PhD, Associate Professor N.V. Peshkova
Surgut State University, Surgut

Keywords: academic sports, academic educational environment, academic education realm, academic physical education and sports service.

Background. For the last few years the national government has taken special efforts to facilitate progress of academic sports. Thus, the recently adopted ‘Concept and the Inter-branch Program for Progress of Academic Sport in the Russian Federation’ acknowledges the special role played by the physical education and sport service not only for the youth physical health and fitness but also for a healthy active personality formation in general in the context of the social role models, values and priorities [4]. The above policies give a special priority to modern academic sports management methods and models designed to fully mobilize and expand the prognostic potential of the academic education realm for progress [9].

Objective of the study was to contribute to the theoretical and practical provisions for the academic education realm prognostic potential being mobilized for academic sports progress.

Results and discussion. When analyzing the modern academic physical education and sports management models, we would make an emphasis rather on the “soft management” toolkit that prioritizes the environment-, culture- and values-specific control efforts than on the strict determinations of the controlling and controlled subsystems. Therefore, a special attention needs to be given to the academic education realm development with its prognostic resource that should be increased to facilitate its development and self-development in an open-system format.

As far as the academic education realm is concerned, we should note that it is increasingly popular in the academic, sociological, cultural, political and psychological research communities; although practical interpretations of the academic education realm meaning are still contradictory and disputable enough, particularly when it comes to the academic education environment.

Thus I.L. Becker, A.A. Veryaev, V.N. Zhuravchik, O.A. Leonova, I.V. Shalaev argue that the above terms shall not be interpreted as synonymic [1, 3, 7] since they both have their specific essential and substantial characteristics indicative of their reference to somewhat different fields. O.A. Leonova believes that academic education environment and academic education realm may be interpreted as the pedagogical ideas that refer to different systems and options of a human interaction with the world, with the both concepts being interrelated albeit specific in their reference fields and meanings [3]. As provided by S.V. Ivanova, I.V. Manzheley, the notions of environment and realm may be interpreted as similar to the notions of part and whole, with a realm being multidimensional to include environment as one of its dimensions, whilst an environment may be viewed as the medium/ surrounding for an individual activity [2, p. 52]. We would support I.V. Shalaev and A.A. Veryaev in interpreting the academic educational environment and academic education realm as the notions having multiple contact points –and primarily close in their focuses on the education service missions, although an environment may be viewed as the close surrounding for individual immersion whilst a realm means the wider medium or space that implies presence and potential rather than a direct immersion [7].

Turning to the definition of the academic education realm, we should mention that I.D. Frumin, B.D. Elkonin were among the first in the national science to apply the academic education realm concept to an individual education establishment. At this juncture the national science shows a growing interest in the university-specific education realm due to the new academic education service management trends that give a special priority to the “soft power” tools acting via the academic educational environment as required by the university mission and goals. It is important to note in this context that the university education realm is viewed as offering specific subjective-and-dimensional and ethical provisions for progress, with due protection from (filtration of) the unfavorable environmental influences/ aspects.

As things now stand, the modern university education realm structure and content are being considered from a few perspectives. Thus I.L. Becker and V.N. Zhuravchik see the highest promise in a modular structure that includes theoretical education, practical/ industrial education and social tutoring modules [1]. R.S. Nagovitsyn in his study of the academic physical education service driven by mobile learning in the liberal arts university education realm classifies the education realm into the class, off-class and informational sub-realms [5]. A.I. Zagrevskaya analyzes benefits of a kinesiological education realm that need to be built up at university to offer a mix of special physical education and sport services/ resources to facilitate the students’ kinesiological resource building for the self-development and self-perfection agendas [8]. S.I. Filimonova analyzes the physical education and sport service realm to classify it into the physical and sociogenic sub-realms/ domains [6].

We would consider a university’s education realm herein as the realm designed so as to facilitate comprehensive interaction of the educational process actors and having its specific qualities such as integrity, openness, structure, coherence, dynamism, controllability, extent and eventuality – to facilitate flows of scientific knowledge and cultural values that need to be accepted by the new generations of specialists in their priority professional service fields: see Figure 1 hereunder.

Figure 1. Academic education realm

It should be noted that an objective academic education realm resource is always perceived subjectively and differently by every educational process actor. Each student may select in the academic education realm menu the elements, interests, values and priorities of special appeal for him/her i.e. the elements most ‘close’/ appealing in their semantics and positional aspects for the individual life agenda. This means that the academic physical education and sports service shall be designed so as to attract not only the ‘closest’ and highly motivated students but also the ‘distant’ ones by the service resource being opened up in full with its opportunities and semantic progress benchmarks for the healthy and athletic/ active lifestyle building efforts to facilitate social and professional progress.

Therefore, an academic physical education and sports facilitating academic education realm shall:

- Facilitate communication/ interaction of the education process actors with the personality progress aspects in the interpersonal (subject-subject) eventful relationship, and with the service missions and goals designed to motivate students for the physical education and sports classes and offer them dialogue/ polylogue communication formats and expand their social communication and cooperation experiences in the physical education and sport service domain;

- Provide practical support to students, teachers and instructors to facilitate their progress in the academic sports under different academic physical education and sports management models;

- Ensure good versatility of the academic physical education and sport service range and its customization for the individual academic progress needs and trajectories;

- Plan and provide the academic physical education and sport service (in its training and competitive domains) on the most efficient basis in its interconnected and integrated management/ co-management/ self-management service elements; and

- Build up the “meeting spaces” for the student groups on an age-, interest- and training/ competitive-needs specific basis in the class/ off-class physical education and sport service models.

Conclusion. Efforts to encourage further progress of the academic sports need to give room to a range of modern management models including the “soft power” management tools that prioritize the academic environment/ realm specific service elements as dictated by the mission and goals of the education institution. A special priority in this context will be given to the academic education realm prognostic potential being fully employed by the universities for progress of the academic sports with more and more students being motivated and committed for healthy and sporting lifestyles.

References

1. Becker I.L., Zhuravchik V.N. Educational space as social and pedagogical category. Izvestiya Penzenskogo gosudarstvennogo pedagogicheskogo universiteta im. V.G. Belinskogo. 2009. No. 12 (16). pp. 132-140.
2. Ivanova S.V., Manzheley I.V. Physical education and sports work with the population: environmental approach. Tyumen, 2015. 244 p.
3. Leonova O.A. Educational space and educational environment: comparison experience. Izvestiya VGPU. 2008. No. 1. pp. 9-12.
4. Interdisciplinary program for development of student sports: approved by order of the Ministry of Sports of Russia and the Ministry of Education and Science of Russia dated 11/27/2019, no. 981. Available at: https://minsport.gov.ru/2019/doc/Mejotr-prog-razvitiya-stud-sporta.pdf
5. Nagovitsyn R.S. Formation of students' physical education in educational space of humanitarian university (based on mobile learning). Doct. Diss. Abstract (Hab.). Moscow, 2014. 48 p.
6. Filimonova S.I., Andryushchenko L.B., Filimonova Yu.B. Academic physical education and sports environment. Kultura fizicheskaya i zdorovye. 2017. No. 4 (64). pp. 13-16.
7. Shalaev I.K., Veryaev A.A. From educational environments to educational space: cultural approach to the problem. Pedagog: nauka, tekhnologiya, praktika. 1998. no.2 (5). pp. 23-31.
8. Zagrevskaya A.I., Lubysheva L.I. Ontokinesiological approach for sportization of physical education within national education system. Teoriya i Praktika Fizicheskoy Kultury. 2017. No. 5. Р. 2.
9. Peshkova N.V. Management of university sport development as an academic issue. Theory and Practice of Physical Culture. 2017. No. 9. P. 28.

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Abstract

Objective of the study was to contribute to the theoretical and practical provisions for the academic education realm prognostic potential being mobilized for academic sports progress.
Study results and conclusions. The transition of university sports to the mode of progressive development requires the implementation of new managerial approaches ‒ management through the "soft power", through the environment, in a space that meets the goals and tasks of the educational institution. The article substantiates the need to increase the prognostic potential of the educational university environment, viewed as its qualitative characteristic and manifested in the created opportunities for the development of student sports, to attract more students to a healthy and sports lifestyle.

The author concludes that in terms of the educational university environment, subjects view its objective possibilities differently. Each student, due to his/ her specificity, interests, value orientations, chooses what is "closer" to him/ her both semantically and spatially.

In this view, the educational university environment should be structured in a certain way, so to have the following system features: integrity, openness, structure, coherency, dynamism, controllability, continuity; to be filled with the physical education and sports events, which would contribute to the disclosure of students' capacities and formation of their semantic values related to a healthy and sports lifestyle, as well as their formation as a personality and future professional.