PhD, Associate Professor E.A. Alenurov¹
Dr. Hab., Associate Professor A.A. Mikhailov²
PhD, Associate Professor M.A. Petrova¹
PhD, Associate Professor D.A. Kazakov^1
1Russian State Social University, Moscow
²Shuya Branch of Ivanovo State University, Shuya

Corresponding author: alenurov@mail.ru

Keywords: GTO Complex, structure of speed qualities, female students, correlations, running speed tests, interrelation of indices, running speed level.

Background. As things now stand in the academic physical education system, the female student population is mostly tested with low physical fitness levels [3-6] giving little chances for success in the GTO Complex tests [1, 6]. Of special concern is the fact that many female students (save for the sporting ones) show regress in the speed tests over the academic training period [5]. One of the key reasons for the poor efficiency of the traditional speed training elements in the regular physical education service curricula, as we believe, is the need for modern speed training tools customizable to the running speed test groups [1, 2].

Objective of the study was to find the most beneficial speed training models complementary to the academic physical education classes for female students to facilitate their success in the GTO Complex tests, with the speed training tools customized for the primary running speed test groups.

Methods and structure of the studyю We sampled for the study the second-year Russian State Social University female students (n=156) to test their speed qualities by the 20m/ 30m/ 60m/ 100m sprints in 2018-2019 academic year.

Results and discussion. The tests found minorities of the first- and second-year students (19.2% and 23.1%, respectively) fit for the 100m GTO Complex test. The actual speed fitness variations were as follows for the first- and second-year groups: 12.0% versus 11.7% in the 20m; 15.3% versus 14.7% in the 30m; 14.6% versus 12.7% in the 60m; and 12.8% versus 12.3% in the 100m sprint tests, respectively. These test data demonstrate the need for the speed training tools being customized for these running speed groups: see Table hereunder.

Table 1. Correlated and grouped running speed test data of the sample

Note: Correlations mean the correlation ratios multiplied by 10³, with significant values highlighted

To further analyze the reasons for poor speed training efficiency of the regular physical education service to female students, the sample of basically equally fit students was grouped by the 20m running speed test rates, with the high, moderate and low running speed groups including 20, 23 and 20 girls, respectively. We analyzed the group correlations of the running speed qualities in the sample: see Table 1.

The high running speed group was tested with six significant correlations out of six possible, with the highest correlations found for the 20m versus 30m test rates (r=0.744); followed by the 30m versus 60m (r=0.679); and the 20m versus 60m (r = 0.648) ones; within the 1% significance range. The moderate running speed group was tested with only four significant correlations out of six possible, within the lower significance range. We found only the 20m versus 30m test rates meaningful (r=0.540) within the 1% significance range, with all the other correlations lower. And the low running speed group was tested with three correlations significant only within the 5% significance range.

Therefore, we would recommend the high running speed group trainings being dominated by combined 20-100m sprints; whilst the moderate and low running speed group trainings should include other close distances. On the whole, the running speed tests of the female student population were found beneficial for the academic speed training tools customizing in the regular physical education classes for success in the GTO Complex tests.

Conclusion. The university female student sample was grouped into the running speed test groups to find the following intergroup differences: the higher is the running speed level, the higher are the significant tests data correlations – that means that the speed training tools in the regular academic physical education curricula need to be effectively customized for success in the GTO Complex tests.

References

1. Alenurov E.A., Kazakov D.A., Marinina N.N. et al. Individualization of speed training of schoolchildren during physical education classes. Teoriya i praktika fiz. kultury. 2020. No. 8. pp. 66-67.
2. Germanov G.N., Vasenin G.A. Sports game complex tasks at athletics lessons. Fizicheskaya kultura v shkole. 2014. No. 5. pp. 21-24.
3. Karpov V.Yu., Eremin M.V., Alifirov A.I. et al. Optimal model of speed dynamics in 400 m run in junior athletes. Teoriya i praktika fiz. kultury. 2020. No. 7. pp. 63-65.
4. Kudinova V.A., Karpov V.Yu., Kudinov A.A., Kornev A.V. GTO complex test individualization, accessibility and efficiency criteria. Teoriya i praktika fizicheskoy kultury. 2018. No. 5. pp. 59-61.
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6. Lubysheva L.I. Implementation of All-Russian sport complex GTO: problems and actualization of innovative solutions. Teoriya i praktika fizicheskoy kultury. 2016. No. 11. P. 93.