Candidate O.V. Kudryavtseva¹
Dr.Biol., Professor V.S. Belyaev¹
PhD, Associate Professor M.V Solovykh²
PhD, Associate Professor M.A. Kaymin^1
1Institute of Natural Science and Sports Technologies, Moscow City Pedagogical University, Moscow
²Moscow Automobile and Highway State Technical University (MADI), Moscow

Keywords: schoolchildren, conscientious individual physical activity self-control, process design and management tools, physical education service.

Background. Since the physical education teacher’s mission is to facilitate the physical progress and technical mastery by the relatively wide range of standard physical exercises, a special priority shall be given to the training process efficiency improvement initiatives. Many school physical education teachers report the growing need for the physical education service being revised to facilitate progress in the standard physical practices and exercises in every service module. The conscientious individual physical activity self-control building model analyzed herein was intended to improve the performance quality and progress by a special emphasis on the movement sequence understanding and analyzing aspects [1, 2, 4, 5].

It should be mentioned that progress in special motor skills in the school physical education service is traditionally secured by the relevant theoretical and practical provisions, tools and methods. We interpreted and applied the schoolchildren’s conscientious individual physical activity self-control building and progress rating criteria based on the relevant behavioral self-control rating criteria offered by V.I. Morosanova [3]. We have also classified by the schoolchildren’s special motor skills by priorities and focuses at every stage of the school physical education service with specification of the relevant special motor skills understanding requirements and progress goals ratable by the above criteria. We believe that the theoretical and practical toolkit for the special motor skills formation in schoolchildren offered by the conscientious individual physical activity self-control building model will be beneficial for the school physical education service.

Objective of the study was to facilitate the school physical education process by a conscientious individual physical activity self-control building model applicable in the school physical education service.

Methods and structure of the study. Sampled for the study at lyceum in Elektrogorsk in September through May 2017 were 5-graders split up into Experimental Group (EG, n=27, including 12 males and 15 females) and Reference Group (RG, n=22, including 13 males and 9 females), with the both groups trained 3 times a week. The EG trainings were complemented by the Behavioral Self-control Style forming system with the study data processed by the V.I. Morosanova method. The EG and RG progress was tested by the pre- versus post-experimental gender-specific tests: see Table 1.

Results and discussion. The pre-experimental tests of the 5-graders showed their behavioral self-controls being half-formed i.e. averaging 50% on a 100% scale: see Table 1 hereunder.

Table 1. Pre-experimental conscientious behavioral self-control test rates, %

Note: Pl planning; M modeling; Pg programming; Pa progress assessment; F flexibility; I independence; and total behavioral self-control test rates

The pre-experimental tests showed insignificant intergroup differences in the gender subgroups, with the EG girls tested with the particularly low behavioral self-control. On the whole, the RG and EG were tested with regulatory imbalance and poor personality control qualities – that may be due to the age-specific personality formation challenges. The low values of the behavioral self-control test rates may be explained as follows. The low independence (I) rates could be due to the poor motivations as the children fail to well understand and accept the physical education process goals; and the same apparently applies to the planning (Pl) rate. The modeling (M) qualities of the sample are low due to the poor understanding of the motor skill biomechanics. The low scores on the programming (Pg) scale were explained by the still inconsistent pictures of the movement sequence images (programs) in the children’s minds. The low progress assessment (Pa) skills were explained by the insufficient knowledge of the ideal performance model and its every quality rating factor. Furthermore, we found the RG and EG boys and girls being rather inflexible i.e. incapable to adjust their performance to the objective and subjective factors of influence – as verified by the low flexibility (F) scores. And the low total behavioral self-control test rates showed the disharmony in the range of the behavioral self-control aspects. On the whole, the pre-experimental tests demonstrated the behavioral self-controls of the sample being developed in a spontaneous manner virtually uncontrolled by the teacher. 

The post-experimental tests to rate benefits of the conscientious individual physical activity self-control building model applied in the school physical education service showed a significant progress in the EG versus RG (in the both gender subgroups) as verified by the behavioral self-control test rates: see Table 2 hereunder.

Table 2. Changes in the conscientious individual physical activity self-control test rates, %

Note: Pl planning; M modeling; Pg programming; Pa progress assessment; F flexibility; I independence; and total behavioral self-control test rates

The pre- versus post-experimental tests showed a stable and significant progress of the EG in every behavioral self-control test rate – versus no progress in the RG and even regresses on a few behavioral self-control rating scales. The group progress data and analyses showed the group development in the behavioral self-control aspects being still chaotic in the RG and targeted in the EG. Thus the EG was tested with the significant progresses (median growth, %) in the following behavioral self-control test rates: planning skills was tested to grow by 23% to 35.6%; modeling skills by 15% to 23%; programming skills by 13.6% to 22.7%; progress assessment skills by 15.7% to 33%; personality regulation qualities referred to as the flexibility – by 16% to 20.7%; and the independence test rate grew by 29% to 33%. The total behavioral self-control rate in the EG was tested to grow as a result by 25% to 40% by subgroups, with the boys subgroup total behavioral self-control rate improved by 25% on average.

The RG showed the totally different progress patterns in the personality control test rates – indicative of the still unstable and spasmodic changes in the behavioral self-control. Thus the planning skills in the RG were tested to grow only by 2.3% and 1.2% in the boys and girls subgroups, respectively; modeling skills regressed by minus 3.4% and minus 6.7% in the boys and girls subgroups, respectively; programming skills were tested to grow by 6% and 2.2% in the boys and girls subgroups, respectively; progress assessment skills were tested to fall by minus 3.7% and minus 7.5% in the boys and girls subgroups, respectively; flexibility test rates showed regresses of minus 9% and minus 5.3% in the boys and girls subgroups, respectively; independence was tested to fall by minus 14% and minus 3% in the boys and girls subgroups, respectively; and the total behavioral self-control rate in the RG was tested to fall by minus 3% and grow by 0.3% in the boys and girls subgroups, respectively.

We would emphasize that the above RG regress in the independence skills are apparently indicative of the poor motivations and determinations in the school physical education lessons. The very limited progress of the RG in the modeling skills may be interpreted as indicative of the still poor understanding of the subject practice/ exercise. Furthermore the RG was tested with the very limited progresses in the planning skills – by 2.3% and 1% in the boys and girls subgroups – that means that their physical education goals and priorities are still poorly realized. The RG regresses on the progress assessment scale demonstrate that the trainees are still largely unaware of the motor skill quality rating standards/ requirements applied by the teacher – and this misunderstanding may trigger potential conflicts of the parties to the physical education process including the families.

Conclusion. The conscientious individual physical activity self-control building model applied in the school physical education service was tested beneficial in many aspects, particularly for the physical education-specific thinking activation, understanding of the training process goals, determination in the physical education service, ideomotor skills, conscientious progress and performance quality – as a result of the better understanding of every exercise – to facilitate the universal motor skills building in the trainees based on the growing individual motivations for the physical education, sports and health improvement.

          References

1. Konopkin O.A. Structural and functional and psychological content of conscious self-regulation. Psikhologiya. Zhurnal Vysshey shkoly ekonomiki. 2005. v. 2. no. 1. pp. 27-42.
2. Kudryavtseva O.V., Belyaev V.S., Solovykh M.V. Psychological-Pedagogical Technology of Teaching Motor Actions at Physical Education Classes for 5-10-Formers. Fizicheskaya kultura: vospitanie, obrazovanie, trenirovka. 2014. no. 5. pp. 18-23.
3. Morosanova V.I. Development of conscious self-regulation theory: differential approach. Voprosy psikhologii. 2011. pp. 132-144.
4. Kulinna P., Scrabis-Fletcher K., Kodish S. et al. A Decade of Research Literature in Physical Education Pedagogy. Journal of Teaching in Physical Education 2009. no. 28. pp. 119-140.
5. Ayers S. F. Recreation facilitation styles and physical activity outcomes in elementary school children. The Journal of Physical Education, Recreation & Dance 2009. no. 2. pp. 43-46.

Corresponding author: olgavikku@mail.ru

Abstract

Since the physical education teacher’s mission is to facilitate the physical progress and technical mastery by the relatively wide range of physical exercises, a special priority shall be given to the training process efficiency improvement initiatives. Objective of the study was to facilitate the school physical education servic4e by a conscientious individual physical self-control building model. Sampled for the study at lyceum in Elektrogorsk in September through May 2017 were the 5-graderes split up into Experimental Group (EG, n=27, including 12 males and 15 females) and Reference Group (n=22, including 13 males and 9 females), with the both groups trained 3 times a week. The Experimental Group trainings were complemented by the Behavioral Self-control Style forming system with the study data processed by the V.I. Morosanova method. The EG and RG progress was tested by the pre- versus post-experimental tests. The tests showed benefits for the conscientious individual physical self-control building model in the school physical education service as verified by the Experimental Group progress in the self-control aspects.