V.A. Vishnevsky, professor, Ph.D.
E.N. Lopatnikova, postgraduate
A.N. Mikhaylova, postgraduate
Surgut state university, KhMAR-Ugra

Key words: special medical groups, innovative model of work, individual recreational programs.

Relevance. The organizational and methodological support of the work of special medical group is far from efficient, provoking some serious problems and contradictions. The lack of the mechanism of implementation of individual recreational programs, the unset system of formation and self-development of the culture of student's health and its psychological pedagogical and medicosocial support are especially interfering.

Materials and methods. The model of activity of the university special medical group was approved based on the principles of formation and self-development of health culture, design of prenosological, applied vocational and regional individual recreational programs, resource, synergetic and nature conformable approaches [1]. The goal was realized via the organizational reconstruction of the educational and training process of physical education with the included one methodological and practical class a week in the curriculum of first-year students of the experimental group. They were intended to form the scientific understanding of the essence of health and healthy way of life, design and support the individual recreational program. First-year students get their first experience of various sports recreational activities at practical classes. The main efforts of second-year students are focused on the implementation of individual recreational programs. Ultimately, third-year students concentrate their attention on obtaining the experience of independent sports-recreational activity.

The effectiveness of the proposed approach to the organization of the SMG in 2011/2012 academic year was assessed using the educational experiment, which was attended by 26 female students of the EG and 25 of the CG engaged in training by the standard methodology. Statistical hypotheses were tested using Mann-Whitney U test and Student t-test.

The findings indicate the undoubtedly positive results of the educational experiment. Thus, the overall level of development of health culture in the EG has increased by 7.7 %. It is crucial that this was mainly due to the activity (11%) and cognitive (7.1%) components (Tab. 1). The motivational component has not changed significantly, but it can be associated with a higher initial level of this component of health culture. The indicators in the CG have deteriorated mainly due to the decrease of the activity component (10.7%). Given that the motivation level in the CG has not changed significantly, such deterioration in health culture can be attributed to fatigue of female students by the end of the academic year and some disappointment in the insufficiently effective standard control actions.

Table 1. The influence of the implementation of individual recreational programs on the level of health culture of female students of special medical groups

Changes in the level of self-development of health culture of students, reflecting the degree of their independence while forming health culture, were expressed to a lesser extent (Tab. 2). Thus, the overall level of self-development of health culture in the experimental group increased by 5.5 % and this happened mainly due to the cognitive component (6.6%). In the control group the degree of independence of female students in formation of health culture by the end of the academic year decreased (by 8.8 %) mainly due to problems in life goal-setting (23.6%), lower level of development of self-consciousness (11.4%) and cognitive component (7.9 %).

Table 2. The influence of implementation of individual recreational programs on the level of self-development of health culture of female students of special medical groups

The advantage of the EG is especially clear in psychophysiological parameters (Tab. 3). If there were no significant changes in this group of indicators in the CG, we can see a number of positive shifts in the EG: improved switching attention and integrative function of the brain in the activity on the time and space perception in the test "Reaction to a moving object". The psychoemotional state of female students of the EG has optimized, which was shown in the decrease of the total activity of cerebral hemispheres.

Table 3. The influence of implementation of individual recreational programs on the physiological characteristics of the body of female students of special medical groups

The vegetative indicators have changed in both of the groups, but were better in the EG (Tab. 4). The nature of changes in the CG indicates adaptive tension – the intensification of the cumulative effect of the effect on heart rate at all levels of regulation (TF), increase of the activity of central ergotropic and humoral and metabolic mechanisms (VLF), sympathetic (LF) and parasympathetic (HF, range) autonomic nervous system. In the EG a decrease of centralization in heart rate control (AMo) and reduction of the stress index were observed along with growth of the total power of rhythmogram spectrum (TF), increase of the cumulative effect of the sympathetic and parasympathetic influences (SDNN), increased sympathetic (LF) and parasympathetic (HF, range) autonomic nervous system.

Table 4. The influence of implementation of individual recreational programs on the vegetative status and level of neurohumoral regulation of the body of female students of special medical groups

The analysis of physical fitness has revealed some advantage in the EG (Tab. 5). The indices of static endurance, coordination and strength endurance have improved significantly in the EG.

Table 5. The influence of implementation of individual recreational programs on physical fitness of female students of special medical groups

References

1. Lopatnikova, E.N. Health-saving activity in the educational system: theory and practice / Proceedings of the All-Rus. theor.-pract. conf. with internat. participation / E.N. Lopatnikova, V.A. Vishnevsky. - Kemerovo: Publ. h-se KRIPKiPRO, 2011. – P. 2. – P. 291–295. (In Russian)

Author’s contacts: apokin_vv@mail.ru