A.I. Zagrevskaya, associate professor, Ph.D.

National Research Tomsk State University, Tomsk

Key words: physical culture and sports education, kinesiological competences, psychophysical readiness, students.

Currently, with the introduction of the competency building approach into higher education it is more frequently noted that the students' skill level sufficient for being competitive and adapted to the labor market should be combined with a high level of psychophysical conditions, physical work capacity and health reserves not limiting professional activity. It should be noted that representatives of several thousand specialities are working professionally today. In order to identify the specific professionally important qualities, knowledge and skills required for effective work of representatives of these professions their features should be studied in detail. However, researchers have identified general requirements for physical reliability and readiness (kinesiological potential) of specialists for highly effective work in modern conditions such as: good overall health, good mental capacity and endurance, general conditioning physical fitness, emotional stability (ability to be highly efficient in various stress situations), etc. [8].

In this regard, kinesiological competency is to be formed in students, which involves the ability of conceptual planning intended to develop their kinesiological potential (V.K. Balsevich), which ensures psychophysical readiness for future professional activity.

The purpose of the study was to develop a model of kinesiological competency as a special-purpose basis of physical culture and sports education of students.

Results and discussion. According to the requirements of the federal state educational standard of higher professional education (FSES HPE) physical culture is to enhance its role in providing university students with a healthy lifestyle and be of a strongly pronounced applicative character. The status, volume and main goals of the discipline "Physical education" in terms of vocational training of students are first and foremost determined by its impact on the formation of common cultural and professional competences of a specialist [7].

In this respect, the process of organization of university physical education has to be fundamentally modified into such a system of physical culture and sports education in which students could master both common cultural and applied professional competences.

The functions of university physical education are implemented in the following forms: physical therapy and rehabilitation, adaptive, health-improving and sportized physical culture. Movements, the orientation of which is determined by operative, current and long-term goals, serve as an integrating factor of the mentioned forms of physical education. It is known that the scientific study of human movement is called kinesiology, so, in our opinion, it would be reasonable to term universal competency, that is formed within the educational area of "Physical culture", as kinesiological competency.

While designing the model of kinesiological competency, we relied on the studies by I.Ya. Zimnyaya (2003) and A.V. Khutorskoy (2003), which reveal that competences are standard-specified requirements to the process of mastering of some discipline, block or module of disciplines, educational program, and competency is a student's handling, possession of the corresponding competence, which involves his/her personal attitude towards it and towards the object of activity. Figure 1 represents the developed model of kinesiological competency of students. Let us take a brief look at its main components.

Fig. 1. Model of kinesiological competency of students

Taking into account the integrative nature of physical education, and its simultaneous impact on the social and biological characteristics of an individual, we figuratively singled out the following common cultural kinesiological competences: value-orientation, communicative, design, diagnostic, research and information and reflexively-evaluative. In our opinion, acquirement of the following applied professional kinesiological competences is essential for professional training - gnostical, health-saving, methodological, motor, self-development and self-improvement of kinesiological potential (self-education). It is known that a competence implies the following essential components: cognitive, integrative/activity and personal.  

The cognitive component determines the level of knowledge base and intellectual development of a student and his creativity. The integrative/activity component implies the ability to apply gained knowledge not only in the spheres of its direct application, but also in the intersubject areas, as well as in situations of uncertainty and ambiguousness. This component determines the ability to apply accumulated knowledge and the modes of action in practice.

Personal component is a defining, system-forming component of any competence, which is primarily expressed in the attitude to the conducted activity. Kinesiological competency, as a complex personal formation, involves the following constituents: axiological, motivational, emotional-volitional, cognitive and activity ones, the content which we have studied earlier [3].

Some authors believe, the highest expression of competency is readiness to carry out activities [2, 5, 6]. That is why we find it appropriate to regard students' psychophysical readiness for professional activity as the educative result of formation of their kinesiological competency. We determined several blocks in the structure of psychophysical readiness for professional activity being as follows: psychological, theoretical, valeological, methodological/practical, physical readiness. Each block of psychophysical readiness includes corresponding indicators, which together reflect the degree of development of the kinesiological competency components. Thus, the psychological block of readiness comprises motives, interests, needs, values, volitional qualities of students and reflects the degree of development of axiological, motivational and emotional-volitional components of kinesiological competency, the theoretical one – of the cognitive component. The valeological and physical blocks of readiness are presented in the model by the indicators of health, physical development and fitness, reflecting the degree of development of the activity component of the kinesiological competency.

In conclusion it is to be noted that the common cultural and applied professional kinesiological competences presented in the model can be considered as independent too. For instance, a student, having mastered the health-saving competence, acquires the health-saving competency. Mastery of all the considered competences together reflects the degree of formation of the kinesiological competency as an integrative personal quality ensuring student's psychophysical readiness for work.

References

1. Balsevich, V.K. Essays on human developmental kinesiology / V.K. Balsevich. – Мoscow: Sovetsky sport. – 2009. – 220 P. (In Russian)
2.  El'kina, O.Yu. Educational technology to train future teachers to form productive experience of primary schoolchildren / O.Yu. El'kina. - Novokuznetsk: PPD KuzSPA. – 2006. – 180 P. (In Russian)
3. Zagrevskaya, A.I. Structure and content of kinesiological competency of students / A.I. Zagrevskaya // Teoriya i praktika fizicheskoy kultury. – 2014. – № 2. – P. 34. (In Russian)
4. Zimnyaya, I.A. Key competences - a new paradigm of education outcome / I.A. Zimnyaya // Vysshee obrazovanie segodnya. – 2003. – № 5. – P. 34–42. (In Russian)
5. Kostyukova, T.A. Development of foreign language communicative competency of students of non-language higher schools: Monograph / T.A. Kostyukova, A.L. Morozov. - Tomsk: Publ. h-se of Tomsk polytechnic university, 2011. – 119 P. (In Russian)
6. Molyako, V.A. Psychological study of creative personality / V.A. Molyako. - Kiev: Znanie, 2008. – 71 P. (In Russian)
7. Ponomarev, G.N. University physical education: formation of experts’ professional skills / G.N. Ponomarev // Physical culture and health of university students: Proceedings of the X All-Rus. theor.-pract. conf. – St. Petersburg: SpbSUP, 2014. – P. 24–27. (In Russian)
8. Raevsky, R.T. Applied professional physical training of students of higher educational institutions: guidance / R.T. Raevsky, S.M. Kanishevsky; ed. by prof. R.T. Raevsky. – Nauka i tekhnika, 2010. – 380 P. (In Russian)
9. Khutorskoy, A.V. Core competencies as a component of personality-centered educational paradigm / A.V. Khutorskoy // Narodnoe obrazovanie. – 2003. – № 2. – P. 58–64. (In Russian)

Corresponding author: a.zagrevskaya@yandex.ru