Особливості Розвитку Рухових Якостей Дівчат Під Час Змішаного Навчання В Університеті

Abstract

Relevance. Increasing the effectiveness of university physical education requires the creation of a personal educational trajectory for each applicant, which actualizes the issue of personalization and individualization of forms, means, load parameters based on a stable genetically predetermined trait. The Purpose of the Study was to determine the parameters of the physiological characteristics of girls with different somatotypes, when there is no requirement for physical activity in the university. Material and Methods. The study involved 66 girls aged 17,8±0,6 years, who belonged to different somatotypes and had no reservations about using different amounts of physical activity. The Shtefko-Ostrovsky method in the modification was used to diagnose the somatotype. The necessary empirical data were obtained with the help of well-known functional tests that allowed to determine components of speed qualities, as well as speed-strength, flexibility, muscle strength, various types of coordination, strength and aerobic endurance. The parameters of these motor qualities were determined in girls with each of the four available somatotypes during the study, and each parameter was compared with different somatotypes. The testing was conducted at the beginning (January) and at the end (May-June) of the academic semester, but during one academic year. Results. At the beginning, and even more so at the end of the study, the manifestations of motor qualities in each somatotype differed when compared with each other (p at the level of 0,05 to 0,000). The volumes and conditions of physical activity used during the academic year contributed to the change in some qualities, but they were not the same in different somatotypes. Conclusions. The manifestation of features in changing the parameters of the motor qualities of girls, taking into account their somatotypes, is an important element in increasing the effectiveness of university physical education on the basis of personalizing the content and normative foundations of this process.