PhD, Professor K.N. Dementyev
Saint Petersburg State University of Architecture and Civil Engineering, Saint Petersburg

Corresponding author: dementevkn2013@yandex.ru

Abstract

Objective of the study was to theoretically generalize the specific features of the content-related and operational components of independent physical education activity of architecture and civil engineering students.

Methods and structure of the study. The peculiarities of organization of independent physical education activity of the future engineering students were determined based on the professiograms of the major specialties characterizing the specifics of work activities.

Results and conclusions. Given the meaningful role of independent physical training in the formation and improvement of the professionally important motor abilities, the authors divide independent trainings into special training sessions under individual physical training programs of professional-applied orientation; independent physical training in the vocation-related sports discipline; amateur and professional trainings aimed at improving professionally important qualities.

A key aspect of effective independent physical training of students may be the development of the author’s methods that ensure the formation of personal professional physical culture of students taking into account the level of their motor activity and motivation.

Keywords: independent physical training, professional competency, professionally important motor abilities, professionally important psychophysiological qualities.

Background. Independent service models generally include the following components: individual service motivations with the relevant progress goals; design and operations to develop the relevant knowledgebase and skills using the relevant training methods; willpower to attain the goals; and responsibility for the progress and results. National educational system gives a growing priority to the independent physical training models to develop the service-specific motor skills based on the relevant knowledgebase and independent physical training design skills/ competences need to be mastered by students. An independent physical training system will be designed to secure the professional service fitness with the relevant progress missions and goals and independent physical training methods and tools.

It is traditional to classify the physical education service goals into the physical health improvement, educational and cultural ones. A special emphasis in the traditional physical education service curriculum  made on the health improvement and practical physical exercising aspects, whilst the service-specific provisions for the physical education models are virtually never addressed separately. It holds true, above all, for the academic independent physical training models [1].

Objective of the study was to theoretically analyze the independent physical training system design and operations logics for an architecture and civil engineering university.

Methods and structure of the study. Provisions for academic independent physical training models complementary to the regular academic physical education and sports curriculum may be basically grouped as follows:

- training sessions as a matter of special priority;

- independent physical training design with a special attention to the interdisciplinary links of the physical education and sports service with the other academic disciplines; and

- Health aspects of the independent physical training models.

It should be mentioned that the independent physical training modeling process will secure harmonic transition from the purely physical fitness goals with the gradual progress in service-specific motor skills and physical qualities to habitual healthy lifestyle formation with improvements in the individual adaptabilities to the academic education standards and requirements. The independent physical training models for future engineers need to be designed with a special consideration for the service standards and requirements (‘profession-graphs’) of the key specialties, on the following design principles:

- independent physical training model customization principle for the trainings being timely optimized as required by the service missions and goals;

- independent physical training consistency principle, with the physical and mental workloads being stepped up in a controlled manner to harmonize the specific loads on individual bodily systems, organs and muscle groups critical for the service; and

- harmonious development principle in application to the key motor systems.

An engineering service quality and efficiency largely depends on the individual service fitness i.e. working capacity, rehabilitation qualities, stress tolerance, etc. Many service standards and requirements are common for different engineering specialties, albeit every specialty has its own service fitness requirements and standards; with an engineer expected to make progress in the service-specific mental and physiological functions and physical qualities critical for performance – within the frame of the objective service factors.

Thus foremen and process engineers need to develop the relevant service-specific mental and physiological functionalities including: high mental stress tolerance with the relevant geo-climatic and vestibular stress tolerance aspects; excellent memorizing skills classifiable into the verbal, visual, auditory ones; eye control with the direct and peripheral vision control elements; good auditory, visual-motor and tactile responses within the service-specific physical qualities including the general and dynamic endurance, strength, response speed, dexterity, movement coordination, postural controls etc.

Design engineers, economy engineers and process engineers are expected to develop excellent nervous stress tolerance, attention controls, auditory-motor and visual-motor responses, perfect memorizing skills with the visual/ verbal data memorizing elements; eye controls; general and static endurance; static strength; fine hand/ wrist movement coordination; and other service-specific skills.

Operational engineers need to develop high nervous stress tolerance; attention control; perfect memorizing skills with the visual/ verbal data memorizing elements; excellent visual field control; good general and static endurance; high static strength, response speed; fine hand/ wrist movement coordination; and other service-specific skills. And operations managers and executives are expected to develop excellent nervous stress tolerance; attention controls; perfect memorizing skills with visual/ verbal data memorizing elements; good general and static endurance, and response speed.

Results and discussion. Analyses of the regular academic physical education and sports design generally emphasize the health-improvement and cultural elements of the service [2, 3]. However, knowing the modern specialist service fitness standards and requirements, we have every reason to believe that the academic physical education and sports service should be efficiently customized and complemented by the relevant application service fitness models to facilitate the service-specific physical education so as to develop the service-specific mental qualities and physiological functions for success of the engineering service. The service-specific physical education service goals will be attained using versatile special independent physical training models and tools designed and managed with consideration for the future service standards and requirements, with the service-specific physical progress tests. Basically, the modern independent physical training theory and practices are relatively well developed, and the independent physical training models are successfully implemented in the academic education process.

However, the individual physical progress agendas need to be put on a theoretically sound design and management basis since the independent physical training system benefits largely depend on the system design and management quality. A key objective of an independent physical training system is to control the individual service-specific physical fitness to meet the service standards and requirements; with the individual physical progress agendas focused on the service-specific mental qualities and physical fitness goals. The specific self-perfection goals may include: versatile service-specific physical fitness secured by the individual independent physical training model complementary to the regular academic physical education and sports curriculum; health protection and improvement; occupational disease prevention and control; high physical and mental performance goals; and high and stable motivations for physical trainings.

Conclusion. In the context of the growing contribution of the modern independent physical training systems in the service-specific motor skills and qualities formation process, we would recommend classify the independent physical training models and tools into:

- Special individual physical training programs with the service-specific application training elements;

- Academic sports to facilitate the service-specific skills training; and

- Amateur sports and professional service centered sporting practices for progress in the service-specific skills and qualities.

For success of the academic independent physical training models, they need to be designed on a sound theoretical and practical research basis to facilitate individual physical fitness agendas focused on the actual service-specific motor activity and driven by high physical fitness motivations.

References

1. Karavan A.V., Dementyev K.N. Organization of independent physical education classes for students of civil engineering university in modern conditions. Proceedings International research-practical congress "Scientific pedagogical schools in physical education and sports", dedicated to the 100th anniversary of SCOLIPE. Moscow: Russian State University of Physical Education, Sports, Youth and Tourism publ., 2018. pp. 420-427.
2. Elmurzaev M.A., Panchenko I.A., Pakholkova N.V. Physical recreation service model design options: innovative development vector. Teoriya i praktika fiz. kultury, 2019. no. 3. pp. 47-48.
3. Panchenko I.A., Elmurzaev M.A., Bobrov I.V. Humanistic model of organization of recreational physical education practices. Teoriya i praktika fiz. kultury. 2020. No. 3. pp. 75-77.