Training of strength abilities and endurance in female students
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Relevance of the study. State of health and physical fitness of young students tend to deteriorate in the recent years (G.I. Lyubimova, 1999; A.N. Talantsev, 2000; A.I. Petkevich, 2003; I.V. Orlan, 2004 et al.). The provided university curriculum of physical education classes satisfies the daily motor need of students only for 35-40% and prevents from efficient formation and frequently maintaining the physical fitness level of young higher school students [1].
In the early 90-s of the last century the course was set in the theory and methodology of physical education of children and youth for the new direction, distinguished from the common, centered on the all-round physical training of students of all educational institutions by developing their numerous motor skills and physical qualities“. In the new trend much attention was paid to the global reorientation of the goals and tasks of physical education. The principle task was to form healthy way of life and personality physical culture by introducing to the values of the sphere of activity they study (V.K. Balsevich, 1989, 1992; L.I. Lubysheva, 1991, 1992; A.P. Matveev, 2003 et al.). Within the quoted trend, many researchers (G.M. Solov’ev, 1999; V.S. Yakimovich, 2002, V.G. Shil’ko, 2003, 2005, et al.) suggested that formation of the personality physical culture will actively contribute to its physical perfection and improvement of health indices. However, according to the examinations of higher school students, the indices of their physical fitness, functional state still tend to decrease, but reach reliable values in single control tests (M.Ya. Vilensky, A.G. Gorshkov, 2007; S.V. Radaeva, 2008). First of all, it is correlated with the low health and physical fitness indices of young people who enter universities after school. As marked by many researchers, the arranged system of university physical education does not satisfy the modern demands and thus it is necessary to continue its development in the direction of elaboration of the modern methodology of training of students’ motor abilities, health promotion and formation of physical perfection motivations (S.A. Vorob’ev, 1997; N.F. Kondrashkova, 1999; N.N. Gusarova, 2005; S.E. Volozhanin, 2007; I.S. Kozlov, 2009; V.S. Martynenko, 2009; Yu.I. Lyutashin, 2010).
Proceeding from the analysis of scientific-methods literature, the available recommendations on improvement of students' physical qualities are disconnected and contradictory. Techniques of development of motor abilities are frequently taken from sport and failing to take into account the goals and tasks of physical education and the specifics of educational and professional activity of students in full measure. There exists a lack of scientifically proved methodologies of development of motor abilities for young persons aged 17-20, not involved in any sport, to promote effective practice of university physical education teachers. Clearly, a study is required intended to elaborate the means and methods of development of physical qualities that determine human physical working capacity and lay the basis of health.
The problems associated with development and improvement of strength abilities and endurance are especially acute nowadays. These are the most essential physical qualities, the level of their development in many aspects defines how good and how long human life will be.
Therefore the purpose of the study was to design the experimental methods of training of strength abilities and endurance in female students and estimation of their effectiveness.
Materials and methods. The educational experiment on development and implementation of experimental methodologies of training strength abilities and endurance into the educational process of female students was held to estimate the physical fitness level of young university students on the physical education department of Tomsk state university. The designed methodologies supplemented training sessions on the compulsory discipline “Physical culture” for female 1-3-year students.
240 female students of Tomsk state university aged 17-20 were involved in the 5 year long experiment (2005–2010). The educational process on the physical education department of TSU was arranged with the use of personality centered forms of physical education. The groups were formed by guidelines and types of motor activity in view of such criteria as specifics of personal motivation, health level and physical development. The experiment involved study groups of female students, who train in accordance with the curricula of specific sports technology (body building), and conditioning technologies. All girls belonged to basic medical groups. The compulsory conditions when forming a sports group were as follows: doctor’s verdict, wishes of female students and results of the competitive selection. The female students who have failed the competitive selection to sports specializations or who marked passing a test in physical education as the main motive, were included in conditioning groups [3].
Two experimental (EG1, EG2) and two control groups (CG1, CG2) were allocated, where EG1 (n=60) and CG1 (n=60) were made of female students, training by the body building program, EG2 (n=60) and CG2 (n=60) - female students of the conditioning department.
Fig. The chart of qualification of female participants in experimental and control groups (dependent samples)
The methodologies of training strength abilities and endurance were introduced in the EG. The training sessions with the use of experimental methodologies were held twice a week. According to the plan, the exercises for development of strength qualities were executed at the beginning of the main part of each session. Push-ups were chosen as a training routine. Push-ups were done in two variants: first – lying support resting on the top of the feet, legs straight; second – lying support resting on the knees, bent legs, ankles up crossed. The second variant was easier to do and needed less physical efforts, it was used as a lite version of the training routine. At the initial phase the main part of the workout was performed mainly using the lite version. But with the rise of fitness level and strength indices while doing the lite version they started training using the main variant of the exercise.
Total endurance was trained using the 12-minute running in place with different variations (slow running, running with ankle overlap backwards, running with straight legs forward etc.). Endurance exercises were performed at the end of the main part of each session in compliance with the plan. First the alternative method was applied: the main part of the workout was performed mainly using low intensity running and even alternation of running and walking in different combinations. With the rise of fitness and improved endurance indices the interval method was applied, the intensity of exercises was increased by introducing different types of running exercises in various combinations, such as: running with ankle overlap, running with straight legs forward, sideways, high-knee run etc. The intensity of running in place was also measured thanks to using the mood music in view of the relation of the number of motions and the number of musical accents per 1 min.
Female students of the CG1 and the CG2 trained according to the standard body building and conditioning programs respectively. Training sessions were held twice a week.
The integrated physical fitness monitoring was held on the physical education department during the 3rd cycle of education.
Push-ups were taken as a control exercise to test strength abilities, 1800 m distance running - to test total endurance. Endurance level was also estimated using the universal laboratory test of physical (aerobic) working capacity PWC170. General physical fitness was estimated using control exercises, including 100 m distance running, standing long jump, bent forward standing on a bench [2].
Results and discussion. The compared results (EG-1,2 and CG-1,2) of all the researches at the initial phase of the observation have not shown any statistically significant differences (р<0,05) between the indices. Hence, the research results of all female first-year students can be characterized in view of the single sample.
The results of the fitness level test during the experiment are adduced in Table.
Table. The results of the test of basic motor qualities in the experimental and control groups
|
Group |
Course 1 beginning of the year |
Course 2 End of the year |
Course 2 End of the year |
Course 3 End of the year |
|
Push-up, number of reps |
||||
|
EG1 |
4 (2; 9) |
20 |
25 (20; 33) |
27 (25; 36) |
|
EG2 |
15 (10; 19) |
16 (14; 20) |
24 (20; 28) |
|
|
CG1 |
10 (7; 16) |
16 (10; 20) |
20 |
|
|
CG2 |
8 (3; 12) |
6 (3; 11) |
8 (4; 10) |
|
|
Standing long jump, cm |
||||
|
EG1 |
173 (155; 180) |
176 (162; 181) |
175 (165; 180) |
175 (169; 185) |
|
EG2 |
176 (163; 179) |
177 (169; 180) |
174 (170; 185) |
|
|
CG1 |
175 (160; 180) |
174 (162; 183) |
176 (165; 185) |
|
|
CG2 |
175 (166; 180) |
178 (170; 184) |
179 (171; 186) |
|
|
Standing bent forward, cm |
||||
|
EG1 |
11(3; 17) |
11 (3; 19) |
11 (2; 15) |
10 (4; 18) |
|
EG2 |
13 (5; 17) |
12 (4; 19) |
11 (4; 17) |
|
|
CG1 |
12 (4;17) |
10 (3; 18) |
11 (5; 17) |
|
|
CG2 |
12 (5; 18) |
11 (3; 15) |
11 (4; 19) |
|
|
100 m distance running, s |
||||
|
EG1 |
16,5 (15,7; 17,3) |
16,4 (15,8; 17,0) |
16,2 (15,7; 16,9) |
16,0 (15,5; 16,6) |
|
EG2 |
16,3 (15,5; 16,8) |
16,1 (15,4; 16,9) |
15,9 (15,4; 16,5) |
|
|
CG1 |
16,3 (15,9; 17,0) |
16,2 (15,6; 16,7) |
16,0 (15,3; 16,5) |
|
|
CG2 |
16,5 (15,5; 16,9) |
16,1 (15,7; 16,8) |
15,9 (15,5; 16,4) |
|
|
1800 m distance running, min, s |
||||
|
EG1 |
11,07 (10,43; 11,48) |
10,30 (9,48; 10,50) |
10,15 (9,59; 10,28) |
10,00 (9,59; 10,15) |
|
EG2 |
10,20 (9,50; 11,00) |
10,00 (9,45; 10,30) |
9,50 (9,38; 10,20) |
|
|
CG1 |
10,40 (10,00; 11,50) |
10,58 (10,01; 11,59) |
11,08 (10,45; 11,40) |
|
|
CG2 |
10,37 (10,02; 11,15) |
10,40 (10,00; 11,28) |
10,48 (10,05; 11,30) |
|
|
PWC170, kgm/min/kg |
||||
|
EG1 |
11,1±0,7 |
11,2±0,9 |
11,7±0,8 |
12,1±0,7 |
|
EG2 |
11,4±0,5 |
11,9±0,3 |
12,3±0,5 |
|
|
CG1 |
11,0±0,5 |
10,9±0,7 |
11,0±0,8 |
|
|
CG2 |
11,1±0,4 |
11,0±0,6 |
10,9±0,7 |
|
Note. The results are presented in the form of median, 25th and 75th percentiles, since the statistical law is unknown.
The comparative analysis of the results of the overall fitness test in the EG and CG revealed the reliable variance in the indices of agility and speed and strength qualities. One should mark the significant improvement of the indices of strength development in the ones from the EG, who have passed the set standard with high grades and showed the high level of development of other physical qualities. The allocated changes are more significant among the female students engaged in body building. The measurements of the long-distance running indices in the EG revealed mixed results with the prevailing positive tendency in development of the tested physical quality and the statistically significant decrease of endurance indices in the CG1; positive changes of the test results are more noticeable among the female students involved in conditioning.
Conclusion. The content of the training classes by the programs of the bodybuilding and conditioning methodologies combined by the worked methods of training strength abilities and endurance promote significant improvement of the indices of previously undertrained physical qualities.
References
- Vilensky, M.Ya. Physical culture in the university humanitarian environment / M.Ya. Vilensky // Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. – 1996. – № 1. – P. 27–32. (In Russian)
- Lyakh, V.I. Tests in physical education of schoolchildren / V.I. Lyakh. – Moscow: AST, 1998. – 272 P. (In Russian)
- Shil'ko, V.G. Physical education of students using the personality centered content of technologies of selected sports / V.G. Shil'ko. – Tomsk: TSU, 2005. – 176 P. (In Russian)
Author’s contacts: mashagb@sibmail.com
