PhD, Associate Professor T.I. Chedova¹
Director of Univer sports club S.V. Solovyev^2
1Perm State National Research University, Perm
²Sports club "Univer", Perm

 

Keywords: students, academic sports club, sport culture values.

 

Background. Modern academic educational process is designed to take full advantage of both the class and off-class education models and initiatives, with the general cultural personality qualities and values building viewed as the core objective of the off-class trainings. Different forms of student associations in the academic system are commonly acknowledged to provide the best formats, tools and conditions for the personality development agendas, with the academic physical trainings and sport clubs ranked among of the most popular such forms.

L.I. Lubysheva defines a club as the association designed to cater for the joint interests and needs of the club members by providing a communication and progress facilitating environment to encourage and support every positive individual self-expression, self-assertion and self-fulfillment goal [3]. The physical education and formation theory has long interpreted sports as an indispensable part of the physical education process, and only recently recognized their important social functions, values and other benefits; i.e. the modern sports that can no more be theoretically limited by the physical education domain as such. In this context, many sport analysts take efforts to develop a modern sport theory with its sport culture building and personality development components [4].

Sport culture, as provided by V.I. Stolyarov, may be defined as the individual/ group/ social positive values system with the relevant attitudes to sports and their social effects including the athletic mastery building, retention and implementation in different aspects, functions and components viewed as the most important by the sport entity i.e. forming its values system [5]. V.I. Ilyinich, M.L. Vilensky et al. assume that values considered in qualitative terms may be classified into the material, physical, social-psychological, mental (individual traits and personality qualities) and cultural ones [6].

We believe that the initiatives to develop positive values systems in the academic sport clubs are highly beneficial for the student general cultural progress including the healthy lifestyle formation component [2]. The study was designed to develop and offer a sport culture values system formation model to facilitate the personality progress in the academic communities by due focus on the sport culture values building in the academic training process.

Objective of the study was to develop and test benefits of a sport culture values system formation model for application in academic sport clubs.

Methods and structure of the study. Applied for the study purposes were the following methods: analysis of the available study reports on the subject; statistical data analysis; questioning surveys and interviews; progress tests; education process experiment; and the standard mathematical statistic tools for data processing.

The sample progress in the sport culture values system formation process was rated using the following tests [1]: A.V. Shaboltas’ Sport Motivations Test; V.G. Romek’s Self-Confidence Test; N.Y. Stambulova’s Volitional Qualities Self-test; GTO Complex tests to estimate physical fitness of the sample; and the theoretical competence tests.

The educational experiment under the study was completed at ‘Univer’ Sport Club of Perm State National Research University (PSNRU) in September 2016 through April 2017 with the 1-2-year students (n=52) aged 18-20 years sampled for the experiment and split up into Reference (RG) and Experimental (EG) Groups. Both of the groups were trained with the picked university football and rugby teams, respectively. The EG trainings were designed to include the sport culture values formation course.

Study findings and discussion. The sport culture values formation model includes the following components: (1) Meetings with sport celebrities; (2) Olympic education; (3) Olympic experts’ contests; (4) Olympic sport elements integration into the other academic sport disciplines; and (5) Competitions of the student physical education and sport research projects.

Meetings with sport celebrities included a meeting with V.V. Selkov, a renowned Russian swimmer, three-times silver medalist of Olympic Games, 1994 World Champion and an Honorary Master of Russian Sport. The meeting was styled in a press-conference format, with the students free to come up with their questions to the champion on the sport motivations, challenges, own success history, recommendations on how to meet the post-retirement challenges, family values and the political views. The meeting with the great ambassador to the national sports reportedly helped many of the students revise their own world outlooks, motivations for and priorities in the academic sports.

The Olympic education component was intended to increase awareness of the students in the Olympic values, Olympic movement history and Olympic Games by an online training course using, among other things, the tools provided by social network InContact. The online course offered a detailed analysis of the above Olympic topics in form of presentations and historical analyses.

The Olympic experts’ contest to provide extra motivations for the Olympic studies was designed in an interactive discussion format, with the expert teams finding answers to the questions and solutions for the problems. The contest was visualized and assisted by multimedia presentation tools and finalized by an award ceremony.

The Olympic sports integration in the other academic sport disciplines component implied elements of some Olympic sport disciplines being mastered in the other academic sport trainings, to secure progress in specific sport disciplines by the tools of Olympic sports. The productive exchange of the education and training tools was managed by the ‘Univer’ Sport Club coaches in badminton, basketball, sambo, rugby and volleyball.

The Competitions of the student physical education and sport research projects component was implemented on an inter-departmental basis inside the university. The Contest was won by a ‘Univer’ rugby team leader.

Every activity under the above components was designed to facilitate the sport culture values formation process driven by the sport club activity. As provided by L.I. Lubysheva, an individual sport culture may be classified into the motivational, behavioral, physical, informational and other components. A special emphasis in analyses of the sport culture components testing data arrays was made on the sample progress in the volitional qualities building domain (ranked with the behavioral component of the sport culture) – for the reason that the personality volitional qualities are pivotal, in our opinion, for success of the individual general culture formation process. Given in Table hereunder are the EG versus RG pre- versus post-experimental progress test data for the volitional qualities of the sample.

 

Table 1. The EG versus RG volitional qualities progress test data, % 

Volitional qualities test rates		RG (n=25)	p (RG)	EG (n=27)	p (EG)
Low	Pre-experimental	12	>0,05	11	>0,05
	Post-experimental	8	>0,05	4	<0,05
Average	Pre-experimental	64	>0,05	56	>0,05
	Post-experimental	56	>0,05	37	<0,05
High	Pre-experimental	24	>0,05	33	>0,05
	Post-experimental	36	0,05	59	<0,05

 

The pre-experimental EG versus RG test data arrays failed to show any significant intergroup differences (p >0.05), in contrast to the post-experimental data arrays indicative of the significant (p<0.05) progress of the EG versus RG. Thus only 4% of the EG was tested low on the volitional qualities scale in the post-experimental tests versus 11% in the pre-experimental ones. The share of the EG students tested with the average volitional qualities was found to drop from 56% to 37%, and the share of those tested with high volitional qualities grew by 26% (from 33% to 59%) as a result of the experiment; with the significant progress of the EG attributable to the sport culture values formation course with its high motivations for trainings and competitions.

Conclusion. The sport values system formation model was found beneficial as verified by the EG versus RG pre- versus post-experimental progress tests in the ‘Univer’ Sport Club of Perm State National Research University.

 

References

1. Burtsev V.A., Burtseva E.V., Martynova A.S. Kriterii, pokazateli i metodiki izmereniya urovnya razvitiya sportivnoy kultury lichnosti [Criteria, indicators and methods of measuring level of development of athletic personality culture]. Fundamental Research, 2014, no. 11 (part 5), pp. 1147-1151.

2. Gavronina G.A., Chedov K.V., Starkov E.V. [chief ed.], Polyakov T.A. [scientific. ed.] Implementation of Physical Education theoretical discipline as condition for development of students' health culture]. Mat. Vseros. nauch.-prakt. konf. s mezhdunar. uchastiem 'Fizicheskaya kultura, sport, turizm: nauchno-metod. soprovozhdenie'. [Proc. nat. res.-practical conf. with intern. participation 'Physical education, sport, tourism: scientific method. follow-up']. May 17-19, 2017. PSHPU, Perm, 2017, pp. 21-24.

3. Lubysheva L.I. Konversiya vysokikh sportivnykh tekhnologiy kak metodologicheskiy printsip sportizirovannogo fizicheskogo vospitaniya i 'sporta dlya vsekh [Conversion of high sports technologies as methodological principle of sportizated physical education and sport for all]. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka, 2015, no. 4, pp. 6-8.

4. Lubysheva L.I. Kulturnye transformatsii sovremennogo sporta v aspekte sotsiologicheskogo analiza [Cultural transformations of modern sports within sociological analysis]. Teoriya i praktika fiz. kultury, 2013, no. 6, pp. 10-13.

5. Stolyarov V.I. Sportivnaya kultura kak element kultury [Sports culture as element of culture]. Mat. Vseros. nauch. konf. 'Sovremennost kak predmet issledovaniya sotsialnykh nauk' [Proc. nat. sci. conf. 'Modernity as object of study of social sciences']. Moscow: MSAPC publ., 2002, pp. 28-33.

6. Ilyinich V.I. [ed.] Fizicheskaya kultura studenta. Uchebnik dlya studentov vuzov [Physical culture of the student. Textbook for university students]. Moscow: Gardariki publ., 2000, P. 19.

 

Corresponding author: fizkult@teoriya.ru

 

Abstract

Efforts of academic sports clubs to encourage the sport culture values cultivating process are known to facilitate the general culture development process. We designed and implemented a special project to facilitate the students’ personality progress by giving a special priority to the sport culture values formation tools. An education process experiment under the study was completed at ‘Univer’ Sport Club of Perm State National Research University (PSNRU) in September 2016 through April 2017 with the 1-2-year students (n=52) of 18-20 years of age sampled for the experiment and split up into Reference (RG) and Experimental (EG) Groups. The both groups were trained with the picked university football and rugby teams, respectively. The EG trainings were designed to include the sport culture values formation course.

The sample progress in the sport values system formation process was rated using the following tests: A.V. Shaboltas’ Sport Motivations Test; V.G. Romek’s Self-Confidence Test; N.Y. Stambulova’s Volitional Qualities Self-test; plus the GTO Complex tests to rate physical fitness of the sample. The sport values system formation model was found beneficial as verified by the EG versus RG pre- versus post-experimental progress test data.