Individualized physical training of police officers under advanced education cours

Фотографии: 

ˑ: 

PhD, Associate Professor E.I. Troyan1
PhD, Associate Professor V.A. Bogdanova2
PhD, Associate Professor Y.A. Kutsenko2
Applicant Zh.V. Zhevnerova2
1
Tyumen Institute for Advanced Training of the Ministry of Internal Affairs of Russia, Tyumen
2Tyumen State University, Tyumen

Keywords: physical training, training unit leader, police officers, individualized training, combat fighting techniques.

Background. Physical progress of police officers is ranked among the top priority human resource management policies pursued by the Russian Ministry of Internal Affairs (MIA). Regional MIA offices run their own personnel physical education courses on a permanent basis as required by the relevant MIA regulations to master and excel necessary combat fighting skills and professionally valuable physical qualities as long as the personnel is in active service [2, 10]. TATI RMIA offers yearly advanced training courses to groups of the relevant police officers.

In actual educational process the trainers may face a variety of problems due to the trainees’ primary physical fitness rates, backgrounds and professional experiences being too widely different. This was the reason for the TATI RMIA faculty to develop an individualized physical training model for the police officers in charge of the personnel physical training service in the MIA service system [1-3, 6, 8, 9].

Objective of the study was to develop an individualized physical training model for the police officers in charge of the personnel physical training service in the MIA service system.

Methods and structure of the study. Physical qualities and fitness of the police officers under the study were rated by the following standard tests as provided by the valid MIA regulations: 10x10m shuttle run test; push-ups test; and pull-ups on a horizontal bar test. The study was performed at Tyumen Institute for Advanced Training of the Russian Ministry of Internal Affairs (TATI RMIA) and Physical Culture Institute of Tyumen State University in the period of 2015-2017.  Subject to the study were the police officers (n=64) trained at Tyumen Advanced Training Institute on the advanced education courses to qualify for the Training Unit Leader/ Assistant Leader in the Professional Service and Physical Education Systems. The study was designed in three stages. At stage 1, we developed the training methodologies, selected progress tests and developed the individualized physical training models. At stage 2, we run an educational experiment with 24 males classified with the age group 1 (under 25 years old) trained at the Institute in 2017 being subject to the experiment. The sample was broken up into an Experimental and Reference Groups (EG and RG) of 12 people each, with the EG trained under the individualized physical training models. Each model was customized as required by the primary physical fitness test rates. At stage 3, we analyzed the experimental data, summarized it and made conclusions.

Study results and discussion. To assess benefits of the new individualized physical training models, we tested the trainees’ physical fitness prior to and after the experiment. Given hereunder in Tables 1 and 2 are the physical fitness test rates of both groups.

Table 1. Pre-experimental physical fitness test rates

Tests

10x10m shuttle run, s

 

push-ups, reps

Pull-ups on horizontal bar, reps

EG

RG

EG

RG

EG

RG

26,8

27

30,2

32,6

11,6

12

σ

1,41

1,26

5,13

4,7

2,8

3,34

M

0,4

0,36

1,48

1,35

0,8

0,9

V

5,3

4,7

17

14,4

24,2

27,6

t

0,3

1,2

0,4

ро

>0,05

>0,05

>0,05

The primary physical fitness test rates in the 10x10m shuttle run test, push-ups test and pull-ups on a horizontal bar test were t = 0.3, t = 1.2 and t = 0.4, respectively (see Table 1), with the rates being lower than the Student t-criterion limit for f = 11 degrees of freedom; that means that the actual differences of the EG versus RG primary (pre-experimental) physical fitness test rates are insignificant and, hence, the primary physical fitness rates in both of the groups are about the same.

Table 2. Post-experimental physical fitness test rates

Tests

10x10m shuttle run, s

 

push-ups, reps

Pull-ups on horizontal bar, reps

EG

RG

EG

RG

EG

RG

24,7

25,8

41,5

38,25

15,3

13

σ

0,65

1,1

2,71

4,24

1,7

2,9

M

0,1

0,3

0,78

1,22

0,49

0,84

V

2,6

4,3

6,5

11

11,2

22,4

t

2,8

2,23

2,28

Ро

<0,05

<0,05

<0,05

Table 2 show that t-values in every test are higher than the Student t-criterion 5% limit for f = 11 degrees of freedom, that means that the actual differences of the EG versus RG post-experimental physical fitness test rates are significant i.e. non-accidental and, hence, demonstrate practical benefits of the new individualized physical training models. Given on Figures 1 to 3 hereunder are the more informative test-specific graphical presentations of the test data.

Figure 1. 10x10m shuttle run test rates, s

Figure 1 clearly demonstrates progress of the EG versus RG as verified by the pre- and post-experimental 10x10m shuttle run test rates, with the EG progress being better by 4.3%.

Figure 2. Push-ups test, reps

Figure 2 demonstrates progress of the EG versus RG in the pre- and post-experimental prone push-ups test rates, with the EG progress being better by 8%.

Figure 3. Pull-ups on horizontal bar test, reps

Figure 3 clearly demonstrates progress of the EG versus RG in the pre- and post-experimental pull-ups on horizontal bar test rates, with the EG progress being better by 15%.

On the whole, Figures 1-3 show the primary (pre-experimental) physical fitness test rates in both of the groups being virtually the same. As a result of the new individualized physical training model piloting experiment, the EG made progress of 9% on average versus the RG. We believe that this effect was fully due to the new individualized physical training models applied in the EG trainings under the standard advanced training course. Therefore, the new individualized physical training models have proved highly beneficial for the relevant police personnel physical fitness improvement course.

Conclusion. The study data and analyses demonstrate high benefits of the new individualized physical training model for the police officers in charge of the personnel physical training service in the MIA service system. Further progress of the individualized physical training model will secure high quality of the advanced physical education service to this category of police personnel.

References

  1. Abdikarimova A.B. Analiz soderzhaniya i metodov differentsirovannogo obucheniya studentov srednikh professionalnykh uchebnykh zavedeniy [Study of content and methods of differentiated training of students of secondary vocational institutions]. Nauka i shkola, 2013, no. 5, pp. 48-52.
  2. Astafyev N.V., Litosh N.L. Podgotovka kadrov, obespechivayuschikh organizatsiyu i provedenie zanyatiy v sisteme professionalnoy sluzhebnoy i fizicheskoy podgotovki sotrudnikov organov vnutrennikh del [Training of personnel responsible for organization and conduct of classes in professional service and physical training system for law enforcement officers]. Professionalnoe obrazovanie v Rossii i za rubezhom, 2014, no. 4 (16), pp. 148-158.
  3. Afonina I.P. Differentsirovannaya metodika obucheniya sambistok [Differentiated methods of training in women's sambo sport]. Izvestiya TulGU. Fizicheskaya kultura. Sport, 2016, no. 3, pp. 93-97.
  4. Bazhin K.S. Tekhnologiya differentsirovannogo obucheniya: psikhologo-pedagogicheskiy aspekt [Differentiated education technology: psychological and pedagogical aspect]. Vestnik VyatGGU, 2011, no. 1-1, pp. 163-167.
  5. Bogdanova V.A. Metodicheskie priemy differentsiatsii uchebnogo materiala na urokakh fizicheskoy kultury mladshikh shkolnikov [Educational material differentiation procedure at physical education lessons with primary schoolchildren]. Fizkulturnoe obrazovanie Sibiri, 2001, no. 1 (15), p. 32–36.
  6. Kotova T.G. Differentsiatsiya obucheniya sportivnykh pedagogov po distsipline «Edinoborstva» [Differentiation of sports teacher training in Martial Arts discipline]. Teoriya i praktika fiz. kultury, 2016, no. 12, pp. 12-14.
  7. Kutsenko Y.A., Kutsenko G.A. Izuchenie tselevykh ustanovok professionalnoy deyatelnosti u studentov IFK TyumGU [Study of target attitudes of professional activity among students of the IFC of Tyumen State University]. Strategiya formirovaniya ZOZh sredstvami fizicheskoy kultury i massovogo sporta: opyt, problemy, perspektivy razvitiya. Mater. Vseros. s mezhdunar. uchastiem nauch.-prakt. konf. [Proc. Rus. with intern. participation res.-pract. conf. «Healthy lifestyle promotion strategy via physical culture and mass sports: experience, problems, development prospects»], Tyumen: Vector Book publ., 2013, pp. 220-223.
  8. Mochalova M.S. Differentsirovanny podkhod k povysheniyu urovnya samoorganizatsii professionalnoy podgotovki studentov vuza fizicheskoy kultury [Differentiated approach to increase level of self-organization of vocational training of students of a physical culture university]. Uchenye zapiski un-ta im. P.F. Lesgafta, 2013, no. 5 (99), pp. 95-98.
  9. Podolyako V.P. Organizatsiya obucheniya uchaschikhsya boevym iskusstvam na osnove individualno-differentsirovannogo podkhoda [Organization of martial arts training for students based on individual-differentiated approach]. Gaudeamus, 2016, no. 1, pp. 57-63.
  10. Fedyukov Y.F. K voprosu o professionalno-pedagogicheskoy podgotovke instruktorskogo sostava spetsialnykh podrazdeleniy MVD Rossii [Regarding professional-pedagogical training of instructors of special units of the Ministry of Internal Affairs of Russia]. Vestnik sportivnoy nauki, 2010, no. 2, pp. 28-31.

Corresponding author: troyan_evgenii@mail.ru

Abstract

The study was performed at Tyumen Institute for Advanced Training of the Russian Ministry of Internal Affairs (TATI RMIA) and Physical Culture Institute of Tyumen State University. Subject to the study were the police officers trained at Tyumen Advanced Training Institute on the advanced education courses to qualify for the Training Unit Leader/ Assistant Leader in the Professional Service and Physical Education Systems. Objective of the study was to find the most efficient ways to design and implement individualized physical training model for the police officers in charge of the personnel physical training service in the MIA service system. The study was designed to attain the following goals: find the most effective tools and methods to improve the professionally valuable physical qualities in police officers; and develop and test the individualized training model. The study data and analyses give the reasons to believe that the individualized physical training models are the most promising and beneficial in the advanced education courses for the police personnel physical education specialists.