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Foong Kiew Ooi - Doctor, Associate Professor, Exercise and Sports Science Programme, School of Health Sciences, Universiti Sains Malaysia, 16150, Kubang Kerian, Kelantan, Malaysia, e-mail: fkooi@usm.my
Muhamad Nazri Mohd Anowar - Exercise and Sports Science Programme, School of Health Sciences, Universiti Sains Malaysia, 16150, Kubang Kerian, Kelantan, Malaysia
DOI 10.14526/2070-4798-2018-13-3-100-106
CONCEPTUAL BASIS OF PHYSICAL UPBRINIGNG AT HIGHER EDUCATIONAL
ESTABLISHMENTS OF OUR COUNTRY
Anisimova A.Y.1
1Federal State Budgetary Educational Establishment of Higher Education "Izhevsk State Technical University Named After Kalashnikov M.T.", Russia, Izhevsk,
ffkis@istu.ru
Annotation: Scientific-methodical literature analysis, connected with the main positions of physical education development and improvement at higher educational establishments helps the author make the conclusion that physical education development in our country is characterized by alternating change of content orientation and priorities. These priorities are directly connected with foreign policy of the state, with population health state and level, with new theoretical and practical scientific works of the leading scientists and teachers of the country. Materials. Orientation change is a common phenomenon in native physical education at higher educational establishments. The reason for such a phenomenon is, first of all, in the fact that physical culture methodology creation at educational establishments of our country was in terms of the conditions, when the main components of the discipline scientific-methodical basis were not created. Research methods: scientific and methodical literature analysis, method of historical analogy, comparison. Results. At different stages of the subject formation educational-upbringing process was oriented at different aims: military training; training for labor activity; communistic upbringing and a new person formation; training for RLD complex normatives fulfillment; sports reserve training; competencies formation and etc.. Conclusion. In spite of different conceptions and approaches to students' physical education organization and planning at Russian higher educational establishments, main attention is paid to its aim orientation and content development, without the form of pedagogical process change. Considerable part of physical culture lessons at higher educational establishments stay practical, where motor objectives are mainly solved. Keywords: Physical education, curriculum, paradigm, physical culture of the person, healthy lifestyle.
For citations: Anisimova A.Y. Conceptual basis of physical upbringing at higher educational establishments of our country. The Russian Journal of Physical Education and Sport (Pedagogico-Psychological and Medico-Biological Problems of Physical Culture and Sports). 2018; 13(3): 7881. DOI 10.14526/2070-4798-2018-13-3-100-106.
INTRODUCTION
There are two main paradigms of education in physical upbringing at higher educational establishments, the same as in the whole pedagogical science: forming (traditional) and personality oriented (humanistic), each of which has its own specific range of private paradigms, which describe the notions of the aim, content and process of upbringing and teaching [1,2].
The main part. The forming paradigm has two main directions: traditional and rational.
Traditional paradigm is based on the idea of "saving", conservative (in positive meaning) role of school. The main aim of school is in the most considerable elements of human civilization cultural heritage preservation and transfer to new generations. In this case the content of educational programs is based on the basic, main knowledge, skills, abilities, which provide functional literacy and socialization of an individual.
Traditional paradigm supporters in physical education, as a rule, stay at teleological positions, it means they are based on the need for individuals development and the aims of his upbringing, stated by social politics. The representatives of this paradigm pay main attention to the processes of teaching motor actions and students' physical qualities development and to set by curriculum normatives fulfillment and also to their physical training for the future professional activity [3][4]. The first considers professional-applied physical training concerning the studied specialties: physical training of mining specialties students (G.V. Rudenko, 1987); training students of surveying-geodesy specialties (V.K. Shemanaev, 1991); training students according to "Chemical industry" specialty (V.M. Naskalov, 1991); training students of financial-economic specialties (S.V. Ostroushko, 1999); training students of economic faculty (S.I. Kirichenko, 1999); training students at higher educational
establishments of building profile (O.V. Karavashkina, 2000); training engineers-electricians of water transport (E.P. Baykov,
2001); Training female students of humanitarian specialties (I.A. Kovacheva,
2002); training students of mechanical engineering specialties (V.S. Ezhkov, 2003); training cadets of river colleges (V.A. Karpov, 2003); training students of technical higher educational establishments (A.A. Kondrashov, 2003) and others. In the presented works authors consider professional- applied training as the main part of students' physical education at higher educational establishments, without mentioning this process improvement in general. In this case practical results of such works are considerably higher than their theoretical importance, they have real applied meaning.
Some specialists organize female students' physical upbringing on the basis of health-improving gymnastic systems use.
Freedom of choice, when female students choose physical-health improving orientation means during the process of educational and extracurricular physical culture lessons, provides motivational-requiremental mindsets formation to regular physical exercises and personality self-realization [5].
Rationalistic paradigm, on the contrary, stresses not content, but effective ways of different kinds of knowledge mastering. The aim of school is to form adaptive "behavioral repertoire" among schoolchildren, which corresponds with social norms, demands and culture expectations [6]. At the same time the term "behavior" is used for "all kinds of reactions, typical to a person - his ideas, feelings and actions".
The essence of this paradigm determines the necessity to formulate and define the aims of teaching in a way that it should be clear which skills and abilities a student should possess. Educational program is fully translated into the language of the definite behavioral terms, the language of "the measured units of behavior". The main methods of such kind of teaching are the
following: learning, training, test control, individual teaching, correction. The supporters of rationalistic paradigm pay main attention to the results of some activity, which the student masters, combining the elements of behavior and repeats it, if the result leads to satisfactory notions [7]. In terms of this paradigm individual and differentiated approaches in physical upbringing and the ideas of educational process programming are widely used [8]. That is why since the end of the 80-s of the last century differentiated and individual approaches to physical upbringing at higher educational establishments were actively developed in our country.
It should be noted that the base of the rationalistic paradigm is formed with the help of an early behavioral model of classical conditioning, offered by Russian physiologist I.P. Pavlov. Developing the theory of I.P. Pavlov, B.F. Skinner formulated the theory of reinforcement, according to which a teacher controls the results of students' behavior, deciding whether orient this behavior or not at coming from it some positive for the student experience, called a reinforcement stimulus (or confirmation). Such kind of reinforcement becomes dependent on a corresponding behavior [9].
As it was mentioned above, competence-based approach, which formed the base of the Federal State Educational Standard of Higher Education of the 3rd generation, offers the main educational programs (MEP), projection and realization with orientation to the demanded result - a range of general cultural and professional competencies, necessary for competitiveness of the future specialists.
One of the modern person key competencies, defined in European models of competence, is cultural competence, including the sphere of physical culture. On the basis of the 3rd generation Federal State Educational Standard of Higher Education formulated demands, S.G. Nagovitsyn (2013) created the system of competencies formation in the sphere of students' physical education at higher educational establishments. The author considers that students' competencies
formation during "Physical education" discipline study should be realized on the basis of a system conceptual theses, activity-based, personality-oriented, philosophical-culturological and competence based approaches, taking into account the action of the revealed pedagogical regularities of physical readiness process formation and general didactic principles realization [10].
These problems are solved by humanistic paradigm. It is oriented at inner world development, at interpersonal communication, dialogue, at help in personal development [11]. The representatives of humanistic paradigm don't have unity in views. In terms of this paradigm different models of education are realized. Into an integral direction it is combined with the help of axiological attitude to a child and childhood as a unique period of a person's life; the development of a child acknowledgement (mental, moral, physical, aesthetic) as the main objective of a school. Humanistic direction provides freedom and creativity, both for students and teachers.
In humanistic pedagogics nowadays there is a range of conceptions, each of which considers and determines personal education from different positions [12]. In general, they don't contradict each other, but pay attention to different aspects of educational process. At the same time, each of them considers pedagogical activity from the positions of the personality-oriented education paradigm. Personality development is the main aim of education in any of its variations.
An important part of personality's physical culture and its physical education includes formed healthy lifestyle [13, 14]. Defining as the main components of healthy lifestyle systematic and regular physical exercises and sport, the authors offer the definite technologies of interest, motivation and needs formation in them.
At the same time, radically new direction of mass physical upbringing among children, teen-agers and youth development is created in our country. This direction considerably increases the quality and effectiveness of pedagogical technologies in
culture-congruous sphere of physical, spiritual and moral upbringing among oncoming generation of Russia. This direction can be called sport-oriented physical upbringing. Its essence is in conversion elements of sports culture use in physical culture.
CONCLUSION
Thus, in spite of different conceptions and approaches to students' physical education organization and planning at Russian higher educational establishments, main attention is paid to its aim orientation and content development, without the form of pedagogical process change. Considerable part of physical education lessons at higher educational establishments stay practical, where motor objectives are mainly solved.
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Submitted: 22.08.2018 Author's information:
Anisimova A.Y. - Candidate of Pedagogics, Associate Professor, Federal State Budgetary Educational Establishment of Higher Education "Izhevsk State Technical University Named After KalashnikovM.T.", 426069, Russia, Izhevsk, Studencheskaya str., House 76, e-mail:_ffkis@istu.ru
DOI 10.14526/2070-4798-2018-13-3-106-112
THE STRUCTURE OF PHYSICAL QUALITIES DEVELOPMENT AMONG 8-9-YEAR-OLD GIRLS, WHO GO IN FOR CALLISTHENICS AND THEIR CONTEMPORARIES, WHO GO IN FOR PHYSICAL EDUCATION IN TERMS OF SCHOOL PROGRAM
Zinchuk N.A.1, Dorontsev A.V.2, Yankevich I.E.1, Dorontseva K.A.2, Nain An. A.3
1Astrakhan State University Russia, Astrakhan, niva-zinchuk@mail.ru, rigicc @mail.ru 2Astrakhan State Medical University Russia, Astrakhan, aleksandr.doroncev@rambler.ru, doronceva@rambler.ru 3Ural State University of Physical Culture Russia, Chelyabinsk, annanain@mail.ru
Annotation. One of the most effective physical upbringing means is callisthenics, where gymnastic exercises without things, and also with the ball, skipping rope, clubbells, ribbon and a hoop, are combined with dancing elements and form individual and group motor compositions fulfilled to music. Such kind of varied training combination helps to develop general culture of movements among junior schoolgirls, orienting them in musical rhythms and influencing their motor qualities. Materials. The work presents physical qualities study among 75 girls of the main medical group at a secondary school. Girls are the pupils of the 2nd and the 3rd forms and 36 (EG) of them go in for callisthenics during extracurricular activity (6-8 hours a week). The research also presents the
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