PhD, Associate Professor Yu.V. Podoruev¹
S.Yu. Vitko¹
R.R. Pikhaev¹
D.M. Gadzhiev^1
1Plekhanov Russian University of Economics, Moscow

Keywords: physical training, competences, teaching tools, students, hand-to-hand fight, shooting, electronic shooting range.

Background. The Federal State Education Standards (FSES) under implementation in the Russian educational system provide a basis for the transition from the traditional knowledgebase, skills and abilities to the competences a university graduate needs for success in his/her professional career. As provided by the third-generation FSES, the general and professional competences (GC-12 and PC-21) of a bachelor of Economic Security are in top priority since they form a basis for the following: individual life being designed and managed in compliance with the modern and socially valuable healthy lifestyles and standards; due physical fitness for the highly productive social  and professional service; ability to apply force to prevent and counter offences; and special machinery, weaponry and equipment application abilities [4]. This is the reason why special priorities in the Economic Security discipline need to be given to the professional competences and responsibilities [3].

Objective of the study was to develop and test benefits of a modern physical education model under the academic Economic Security discipline with a special emphasis on the hand-to-hand fight and shooting competences and skills.

Methods and structure of the study. The study was performed at Plekhanov Russian University of Economics, with the students majoring in Economic Security under the academic Physical Education discipline (n=152) being subject to the study in the academic period of 2013-2016. The sample was evenly split up into Experimental Group (EG, n=76 including 42 male and 34 female students) and Reference Group (EG, n=76, 42 male and 34 female students).

The EG training was designed to include the newly developed set of the hand-to-hand fighting and shooting practices [1], with the new model covering three academic years on a semester-specific basis. The education and training model was customized to the students’ individual backgrounds including their technical and physical qualities and skills. The RG education was designed as required by the traditional valid academic Physical Education discipline.

The primary training stage (academic year 1) in the hand-to-hand fight mastering process was designed to give the basic knowledge and skills in the following: (1) Hand-to-hand fight mastering process rules and design with a special emphasis on the safety rules; (2) Key stands, holds, footwork, special warm-up exercises, and team and individual safety and injury prevention rules; (4) Throw, kick and punch techniques.

The excellence training stage (academic year 2) was designed to master the following: (1) Standing fight techniques; (2) Squat ‘semi-standing’ fighting techniques; and (3) takedown and ground fight techniques. The training process was designed to include 30% of practices on tatami; 20% of boxing ring practices; 20% of punch bags practices; 10% of counter-punch/ kick defense practices; and 10% of the offense and defense equipment and tools mastering practices.

The third year training stage was focused on the shooting techniques and tactics; and the basics and rules of the fire arms shooting. Applied in the electronic shooting practices were the dummy Makarov and TT handguns and AK-74 machine guns. The training sessions offered a variety of competitive and developmental tasks to help the trainees master and excel their practical knowledge and skills for success in the special security service, and to improve their personality physical and mental control qualities.

Study results and discussion. The junior males’ physical progress was rated by the following test exercises: (1) prone push-ups; (2) lunges from jumping jack hands behind your head and alternating knee to elbow; (3) pull-ups on a horizontal bar; (4) sit-ups hands behind your head (abs); and (5) push-ups on parallel bars; with the test success rated on a 5-point scale, i.e. limited by 25 total test points: see Table 1.

Table 1. Junior males’ physical progress for the period of 2013-16, points vs. headcounts

Upon completion of the training program, the male-subgroup EG tests rates were 5.5 times higher than the RG ones (see Table 1), with the highest progress made in the pull-ups test. We believe that the progress was particularly facilitated by the standing and squat grabbling and takedown practices.

The junior females’ physical progress was rated by the following test exercises: (1) prone push-ups; (2) sit-ups hands behind your head, legs on the bench (abs); (3) 30-second two-leg squats, reps; (4) prone back hyperextension on a mat, reps; and (5) squat thrust with push up, reps; with the test success rated on a 5-point scale, i.e. limited by 25 total test points: see Table 2.

Table 2. Junior females’ physical progress for the period of 2013-16, points vs. headcounts

The female EG subgroup was tested to make a 5-time progress for the training period versus the 1.9-time progress in the RG (see Table 2), with the highest progress made in the sit-ups (abs).

We should also underline the significant EG versus RG progress in many special offense and defense skills including counter-knife defenses, punch and kick techniques and the shooting success rates – which were tested to grow in the EG from 17 to 23 average points scored by 5 shots. Both the male and female subgroups made progress from 1 to 3 points in the professional forced offence-countering skills and special machinery, weaponry and equipment application skills.

Conclusion. The new physical education model was tested highly beneficial as verified by the EG progress being 5.5 times higher than in the RG in the male subgroups. The female EG subgroup was tested to make a 5-time progress for the training period versus the 1.9-time progress in the RG, with the highest progress made in the prone push-ups and sit-ups (abs).

References

1. Aleksandrov D.S., Kushcheva D.V. Eksperimentalnye sredstva provedeniya zanyatiy po fizicheskoy kulture so studentami obrazovatelnykh organizatsiy vyisshego obrazovaniya [Experimental teaching methods for physical education classes with students of educational institutions of higher education]. Mater. V Mezhdunar. nauch.-prakt. zaochnoy internet-konf. 'Gumanitarnoe obrazovanie v ekonomicheskom vuze'  [Proc. V Intern. res.-pract. correspondence Internet-conference 'Humanitarian education in economic university'] in 2 vol., 2017, Moscow, 20-30 November 2016, pp. 163-167.
2. Ivanov S.A., et al Osnovy rukopashnogo boya. Ucheb. posobie [Fundamentals of Hand-to-Hand Combat. Study guide]. M-ry Education RF. Moscow: Terra-Sport publ., 1998, 371 p.
3. Kondrakov G.B., Andryushchenko L.B., Bezveselnaya Z.S. et al. Kontseptsiya formirovaniya rekreatsionnoy fizicheskoy kultury v ekonomicheskom vuze [Recreational physical culture formation concept for university of economics]. Teoriya i praktika fiz. kultury. Moscow, 2016, pp. 22-24.
4. Rossiyskaya Federatsiya. Prikazy. Ob utverzhdenii Instruktsii ob organizatsii obucheniya grazhdan Rossiyskoy Federatsii nachalnym znaniyam v oblasti oborony i ikh podgotovki po osnovam voennoy sluzhby v obrazovatelnykh uchrezhdeniyakh srednego (polnogo) obschego obrazovaniya, obrazovatelnykh uchrezhdeniyakh nachalnogo professionalnogo i srednego professionalnogo obrazovaniya i uchebnykh punktakh: feder. zakon: [prinyat Pravitelstvom 2010] [Russian Federation. Orders. On approval of the Instruction on organization of beginner training of Russian citizens in the field of defense and in the basics of military service at educational institutions of secondary (full) general education, educational institutions of primary and secondary vocational education and training facilities: feder. law: [adopted by the Government 2010]. Moscow: Collected legislation RF, [2010]. 33, [1] z.; 21 sm. (Actual Act)). no.16866 96-134.
5. Rossiyskaya Federatsiya. Prikazy. Ob utverzhdenii i vvedenii v deystvie federalnogo gosudarstvennogo obrazovatelnogo standarta vysshego professionalnogo obrazovaniya po napravleniyu podgotovki (spetsialnosti) 080101 – «Ekonomicheskaya bezopasnost» («spetsialist»): FGOS [Russian Federation. Orders. On approval and implementation of federal state educational standard of higher professional education in (specialty) 080101 - "Economic security" ("specialist"): FSES.]. Moscow: Collected legislation RF, 2011, 37 p.
6. Stolyarov V.I. Innovatsionnye kontseptsii sovremennogo fizicheskogo vospitaniya (otechestvenny i zarubezhny opyt) [Innovative concepts of modern physical education (domestic and foreign experience)]. Materialy Mezhdunar. nauch.-prakt. kongr. ‘Natsionalnye programmy formirovaniya zdorovogo obraza zhizni' [Proc. Intern. res-pract. congress 'National programs for healthy lifestyle cultivation'], M-ry Sport RF, MSDE, GTSOLIFK, vol. 1. Мoscow, 2014, pp. 32-37.

Corresponding author: Podoruev.YV@rea.ru

Abstract

The study analyzes the ways to improve the physical education model for the academic Economic Security discipline with the relevant mechanisms to advance the students’ motivations for the professional missions. The model was designed to bridge the gaps in the existing physical education curriculum by complementing the academic curriculum with special modern tools including hand-to-hand fighting and electronic shooting practices.  

The study was performed at Plekhanov Russian University of Economics, with the students majoring in Economic Security under the academic Physical Education discipline (n=152) being subject to the study in the academic period of 2013-2016. The sample was evenly split up into Experimental Group (EG, n=76 including 42 male and 34 female students) and Reference Group (EG, n=76 including 42 male and 34 female students). The EG training was driven by the modern physical education tools including hand-to-hand fight techniques; practices to master forced detention actions; and electronic shooting practices with dummy firearms. The RG training was designed as required by the valid curriculum of the academic Physical Education discipline. The study data and analyses showed benefits of the new training model as verified by the EG versus RG progress in physical fitness, general and professional competences, and the growing motivations for the academic physical education and extra sport group practices.