PhD, Associate Professor N.A. Vakhnin¹
PhD, Associate Professor A.B. Makhovikov¹
PhD, Associate Professor V.V. Sharok^1
1Saint-Petersburg Mining University, Saint-Petersburg

Keywords: health values, socio-psychological aspects, academic physical education and sports, correlation analysis.

Background. High-quality and extensive human resource is commonly viewed as one of the key prerequisites for socio-economic progress. Highly educated, professional and skillful class dominated by physically and spiritually healthy individuals is widely acknowledged among the primary factors for the national competitiveness building agenda [6, 7]. It is traditional for the vocational training service at the national technical universities to give a special role to the modern physical education and sport service appreciated for its health benefits plus the facilitating effects on the willpower, competitive spirit, determination cultivation efforts and, hence, accomplishments in every activity field based on the academic competences, skills and experiences [1, 2, 8, 9].

Objective of the study was to rate the students’ satisfaction with the academic physical education and sport service in a variety of socio-psychological aspects.

Methods and structure of the study. We run for the purposes of the study a questionnaire survey of the St. Petersburg Mining University students (n=264) of the following age groups: 18.31 year-olds (n=175, including 77 females and 98 males); 19.32 year-olds (n=40 including 28 females and 12 males); 20.12 year-olds (n=25 including 14 females and 11 males); 20.94 year-olds  (n=17 including 14 females and 3 males); and 21.71 year-olds (n=7 including 5 females and 2 males) of the first, second, third, fourth and fifth academic years, respectively. The sample was surveyed using an Academic Education Service Satisfaction Survey Form of 25 questions covering every service aspect; plus we used the M. Luscher Color Test, and the S.S. Bubnova Personality Value Orientations Test.

Results and discussion. Of all aspects of training, the sample reported most satisfied with the physical education and sport service (4.62) irrespective of the age [3, 4, 5, 10]. As found by the correlation analysis, this aspect of satisfaction is correlated with the satisfaction with the academic education service on the whole (r=0.40, p ≤ 0.01) more than with the other education service aspects. Most of the sample rated positively the physical education and sport service albeit a few respondents rated it low (15 out of 264). It should be noted that the latter were found unsatisfied with the other service aspects as they scored them with 3.62 points on a five-point scale on average - versus 4.19 points given by the satisfied subsample.

We used the color association tables to rate associations with the concepts of “past”, “future”, “I am a student” and “professional service”. Given in Table 1 hereunder are the found correlations with 1, 2, 3, 4, 5, 6, 7 and 0 referring to blue, green, red, yellow, purple, brown, black and gray colors, respectively.

Table 1. Luscher Color Test data

Note: *p ≤ 0.05; **p ≤ 0.01; U, S unsatisfied and satisfied with the physical education and sport service, respectively

As demonstrated by the above, the physical education and sport unsatisfied group is more likely to associate the past with blue and brown - versus green and yellow in the physical education and sports satisfied group. Note that blue symbolizes peace, comfort zone and affection, whilst brown is associated with passivity, dependence, conscientiousness, bodily comfort and contentment. Green generally means self-assertion, self-confidence, desire for possession, leadership, superiority and power; and yellow symbolizes joy, intellectual energy and sociability. Therefore, the physical education and sport unsatisfied and satisfied groups were found to view the past in passive and active contexts, respectively.

The values and priorities profiling analysis confirmed the above trend, as the percentage of those who consider themselves a confident person was significantly lower in the physical education and sport unsatisfied group (U - 40%, S - 67.57%, χ² = 4.66 , p ≤ 0.05). Note that no intergroup differences were found on the anxiety, fatigue, tension and stress rating scales i.e. the sample is emotionally balanced on the whole.

A comparative analysis found some intergroup differences in the health related values. Thus the physical education and sport unsatisfied group was tested lower on the health importance scale (U - 3.20, S - 4.09, t = -2.24, p ≤ 0.05), with the particularly strong gap in responses to the question “Do you think you health shall be improved by swimming, running, playing tennis, etc.?”; with the physical education and sports satisfied group being much more positive in responses than the unsatisfied one (U - 80%, S - 98.38%, χ² = 16.10, p ≤ 0.001).

Conclusion. The group unsatisfied with the academic physical education and sport service was tested low on the health importance rating scale and unwilling to take health-improvement efforts – with such attitudes being potentially detrimental for the future professional service quality.

References

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Corresponding author: curgan57@mail.ru

Abstract

Objective of the study was to rate the students’ satisfaction with the academic physical education and sport service in a variety of socio-psychological aspects.

Methods and structure of the study. We run for the purposes of the study a questionnaire survey of the St. Petersburg Mining University students (n=264) of the following age groups: 18.31 year-olds (n=175, including 77 females and 98 males); 19.32 year-olds (n=40 including 28 females and 12 males); 20.12 year-olds (n=25 including 14 females and 11 males); 20.94 year-olds  (n=17 including 14 females and 3 males); and 21.71 year-olds (n=7 including 5 females and 2 males) of the first, second, third, fourth and fifth academic years, respectively. The sample was surveyed using an Academic Education Service Satisfaction Survey Form of 25 questions covering every service aspect; plus we used the M. Luscher Color Test, and the S.S. Bubnova Personality Value Orientations Test.

Results and conclusions. It was found that the sport dimension is associated with overall satisfaction, but not more than with the rest of the training conditions. It should be noted that students dissatisfied with the sport dimension are also more often dissatisfied with other aspects of training. By analyzing the contingency tables in the studied groups, we identified differences in color associations with the concepts of "past", "future", "I am a student" and "occupational work". The analysis of the results of diagnostics of the actual structure of values confirmed the identified trend: among the students dissatisfied with the sport dimension, the percentage of those considering themselves to be a decisive person was significantly lower than among those satisfied. The group unsatisfied with the academic physical education and sport service was tested low on the health importance rating scale and unwilling to take health-improvement efforts – with such attitudes being potentially detrimental for the future professional service quality.