PhD, Associate Professor E.S. Inozemtseva¹
I.A. Popov^1
1National Research Tomsk State University, Tomsk

Keywords: schoolchildren, physical education service, health, physical education service design.

           Background. Presently the national society gives a growing priority to physical education service viewed by many as the key tool for the national health programs. Since the new Federal State Education Standards were implemented in the school system, the physical education teachers have been looking for the physical education service customization for the schoolchildren with chronic health disorders [4]. One of the top priorities in the efforts to improve the physical education service in the national education system was given to the psychophysical health protection and improvement initiatives for the students with health disorders [3]. It has been commonly acknowledged that success of the relevant social adaptation, physical progress and functionality improvement efforts largely depends on the physical education service systems.

Objective of the study was to rate benefits of a special aerobic training model for physical progress of the 8-10 year old schoolchildren with health disorders.

Methods and structure of the study. The model testing experiment was run in September 2017 through May 2018 at Voroshilov’s General Education School #27 in Tomsk. Sampled for the study were the 8-10 year olds (n=24) qualified by medical examinations with health group A (expressed compensated functional/ organic health disorders) equally split up into Experimental and Reference Groups (EG, RG) of 12 people each. We run the pre- versus post-experimental questioning surveys to profile the physical education motivations [1] plus physical progress and functionality tests of the EG and RG.

Results and discussion. The trainees were cleared for the physical education sessions by the prior health examinations and interviews to screen out the students with current health issues/ complaints. Every 45-min training session included a warm-up, core and wrap-up stages customizable to the individual health and physical fitness test rates. The 10-15-min warm-up stage was varied as required by the current training goals and functionality test rates of the trainees; and generally included a line-up and training goal announcement followed by the dynamic exercises including controlled walking, jogging, body conditioning, respiratory and postural control practices, with the performance intensity stepped up on a conservatively phased basis. The moderate-intensity body conditioning practices were run with an emphasis on the breathing control aspect, with the intensity immediately slowed down as soon as the first fatigue manifestations were noted, with the rest breaks increased correspondingly. In addition to the physical workload and intensity, a special attention was paid to the execution quality and the HR that was maintained at 110-120 beats/ min at the warm-up stage.

The 15-25-min core training stage was designed to attain the current physical fitness and functionality progress goal(s); with the first half of the training dominated by the new motor skills mastering with a special concentration required; and the second half intended to consolidate and excel the mastered motor skills. The core part widely applied the most appropriate general conditioning, corrective and balancing practices with apparatuses, with the facilitating emotional environment maintained by the low- and moderate-intensity active games. The HR at the core training stage was maintained at 130-150 beats/ min.

And the 5-10-min wrap-up training stage was intended to rehabilitate/ slow down the functionality to the prime levels by a set of breathing, relaxation and slow walking practices, with the HR slowed down to 100-110 beats/ min. Then group was lined up to summarize the session results and give recommendations for the self-reliant practices at home [2].

On the whole the core stage of the experimental training model was dominated by the gradually increased aerobic exercises (up to 20 exercises per session with 4-12 repetitions each) as allowed by the physical fitness progress and health test data. Generally the HR was maintained at 130-150 beats/ min as this intensity commonly believed to be optimal for the cardiorespiratory system trainings in the special health groups. The EG core-stage trainings were rated as follows: body conditioning practices at 50%; musculoskeletal disorders correction and prevention practices at 30%; visual impairments prevention and correction practices at 10%; and breathing practices at 10% of the total core training time.

The motor skills mastering and physical fitness building practices were complemented by the theoretical studies to develop own psychophysical status (somatic health) rating skills based on the self-control data. In addition, the instructors monitored the trainees’ health in the training process by a variety of indications (sweating, respiratory rate, performance intensity, etc.). The first 20 training sessions were managed so as to prevent any fatigue; and later on the higher-intensity intervals with a slight fatigue were tested, conditional on the good wellbeing of the trainees. The physical progress exercises were customized to the individual health issues of every trainee [3, 5]. It should be noted that the EG trainings were designed, among other things, to develop good physical education motivations in the students, and this goal was successfully attained: see Table 1.

Table 1. Pre- versus post-experimental questionnaire survey data of the 8-10 year-olds with health impairments versus their physical education motivations, points

Table 2. Pre- versus post-experimental physical fitness and functionality test data of the sample

A comparative analysis of the EG versus RG physical fitness and functionality test data (Table 2) found meaningful (p <0.05) intergroup differences in the explosive strength, wrist/ finger flexors strength, endurance, dexterity and hypoxic tolerance (Stange) test rates.

Conclusion. The new special aerobic training model for the 8-10 year-olds with health impairments was tested beneficial as verified by the significant growth of the EG motivations for the physical education service and growths of the explosive strength, wrist/ finger flexor muscle strength, endurance, dexterity test rates and hypoxic tolerance (Stange) test rates versus no progress in the RG. The study data and analyses give the grounds to recommend the new training model for the 8-10 year-olds with chronic health impairments.

References

1. Rodionov A.V., Rodionov V.A. [ed.] Psychology of physical education and sport. Textbook.  M.: Akademiya publ., 2016. pp. 38-39.
2. Sukhareva L.M., Khramtsov P.I., Zvezdina I.V., et al. Medical and pedagogical control over organization of physical education classes for students with disabilities (guidelines). Voprosy shkolnoy i universitetskoy meditsiny i zdorovya. 2012. np. 1. pp. 51-62.
3. Sosunovsky V.S., Zagrevskaya A.I. Kinesiological potential of senior schoolchildren. Teoriya i praktika fiz. kultury. 2018. no.10. pp. 62-64.
4. Federal State Educational Standard of Primary General Education. M-ry Education and Science RF. M.: Prosveshchenie publ., 2010 31 p.
5. Shilko V.G., Potovskaya E.S., Shilko T.A. et al. Effects of fitness and body conditioning method on female students' physical progress and stress tolerance. Teoriya i praktika fiz. kultury. 2017. no.12.pp. 83-85.

Corresponding author: inozemtseva@mail.tsu.ru

Abstract

Presently the national society gives a growing priority to physical education service viewed by many as the key tool for the national health programs. Since the new Federal State Education Standards were implemented in the school system, the physical education teachers have been looking for the physical education service customization for the schoolchildren with chronic health disorders. Objective of the study was to rate benefits of a special aerobic training model for physical progress of the 8-10 year old schoolchildren with health disorders. The model testing experiment was run in September 2017 through May 2018 at Voroshilov’s General Education School #27 in Tomsk. Sampled for the study were the 8-10 year olds (n=24) qualified by medical examinations with health group A (expressed compensated functional/ organic health disorders) split up into Experimental and Reference Groups (EG, RG). The experimental training model included mostly aerobic practices in the core part of every school physical education lesson, with the number of practices gradually growing up to 20 with the physical progress of the trainees. The new special aerobic training model was tested beneficial as verified by the growth of the Experimental Group motivations for the physical education service and physical progress tested by the explosive strength, wrist dynamometry, endurance, dexterity and hypoxic tolerance tests.