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Purpose: to study the impact of swimming classes in a non-profiled university on the health potential and physical fitness of students. Methods and organization of research: standard methods of research of student health indicators, educational testing, questionnaire, expert assessment, observation, mathematical processing of research outcomes. The study involved 40 male students aged 18±1 years of the 1st and 2nd years of study of Kazan State University of Architecture and Civil Engineering, without health restrictions. The participants were divided into experimental and control groups with 20 people in each group. Research results and discussion. At the beginning of the first semester, we identified the indicators of cardiovascular, respiratory system and physical fitness of students. During next four semesters, students of the control group participated in practical classes on the traditional program of physical education for a major group of university students (twice a week for two hours). Students in the experimental group had one traditional class and one swimming class per week. At the end of the fourth semester, we reassessed previously studied indicators for the students in experimental and control groups and compared the outcomes. Conclusion. The research revealed that the implementation of swimming classes in physical education programs of non-profiled universities even in small volumes (once a week for 2 hours) result in the improvement of indicators of student health potential and physical fitness. In particular, the suggested training strategy provided the improvement of the following indicators: cardiovascular indicators according to the Ruthier test and orthostatic test by 18.4% and 21.3% respectively, respiratory indicators according to the Shtange and Genchi test – by 9.1% and 12.5%, physical fitness indicators for the sit-up exercise – by 22.8%, for the push-up exercise – by 15.6%.

The study aims to assess current trends in the construction of sports infrastructure, considering the development and improvement vectors of the Olympic movement. Materials and methods. The study utilizes literature analysis, statistical methods, expert assessment method and legal analysis. Results. Trends in the development of sports infrastructure facilities for the Olympic Games have been identified and substantiated. The currentdifficulties regarding organizing and holding of the Olympic Games and the uprising contradictions in the activities of international sports organizations have been structured. Analysis of trends in the development of the Olympic movement in the XXI century and recent decisions of the International Olympic Committee revealed particular problems in the organization of the Games. The proposed new model of the modern Olympic Games allowing to overcome problems and contradictions of the Olympic movement is described. Conclusion. The modern stage of development of the Olympic movement is characterized by a number of contradictions and problems that need to be solved: gigantism of the Olympic Games, subjectivity of refereeing at sports competitions, safety at sports events, etc. The proposed model of the organization of the Olympic Games in the form of long-term competitions during the Olympic Year may help to overcome existing contradictions.

Казанский государственный архитектурно-строительный университет, Казань, Россия Аннотация Цель: исследовать возможность формирования профессиональной компетентности преподавателей физической культуры в вузе. Методы и организация исследования. Теоретическое моделирование, интерпретация, опроснодиагностические методы, экспертная оценка, наблюдение, педагогический эксперимент, математическая обработка результатов исследований. В исследовании принимали участие 30 преподавателей кафедры физического воспитания и спорта и тренерский состав Казанского государственного архитектурно-строительного университета. На первом этапе определяли инструментарий и методику проведения исследования, на втором этапе разработали модель формирования профессиональной компетентности педагогов по физической культуре в вузе. Третий этап включал экспериментальные исследования по формированию профессиональной компетентности преподавателей с учетом применения разработанной модели. Результаты исследования. В начале эксперимента определяли исходный уровень профессиональной компетентности педагогов, которые составляли контрольную и экспериментальную группы. В контрольной группе формирование компетентности педагогов осуществляли путем прохождения курсов повышения квалификации по стандартной программе, согласно которой слушателям курсов читали лекции, проводили с ними семинарские занятия по различным модулям программы. После освоения курса каждый слушатель выполнял итоговую аттестационную работу по выбранной теме. Преподаватели экспериментальной группы проходили обучение по программе повышения квалификации с учетом разработанной модели формирования компетентности. По окончании обучения в обеих группах проводили повторное определение ранее изученных показателей и сравнивали полученные данные. В результате исследований установлено, что уровень профессиональной компетентности преподавателей экспериментальной группы значительно повысился по сравнению с таковым контрольной группы. Заключение. Показано, что для эффективного формирования профессиональной компетентности педагогов недостаточно стандартных программ повышения квалификации, реализуемых в настоящее время в вузах. Необходимо наличие специальной технологии обучения, которая реализуется в разработанной педагогической модели формирования профессиональной компетентности педагогов. Ключевые слова: преподаватель, физическая культура, профессиональная компетентность педагогов, повышение квалификации, педагогические условия, педагогическая модель, обучение. BUILDING PROFESSIONAL COMPETENCE OF PHYSICAL CULTURE EDUCATORS IN HIGHEREDUCATION INSTITUTIONS R.Sh. Garifullin, rus-garifullin@yandex.ru, ORCID: 0000-0001-9182-0474 V.V. Shinkarev, rus-garifullin@yandex.ru, ORCID: 0000-0002-1147-3490 A.M. Sabirov, rus-garifullin@yandex.ru, ORCID: 0000-0003-3143-5495 Kazan State University of architecture and civil engineering, Kazan, Russia AbstractAim of the research: to explore the possibility of building professional competence of physical culture educators in higher education institutions. Methods and organization...

The objective of this paper is to investigate the possibility of forming the professional competence of physical education teachers in a university of architecture and engineering. At the beginning of the experiment the baseline level of teachers' professional competence was determined in order to form the control and experimental groups among them. In the control group the formation of competence of teachers was carried out by taking professional development courses according to the «standard» program, according to which the participants were given lectures, seminars on various modules of the program, having to complete a course with a final qualifying paper on a selected topic. Teachers in the experimental group were trained according to the professional development programme, taking into account the developed model of competence formation. At the end of the training the previously studied indicators were tested in both groups and the data obtained was then compared. As a result, it was found that the professional competence level of teachers in the experimental group increased significantly compared to this in the control group. Thus, it showed that to be able to form teachers' professional competence «standard» professional development programmes currently implemented by Kazan State University of Architecture and Engineering are not enough. For effective formation of competence it is necessary to have a special technology of teachers' training, which is implemented in the developed pedagogical model of formation of teachers' professional competence.