Integration of educational and physical and sports environments as a condition of child’s personal self-realization

Integration of educational and physical and sports environments as a condition of child’s personal self-realization


S.Yu. Schetinina, associate professor, Ph.D.
Pacific state university, Khabarovsk

Key words: educational and physical and sports environment, integration, humanitarization, environmental approach, physical education of schoolchildren, self-realization, prevention of motor deprivation, optimal psychophysical state.

Introduction. Organization of the integrated physical and sports environment within a modern comprehensive school is to be a compulsory, indispensable condition, stipulating for the intensification of the educational orientation of classes, the focus on changes of the value attitude of schoolchildren to physical culture and sport and development of their need for perfection and self-realization. Therefore, the purpose of the study was to prove whether it is expedient to integrate the educational and physical and sports environments as conditions for schoolchild’s personal self-realization within physical education.

Humanitarization of the physical and sports environment stipulates for an increase of its educational potential. The physical and sports environment is intensified by the environmental approach, representing a methodological orientation in teaching, making for ensuring and supporting of the processes of child’s self-actualization and self-realization and development of his unique personality based on a set of correlated concepts, ideas and methods of study and practice.

The problems and potentials of the environment-centered (environmental) approach in education and training are being actively developed both in our country (A.A. Bodalev, V.G. Bocharova, Y.S. Brodsky, O.S. Gazman, V.M. Drofa, E.N. Knyazeva, N.B. Krylova, A.T. Kurakin, P.F. Lesgaft, H.I. Liimets, I.V. Manzheley, Y.S. Manuilov, A.V. Mudrik, L.I. Novikova, V.A. Petrovsky, V.D. Semenov, V.I. Slobodchikov, V.A. Yasvin etc.) and abroad (Roger Barker, James J. Gibson etc.).

So, it was P.F. Lesgaft who was the first to reveal the correlation of a specific type of personal development and a corresponding type of educational environment in his work “Child’s family education and its value” [4]. He came to the conclusion that child’s type is a direct and immediate inference of conditions he has been living and brought up in; the environment (educational and training process) acts as a fundamental system factor controlling arising genetic characteristics of the child.

On the modern stage within the framework of humanitarization of education more attention is paid to the environmental approach. The situation that environment is capable of forming a personality type (via way of life) and developing personal identity, that determines his role in human life activity, promotes considering it as a potential method of mediated control over schoolchild’s socialization [7].

The use of the environmental approach in studies of the physical and sports environment promotes allocation of perspectives of its improvement in the aspect of increase of efficiency of physical education [6]. The new quality characteristics of physical and sports environment ensuring realization of new functions become the main object of scientific studies. Thus one of the key problems is to search for the capacities of intensification of the educational effect on the personal spiritual and moral sphere via physical culture. Here we consider spiritual development as social development, within which a schoolchild is introduced into the system of social relations for the purpose of mastering of sociocultural experience and formation of his sociovalue qualities.

The analysis of the state and perspectives of physical culture based on the ideas of integration reveals the innovation feature of the new social order as a need to support and protect health of schoolchildren and their socialization. In this context, integration of the educational and physical and sports environments is assumed as a quality characteristic of humanitarization of the physical and sports environment, satisfying the challenge of time and resolving the present conflicts:

– between physical education focused on the intensification of education and socialization and the lack of knowledge on the integrated physical and sports environment in view of regional specifics;

– between the social need to improve the quality of life and lead healthy way of life and undeveloped new educational technologies of physical education, ensuring self-realization of a developing personality.

From these aspects physical and sports environment is assumed as a precondition of pupil’s personal self-realization. The way to self-realization is revealed only after satisfying human pressing needs. Satisfaction of physiological needs and requirements in safety provides for development of the need for good relations, respect, justice, beauty and self-realization (A. Maslou).

Self-realization of a schoolchild during studies is a progressive discovery of his essential potentials in any socially approved activity: studies, work, playing, communication and leisure. Pupil’s self-realization can be rather fully characterized as an aspiration for self-realization of personal meaningful values. Self-realization stimulates personal vital goal setting in the activity provoking positive emotions. Without doubt, the goal of any activity is chosen by the subject of this activity, but further the goal he has set and faces influences actions of another subject – master, methodist, teacher, pupil etc.

Personal self-realization can be considered in three aspects:

– need or aspiration;

– activity;

– objective and subjective results of this activity.

Self-realization as a pupil’s universal need means manifestation during studies of the value agreement of all components of any meaningful activity (emotionally acceptable, positive affective) [2].

The revelation of the pupil’s self-realization in different aspects will promote allocation of the physical and sports environment required for harmonious development. Moreover, it is to be analyzed how good the vitally important and personal meaningful needs for pupil’s self-realization are satisfied.

Undoubtedly, change of the value orientations of children of all ages and young people is one of the key factors of success in physical education. The introduction of new types of motor activity and testing providing for the conditions for schoolchildren to get fit, and distinguishing the boys and girls’ interests in the classes of physical culture and sport facilitates an increase of the interest of schoolchildren in the classes and their self-realization [8, 15, 16].

The personal psychophysical development is being realized not only via an acquired sociopractical experience but also by forming a world outlook and mastering a knowledge system [5]. The richer the physical and sports environment, specifically at basic school, the easier it is to discover individual capacities of every pupil, rely on them in view of the revealed pupil’s interests, inclinations and variety of subject experience he accumulated in the family, communication with coevals, while studying and in the real interaction with the world around him. The integration of the educational and physical and sports environments is to be started from primary school. The variety in its content promotes revealing of potentials of every child and his self-realization. “Different from the inside and same for everybody, it stipulates for discovering the child’s identity in natural conditions of his school life. Organization of such an environment, on the one hand, makes it possible to avoid the traditional focus on the “average” pupil and to reveal the potentials of every child, on the other hand [12, P. 45].

The integration of the educational and physical and sports environments is useful for communication between teenaged schoolchildren. In most cases the reasons of personal work inhibition are to be searched in the area of lack of communication and other forms of its defects. Meanwhile, children studying with their senior and junior coevals, i.e. in conditions of mixed (in terms of age) communication, are more flexible, skilled in communication compared to the teenagers devoid of such communication forms [1].

Thus, the question on giving schoolchildren with weak health an opportunity for self-realization and satisfaction of their needs for motor activity is pointed and the introduction of health protecting technologies in different forms of studies into the educational process is relevant [3].

Physical and sports environment must realize the function of prevention of the motor deprivation. Deprivation – (Engl. deprivation – forfeit, loss) taking away or limitation of capacities of satisfaction of some vitally important and personally meaningful needs of a subject. Arising of deprivation is associated with conditions when a subject cannot satisfy vital needs.

Motor deprivation – work inhibition associated with any factors limiting man in movements, expressed in limitation of capabilities of the full-value physical development, abnormal motor needs and hypotaxia.

The problem of correction of motor deprivation among schoolchildren is assumed in creation of conditions of the integrated cooperation of all experts and teachers and conditions where the effect of the factors of work inhibition can be eliminated or decreased.

By now it has been proved many times that physical culture adapted to specific features of handicapped and retarded children is a strong factor of personal socialization. Nevertheless, the present system of physical education does not make for a number of factors negatively affecting development of handicapped children and prevents them from acquiring vitally important knowledge, abilities and physical skills and manners on the level they need to adapt to their future independent life and lifestyle [10].

Proceeding from the experiment, the school environment of physical culture and sport is the most perspective in the educational system in the context of formation of the personal self-realization experience. But in reality the capacities of school physical culture and sport are being realized insufficiently, the environment is being developed by administrative methods, but not by the formed internal motives for occupations of physical culture and revealed personal sense of these occupations [11].

Therefore, physical education in the integrated physical and sports environment has some idealized goal of formation of a psychophysically perfect person, implemented in the two forms of recreational physical culture and sport [8], defining the vector of formation of the physical and sports environment as a condition of schoolchild’s motor self-realization. Mass sport in the physical and sports school environment is meant to precondition self-realization when achieving individually remarkable results.

The studies by V.K. Spirin confirm the correlation of child’s fitness and state of health. The highest dependence was fixed between the index of general endurance (body aerobic capacities) and state of health [9]. The increase of the general motor activity undoubtedly represents an essential reserve of physical and functional development of the pupils’ body.

As marked in the foreign studies, thanks to quality physical activity all children can get an experience of occupations of physical culture now and form their attitude to physical culture as a lifestyle [17, 14 et al.]. Herewith, work is not to be focused only on motivated pupils who are interested in sport, physical education should be for all pupils with any skills and motivation levels [13].

Proceeding from the study by S.I. Filimonova [11], the structural essence of the personal self-realization is to be determined based on the single methodology by allocating its characteristics: of satisfaction, efficiency of self-realization, value of self-realization – and the fourth integrative criterion involving all the previous and simultaneously present in each of them. The mechanisms of personal self-realization can be taken as a sequence of phases which are as follows: self-actualization, self-model, actions on realization of the self-model and self-affirmation. Creativity, orientation and personal activity are internal conditions of personal self-realization.

Conclusion. Thus, the factors of integration of the educational and physical and sport environments important for pupil’s self-realization are as follows:

– focus on the pupil’s optimum psychophysical state;

– introduction of health protecting technologies into different forms of education;

– prevention of motor deprivation of handicapped and retarded children.

The new capabilities of the environmental approach ensure humanitarization of educational and physical and sport environments and integration of these environments is to be considered as a primary condition of pupil’s self-realization.


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Author’s contacts:

mso-ansi-language:RU;mso-fareast-language:RU;mso-bidi-language:AR-SA'>[6]The Letter from the Ministry of Finance 14.03.2006 № 03-03-04/2/72 / / ATP "ConsultantPlus"


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[8] The official website of the Continental Hockey League //