Adaptation of foreign female students to physical activity based on the dexterity development

Abstract

Purpose : to analyze the influence of physical qualities of foreign female students on their adaptation to physical activity. It is suggested to apply an individually-differentiated training program for this purpose. Material and methods : the comparative analysis of foreign female students from Turkmenistan, Tajikistan and Kazakhstan (n = 60) - an experimental group and females from Russian regions (n = 119) - a control group. It was applied the standards of the All-Russian sports complex "Ready for Labour and Defence" by levels (bronze, silver and gold badges) to determine the physical development level. It was applied the system of intragroup rating, which includes monitoring of students' activity at each practical class of physical education. Mathematical and statistical data processing was performed applying Chi-square (c2) at p<0.001, p<0.01 and p<0.05. Results : the speed and flexibility qualities are not sufficiently developed in students from Near Abroad. Comparative monitoring statistically proved the positive impact of the experiment on the implementation of the author's individually-differentiated program. The study significantly revealed that foreign female students statistically improved performance indicators of individual physical development. Female students adapted to the implementation of the educational process of physical education in the multicultural environment of the university. Conclusions : the application of the coordination qualities development program allowed to statistically prove its more significant effect in comparison with the program of speed qualities improving. The students' dexterity development program could be applied in the process of adaptation to the physical activity at the university.

The Assessment of Physical Fitness and Morphofunctional State of Female First-Year Students in Non-Linguistic Higher Education Institutions

“…• decline in motor activity of the population related to universal automation and modernization of life (Osipov, Kudryavtsev, Iermakov, Yanova, Lepilina, Plotnikova, & Dorzhieva, 2017); • lack of motivation to do sports or work out (Anikieiev, 2015;Jaakkola, Yli-Piipari, Barkoukis, & Liukkonen, 2017;Sulz, Temple & Gibbons, 2016); • lack of a differentiated approach while selecting the load level at physical education classes (Nagovitsyn, Osipov, Manurov, Zhuikov, & Vershinina, 2019); • reduction of mandatory hours on physical education in nonspecialized universities and transfer of these classes to an optional or elective form (Kashuba et al, 2019;Gryban, 2014); • deterioration of ecological environment (Lebedinskiy, Koipysheva, Rybina, Kudryavtsev, Iermakov, Osipov, & Sidorov, 2017;Paliienko, 2017;Trotska, Homlia, & Kovalenko, 2018). The researchers offer a range of measures to increase the youth's fitness levels.…”

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“…The authors of the article coincide with the opinion of a number of Russian and foreign experts about the individualization and differentiation of education based on various social and national-regional characteristics in physical education classes at a university in the development of a future specialist [1,12]. When physical training and sports training is individualized, especially for those who are not at a high level and have a first or second year of study in a new educational environment, which has been confirmed experimentally [14], significant improvements are found in the motivation to maintain a physical culture during the rest of their lives [20]. As well as physical and mental performance and physiological indicators, despite the subtle differences in the intensity of exercise and the total duration of the workout [17].…”

“…Studies show that already after the first course, students engaged in active motor activity are significantly ahead of their peers who participate in the regular program in terms of their agility characteristics in the implementation of various motor actions [7,21]. Only the implementation of a system of educational and extracurricular physical culture and sports activities can enhance the effect of positive physical adaptation to the vocational training of students in higher education [14]. Therefore, this study does not contradict these trends and offers an individually-differentiated approach to building physical education classes based on the availability and effectiveness of training in the educational process of the university.…”

“…Particularly, it should be noted that research on the implementation of programs aimed at improving the physical fitness and health status of students at technical universities conducted using the innovative extended motor regime [12,13]. Only the implementation of a system of educational and extracurricular physical culture and sports activities can enhance the effect of positive social and psychological adaptation of students in higher education [14,15]. When physical training and sports is focused on the development of special physical qualities and abilities [16], as some of their key physical professional competencies, the process of physical education becomes more interesting, accessible and effective for students, in particular, for future specialists in technical areas [3].…”

The system of daily self-monitoring of physical activity of youth in various move and energy modes

“…Therefore, the need for a gradual increase in physical activity is one of the key conditions for organizing physical education in the aspect of a health-improving orientation [16]. Violation of the principle of gradualness in the training process can not only not give the desired healing effect, but also lead to serious health problems [8].…”