Postgraduate student V.S. Sosunovsky
National Research Tomsk State University, Tomsk

Keywords: preschoolers, physical education technologies, kinesiological potential, mental development issues, kinesiological education technologies.

Background. Lately the national educational system has reported growth in the children’s personality development, physical health, emotional control, screen addictions and communication disorders that may be addressed, as demonstrated by some studies by the national physiologists (I.M. Sechenov, V.M. Bekhterev, M.M. Koltsova), by physical activity of special positive effects on the CNS functions. Some researches show that child’s psychomotor and physical development should be aimed not from thinking to movement but to teach based on movement [1, 4]. As far as the interrelations and connections of the psychomotor and physical qualities and abilities are concerned, the modern sport community applies a combined notion of kinesiological potential that implies a variety of somatic qualities (dominated by anthropometrics),  indicators), somatomotor qualities (that determine how the anthropometric characteristics are related with physical qualities), psychomotor qualities (that determine sensorimotor response rates), and psychosomatomotor qualities (including all the above and referring to their interrelations and influences of the individual development process from the childhood) [2-4].

We analyzed the senior preschoolers’ kinesiological potential and surveyed their families on how they meet the natural preschoolers’ need for physical activity, to find deficiencies/ disharmonies in their physical/ motor qualities development processes and analyze how the psychomotor/ physical development tools, methods and models are actually applied [5]. As provided by the age-specific human motility development concept by V.K. Bal’sevich (2009), kinesiological potential can be built up in any age, although the preschool age is the most sensitive period for harmonization of the psychomotor and physical progresses. This is the reason for the growing priority being given to the modern preschool physical education technologies geared to facilitate progress of their kinesiological potential – referred to as the kinesiological educational technologies.

Objective of the study was to develop, in the theoretical and practical aspects, and test benefits of a new kinesiological physical education model for preschoolers applicable in the general educational system.

Methods and structure of the study. The model testing experiment was run at the Montessory Preschool Education Establishment #4 in Tomsk using the following methods: analysis, synthesis, teaching experience generalizing, modeling, and education process surveys.

Results and discussion. The study showed that one of the effective ways to harmonize the preschool mental and physical development processes in every sphere, without dividing the holistic educational process into separate components, is the modern kinesiological educational technologies with a special priority to the modern Braingym tools [1] increasingly popular due to their high health improvement and developmental benefits.

Kinesiological educational technology is interpreted herein as the systemic psychomotor/ physical progress securing methods with progress tests highly efficient for the relevant motor progress goals of the age-specific physical education service. The preschool kinesiological educational technology model of our own design includes the conceptual framework, institutional provisions (with the tools, methods and models), practical content and progress facilitating didactic provisions with psychomotor fitness, physical fitness and stress tolerance tests: see Figure 1 hereunder.

One of the conceptual basics for the kinesiological educational technology system is an integrative approach that establishes interdisciplinary relationships to secure the educational process being consistent enough in every domain including the physical education one. It should be noted that the subject-centrism of modern education models may pose some difficulties for the children’s development and education missions.

The preschool kinesiological educational technology driven physical education with its anthropological basis makes it possible for a child to persistently progress in the psychophysical age-specific developmental domains on an individualized basis (i.e. the service should be customized to the individual CNS specifics, dominant information flow perceptions/ habits, etc.) to take a full benefit of the personal gifts and harmonize the progress. One of the key conditions for the progress is the child’s own need for activity, with the service forming the relevant personality socio-psychological neoplasm – within the activity-centered approach.

Figure 1. Preschool kinesiological educational technology model

It is only through the activity-centered approach that the child’s self-development, personality self-actualization and self-consciousness building goals may be attained. Modern kinesiological educational technologies shall secure due harmony of the physical and cognitive progresses in the individual kinesiological potential building process in the preschool physical education service. The kinesiological educational technologies shall be designed to effectively apply the modern kinesiological tools in the preschool physical education service to attain the age-specific formation goals i.e. to develop the learning, memorizing and thinking abilities by the relevant motor tasks (on the activity-centered basis). Many specialists tend to believe that the modern kinesiological practices with their physical education exercises make it possible to balance the bodily development processes, activate the right/ left hemispheres, improve the general and specific/ fine motor skills, stimulate mental and creative qualities, and effectively bridge the gaps in the individual mental progresses [1, 2, 4].

Educational benefits of the modern kinesiological educational technology model in the preschool physical education service are due to the faster kinesiological potential building, particularly in the psychomotor and physical fitness and the personality progress domains including the activity, independence, initiative, etc. For the modern kinesiological educational technology projects in the preschool physical education service being successful, they should be based on the progress facilitating educational provisions: kinesiological domains in groups, gyms, school premises and on the outdoor playgrounds; motivational and practical materials for the kinesiological domains; and a good kinesiological educational technology specialist training service including workshops on the modern kinesiological practices and their applications.

Conclusion. The new kinesiological physical education model for preschoolers was found beneficial as verified by the Preschool Education Establishment success in establishing the progress facilitating kinesiological environment to harmonize the physical and personality developmental aspects in the trainings and expand the physical education toolkit and teachers’ terms of reference in the preschool physical education service.

References

1. Boyarintseva A.V. Educational kinesiology in educational organization: search for balance of intelligence – body system. Profilaktika zavisimostey. 2015. no.  2 (2). pp. 85-88.
2. Loginov S.I., Es'kov V.M., Bal'sevich V.K. Human kinesiological potential: management capabilities in view of chaos theory and synergy. Teoriya i praktika fiz. kultury. 2010. no. 7. pp. 99-101.
3. Lubysheva L.I., Zagrevskaya A.I.  Kinesiological approach as a practical basis for sportization of physical education. Teoriya i praktika fiz. kultury. 2015. no.  12. pp. 3-5.
4. Lutchenko N.G., Perevoznikova N.I., Vysotskiy Yu.M. Scientific and theoretical aspects of improving individual kinesiological potential. Teoriya i praktika fizicheskoy kultury i sporta. 2015. no. p. 61.
5. Sosunovskiy V.S., Zagrevskaya A.I. Kinesiological potential of senior schoolchildren. Teoriya i praktika fiz. kultury. 2018. no. 10. pp. 62-64.
6. Shilko T.A., Prokopets T.P., Krainik V.L.  Brainworkers' health education and improvement model. Teoriya i praktika fizicheskoy kultury, 2017, no. 12, pp. 89–91.

Corresponding author: vadim14sergeevich@gmail.com

Abstract

Lately the national educational system has reported growth in the children’s personality development, physical health, emotional control, screen addictions and communication disorders that may be addressed, as demonstrated by some studies by the national physiologists, by physical activity of special positive effects on the CNS functions. Objective of the study was to develop, in the theoretical and practical aspects, and test benefits of a new kinesiological physical education model for preschoolers applicable in the general education system. The model testing experiment was run at the Montessory Preschool Education Establishment #4 in Tomsk using the following methods: analysis, synthesis, teaching experience generalizing, modeling, and educational process surveys. The newly developed kinesiological physical education model based on the Brain Gymnastics method was designed to harmonize the physical and personality developmental aspects in the trainings. Success of the kinesiological physical education model implementation in the traditional preschool physical education service was found to depend on the following educational provisions: kinesiological physical education facilitating conditions in the groups, sport gyms and outdoor training sites; due incentives and instruction manuals for the kinesiological physical education service; due training of the physical education teachers at workshops to help them master the best kinesiological practices and experiences. The new kinesiological physical education model for preschoolers was found beneficial as verified by the Preschool Education Establishment success in establishing the progress facilitating kinesiological environment to harmonize the physical and personality developmental aspects in the trainings and expand the physical education teacher toolkit and terms of reference in the preschool physical education service.