Basic concepts: professionally applied physical training, professiogram

Lecture plan.

• 1. A brief history of the orientation of physical exercises to prepare for work. Goals and objectives of PPFP students.
• 2. Fundamentals of professional-applied physical training of students.
• 3. The main negatives of the life of a modern student (on the example of PI SFedU).
• 4. Place of PPFP in the system of physical education.
• 5. The main factors determining the content of PPFP.
• 6. Types and forms of professional work (on the example of specialists in pedagogical specialties).

Physical education? one of the means of preparing a person, including a student, for work and adaptation to the social environment. Historically, this was most clearly manifested as a military-applied physical training. For a large part of the population, military specialty still continues to be a form of labor. It also had a certain influence on the methodology of applied physical training of a person for work, in particular, on the skills and abilities of people to make long and high-speed transitions through hard-to-reach places. Later, a public need arose for special expeditions to study the flora and fauna of remote regions of the globe, the cultural values ​​of individual nationalities, and to clarify geographical ideas about the Earth. Gradually, a set of measures was taken to form a person's vital skills of behavior in field conditions. Many well-known teachers of the 15th-19th centuries pointed to the role of physical exercises in the professional preparation of young people for work. Erasmus of Rotterdam considered multi-day hiking trips to be a valuable means of forming young people's physical, moral and moral-volitional qualities. In the books of the Italian professor of medicine I. Mercurialis "Types of physical exercises" (1569) and the teacher I. Gamerarius "Conversations about physical exercises" (1544), a significant place is given to exercises aimed at developing skills in moving and orienting to terrain. in our country in the early 1920s. much attention was paid to tourism and mountaineering as a military-applied training. For example, in 1931. the collection “Tourism and Defense of the USSR”, the book “Tourist? - military intelligence officer ", in 1933? books: “Tourist - military topographer”, “Tourist -? sniper”, etc. Thus, tourism was inextricably linked with socially useful work, important socio-political events, and military-applied physical training of the population.

For the first time, the issue of compulsory physical exercises in universities was raised at a meeting of the Council of Ministers on January 3, 1914. However, the First World War, which began soon after, did not allow this to be done. Nevertheless, in 1927-? 1928. physical education is included in the curricula of pedagogical and medical universities. In October 1928, the board of the Leningrad State University introduced physical culture into the curricula as a compulsory course for all faculties, providing in it not only a practical, but also a theoretical part.

In the 1930s, in physical education curricula for universities, along with health-improving goals, the goals of military and labor training of students began to be set. Thus, in the first curricula of 1931, one of the tasks of the physical education departments in universities is formulated as follows: “physical education should facilitate and facilitate the assimilation of polytechnical skills.” With the introduction of the TRP complex in 1932, physical culture in the curricula was given the task of "facilitating the preparation, first of all, of comprehensively developed and physically capable personnel, fully prepared for work and the defense of the USSR."

In the 60s-?70s, teachers V.I. Ilyinich, M.Ya. Vilensky, V.A. Kabachkov, N.I. Ponomarev, R.T.

In the theory and practice of physical education in Russia, such special training is called professionally- applied physical training(PPFP). So PPFP? this is a specially directed and selective use of the means of physical culture and sports to prepare a person, and in our case a student - a future specialist for a certain professional activity.

Let us consider in more detail the essence of the concept applied physical training". As noted by L.P. Matveev and S.A. Polyansky, “the concept application acquired an ambiguous meaning in the field of physical culture? both wide and narrow. In a broad sense, the "applicability" of physical culture means the fact of its suitability and usefulness in preparing a person for a future life and professional activity.

In the domestic system of physical education, such “applicability” was expressed by the connection of the physical culture movement with labor and defense practice and received a detailed program and normative implementation in the GT complex “Ready for Labor and Defense”, which existed from 1932 to 1992.

A narrow understanding of the “applicability” of physical culture arose as a reflection of the practice of selective use of its certain factors, suitable in the process of special preparation for the chosen professional activity (which is called professional applied physical training), as well as directly in the field of production to optimize performance (which was called industrial physical culture, or industrial gymnastics).

Many experts do not limit the PPFP to achieving only a direct applied effect and suggest solving problems of a wider range within its framework. So, B.I. Zagorsky puts forward “education of volitional and other mental qualities that are professionally important for this activity; increasing the functional resistance of the body to the adverse effects of factors of specific working conditions”, R.T. Raevsky? “Formation of professionally important properties and qualities of a personality”, V.I. Ilyinich? “acceleration of vocational training. Performance of service and public functions for the introduction of physical culture and sports in a professional team”; V.A. Kabachkov and S.A. Polievsky “providing to students the knowledge necessary for the successful application of the acquired skills, abilities and qualities in their future work activity”.

Thus, the goal of PPFP is psychophysical readiness for successful, including safe, professional activity. The specific tasks of the PPFP students are determined by the characteristics of their future professional activities and consist in the formation of the necessary applied knowledge; mastering applied skills and abilities; education of applied psychophysical qualities and education of applied special qualities. Therefore, it is necessary to instill in future specialists the desire and readiness to accelerate professional training; to the prevention of occupational diseases and injuries; to the use of means of physical culture and sports for active recreation and restoration of general and professional performance during working hours; to the achievement of highly professional work in the chosen profession.

This is all the more relevant, since recently the most prestigious companies with interesting jobs are accepting the most healthy physically and professionally trained young professionals.

The main negatives of the life of a modern student (specifically - in the PI SFedU):

• - hypodynamia (obvious insufficiency of physical activity);
• - universal computerization;
• - increased mental stress;
• - increased emotional stress;
• - general insufficiency of free time, etc.

In this regard, the main goals of the PPFP are to create conditions for the normal life support of a person in general and in general; for highly effective labor productivity in his profession; reduction of "cost" (energy, emotional, psycho-physiological, etc.) labor costs.

In the program of the discipline "Physical Education" PPFP of students is one of the main requirements of the federal component of the State Educational Standard of Higher Professional Education. For its implementation, the program provides theoretical, practical (including methodological-practical and educational-training) and control sections. The professional orientation of the educational process in physical culture includes all three sections of the program, performing a connecting and coordinating function.

PPFP of students is carried out on III-IV courses, after completion of basic training. In this regard, independent mastering by students of individual elements of professional-applied physical training is envisaged. At the same time, the means of the practical section of classes in the academic discipline "Physical Culture" in the work programs of the departments of physical education are determined independently in each university.

Mandatory types of physical exercises in physical culture are: separate disciplines of track and field athletics; swimming; sports games and exercises of professionally applied physical training.

The means of PPPP, selected in accordance with the tasks of PPPP of future specialists, include specially directed physical exercises, natural factors of nature and hygienic factors. The selection of exercises in practical classes provides for the improvement of previously studied and the teaching of new motor actions (skills and habits), as well as the development of the qualities of endurance, strength, speed, agility and flexibility. At the same time, physical exercises from various sports are used, exercises of a professionally applied orientation.

PPFP is organically connected with all the main areas of the discipline "Physical Culture", uses its means, forms and methods. It directly relies on the general physical training of students and complements it. At the same time, the ratio between them may vary depending on the future specialty of students.

Taking into account the importance of classes in PPPP, with a limited number of teaching hours for sections of the program in the III?-IV courses (a total of 68 hours per academic year), in the exemplary program of the discipline "Physical Education", an additional topic of methodological and practical classes for self-study is recommended, including including:

• - a methodology for teaching movement over rough terrain (on foot, by bicycle, etc.);
• - conducting thematic discussions on the importance of physical fitness for the adaptation of the human body to various environmental conditions;
• - nutrition and control over body weight at different levels of physical activity;
• - a method of self-control over the level of development of professionally significant qualities and personality traits for a future specialist;
• - the use of additional means of increasing the general and professional performance in the process of physical exercises;
• - prevention of occupational diseases and injuries by means of physical culture.

Professional activity and work in modern conditions require a great deal of mental, physical and mental strength. Does each profession define a range of well-defined psychophysical properties of a specialist? a whole range of practical skills, applied skills and developed physical qualities.

The main factors that make up the specific content of PPFP students are: 1) types, forms, conditions and nature of work; 2) the mode of work and rest; 3) features of the dynamics of the working capacity of specialists in the course of labor activity and 4) the specifics of occupational diseases. We can also highlight additional factors that are associated with the individual, including age, characteristics of future specialists, as well as the geographical and climatic conditions of the region where the future specialist will work.

Both the main and additional factors are objective and interrelated. A complete picture of the profession can be given by an analysis of their entire set, carried out in the form of drawing up a special professiograms, which allows you to obtain data for a reasonable classification of professions.

Professiogram- a description of the system of features that characterize a particular profession and includes a list of norms and requirements that this profession or specialty imposes on an employee. Professiogram. may include, for example, a list of hygienic or psychological characteristics that representatives of specific professional groups must comply with. In the latter case, the description of the profession will be called a psychogram.

Let us characterize in more detail the main factors that determine the content of students' PPFP.

Types and forms of labor are usually divided into physical and mental. Such a division is currently quite conditional. It is unlikely that a specialist with a higher education will perform only hard physical work. The presence of higher education provides for qualified, mainly mental work. However, such a division is necessary, since it makes it easier to follow the dynamics of working capacity during the day. In addition, on this basis, for example, the work of a mathematician-programmer and a prospecting geologist differs.

Working conditions involve the duration of working hours and the comfort of the workplace. Therefore, when choosing the means of physical culture and sports to maintain a high working capacity of a person, these factors must also be taken into account.

The nature of labor also determines the content of the PPFP. To do this, you need to know the physical, psychological and emotional stresses inherent in a particular profession. It should be borne in mind that the nature of the work of specialists of the same profile may be different under the same conditions. For example, students of the Faculty of Economics may later work as accountants, with a sedentary nature of work or managers with an active motor type of work.

The dynamics of a specialist's work capacity in the labor process is an important factor that determines the content of students' PPFP.

The selection of PPFP means should be made taking into account the specifics of the educational process and the future professional activities of students.

PPFP funds are:

applied physical exercises and individual elements of various sports;

applied sports;

hygiene factors and healing forces of nature.

One of the main advantages of physical exercises as PPPP is that they can be used to simulate various work situations. Thus, the use of team and game sports makes it possible to successfully apply them to improve the psychological hardening of people, create a sense of collectivism and nurture the necessary moral qualities. However, the selection of exercises and elements from individual sports is most often done experimentally? according to the principle of compliance with their characteristics of professional qualities and skills.

In most works on determining the content of PPFP, the leading role of general and special endurance in ensuring high performance in the labor process is noted.

An important means of PPFP are applied activities sports, i.e. those in which the improvement of individual physical qualities, skills and abilities in the process of training coincides with the professional tasks of the chosen specialty. Thus, the PPFP of students of civil aviation institutes and some maritime institutes pays great attention to training the vestibular apparatus of future specialists, with the inclusion of elements of acrobatics, exercises on a trampoline, a spinning wheel. For students of field specialties (geologists, geographers, biologists), tourism, mountaineering, and orienteering are most suitable. Various mental, motor, volitional, pedagogical and organizational skills and abilities are often referred to among the necessary components of the PPFP for engineers of various profiles. The development of these qualities is greatly facilitated by sports and physical exercises. The professional activity of an engineer requires him to master not only physical, but also mental qualities. He needs operational thinking, good memory, focused attention. Emotional stability, the ability to manage your feelings, endurance and self-control are important.

When mastering many specializations, taking into account the characteristics of a particular profession, as well as the individual characteristics of each person, an individual set of PPFP tools is also required in general. Let us formulate the main possibilities of various sports.

Gymnastics classes are mainly used to develop such qualities as coordination of movements, manual dexterity, static muscle endurance, emotional stability, courage, determination. In swimming lessons, the activity of the cardiovascular and respiratory systems, the thermoregulation system improves, and overall endurance increases. Sports games contribute to the improvement of the nervous, cardiovascular and muscular systems; visual and auditory analyzers; form dexterity, coordination of movements, speed of reaction, operational thinking, switching attention, emotional stability. Outdoor jogging and skiing help increase endurance and resistance to low temperatures. Orienteering develops operational thinking, the logic of actions in rapidly changing natural conditions, as well as high performance in various negative natural and climatic conditions.

The healing forces of nature and hygienic factors are one of the main means of PPFP students, which ensure productive work in various geographical and climatic conditions. With the help of various methods of hardening the body, it is possible to achieve increased human resistance to cold, heat, solar radiation, and sharp fluctuations in air temperature. This tool is more necessary to apply to students of field specialties, the main part of whose work takes place outdoors. At the same time, it should be noted that the use of the healing forces of nature and hygienic factors is carried out, as a rule, independently and individually. It is impossible to provide elements of hardening, water procedures, visits to the baths, saunas in the classroom. Therefore, students should show greater independence, interest and consciousness in this matter. It is recommended to do more exercise outdoors, in any weather.

The work of a teacher is one of the most complex and responsible. It is characterized by significant physical and intellectual stress, requires attention, high working capacity.

In the system of labor organizations for teachers, professional and applied training should be given a worthy place. Having a general healing effect on the body, training helps to improve the health of teachers, reduce their morbidity, and improve the quality of work.

Professionally-applied physical training, providing active adaptation of the teacher to professional activities, his special physical readiness, acquires the importance of an important socio-economic factor.

Conducting a survey among secondary school teachers made it possible to draw up a professiogram that takes into account the working posture, mainly standing, mental and speech activity. The position of the body during work leads to a certain expenditure of energy and has a significant impact on the performance of the teacher. So in a standing position, energy consumption is 12% more than in a sitting position. The heart rate in a standing position is 10-12 beats higher than in a sitting position.

During work, the muscles of the back and legs are predominantly tired, to a lesser extent the muscles of the neck and arms. Teachers during work need to be attentive, be able to concentrate, switch quickly. Most teachers note a number of subjective sensations, great emotional tension and tension of attention.

Of the physical qualities necessary for a teacher, endurance and dexterity should be distinguished. From strong-willed qualities the teacher needs confidence, self-control. By the end of the working day, many teachers note fatigue, irritability, complain of headaches, fatigue of the back muscles, unwillingness to communicate with others. Such changes in the condition of teachers are responses to the demands of the profession. All this allows us to speak about the pronounced influence of professional activity on the functional state of the central nervous system.

The teacher has to experience prolonged static tension of large groups of skeletal muscles (back, legs), significant tension of the visual and motor analyzers, and great neuro-emotional tension.

Based on the professiogram and the requirements that the profession imposes on the body, the tasks of professional and applied teacher training are:

• - education of the general function of motor and visual analyzers;
• - Improving the function of attention (concentration, switching);
• - education of strong-willed qualities (self-control, self-confidence):
• - maintaining the overall performance;
• - acquisition of special knowledge for the successful development of the practical section;
• - professionally applied physical training of a physical education teacher.

For teachers, the following means of professionally applied physical training can be recommended: walking, swimming, sports games, exercises aimed at developing static endurance of the muscles of the back and legs, attention, emotional stability and strong-willed qualities.

About the removal or reduction of nervous fatigue associated with emotional stress, it should be said that you can get rid of it by relaxing the muscles and completely emancipating the motor apparatus, actively switching attention to the exercise. physical culture sports health

To form the correct posture, you can apply general developmental exercises aimed at strengthening the main muscle groups, walking on toes, hands behind the head, to the shoulders, to the sides

etc., These exercises can be done with weights and various items - dumbbells, stuffed balls, gymnastic sticks, jump ropes, gymnastic wall exercises.

Improving the stability of the vertical posture is achieved in the following exercises: balance, acrobatic (somersaults forward, backward from various starting positions), side flips (“wheel”), walking, outdoor games (arm wrestling, cockfight, tug), sports games (double-sided educational games).

Coordination and accuracy are well developed and trained by the following exercises: with circular movements of the hands, performed sequentially and simultaneously; tilts and turns of the body with simultaneous execution with circular rotations of the arms, legs, torso, head; running combined with jumps and turns; running with side steps, back forward, sideways; jumping with various movements of the legs, arms, torso, head; throwing at the target objects of various masses and athletics equipment; throws hitting the ball from various distances for accuracy (on the spot, in motion); performing accurate passes (in pairs, triples); outdoor games, relay races.

Improving the ability to relax muscles is achieved in relaxation exercises. They create favorable opportunities for improving the motor analyzer: from the position of the hand up, shaking and lowering them down with an inclination forward; mincing run with completely relaxed arms; jumps in place, alternately shaking the right and left legs, legs up, lying on your back.

The proposed sets of exercises have a pronounced applied orientation in the education and improvement of professionally important physical functions. Exercises can be applied in all forms of organizing classes. When including exercises on professional-applied physical training in self-study, one should be guided by recommendations on age-related loads.

General endurance is developed with the help of exercises performed at a moderate and medium pace, with long-term work of large muscle groups, long running at a slow pace, swimming, sports games, and tourism.

Statistical endurance of the back and legs develops as a result of repeated exercises that require prolonged muscle tension due to general fitness, performing special dynamic exercises, mixed exercises aimed at strengthening the muscles of the foot, legs, and back. When choosing means and methods aimed at improving the attention and mobility of nervous processes, they take into account the need to complicate motor tasks, novelty, unexpectedness of the appearance of those signals, periodic changes in the method of exercises (on the spot, in motion, etc.) Emotional stability, self-control, determination , self-confidence is trained by exercises containing elements of risk and danger, as well as exercises with great physical exertion and the use of a competitive method: various types of martial arts, in football, competitive exercises, two-sided training games, jumping over obstacles, exercises on gymnastic apparatus.

APPLIED PHYSICAL CULTURE FOR HISTORY STUDENTS

Tolkacheva Anastasia Gennadievna

2nd year student, Department of National and General History of the National State Pedagogical University,

Russian Federation, Novosibirsk

Zemskikh Olga Alekseevna

scientific director, st. teacher Department of Physical Education, NSPU,
Russian Federation, Novosibirsk

The problems of maintaining physical and psycho-emotional health are relevant today in modern society. Our physical health depends not only on the environment in which we live, but also on ourselves.

Today, most people come to the conclusion that physical activity helps us improve our health, reduce stress and increase brain activity. Within the framework of this article, I will try to talk about how physical culture affects the emotional and mental state of 2nd year students of the Faculty of History of the National State Pedagogical University.

To date, 1-3 year students of the National State Pedagogical University have such a subject as "Applied Physical Culture" or "Health Improvement Systems of Physical Culture". These subjects are related to professional-applied physical training (PPFP).

Professional-applied physical training (PPPP) is

Specially directed and selective use of the means of physical culture and sports to prepare a person for a certain professional activity. The main purpose of PPFP is the directed development and maintenance at the optimal level of those mental and physical qualities of a person, to which specific professional activities make increased demands, as well as the development of the functional resistance of the body to the conditions of this activity and the formation of applied motor skills and abilities.

In my opinion, today any profession presupposes that a person has a high level of physical and mental resistance to certain factors. The teaching profession is no exception. Of great importance in the work of a teacher is mental activity: you need to be able to distribute attention to several objects, switch attention from one object to another, besides this you need creative thinking, good memory, psycho-emotional stability and endurance. It is these qualities that form and develop such a subject at the university as "Applied Physical Education".

Today, many universities are faced with a problem: how to make more students attend lectures and practical classes in physical education. In my opinion, interesting classes that will be directly or indirectly related to the student's future professional activity can contribute to increasing motivation to attend this subject.

To date, the student's means of PPFP are specific and quite diverse. These should include:

Applied physical exercises and individual elements of various sports;

Applied sports (their holistic application);

health-improving forces of nature and hygienic factors;

· Auxiliaries.

One of the types of classes, in my opinion, can be a relay race, and a thematic one at that.

If a student does not have enough physical education classes 2 times a week, he can attend sections and organize other types of physical education classes.

PPFP during extracurricular time is necessary for students who have insufficient general and special physical fitness. Forms of PPFP in free time:

sectional classes at the university in applied sports under the guidance of a teacher-trainer;

· self-studying applied sports in various sports groups outside the university (in tourist clubs, etc.);

· independent fulfillment by students of tasks of the teacher of physical education department .

So, on the basis of the National State Pedagogical University, there are 9 sections, including sections on volleyball, basketball, recreational gymnastics, and wrestling. Since 2009, the Green Fitness fitness center has been operating at the university, where group classes for students in cycling, Pilates, and aerobics are held.

Within the framework of this topic, I decided to conduct a survey of 2nd year students studying in the direction of "Pedagogical education" profile "History". Only 50 respondents participated in this survey. This is explained by the fact that at the Faculty of History of the National State Pedagogical University in the 2nd year there are only 2 groups of students-historians, the remaining 6 groups have other profiles (for example, "Culturological education", "Legal education", "Foreign (Chinese) language" and others). I believe that the survey is quite small in terms of the number of respondents, but the results of the survey, in my opinion, turned out to be significant. The respondents had to answer 5 questions related to the organization of physical education classes and express their attitude towards them.

1. Do you go in for physical culture at the university?

A) yes, I am in subgroup-A;

B) yes, I am in subgroup B;

C) no, but previously studied in subgroup A or B, but due to a deterioration in health status, he was transferred to an essay;

D) no, from the first year he was transferred to the abstract;

2. Do you attend any additional classes, except for the subject "Applied Physical Education"?

A) yes, I attend sections at the National State Pedagogical University or the Green Fitness fitness center

(when answering this question, indicate the section or class that you attend);

B) yes, I go to the gym or fitness center;

C) no, I don’t attend, I think that physical education classes are enough;

D) I do not attend physical education and additional classes in general;

3. Think and write what professional qualities the subject “Applied Physical Education” develops in you (if you do not attend physical education classes at a university, then guess)

4. What, in your opinion, can diversify physical education classes? (if you do not attend physical education classes at the university, then guess)

5. Do you exercise during sessions on your own? (do exercises, go to the gym, in the section)?

A) yes, definitely 2 times a week, I do exercises every day;

B) yes, I do exercises irregularly and go to the gym once a week;

C) no, I don’t attend, I try to focus more on my studies;

Based on the results of this sociological survey, the following conclusions can be drawn.

When answering question No. 1 “Do you go in for physical culture at the university?” I came to the conclusion that 50% of 2nd year students enrolled in the profile "History" are engaged in physical culture both in subgroup A and in subgroup B (25 people). Another 25 people from among the respondents either attended physical education classes before, but due to health problems they had to refuse to attend it or did not attend at all.

Analyzing the answers to question No. 2 “Do you attend any additional classes, except for the subject “Applied Physical Education”?”, 60% of respondents answered that they willingly visit the gym or fitness center, despite the fact that according to the class schedule applied physical culture 2 times a week. And only 35% of respondents believe that physical education classes are already enough at the university.

The answer to question No. 3 “Think and write what professional qualities the subject “Applied Physical Education” develops in you” assumed independent answers of the respondents. Most of the students (65% of respondents) named such professional qualities that physical culture forms and develops as endurance, discipline, responsibility, and such qualities as perseverance, purposefulness, stress resistance, speed, concentration, calmness, patience, speed were also named. Some of the respondents noted that "Applied Physical Education" helps a person to develop harmoniously and possibly become an authority, a role model for children.

To question No. 4 “What, in your opinion, can diversify physical education classes? (if you do not attend physical education classes at the university, then guess) ”the students offered a wide variety of answers. In 50% of the answers to this question, one could find a record that team games (volleyball, basketball) can diversify physical education classes, as well as classes that will contribute to the formation of skills and abilities when playing these sports. The idea was also expressed about classes in the pool, badminton, classes on simulators, shooting. One of the respondents suggested the idea that at the end of each class, students could receive advice on how to properly coordinate their activities in order to maintain their physical health. According to another respondent, active music during exercise can diversify physical education classes.

Analyzing the answers to question #5 “Do you exercise during sessions on your own? (do exercises, go to the gym, in sections)?”, the majority of respondents (44% of respondents) answered that they do exercises irregularly and try to visit the gym once a week during examinations. Only 24% of the respondents do exercises every day, go in for physical education 2 times a week, regardless of their studies.

Thus, based on the results of a sociological survey, we can conclude that the subject "Applied Physical Education" is important for students studying in the profile "History". After all, half of the 2nd year students I interviewed are engaged in physical education not only at the university, but also additionally (in gyms and fitness centers). Respondents understand the importance of physical activity for their future pedagogical activity, realize what professional qualities the subject “Applied Physical Education” forms and develops in them. Students actively offer new types and forms of classes, and do not forget about physical activity during the exams.

Figure 1. The results of the survey of 2nd year students studying in the direction of "Pedagogical education", profile "History" (data in the histogram are given only for questions with answer options)

Bibliography:

1. Muller A.B., Physical culture: textbook and workshop for applied bachelor's degree / A.B. Muller, N.S. Dyadichkina, Yu.A. Bogashchenko, A.Yu. Bliznevsky, S.K. Ryabinin. - M .: Yurait Publishing House, 2014. - 424 p. – Series: Bachelor. Applied course.

2.7 .Professionally applied physical training of students

2.7.1. PPFP in the system of physical education of students

In the conditions of scientific and technological progress, the problem of the correlation between the means of physical culture and educational activity of students acquires an important economic significance, which consists in the use of physical education to prepare for specific professional work and increase its productivity. In this regard, professional-applied physical training is of particular importance in the system of physical education of students.

Professionally applied physical training- this is a specially directed and selective use of physical culture means to prepare for a certain professional activity. The goal of PPFP is psychophysical readiness for successful professional activity.

The specific tasks of the PPFP students are determined by the characteristics of their future professional activities and are to:

To form the necessary applied knowledge;

To master applied skills and abilities;

Cultivate applied physical qualities.

Applied knowledge is directly related to future professional activities, which students receive at lectures on the course "Physical Education". Knowledge about the patterns of achieving and maintaining high professional performance in labor activity is of great practical importance.

Applied skills and abilities provide quick mastery of the necessary labor operations, safety at home and when performing certain types of work.

Applied physical qualities- this is a list of physical qualities necessary for each professional group, which can be formed when practicing various sports.

It is possible to form special qualities in the process of PPFP not only with the help of specially selected exercises, but also with regular classes in appropriate (applied) sports in each case. It should be borne in mind the features of the so-called non-specific adaptation of a person. It has been established that a well-trained and physically developed person acclimatizes faster in a new area, more easily tolerates the effects of low and high temperatures, is more resistant to various infections, penetrating radiation, etc.

When solving specific problems of professional-applied physical training of future specialists, one should pay attention to the fact that such training is carried out in close connection with general physical training, which is the basis of the practical section of the academic discipline "Physical Culture" at the university. At the same time, only general physical training cannot fully solve the problems of special training for a particular profession.

Professional-applied physical training should be based on good general physical fitness of students. The ratio of general and vocational training may vary depending on the profession. For representatives of humanitarian professions, good general physical fitness is quite enough for psychophysical readiness for a future profession. In other cases (legal, technical specialties, etc.), general physical training cannot provide the necessary level of readiness for professional work. Here, special and voluminous professionally applied physical training is required in all respects, which often needs an independent additional course of PPFP in excess of the allotted hours for the discipline "Physical Education".

During the educational process, the level of preparedness of students in the section of professional and applied physical training is controlled by special standards, which is specifically stipulated in the curriculum. Usually these standards differ for students of different faculties and differ depending on the semester and course of study. The level of preparedness in PPPP is assessed separately and is included in the comprehensive assessment for the academic discipline "Physical Culture" along with marks for theoretical knowledge, general physical fitness, methodological and motor skills and abilities.

The organization of the PPFP of students in universities involves the use of specialized training during academic and extracurricular time. For this purpose, specialized training groups for PPFP can be organized in the main educational department, and training groups for applied sports can be organized in the sports department. Students studying in a special department master those elements of PPFP that are available to them for health reasons.

PPFP of students in the classroom is carried out in the form of theoretical and practical classes.

PPFP during extracurricular time is necessary for students who have insufficient general and special psychophysical preparedness.

Forms of PPFP during extracurricular time are as follows:

Sectional classes at the university in applied sports outside the university;

Amateur classes in applied sports outside the university;

Self-study;

Competitions in applied sports.

One of the forms of PPFP is mass physical culture and health-improving and sports events.

2.7.2. Factors determining the PPFP of students

The motor activity of a person, his labor activity is determined by such components as muscle strength, endurance, speed, coordination of movements, the ability to concentrate and sustained attention, the reaction of choice and other psychophysical qualities. It is generally recognized that all these components, as well as professional personality traits, are trainable under certain conditions and limits. The psychophysiological concept of "labor activity" in terms of psychophysical components is similar to the concept of "sport". The fundamental requirements and conditions for their improvement are also similar.

So, the specific content of PPFP is based on the psychophysiological identity of the process and physical culture and sports. Thanks to this identity, it is possible to model individual elements of labor processes in physical culture and sports.

The main factors determining the specific content of PPFP:

Forms (types) of labor of specialists of this profile;

Conditions and nature of work;

Mode of work and rest;

Features of the dynamics of the efficiency of specialists in the process of work and the specifics of their professional fatigue and morbidity.

Forms (types) of labor. The main forms of labor are physical and mental. The division of labor into "physical" and "mental" is conditional. However, such a division is necessary, because with its help it is easier to study the dynamics of the working capacity of specialists during the working day, as well as to select the means of physical culture and sports in order to prepare for the upcoming work in the profession.

Working conditions (length of working time, comfort of the production sphere) influence the selection of means of physical culture and sports to achieve high performance and labor activity of a person, and therefore determine the specific content of the PPFP of specialists in a particular profession.

The nature of labor also determines PPFP, because in order to choose and apply the means of physical culture and sports correctly, it is important to know with what physical and emotional load the specialist works, how large is the zone of his movement, etc. It should be borne in mind that the nature of the work of specialists of the same profile may be different even when working in the same conditions, if they perform different types of professional work and service functions. In such cases, specialists have completely different psychophysical loads, therefore, different applied knowledge, skills and abilities, multidirectional recommendations on the use of physical culture and sports means in the work and rest regime are needed.

Mode of work and rest influences the choice of means of physical culture in order to maintain and increase the necessary level of vital activity and working capacity. A rational mode of work and rest at any enterprise is considered to be such a mode that optimally combines labor efficiency, individual productivity, working capacity and health of workers.

When developing the relevant sections of the PPFP, it is necessary to know and take into account the organizational structure and features of the production process, as well as conduct a joint analysis of working and non-working time, since there is an objective relationship between the main work and human activities in free time.

Health Dynamics specialists in the labor process is an integral factor that determines the specific content of students' PPFP. In order to model individual elements of the labor process by selecting physical exercises, it is necessary to know the characteristics of the dynamics of the working capacity of specialists when performing various types of professional work. To do this, you need to build a “curve” of performance based on fixed indicators: after certain periods of time, certain indicators of the performer are measured: the amount of output, time spent on the operation, etc., as well as psychophysiological indicators of pulse, blood pressure, muscle strength , tremors, respiratory rates, indicators of attention, speed, visual-auditory and mental reactions, etc. The "curve" of working capacity is determined for one work shift, and for a working week (month), and for a one-year period of work. It can serve as a starting point in the development of recommendations for the directed use of physical culture means both in the process of PPFP and in the mode of work and rest.

2.7.3. PPFP student funds

The selection of PPFP means is carried out taking into account the peculiarities of the educational process at each faculty and the specifics of the future professional activity of students.

Students' PPFP funds are classified as follows:

Applied physical exercises and individual elements of various sports;

applied sports;

Healing forces of nature and hygienic factors;

Auxiliary tools that ensure the quality of the educational process in the section PPFP.

The main means of PPFP students is physical exercise. When selecting them, it should be taken into account that their psychophysiological effect corresponds to the physical qualities being formed.

Intense mental activity of students in the learning process, combined with insufficient physical activity, leads to a decrease in general and mental performance and health.

The level of mental performance, of course, depends on the state of health and general performance, and the ability of a person to perform mental or physical work for a long time is determined by endurance, which is determined primarily by the functions of the cardiovascular and respiratory systems. An important factor determining the improvement of the cardiovascular and respiratory systems of a young student's body is the optimal combination of mental stress and various means of physical culture.

Of the numerous physical exercises, cyclic exercises such as running, walking, hiking, and swimming should be considered the most appropriate and affordable for use. Mobile and sports games are effective, which are characterized by many cyclic and acyclic movements and high emotionality.

A skillful combination of cyclic exercises with sports games gives positive changes not only in the development of endurance, but also in other physical qualities (speed, agility, strength, flexibility).

With an accentuated education of physical qualities in the content of training sessions, the volume of special exercises that develop one or more qualities usually increases, and appropriate training standards are established. Such a selection of exercises and elements from individual sports is carried out empirically according to the principle of matching their characteristics with professional qualities and motor skills. To do this, first, a so-called professiogram is compiled, and then, on its basis, a sportogram (a set of exercises and a set of sports corresponding to a particular profession).

Each sport contributes to the improvement of certain physical and mental qualities. And if these qualities, abilities and skills, mastered in the course of sports improvement, coincide with professional ones, then such sports are considered professionally applied.

Elements of competitiveness, associated with increased physical and mental stress, make it possible to widely use sports in the process of professionally applied physical training of students. However, practicing applied sports is not the only way to solve the whole range of PPFP issues for students due to insufficient selectivity and incomplete coverage of the tasks of this preparation of a future specialist for any particular profession.

The healing forces of nature and hygienic factors are mandatory means of PPFP students, especially for the development of special applied qualities that ensure productive work in various geographic and climatic conditions. With the help of specially organized classes, it is possible to achieve an increased resistance of the body to cold, heat, solar radiation, and sharp fluctuations in air temperature. The content of such classes is associated with teaching methods of hardening the body and performing hygiene measures, as well as measures to accelerate the recovery processes in the body (special water procedures, various baths, etc.).

Auxiliary means of PPFP, which ensure its effectiveness, are various simulators, special technical devices and devices with which you can simulate certain conditions and the nature of future professional work.

It is necessary to distinguish between simulators used in the classroom for the discipline "Physical Education" and professional simulators. The principal purpose of the former is that with their help the functional foundations are laid, the range of motor skills is expanded, contributing to the rapid mastery of professional actions, skills and abilities. In professional simulators, it is professional actions and skills that are processed in light or complicated conditions, and this is no longer the task of the department of physical education, but of the graduating departments of the university.

The principle of the organic connection of physical education with the practice of labor activity is most concretely embodied in professional-applied physical training.

Modern labor leads to overloads of some functional systems of the body and underloads of others, which adversely affects the overall capacity of a person.

In order to correct these psychophysiological "distortions", measures are taken in the labor organization system, including the directed use of specially selected physical exercises. The use of means of physical culture and sports in order to maintain and improve the general and professional capacity of a person in the theory and practice of physical culture is called "professional-applied physical training".

Professionally applied physical training(PPFP) is a specially directed and selective use of the means of physical culture and sports to prepare a person for a certain professional activity.

The main purpose of PPPP is the directed development and maintenance at the optimal level of those mental and physical qualities of a person, to which specific professional activities make increased demands, as well as the development of the functional resistance of the body to the conditions of this activity and the formation of applied motor skills and abilities.

Each profession imposes specific requirements on a person and often very high ones on his physical and mental qualities, applied skills. In this regard, there is a need for profiling the process of physical education in preparing students for work, combining general physical training with specialized - PΠΦΠ.

A geodesist, a geologist, needs the ability to navigate the terrain. He must be able to prepare a lodging for the night, cook food in field conditions. Proper crossing of the river or behavior in the mountains, taiga are vital skills. Tourism for students of such specialties will be a preparation for professional activities.

In order to be realized in professional activities, employees of a number of engineering and technical specialties (radio electronics engineer, mechanical engineer, etc.) need to have a number of physical qualities. They are required to be able to dose small but large power voltages when using various hand and foot controls (buttons, handles, levers, pedals), working with a personal computer, display equipment, oscilloscope, etc. The work of representatives of the mental type of labor (economists, designers, designers, lawyers) is often characterized by hypodynamia, prolonged stay in a forced position (sitting, standing) during design work, camera work. All this indicates the need to develop static endurance of the muscles of the trunk and back, which experience the greatest stress during sedentary work.

The professional activity of workers in a number of modern engineering and technical specialties often contains operations associated with the manipulation of small objects, tools. They must be able to perform quick, precise and economical movements, have dexterity and coordination of hand and finger movements.

In the professions of an engineer, manager, teacher, scientist, mental qualities play an important role. With intense mental activity, attention is especially necessary: ​​the ability to simultaneously perceive several objects (amount of attention), perform several actions (distribution of attention), quickly transfer attention from object to object (concentration of attention). In addition, operational thinking, operational and long-term memory, neuro-emotional stability, endurance, self-control are required.

Thus, the professional activity of modern specialists imposes quite strict requirements on them, including physical and mental qualities and abilities. In the process of general physical training, it is practically impossible to form such a level of psychophysical preparedness that would ensure highly productive professional activity. In many cases, special physical exercises and sports are needed, i.e. PΠΦΠ.

During the period of preparation for professional activity, i.e. while studying at a university, it is necessary to create psychophysical prerequisites and student readiness:

• - to accelerate vocational training;
• - achievement of highly productive labor in the chosen profession;
• - prevention of occupational diseases and injuries, ensuring occupational longevity;
• - the use of means of physical culture and sports for active recreation and restoration of general and professional performance during working and free time;
• - performance of official and public functions for the introduction of physical culture and sports in a professional team.

Professionally applied physical training

Professionally applied physical training(PPFP) is a specially directed and selective use of the means of physical culture and sports to prepare for a certain professional activity.

Purpose of the PPFP- achievement of a person's psychophysical readiness for successful professional activity.

Since ancient times, physical education has been actively used to prepare for hunting, labor, and military activities. Over time, depending on the various working and living conditions, the direction and content of PPFP changed, but its need to prepare the younger generation for life remained constant.

Each profession does not require the same level of development of psycho-physical qualities, skills, and habits, therefore, in a military university, professional and applied training will be of one content, in a pedagogical one - of a different one. The basis of this section should be general physical training aimed at achieving the minimum necessary readiness of a person for work in general, regardless of the peculiarities of the conditions and nature of the work of representatives of a particular profession.

Tasks of the PPFP- acquisition, education and formation of applied knowledge, applied physical qualities, applied mental and personal qualities, applied skills and abilities.

The specific tasks of the PPFP students are determined by the characteristics of their professional activities and are to:

to form the necessary applied skills;

to master applied skills and abilities;

educate applied psychophysical qualities;

cultivate applied special qualities.

The most important physical quality for representatives of any profession is the endurance necessary to maintain the optimal intensity of work throughout the working day. For representatives of the humanitarian professions, good general physical fitness solves almost all the tasks of ensuring special psychophysical readiness for a future profession.

Main factors that determine the specific content of the PPFP for future work are:

forms of labor of specialists (physical, mental, mixed);

conditions and nature of work (duration, comfort, harmfulness, amount of physical and emotional stress);

mode of work and rest (start and end of work, vacation schedule, organization of intra-shift rest);

the dynamics of working capacity in the process of labor, the specifics of occupational fatigue and morbidity;

additional factors, including individual characteristics, climatic and geographical originality of the region, etc.

PPFP funds can be grouped into the following groups:

applied physical exercises and individual elements of various sports;

applied sports (their holistic application);

healing forces of nature and hygiene factors;

auxiliary means that ensure the quality of the educational process in the section PPFP.

Means of physical culture in the process of PPFP can actively influence the improvement of individual functions not only during the period of students' education, but also with a significant long-term effect, providing a high-quality work of a specialist. The selection of individual physical applied exercises or sports to solve the problems of PPFP is carried out according to the principle of the adequacy of their psychophysiological impact with those physical, mental and special qualities that are presented by the profession. Yes, for representatives humanitarian professions general endurance, stable work of the cardiovascular and respiratory systems are required, therefore, applied sports for them can be cyclic sports (athletics, swimming, skiing, cycling), various types of tourism, etc. In addition, future teachers should acquire knowledge at the university on the methodology of physical education and health work with children, on the organization of sports, etc. The teacher should not only regularly use the means of physical culture himself, actively apply them in organizing his work, but also be a skilled organizer mass health-improving and sports work at school. Strengthening the health, increasing the efficiency of schoolchildren, instilling in them the need for daily physical exercises depends not only on physical education teachers, but also on the participation of the entire teaching staff of the school in solving this problem. Many teachers regularly plan and conduct sports and recreation activities, organize outdoor games, excursions, hiking trips, talks on sports topics, sports breaks and minutes, prepare and recruit teams for competitions. In the context of a shortage of certified physical education teachers, this subject is often taught by teachers of a different profile. They must be adequately prepared for this.

The features of teacher work that affect the state of health and performance include the lack of a motor component in work, a static load on the legs, an unstable daily routine, an increased load on the vocal apparatus, vision, and hearing. The work of a teacher requires a clear interaction of analyzer systems, memory, thinking, attention, and imagination. And all this sometimes in conditions of lack of time.

Teaching activity is the cause of various pathological conditions of the neuropsychic sphere, diseases of the respiratory system, hearing, and vision. Most teachers at the end of the working day note fatigue, decreased attention, weakness, dizziness, headaches and pain in the heart. Many people have sleep disturbances. Approximately half of the teachers have some kind of neuropsychiatric disorder.

Some diseases tend to spread already in student years. In recent years, the number of students assigned to a special medical group has increased significantly. The most common diseases among students include functional diseases of the nervous system, hypertension, diseases of the digestive and respiratory organs.

The special concern of the teacher should be the strengthening of health, hardening, the formation of the ability not only to work, but also to rest. The active essence of the physical culture of the teacher's personality is expressed both in their own activity in physical exercises, and in carrying out educational work with students by means of physical culture. Those who exercise regularly are more active in social life, use their free time more rationally, are more sociable, and adapt faster in a team. At the same time, there is a low level of physical activity and weak involvement of subject teachers in the work of physical education of students. In the general structure of the teacher's time budget, a significant place is occupied by his working time. For subject teachers it is up to 11 hours a day, and for many school leaders - up to 12 hours. With prolonged mental work, functional changes may occur in the body, mainly due to low mobility. This is expressed in the deterioration of the heart, sclerotic changes in blood vessels, the appearance of hypotension (in young people) and hypertension (in the elderly), and the occurrence of neuroses. The specificity of pedagogical work is such that even after the termination of work, thoughts about it do not leave a person. With a systematic overstrain of the nervous system, overwork occurs, which is characterized by a constant feeling of fatigue, lack of interest in work, increased irritability, sweating, loss of sleep and appetite, and a decrease in the body's defenses.

Such strenuous activity requires good health, a health-improving orientation of the entire mode of educational and labor activity, life and rest of students and teachers, ensuring the maintenance of a high level of mental and physical performance for the entire period of study at the university and after graduation.

The professional orientation of the physical education of future teachers should not be understood as a focus only on working with students. PPFP should also solve the problem of mastering the knowledge, skills and abilities that are important for the students themselves.

Already in the first year, students should learn to analyze their anthropometric indicators and physical fitness. The level of mastering knowledge and skills in the field of physical culture should be constantly monitored, since in accordance with the order of the State Committee for Higher Education of the Russian Federation (No. 777 of 26.7.94), semester tests are introduced for all years of study, and upon completion - final certification.

Test requirements for the section of professional training are established taking into account the future activities of specialists. For future teachers, they include the following knowledge, skills and abilities.

Knowledge:

· The role of physical culture as an academic discipline of higher pedagogical education and comprehensive development of the future teacher.

· Rules for judging competitions in cross-country athletics (100m run, cross-country).

· Fundamentals of a healthy way of life and lifestyle, the content and forms of independent physical education, methods of self-control.

· Basic formation control commands, methods of selecting complexes of physical exercises and outdoor games for children of different school age.

· Hygienic requirements for a rational daily routine, motor regime, taking into account the location of the classes, natural conditions, the volume and type of movements and other factors.

· Modern systems of physical exercises and criteria for individual choice of the system of classes by students, taking into account the educational regimen at the university and the characteristics of the teacher's future work.

· Age features of the development of the child's body and the influence of physical exercises on its dynamics.

· The system of physical education of secondary school students.

· Regulations on the competition, refereeing rules and methodology for conducting classes in the chosen sport.

· Self-analysis of physical fitness and control over the effectiveness of the training process, the development of physical qualities.

· Psychophysical characteristics of the teacher's work, professionally significant motor skills and abilities.

Causes of occupational fatigue and occupational diseases of the teacher, their prevention by means of physical culture and sports.

· Organizational and methodological foundations of health-improving physical culture at school and children's recreation camp.

Skills and abilities:

· Manage the formation with the implementation of drill, general developmental and special exercises during physical culture and sports events in the training group, at school and at the children's recreation camp.

Select and conduct exercises for the development of physical qualities: speed, strength, endurance, flexibility.

· Compose and conduct complexes of morning exercises and physical exercises, select and apply complexes of physical exercises for self-study.

· Conduct outdoor games, organize a personal rational motor regime using independent forms of physical education.

· Make a summary and conduct the preparatory part of the lesson.

· Judge competitions and keep protocols for the chosen sport.

· Draw up a regulation on the competition in the chosen sport.

· To be able to organize and carry out skiing and hiking trips; master the basic travel skills and abilities.

· Own methods of self-control and assessment of physical condition.

· Be able to provide first aid for injuries in physical education classes.

· Be able to keep and analyze a diary of a weekly motor regimen and independent physical training.

Along with the use of physical exercises as a means of compensating for a lack of movement and solving other important tasks, they should be used as much as possible by teachers for active recreation during the working day as a means of industrial physical culture.