V.A. Schyogolev, professor, Dr.Hab.
Research Center of physical culture,
Military Institute of Physical Culture, St. Petersburg

 

Key words: physical training, military educational systems, US military educational institutions, physical qualities.

Relevance. US command gives much attention to physical training of cadets of military academies in closed educational systems. As a result the purposeful structure of demands to physical fitness of servicemen is created, involving the whole period of their service, starting from entrance examinations to military educational institutions. According to NATO specialists, the increased demands to physical fitness of future officers are based on 4 major factors:

1. Physical fitness is a part of the overall combat readiness along with technical, intellectual and mental readiness.

2. Physical training is a powerful and, probably, the only means of training stress tolerance, normative aggression, self-confidence and cohesion of groups of soldiers.

3. As stated in the authorizing documents, the unit physical readiness depends largely on personal fitness of the leader.

4. Physical activity of officers is one of the basic and integral components of healthy lifestyle and long career [1].

It should be marked, that all the above mentioned factors that provide performance of the tasks of physical training are based on its high status as a mandatory component of the common combat readiness of servicemen [2].

The purpose of the research was to analyze and generalize the experience in organization of physical training in US closed educational systems.

The main idea of the research relies on the hypothesis that proper analysis and generalization of information gained from DOD directives and foreign military publications will enable to determine the course for further enhancement of the Russian military physical training model.

Materials and methods. To reach the objectives, different kinds of theoretical analysis and generalization of information from domestic and foreign sources were used.

During the research of the organization and content of the cadet’s physical training in the US closed military educational systems a structure-functional analysis was applied. This method reveals the interdependency between structure and function of the object.

The reliability of the findings is provided by the complex use of systematic, structural-functional, comparative, historical and pedagogical analyses.

Whilst working with foreign sources some problems occurred due to language contradictions in the terminology and concepts. These problems were solved with the help of adequate and descriptive translation on the basis of semantic analysis of the text [1].

 Results. Physical training at the United States Military Academy at West Point is one the major academic subjects in the curriculum.

The physical education branch unites 54 authorized sports teachers and instructors, let alone service staff (per 4.000 cadets). It is supervised by the head of the physical education and sport department, who is the chief of the physical education branch.

The process of physical training can be conditionally divided into 2 independent groups:

– general physical training classes aimed at developing physical qualities and professional military motor skills;

– training sessions in specific sports aimed at involving cadets in regular sport activities.

Physical training as a part of curriculum is planned within academic hours and sports training sessions are held in the afternoon and lasts up to 3 hours a day. Time for sports is provided by the daily routine.

Each cadet has a personal record of his/her physical condition in the authorized form (USMA form 2-417). The results of the Unified Army Physical Readiness Test are recorded in this form twice a year in addition to the results of special training courses for combat operations of different types (air-assault and amphibious operations) under different conditions (desert, the Arctic, jungle, urban) and combat training. Moreover, data about progress in the execution of a personal physical fitness plan by every cadet of the academy is collected. Physical training program is intended to form necessary physical qualities of cadets and to improve their health. The program also serves as a nexus between academic and military educational programs. It is implemented during military training, sports sessions, during weekends and sport events [5].

All cadets are trained to deal with the duties of a fitness instructor (Master Fitness Training). The results of examinations in general physical training program (Unit fitness plan, Unit fitness test) are indicated in the personal card of a cadet.

 In the “Credit Activities” section the data about progress in physical training program are indicated.

Data about cadet’s sports activity are indicated in the “Non Credit Activities” section (sport team activities, qualification, records, etc.) Sports activity is evaluated by the number of annual participations in sports events.

Physical fitness level of every cadet is tested twice a year and indicated in the physical profile card. In addition, average results per each term and per academic year as well as best achievements in the current year are indicated [3].

Here the parameters reflected are as follows:

– professional military and special physical fitness;

– sports fitness;

– motor activity.

The set of parameters, recording procedure and form, effective feedback contribute to flexible management of physical enhancement of cadets and reasonable assessment of the degree of their physical fitness and combat readiness [2].

 According to American specialists, the organization of physical education at the West Point Military Academy provides development of a high level of physical fitness of future Army officers and strong motivation to lifetime physical training and sports activity.

Physical training at USAF Military Academy is organized in accordance with the official guidelines.

Let us show how physical training is organized in the USAF Military Academy, which is located in Colorado Springs, Colorado on the area of approximately 7 hectares. It has all necessary facilities: 2 big sport centers, 2 swimming pools (one – of the Olympic standard), basketball hall, hockey field, gymnastic area, gym, open air sport grounds and recreation center.

Physical education is being taught on 2 departments (physical training and sports) by 80 teachers and instructors. The sports department involves 10 women’s sports and 18 men’s sports. The departments are subordinate to the director of physical education and sport of the academy, who, in his turn, is under the command of head of the Academy [1].

Apprenticeship at the academy is 4 years. The academic year includes 3 terms: fall, spring and summer. After fall and spring terms one week is scheduled to pass the exams. Graduation takes place at the turn of May every year.

All cadets are challenged to pass the physical readiness tests. During these tests the level of overall strength of the body, speed and strength qualities and the functional state of the cardiovascular system are examined. The test includes pull-ups, long jumps, push-ups, sit-ups (2 min.) and 600 yard (546 meters) run. The time provided for the test is 15 min. (3 min. per each exercise). Later on, the test takes place after each term. The athletes who take part in the intercollege sports events do the test only once a year. A 2-mile (2,413.5 м) run is an extra test of the functional state of the cardiovascular system.

The mandatory components of a daily routine are: morning exercises (30 min.), sports events and drills (up to 2 hours). According to the curriculum, the following hours are given for physical training:

1. During all the years of study, 40 hours per term are dedicated to physical training classes, 80 hours – to sports events and tests.

 2. During the summer term of the 1-st year, physical training classes take 80 hours. The time for morning exercises is not included above.

The program of physical training is full of events and very popular among cadets. They are permanently involved into intramural and intercollege (military and civil) sports events [6].

All the cadets are recognized as military athletes. They all must be involved into academy’s sport life.

During the 1^st year cadets have an intense training course aimed mainly at developing strength, endurance, agility and other physical qualities. Each cadet passes the general physical fitness and swimming tests. During the next three courses each cadet improves his/her sports skills.

The compulsory courses of the 2^nd year of study are: wrestling, lawn tennis – for men and aerobics – for women.

The 3^rd year is dedicated to military-applied sports such as judo, scuba diving and others.

Throughout the graduation year, cadets master traditional sports skills as well as martial arts and self-defense.

Best trained cadets take part both in intramural and intercollege competitions. The Academy has 28 teams (10 women’s and 18 men’s).

According to the Academy command, among all practical tasks of physical training of cadets there exists an additional one which is to form the need for a lifetime sports activity among the cadets.  To fulfill the latter, cadets at physical education departments acquire all the necessary knowledge to be able to make their own physical training plans themselves. They learn how to determine the functional state of the body, as well as fundamentals of sports training, namely everything to efficiently plan and execute a simple workout without involving a physical training expert. Upon graduation, cadets receive a bachelor degree and a rank of the second lieutenant. Academy graduates are the “elite wing” of the USAF. They succeed in their career more often and easily get promotion for the highest positions in the Air Force [2].

Physical training at the US Naval Academies is intended to provide naval cadets with the knowledge about physical training essentials and to form their readiness to withstand whatever stresses under adverse conditions. One of the basic requirements to physical training process of naval cadets is cultivating the need for lifetime physical training [2].

During the admission to the Naval Academy, candidates take a standard physical readiness test aimed to evaluate their coordination, strength, speed and agility. The test includes:

- push-ups (2 min.) – for men and bent suspension (sec) - for women;

- standard standing long jump;

- basketball throws;

- 300 yard run.

Through years, demands and standards are getting more complex to improve the qualification process for candidates. For admission it is necessary to have the minimal score, but the greater the score the more chances to become a naval cadet.

Naval cadets exercise throughout 4 years of study. They are supervised by qualified trainers and instructors. At the end of each academic year naval cadets pass the modified readiness test [2].

In addition, all naval cadets have the obstacle course test which includes 13 obstacles and has the distance of 500 yards (458 m).

The physical readiness program at Naval Academy includes:

1^st year:

100 m freestyle swimming; 50 m (sidestroke, backstroke) swimming using any style; 5-,7.5- and 10m high board diving;

boxing (men only) – 2 rounds fight, 1 min per round;

wrestling (men only) – 3 rounds, 1 min per round;

fencing (women only) – 3 min per round;

gymnastics – parallel bars, vaulting horse, trampoline etc.

2^nd year:

100 m freestyle swimming; equipment swim test, 50-feet military diving; 10m high board diving;

boxing (men only) – 3 rounds fight, 1 min per round;

combat fighting (women only) – 2 rounds, 1 min per round.

3^rd year:

400m swimming, weight swimming (in full gear), 10m high board diving, 50-feet military diving, water survival training.

4^th year:

1.5-mile swimming, 2 min equipment swim test, high board diving;

1.5-mile run;

obstacle course (13 obstacles).

From the content of the program we can easily see how it becomes more complicated for senior naval cadets. And applied military exercises are included throughout all years of study.

Sports activity facilitates the professional and intellectual development of naval cadets. It consists of intramural and intercollege sports activities. It is compulsory for naval cadets to do at least one sport. Generally, all naval cadets are enthusiastic about going in for sports [6].

Conclusions:

 1. Proceeding from the analysis, the goal and objectives of physical education in many US military educational institutions are formulated in a different way due to the decentralized manner of control of physical training. However, the objectives of physical education of cadets are similar in their content and include:

– development of physical qualities and motor skills;

– formation of combat stress tolerance and ability to act in extreme conditions;

– training aggression, self-confidence and coherence of groups of soldiers;

– formation of the need for lifetime physical exercises and healthy lifestyle.

2. Effective physical education is guaranteed by qualified staff, initial physical fitness of cadets entering a military educational institution, sufficient time allotted for physical training and sport in duty and personal hours of cadets, modern sport and training facilities, complex measures for cadets’ training motivation formation.

3. One of specific aspects of organization of physical training and sports activities in US closed military educational systems is the close connection in addressing the problems of general physical training and large-scale sports activities. Necessity motives are fundamental for the organization of physical training, while procedural and result-oriented motives are essential for large-scale sports activities.

4. Another important aspect is the obligation for cadets to get engaged in competitions and training. To fulfill this task sports departments are organized in the academies.

In addition, increase of motivation is facilitated by the rigid system of military professional education and proper selection of candidates (1/4 is dropped out during admission). Moreover, 80% of cadets are dropped out because of poor physical readiness during the initial phase of education.

5. Whilst organizing the physical training and sports activities in US higher educational insitutions it is important that facilities and equipment of the physical education process meet the highest standards. All military academies are located nearby big cities and occupy vast areas.

6. Herewith, the comparative analysis of the organization of physical training in US and Russian Armed forces shows a number of advantages of the domestic system of military physical training, which are: the higher level of methodological skills of teaching staff who got an education in a specialized institute – Military Institute of Physical Culture; the available centralized supervision and control over the military physical training and sports system executed by the Physical Fitness Training Command of the Russian Armed forces; the available effective advanced training system for physical education and sports specialists in Military Institute of Physical Culture; scientific grounding of operating guidelines and methodological papers for educational institutions and field commands; coordination of physical training standards for combat units of different arms; advanced training opportunities by doing a postgraduate work at the institute and gaining a higher scientific grade.

 

References

1. Utenko, V.N. Basic models of physical training in foreign armies: Ph.D. thesis / V.N. Utenko. – St. Petersburg: MIPC, 2003. – 456 P. (In Russian)
2.  Schyogolev, V.A. Physical training in foreign armies: tutorial, based on foreign press / V.A. Schyogolev. – St. Petersburg: MO RF, 2007. – 272 P. (In Russian)
3. Schyogolev, V.A. The experience of organization of sport activity in the armed forces of the leading NATO-countries / V.A. Schyogolev, V.V. Ryabchuk // Aktual’nye problemy fizicheskoy i spetsial’noy podgotovki silovykh struktur (Part 2). – St. Petersburg: MIPC, 2009. –№ 4. – P. 156–161. (In Russian)
4. Schyogolev, V.A. Modern trends of development of physical training in the US Armed forces / V.A. Schyogolev, Novosel’tsev // Aktual’nye problemy fizicheskoy i spetsial’noy podgotovki silovykh struktur. – St. Petersburg: MIPC, 2011. – № 1. – P. 58–62. (In Russian)
5. Schyogolev, V.A. Combat and physical training in foreign armies / V.A. Schyogolev // Nauchno-informatsionny bulleten'. Iss. 1. – St. Petersburg: MIPC, 2011. – 147 P. (In Russian)
6. Schyogolev, V.A. Combat and physical training in foreign armies // Nauchno-informatsionny bulleten'. Iss. 2. – St. Petersburg: MIPC, 2013. – 146 P. (In Russian)

Corresponding author: Shegval@mal.ru