improvement and service application tools and methods introduced into the regular university physical education curricula; physical workload management with due consideration for the actual performance abilities of the students; giving necessary knowledge, skills and experience to the students to motivate them for regular self-controlled health- and-service-focused physical education and training practices; and making more emphasis on the military service application practices in the competitive events.

Objective of the study was to give theoretical grounds for and test by an experiment the potential benefits of the practical education tools centred on the military service application aspects of the academic physical education curricula in application to the draft-age students to make them better fit for the GTO tests.

Methods and structure of the study. To attain the above objective, we applied a variety of theoretical analytical tools and summarized the information on the subject available in the national research materials. Being limited by the academic timeframe of the university physical education curricula, we strived to establish the best possible conditions to successfully implement the service application components in the standard university physical education formats by the following means:

  • In the academics hours – we reasonably expanded the proportions of the time scheduled for the combat sports and competitive bouts dominated by boxing, wrestling and hand-to-hand fighting practices; and introduced applied physical practices as required by the valid GTO standards and requirements through a prudent design of the integrated training sessions with reasonable proportions of team sports and games plus military application team exercises. Special attention was given to the practical process management skills and techniques being developed in the students within the relevant sections of the academic curricula to help them gain confidence in management and personnel control activity and develop personal responsibility in the physical practices including due mental balancing skills and self-confidence developing ones [1].  
  • In the mass sport domain of the studies – we engaged every student in the education and training process and sport competitions; increased the share of the service-application-centred competitive events in the academic team sports and the sport group training processes; applied a variety of practical tools to motivate the trainees to help their teammates in their competitive accomplishments; included the military service and combat applications and combined exercises into the university schedules of competitions to facilitate formation of high volitional qualities in the students under high mental, nervous and physical stresses; and encouraged the team spirit to make them ready to help others by the special skills and experience of importance for the upcoming military service [2].  
  • In the practical education sessions – we conducted regular trainings of the senior students to improve their knowledge of the physical, emotional, mental and somatic specifics of their bodies, with an emphasis on the individual diets, motor activities, knowledge and awareness of the potential negative effects of bad habits, smoking, alcoholism, drug addiction, physical inactivity (hypodynamia) etc. [3, 4]. Special attention in the training sessions was given to the skills and practices to develop self-reliance qualities in the trainees acting in the role of an assistant manager and/or practical instructor in performing demo physical exercises etc.; and to the practical personnel management and commandment skills developing practices.

To test the efficiency of the above military service application tools and methods in the academic physical education curricula in application to the draft-age students to make them better fit for the GTO tests, we performed an educational experiment at Saint Petersburg State Polytechnic University and Moscow State Pedagogical University in the period of 2014-15. The educational missions were designed to secure fairly high physical development standards for the students. With this purpose in mind, due tools and methods were applied and summarized in a Combined Methodology of Military Service Applications in the Academic Physical Culture and Sports to make the students fit for the GTO tests.

The main educational experiment was performed during the academic year. Subject to the study were 232 second- and third-year students. Two Study Groups (SG) and Reference Groups (RG) were formed in every academic year category. The Study Groups were subject to the revised training curricula with renewed training process design, content and practices. The academic progress rating system implied both every study group and every student being rated – that made it possible, on the one hand, to rate the practical contribution of every student to the teamwork and team success and, on the other hand, to assess the individual progress in developing the necessary physical, professional and personal qualities. A variety of quantitative rating methods were used as a main rating tool to assess the individual progress in the physical and professional fitness and performance skills. 

Efficiency of the experimental curriculum was rated by the following two sets of indices:

  • Performance indices; and
  • Physical fitness indices.

The training sessions were held, as was mentioned above, under the academic training schedules complemented by the self-controlled training sessions 2-3 times per week. Some of the subjects additionally attended university sport groups. The physical progress rating tests were performed on a monthly basis.

Study results and discussion. Given in Table 1 hereunder are the resultant data of the educational experiment.

Table 1. Variations of the average performance rates of the subjects for the experimental period

 

Rates

Average values for the RG =115 and EG=117

 

 

Groups

х1±m1

х2±m2

р

1

HR at rest, bpm

RG

67,0 ± 2,4

65,0 ± 4,2

0,05

SG

66,4± 1,6

64,0 ± 2,2

0,01

2

Systolic pressure, mmHg

RG

125 ± 2,1

128± 3,1

0,01

SG

120 ± 3,1

115± 1,1

0,01

3

Diastolic pressure, mmHg

RG

80 ± 3,4

75 ± 2,2

0,05

SG

75 ± 2,4

70 ± 1,2

0,01

4

Body mass/ height index, standard units

 

RG

402 ± 2,1

404 ± 2,8

0,01

SG

412 ± 3,4

416 ± 4,4

0,01

5

Vital capacity,  standard units

 

RG

58,9 ± 5,2

56,8 ± 2,1

0,01

SG

58,3 ± 5,0

55,8 ± 1,0

0,01

6

HR adaptation (Ruffier-Dickson) index, standard units

RG

6,2 ± 0,12

6,0 ± 0,14

0,05

SG

6, 1 ± 0,15

5,8 ± 0,14

0,01

7

Overall work capacity index, kg/m/min

RG

12,6 ± 0,3

13,2 ± 0,4

0,01

SG

12,2 ± 0,2

13,8 ± 0,4

0,01

8

Minute blood volume, l/ min

RG

19,4 ±0,04

19,6 ±0,05

0,01

SG

18,4 ±0,08

19,7 ±0,05

0,01

9

HR recovery index, s

RG

164 ± 11,3

159 ± 10,1

0,01

SG

165± 11,3

159 ± 10,6

0,01

The above data variations may be interpreted as indicative of the average physical performance rates of the trainees for the experimental period being on the rise, and this fact is attributable to the education program being successful.

The highest positive variations are noted in the anaerobic performance and reserve capacity rating indices (including HR, vital capacity, overall work capacity, HR recovery rates etc.). Performance progress in these categories was mostly rated as good and excellent on the six-point scale.

The stability of the arterial pressure rates in the tests may be indicative of the right workload and process intensity management in the training process that made it possible to avoid physical overstrains of the trainees in the period under study. This conclusion is supported by the HR adaptation Ruffier-Dickson indices and post-maximum-workload HR recovery (1 min) indices.

The test physical exercise performance rates were found indicative of certain body reserves secured by the good physical fitness rates [3, 4]. The test physical exercise performance rates showed positive changes over the period of the experimental program (see Table 2).

Table 2. Variation of the physical fitness rates of the both group students for the experimental period (RG =115 and SG=117)

 

Test exercises

Groups

Average values

 

р

х1±m1

х2±m2

1

3 km race, s

 

RG

13,42±0,08

12,39±0,06

0,05

SG

13,46±0,09

13,32±0,04

0,01

2

Pull-ups on a horizontal bar, times

 

RG

10,8±0,04

11,2±0,03

0,01

SG

10,4±0,05

12,8±0,04

0,01

3

100 m sprint, s

RG

14,8±0,04

14,4±0,03

0,05

SG

14,9±0,05

14,1±0,02

0,01

4

Freestyle swimming, time

 

RG

2,05±0,08

2,02±0,03

0,01

SG

2,08±0,06

1,57±0,04

0,01

5

Hand-to-hand fight, scores

RG

3,7±0,01

4,3±0,04

0,01

SG

3,6±0,04

4,8±0,01

0,01

Conclusion. The experimental study showed benefits of the proposed methodology as verified by the improvements in the physical fitness rates of the Study Group students up to the good and excellent scores. No overstrains of the trainees were found in the experimental period and no one of them was released of the experimental training process due to health conditions. 

References

  1. Bolotin A.E. Pedagogicheskaya tekhnologiya ispolzovaniya sredstv fizicheskoy kulturyi dlya adaptatsii studentov k buduschey professionalnoy deyatelnosti (Physical education to prepare students for future professional activity) / A.E. Bolotin, V.A. Shchegolev, V.V. Bakaev // Teoriya i praktika fiz. kultury. – 2014. – № 7. – P. 16–20.
  2. Shchegolev V.A. Fizicheskaya kultura i sport kak sredstvo professionalno-orientirovannogo vospitaniya studencheskoy molodezhi: monografiya (Physical culture and sport as a tool of vocational training of students: monograph) / V.A. Shchegolev, Yu.N. Schedrin. – St. Petersburg: SPbSU ITMO, 2011. – 216 p.
  3. Shchegolev V.A. Fizicheskaya podgotovka v voennyih obrazovatelnyih sistemah SShA (Physical training in US military education systems) / V.A. Shchegolev // Teoriya i praktika fiz. kultury. – 2014. – № 9. – P. 55–60.
  4. Shchegolev V.A. Professionalnoe sovershenstvovanie sub'ektov upravleniya fizicheskim vospitaniem studentov s ispolzovaniem interaktivnyih tehnologiy (Professional development of agents of management of physical education of students using interactive technologies) / V.A. Shchegolev, O.V. Novoseltsev // Teoriya i praktika fiz. kultury. – 2015. – № 2. – P. 15–18

Corresponding author: Shegval@0mal.ru

 

Abstract

The article presents the results of studies and experimental verification of the efficiency of the service teaching methods applied in various forms of physical education with draft-age students with a view of preparing them to implement the standards and requirements of the GTO (Ready for Labour and Defence) complex.

The study has shown the high efficiency of the proposed patterns of students' motor activity. Rationing of physical load in terms of volume, intensity and impact orientation helped improve the students' physical fitness for vocational training.

The presence of progressive figures in the level of development of basic physical qualities that characterize the subjects' aerobic capacity enables them to provide a physiological basis for the successful implementation of the standards and requirements of the GTO complex, mastering the necessary applied service motor skills.