PhD, Associate Professor N.A. Vakhnin¹
PhD, Associate Professor E.G. Vakhnina^1
1St. Petersburg Mining University, St. Petersburg

Keywords: student, health, harmony, physical education, healthy lifestyle, occupational hazards, safety, dysfunction.

Introduction. It is obvious that a modern man, being the society’s principal productive force, secures a central place in the scientific researches. The representatives of each science take interest in the human being in their own way: some are interested in his physical abilities, others - in his intellectual and creative abilities, the secrets of his soul, and still others treat him as the society’s economic reserve and potential. Certain researchers are concerned about man’s state from the standpoint of such medical criteria as norm and pathology, socio-psychological adaptation to the environment [1]. The complexity and versatility of human studies are confirmed by the fact that man is the "apex of creation". "A human being is the highest product of nature. But according to outstanding physiologist I.P. Pavlov, in order to utilize nature's treasures and enjoy them a man must be healthy, strong, and intelligent" [2]. Education, including higher education, is one of the social institutions, within which these problems are worked out.

Objective of the study was to survey technical university students regarding their attitude to academic physical education and sports based on the values-driven educational service.

Methods and structure of the study. At Mining University, the university-specific program of valueology-driven educational service has been successfully implemented at the Physical Education Department for many years now. The basic principles of the valueology-driven educational service for students at physical education lessons are: innovations, interlocutory nature of educational process, variability of educational process, optimal load, cooperation and personal development. The model of the valueology-driven educational service at physical education lessons includes two modules: general valueological (general issues about various aspects of a healthy lifestyle are covered) and sports valueological (increase of the valueological competence level and activity of students in the field of physical education) [3].

Strict requirements to their health and physical fitness, along with the high professional level of skills are imposed on graduates of technical universities, conducting specialist training, for instance, in mining and geological engineering, metallurgical and other spheres. This is explained by the fact that most of them will work at the enterprises with a hazardous environment involving high degrees of occupational hazards, and thus, high safety and labour protection requirements. "It is under extreme conditions that man’s physical, mental and personal qualities are developed to the fullest extent possible, and shortcomings of professional training for future activity are revealed" [2, 4]. Hence, it is obvious that graduates majoring in mining and geological engineering should realize that fact and make regular physical training a part of their lives.

To improve and effectively implement the academic physical education curricula, various researches are carried out at the university. For example, from 2014 through 2016, at the Sociology and Psychology Department of Mining University the sociological studies of the students’ satisfaction with the level and quality of education at Mining University were conducted. The questionnaires contained a set of questions on the conditions for sports activity created at the university, socio-psychological climate, material base and many other positions reflecting the implementation of the Federal Law No. 273 at the level of development of physical culture and sport.

Subject to the survey were 17-22 year-old (n=353) full-time students including 172 males and 181 females sampled at every academic department and course. The sample covered not only the students residing in Saint Petersburg, but was 73% dominated by non-residents of the latter.

Results and discussion. Almost 90% of the surveyed students evaluated the university conditions for sports activity as "5" and "4" on a five-point scale. As related to the socio-psychological climate at the university ("spiritual health"), similar estimates were given by 35% and 47% of students, respectively. About 12% of students neither agreed nor disagreed.

It is noteworthy that the research carried out as part of the 2016-2017 International Research Project also revealed a rather high level of the students’ satisfaction with the level and quality of education at Mining University, where physical education and sport, as well as formation of a healthy lifestyle, play an essential role.

Previous studies, which had involved 3805 people, revealed in terms of one indicator that 50% of students consider physical education lessons as agreeable pastime, game, entertainment. About 10% of students on the average describe physical education as an interesting occupation; moreover, this percentage is slightly higher among senior students. 1/5 of students regard physical education lessons as a kind of academy of courage and character building. About 20% of students (15% of males and 20% of females) consider physical education lessons nothing but patient labour and hard work. Only 1-2% of students view physical education as the point and meaning of life.

The question of the necessity of physical education lessons for future professional activity was answered in the following way: 1/4 of students consider physical education to be essential for their future professional activity, 1/3 of students are not sure about that, about 1/5 of students do not know about and about 15% deny the importance of physical education for future professional activity [4].

Conclusion. As follows from the studies, the introduction of the technology of the valueology-driven educational service in technical university students’ physical education facilitates the improvement of a set of healthy lifestyle indicators and its role in the students’ successful social adaptation, and, accordingly, in the sustainable development of the society. In general, despite the positive estimates of the level of physical education at the university, the methods and models of formation of the students’ healthy lifestyle necessitate constant development and improvement.

References

1. Amosov N.M. Razdumya o zdorovye [Health reflections]. Moscow: Molodaya gvardiya publ., 1979.
2. Zaytsev G.K. Tvoe zdorovye: Regulyatsiya psikhiki [Your health: Mental control]. St. Petersburg: Detstvo-press publ., 2000, 96 p.
3. Zinov'ev N.A. Formirovanie zdorovogo obraza zhizni studentov tekhnicheskogo vuza v protsesse fizicheskogo vospitaniya [Formation of healthy way of life of technical university students during physical education]. Teoriya i praktika fiz. kultury, 2014, no. 2, pp. 6-9
4. Rudenko G.V. Individualizatsiya professionalno – prikladnoy fizicheskoy podgotovki k deyatelnosti, svyazannoy s riskom dlya zhizni i zdorovya (na primere gorno-geologicheskikh spetsialnostey). Avtoref. dis. dokt. ped. nauk [Individualization of practical vocational training for activities related to life and health risks (case study of mining specialities). Doctoral diss. abstract (Hab.)]. St. Petersburg, 2013.

Corresponding author: panfilio@spmi.ru

Abstract

Technical university students and graduates have to be highly physically fit, particularly in the specialties where they are exposed to health risks, and the relevant competences need to be provided via the academic education system. Presently the Mining University students are subject to valueology-driven physical education system. Objective of the study was to poll opinions of the technical university students on the values-driven educational service in the academic physical education and sport system. Subject to the survey were 17-22 year-old (n=353) full-time students including 172 males and 181 females sampled at every academic department and course. The sample covered not only the students residing in Saint Petersburg, but was 73% dominated by non-residents of the latter.

The survey data and analysis showed the valueology-driven educational service in the academic physical education and sport system being highly beneficial as verified by the students’ healthy lifestyles and social adaptive capability rating criteria, the progress being important for their social development on the whole. The students’ physical progress rating criteria showed the academic physical education system being effective albeit further persistent improvements are still needed to the existing healthy lifestyle promotion models and methods.