PhD, Associate Professor D.V. Viktorov¹
Dr.Hab., Professor V.L. Krajnik²
PhD, Associate Professor Е.М. Yanchik¹
L.V. Smirnova^1
1South Ural State University (National Research University), Chelyabinsk
²Altai State Pedagogical University, Barnaul

Keywords: students, competency, profession, health, interdisciplinary physical education.

Introduction. Nowadays, the problem of physical training of students with health limitations (HL) for their professional job responsibilities is normally solved ineffectively, which is mainly due to insufficient volume of applied vocational physical training, since permanent or temporary health deviations such students have require that the amount of physical load, determined by the academic physical education curriculum, to be significantly limited [1, 2].

Interdisciplinary physical education is a unified educational environment in the field of applied vocational physical training regardless of the health status or conditions of chosen professional activity. Since the concept of educational environment is not new in pedagogics and is focused on the educational result [4], in contrast to the traditional practice, the authors believe that, given the modern realities, the interdisciplinary approach should stimulate an increase of the bodily adaptive capacities in order to build professional competency, and specifically in students with HL.

Objective of the study was to update the vocational training process by means of designing an interdisciplinary physical education program and substantiate its effectiveness in application to students with health limitations.

Methods and structure of the study. The study involved students from South Ural State University SUSU and South-Ural State Institute of Arts named after P.I. Tchaikovsky (SUSIA) attributed to the main (MHG) and preparatory health groups (PHG).

Given that applied physical training, that forms the basis for IPE, has an all-round and systemic impact on the athletes’ body, we used the Serkin’s three-stage breath holding test as an integral criterion covering all the aspects of the training process, as well as for the purpose of timely correction and evaluation of the functional state of the body. Each test stage combined such significant categories of the functional state as: physical abilities (Stage 1), physical skills (Stage 2), energy resources (Stage 3). So the Serkin's test was applied to assess the effectiveness of IPE aimed to secure due competency for the chosen professional job responsibilities [3].

In the 1st-2nd semesters, the conditions for the formation of the unified interdisciplinary physical education environment for students with HL are created. Amid consideration of the potentials of individual athletes, based on their morphofunctional parameters, IPE is enriched with the information on the specific features of physical training, physical load characteristics, determining the adaptive effect, improvement of physical fitness against the background of health limitations.

In the 3rd-4th semesters, the students from all health groups draw on the information received at the previous training stage, using a variety of physical exercises, which were selected with due regard to their physical condition. Such consolidation of the forms of knowledge, and knowledge - into actions promotes positive dynamics of the morphological and functional abilities and reserves of students with health limitations, thus directing them not only to knowledge deepening, but also to its practical application. The composite elements of the unified interdisciplinary physical education environment are various physical exercises regulated by the educational standards and independent applied vocational physical training.

In the 5th-6th semesters, the practical work is carried out based on the personal value orientations, which enables students to consolidate special skills acquired during the interdisciplinary physical training, acquire new necessary and appropriate applied vocational skills in situations requiring their direct and compulsory participation, thereby consolidating this close relationship of physical working capacity with man’s functional state.

Results and discussion. At the first training stage (1st-2nd semesters) (see Table 1), the Serkin's test  showed the significant differences (p<0.05) in the MHG girls from SUSU and MHG girls from SUSIA at the 2nd and 3rd test stages, which may indicate sufficient aerobic capacities.

Table 1. Three-stage breath holding test

At the end of the first year of studies we realized that students of different groups often have different physical abilities. However, personal significance of the obtained theoretical knowledge for rapid bodily adaptation to severe professional environments and awareness of the need to direct the work of those systems of the body that are not involved in the pathological process, contribute to prevention measures and strengthening of the whole body.

In the 3rd-4th semester, the Serkin’s test results differ significantly (p<0.05) at the 3rd stage in the PHG boys from SUSU and SUSIA as opposed to the results obtained in the 1st-2nd semesters, which proves an increase in the adaptive capacities of the body. Concerning training of students with various health deviations, this indicates the formation of motor qualities in accordance with their functional capabilities. Since, based on the functional state, fitness level and disease course, the training load was initially of low intensity, and later - of average intensity, this technique made the trainees’ body adjust to the created conditions.

In the 6th semester, the PHG students from SUSU, both males and females, demonstrated higher results at all stages of the Serkin’s test; their results differed significantly from those obtained in the 2nd semester. This proves that the PHG students had higher functional and reserve capabilities by the end of the 3rd year of studies.

The Serkin’s test results strongly suggest that the mean group values, regardless of the subjects’ sex or physical fitness level, indicate a tendency towards an increase in the adaptive shifts and adequacy of physical loads. In particular, in the PHG, this was expressed in the increased breath holding time at the 2nd stage, which indicates that the students with health limitations improved their hypoxic tolerance and economical functioning of the respiratory and muscular systems, thus justifying the effectiveness of this approach in the professional competency building process.

Conclusion. Interdisciplinary physical education makes it possible to secure due competency of students with HL for professional job responsibilities, which provides new opportunities for physical training applied to a wide range of professional activities that determine their productivity.

References

1. Viktorov D.V. Formirovanie gotovnosti k professionalnoy deyatelnosti studentov YuUrGU [Building SUSU students' professional competency]. XXVII Mezhdunar. nauch.-prakt. konf. po problemam fizicheskogo vospitaniya uchaschikhsya 'Chelovek, zdorovye, fizicheskaya kultura i sport v izmenyayuschemsya mire' [Proc. XXVII Intern. res.-practical conf. on academic physical education 'Man, health, physical education and sports in a changing world']. Kolomna: MSRSHI publ., 2017, pp. 327-330.

2. Korovin, S.S. Teoriya i metodika formirovaniya fizicheskoy kultury lichnosti [Theory and methods of personal physical culture building]. Orenburg: OSPU publ., 2005, 72 p.

3. Yanchik E.M., Yanchik V.V. Individualizatsiya dvigatelnoy aktivnosti obuchayuschikhsya s otkloneniyami v sostoyanii zdorovya [Individualization of motor activity of students with disabilities]. Sbornik nauchnykh trudov po materialam Mezhdunar. nauch.-prakt. konf. 'Teoreticheskie i prikladnye voprosy obrazovaniya i nauki' [Proc. Intern. res.-practical conf. 'Theoretical and applied issues of education and science']. Tambov, 2014, pp. 185-187.

4. Cherepov E.A. Metapredmetnaya paradigma zdorovyeformiruyuschego obrazovatelnogo prostranstva sovremennoy obscheobrazovatelnoy organizatsii [Meta-Subject paradigm of health-forming education space in modern comprehensive educational institution]. Vestnik YuUrGU. Seriya: «Obrazovanie, zdravookhranenie, fizicheskaya kultura, 2015, vol. 15, no. 4, pp. 5-13.

Corresponding author: viktorovdv@yandex.ru

Abstract

The study analyzes the problems and ways to improve the professional competency of the students with health limitations, with the students of SUSU and SUSIA named after P.I. Tchaikovsky attributed to the main and preparatory academic health groups sampled for the study in the period of 2014-2017. It was found that the existing professional physical training system in application to the students with health limitations (poor physical development, poor physical fitness, temporal health disorders etc.) largely fails to secure due competency for their professional job responsibilities.

To secure due vocational training of this health group, the study team offered a unified interdisciplinary physical education environment (PEE) with the professional competency building progress tested by the Serkin’s three-stage breath holding tests. The new training model piloting experiment showed benefits of the PEE as verified by the age- and primary-fitness-unspecific progress of the sample with health limitations.