Physical education of students - sportedu.org.ua¤ИЗИЧЕСКОЕ ВОСПИТАНИЕ СТУДЕНТОВ 032017 issn 2308-7250 pes physical education of students Журнал освещает

ФИЗИЧЕСКОЕВОСПИТАНИЕ СТУДЕНТОВ

032017

ISSN 2308-7250

PESPHYSICAL

EDUCATIONOF STUDENTS

Журнал освещает статьи по актуальным проблемам:

формирования, восстановления, укрепления

и сохранения здоровья студентов, физической

реабилитации и рекреации, лечебной

и оздоровительной физической культуры,

физического воспитания

и спорта. В нем также отражены средства

физической культуры, ее формы и методы,

основные принципы здоровьесберегающих технологий и

профилактики заболеваний.

Материалы журнала представляют теоретический и

практический интерес для аспирантов, студентов,

докторантов, тренеров, спортсменов, преподавателей

учебных заведений, учителей средних школ и научных

работников.

PHYSICALEDUCATION OF STUDENTSPES

The journal represents original scientific researches of

scientists from the East-European region.

The Journal welcomes articles on different aspects of physical

education, sports and health of students which cover scientific

researches in the related fields, such as biomechanics,

kinesiology, medicine, psychology, sociology, technologies of

sports equipment, research in training, selection, physical

efficiency, as well as health preservation and other

interdisciplinary perspectives.

In general, the editors express hope that the

journal “Physical Education of Students”

contributes to information exchange to

combine efforts of the researchers

from the East-European region to

solve common problems in

health promotion of students,

development of physical

culture and sports in

higher educational

institutions.

ISSN 23087250

2 308725 020173 30

100

PHYSICAL EDUCATION OF STUDENTS

© Iermakov S.S., 2016

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2017

03Key title: Physical education of students

Abbreviated key title: Phys. educ. stud.

ISSN 2308-7250 (English ed. online)

Founders: Iermakov Sergii Sidorovich (Ukraine); (doctor of pedagogical sciences, professor, Department of Physical Education, Kharkov National Pedagogical University).

Certificate to registration: KB 21884-11784P 21.12.2015.

Address of editorial office:

P.O.Box 11135, Kharkov-68, 61068, Ukraine.

Tel. +38 099 430 69 22

e-mail: [email protected]

Frequency - 6 numbers in a year.

http://www.sportedu.org.ua

Journal is ratified Ministry of Education

and Science of Ukraine (online):

physical education and sport - № 374, 13.03.2017;

pedagogical sciences - № 1604, 22.12.2016.

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101

Editor-in-chief: Iermakov S.S., Doctor of Pedagogical Sciences, Professor: Kharkov National Pedagogical University (Kharkov, Ukraine); Kazimierz Wielki University (Bydgoszcz, Poland),

Scientific Editors:Sawczuk Marek, Doctor of Biological Sciences, Faculty of Physical Education and Health Promotion, University of Szczecin

(Szczecin, Poland).,

Chia Michael, PhD, Professor, Faculty of Phisical Education and Sports, National Institute of Education Nanyang Technological University (Singapore),

Kalina Roman Maciej, Professor, Ph.D., D.Sc., University of Physical Education and Sports (Gdansk, Poland),

Jagiello Wladyslaw, Doctor of Sciences in Physical Education and Sport, professor, Academy of Physical Education and Sport (Gdansk, Poland),

Malinauskas Romualdas, Doctor of Pedagogical Sciences, Professor, Lithuanian Academy of Physical Education (Kaunas, Lithuania),

Maciejewska-Karłowska Agnieszka, Doctor of Biological Sciences, Faculty of Physical Education and Health Promotion, University of Szczecin (Szczecin, Poland).,

Prusik Krzysztof, Doctor of Pedagogical Sciences, Professor, Academy of Physical Education and Sport (Gdans’k, Poland),

Tkachuk V.G., Doctor of Biological Sciences, Professor, National Pedagogical Dragomanov University (Kiev, Ukraine),

Yermakova T., Ph.D., Kharkov National Pedagogical University (Kharkov, Ukraine),

Editorial Board:Boraczyński Tomasz, Ph.D. Physical Education and Sport, Jozef Rusiecki Olsztyn University College (Olsztyn, Poland),

Boychuk Y.D., Doctor of Pedagogical Sciences, Professor, Kharkov National Pedagogical University (Kharkov, Ukraine),

Cieślicka Mirosława, Ph.D. Physical Education and Sport, Uniwersytet Kazimierza Wielkiego (Bydgoszcz, Poland).,

Corona Felice, Doctor of Sciences (Ph. D), Associate Professor, University of Salerno (Salerno, Italy).,

Fathloun Mourad, Ph.D. Physical Education and Sport, Research Unit Evaluation and Analysis of Factors Influencing Sport Performance (Kef, Tunisia),

Giovanis Vasilios, Ph. D. (Physical Education and Sport), Faculty of Physical Education and Sport Science, University of Athens, (Athens, Greece),

Khudolii O.M., Doctor of Sciences in Physical Education and Sport, Professor, Kharkov National Pedagogical University (Kharkov, Ukraine),

Ionova O.M., Doctor of Pedagogical Sciences, Professor, World Anthroposophical Society (Dornach, Switzerland),

Kozina Z.L., Doctor of Sciences in Physical Education and Sport, Professor, Private University of Environmental Sciences (Radom, Poland),

Kondakov V.L., Doctor of Pedagogical Sciences, Professor, Belgorod State National Research University (Belgorod, Russia),

Korobeynikov G.V., Doctor of Biological Sciences, Professor, National University of Physical Education and Sport of Ukraine (Kiev, Ukraine),

Nosko N.A., Doctor of Pedagogical Sciences, Professor, National Pedagogical University (Chernigov, Ukraine),

Potop V., Doctor of Sciences in Physical Education and Sport, Professor, Ecological University of Bucharest (Bucharest, Romania),

Prusik Katarzyna, Doctor of Pedagogical Sciences, Professor, Academy of Physical Education and Sport (Gdans’k, Poland),

Sobyanin F.I., Doctor of Pedagogical Sciences, Professor, Belgorod State National Research University (Belgorod, Russia),

Yan Wan J., Doctor of Sciences, Professor, College of Physical Education and Sports Science of Hebei Normal University (Shijiazhuang, China),

Abdelkrim Bensbaa, Ph.D. MSc. Physical Education and Sport, Military Center of Physical Education and Sport (Abu Dhabi, United Arab Emirates),

Boychenko S.D., Doctor of Pedagogical Sciences, Professor, Byelorussian State Academy of Physical Culture (Minsk, Byelorussia),

Dmitriev S.V., Doctor of Pedagogical Sciences, Professor, Nizhny Novgorod State Pedagogical University (Lower Novgorod, Russia),

Gőrner Karol, Doctor of Sciences, Professor, Department of Physical Education and Sports, Matej Bel University (Banska Bystrica, Slovakia),

Jorge Alberto Ramirez Torrealba, Ph. D. (Physical Education and Sport), Pedagogical University (Maracay, Venezuela),

Leikin M.G., Doctor of Philosophy (Ph. D) in Technical Sciences, professor, centre «Gymnastics & Biomechanics» (Portland, USA),

EDITORIAL BOARD

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CONTENTS

Andres A.S. Physical education of students, considering their physical fitness level ............................................... 103Badau D. The educational impact of implementation the education through adventure discipline

in physical education and sports academic curriculum .......................................................................................... 108Fotynyuk V.G. Determination of first year students’ physical condition and physical fitness level ..............................116Kolumbet A.N. Ways of technical training perfection in rowing on kayaks ................................................................ 121Nagovitsyn R.S., Volkov P.B., Miroshnichenko A.A. Planning of physical load of annual cycle of students’,

practicing cyclic kinds of sports, training ............................................................................................................... 126Özkara Abdullah Bora, Kalkavan Arslan, Alemdağ Serdar, Alemdağ Ceyhun, Çavdar Selma. The role

of physical activity in pre-service teachers’ subjective vitality ................................................................................ 134Sereda I.O., Lavrin G.Z., Kucher T.V. Influence of Yoga means on students’ biological age indicators ................... 140Zerf Mohammed, Atouti Noureddine, Ben Farouk Abdullah. Abdominal obesity and their association

with total body: fat distribution and composition. Case of Algerian teenager male high school students .............. 146Information................................................................................................................................................................... 152

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Physical education of students, considering their physical fitness level Andres A.S.

National University of Lviv’s Polytehnyka, Ukraine

AbstractPurpose: to determine effectiveness of students’ physical education program, mainly directed at development of leading

physical qualities.Material: 100 students participated in experiment. In control group (n=50) all physical qualities were trained equally. In

experimental group (n=50) loads were directed at training of leading (better trained) physical qualities.Results: we detected higher physical culture-sport activity of students in conditions of the author’s program’s application.

Higher health related effectiveness of experimental program was illustrated also by its facilitating increasing the students’ weekly activity. The found facts prove effectiveness and importance of those physical loads’ priority application in trainings process, to which students have genetic bent.

Conclusions: demand and timeliness of individual-typological approach is conditioned by the following: distinctions in students’ physical fitness; personalities’ specificities of students’ reactions to external factors and physical loads.

Keywords: physical qualities, physical education, students, training program, health related influence, physical activity.

Introduction1

Ideas of pedagogic process’s humanization and democratization, conception of centralized on students education envisage consideration of individual features of every person. The problem of individual approach in physical education (PE) is very relevant to day. Timeliness of individual approach’s application and demand in it are conditioned by distinctions in students’ physical fitness and their personalities’ aspects of reacting to external factors and physical loads. Different physical fitness and interests; students’ intellectual and physical potentials result in different temps of their mastering the required material. Application of PE means and methods often does not meet students’ individual features. It weakens health related influence of trainings and can negatively impact on students’ health; slow the temps of their physical development and result in loss of interest to PE classes. Consideration of organism’s individual features and condition permits to select adequate PE means and ensure harmonious development of motor abilities. Working out of ways for perfection of the best individual qualities will permit to choose own way for opening individuality, for maximal self-perfection and self-realization. Such approach to PE reduces the danger of physical overloads and facilitates health related effectiveness of physical exercises’ practicing as well as reliable mastering of motor skills and their perfection.

Demand in individual approach to education was stressed on by outstanding scientists and pedagogues. Individual-typological approach in PE is preceded by determination of criteria for separate individuals’ combining in certain homogenous groups [17, 34, 35]. In PE practice specialists offer to widely use indicators of physical fitness as criteria for students’ distribution into homogenous groups. They substantiate their opinion by the fact that physical fitness can be measured more precisely than other parameters and informative value of such indicators increases with age. Methodic of their determination does not require great effort; measurement procedure is rather simple and standard. Such approaches

© Andres A.S., 2017 doi:10.15561/20755279.2017.0301

can be used in students’ PE [17, 19, 25].Scientific researches on comparing of different training

programs for perfection of “leading” or “lagging” sides of physical fitness are most often conducted in the following kinds of sports: rugby [2], wrestling [3, 26, 27], skiing [4], football [5], multiathlon [6]; arm-wrestling [32]. In most of cases specialists doubt about purposefulness of training of those physical qualities that are not genetically preconditioned.

On example of contingent of 16 years age (swimming) effectiveness of stage-by stage training process was proved. Correlation of means at initial stage of training was within: 40% – leading qualities and 60% – lagging behind qualities. At final stage such correlation is: 55% – leading qualities and 45% –weaker qualities. [1].

One of possible ways of PE perfection at higher educational establishments is implementation of programs with new, non traditional kinds of sports: health related hiking [11], fitness [18, 31], kick-boxing and aerobics [20]. Recent time scientists devote their works to effectiveness of sport-oriented PE programs and working out of the models, based on informational technologies [8, 22]. Practicing the chosen kind of sport, students manifest interest to them [10, 36]. They are much more active [13, 33], that facilitates development of morel-will qualities [9]. Often students do not want to achieve high sport results. But development of leading physical qualities permits to open genetically embedded physical qualities and train them. It ensures self-satisfaction [12, 23].

In special literature there are a few publications, devoted to criteria of students’ individual-typological PE, considering their physical fitness level. For formation homogenous groups specialists recommend to consider the following: psychological indicators [14, 29]; characteristics of nervous system [20, 30]; psycho-physiological indicators [7, 28]; bio-medical indicators (biological age) [15, 24], somatic health and diseases [16]). All specialists theoretically substantiated and proved practically that individual approach to PE is much more effective than traditional. In particular they point that with application of individually differentiated trainings students-sportsmen’s functional potentials expand, their

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functional and psycho-physiological indicators improve and somatic health strengthens. Besides, physical workability and fitness increase.

Thus, analysis of literature data showed contradictory character of information about purposefulness of priority development of leading (strong) or lagging behind (weak) physical qualities. Besides, we did not find any information about orientation of PE process for young, not trained persons. The absence of such information increases probability of physical overloads and traumas in students at physical culture lessons. It results in violation of main education principles (including physical education) and thus, does not facilitate approaching of domestic education to European standards. Information about purposefulness of priority development of students’ leading (strong) physical qualities will facilitate increase of PE effectiveness in higher educational establishments.

The purpose of the research: is to determine effectiveness of students’ physical education program, mainly directed at development of leading physical qualities.

Material and methods Participants: in pedagogic experiment 100 students

participated. 50 of them were experimental group (EG) and 50 – control group (CG).

Organization of the research: for determination of the program’s effectiveness we carried out pedagogic experiment. In control group (n=50) all physical qualities were trained equally. In experimental group (n=50) loads were directed at training of leading (better trained) physical qualities. At PE trainings we used the means of light athletic. Practicing and improvement of light athletic exercises were realized at open sport sites and indoors.

At the beginning of academic year (in October) for determination of the most developed physical qualities we carried out testing of physical fitness by norms, envisaged by PE academic program. During all academic year (56 hours from total 64), in the main part of each training students fulfilled the tasks, worked out for development of one from 4 physical qualities (strength, quickness, dexterity or endurance).

Statistical analysis: confidence of differences between mean arithmetic group indicators we used Student’s t-test (for related and not related samples).

Results Testing results (see table 1) permitted to see that at the

beginning of academic year students’ arm strength was at the lowest level. Chin ups and pressing ups on parallel bars results were assessed by the lowest marks (0-1 points). Forward bending results were also low in both groups that witnessed about bad flexibility. Relatively higher were the results of 1000 meters’ run and torso rising in sitting position (3-4 points). It witnessed about above average endurance and power endurance of abdominal muscles in most of students.

During pedagogic experiment the highest increment of test results were in indicators of flexibility (60.2%

(EG) and 38.6% (CG)). With it confident improvement was registered in both groups. Significant increments of indicators can be explained by their very low initial level. It should be noted that in EG students there happened noticeable increase of flexibility from low to average. After experiment distinctions in flexibility were confident in favor of EG.

Rather substantial was increment of power endurance indicators of students’ arms (in chin ups: 59.9% and 28.0% and in pressing ups on parallel bars: 32.6% and 42.4% accordingly). In experiment significant and statistically confident increase of EG students’ results brought to substantial increase of marks (up to satisfactory) for this control exercises. In CG improvements were not so noticeable. By pressing ups on parallel bars’ results confident improvements happened in both groups. But in EG results were higher. Confident differences between CG and EG indicators showed that experimental program is more effective in training of students’ arms strength.

In indicators of endurance and dexterity positive changes also happened, though comparatively less by their values (3.2% in both groups and 5.0% and 3.1% accordingly in EG and CG). In experiment insignificant changes took place in 100 meters’ run (1.8% and 2.1%). Though, differences between EG and CG indicators were not proved statistically. These differences approached to the borders of statistical confidence. Relatively higher improvements of EG students’ results witness about tendency to substantial increase of endurance, speed-power endurance and dexterity.

In general, increment of physical fitness results of EG students was by 55.5% higher than in control group students. It is one more proof of effectiveness of trainings with priority development of “leading” physical qualities.

Analysis of PE classes’ attendance by both groups’ students showed shortening of classes’ missing due to diseases in both groups. It witnesses about reduction of morbidity in EG and about rising of interest in PE classes. PE classes with priority development of «leading” physical qualities resulted in increase of students’ participation in sport competitions (in the role of referees – controllers) and directly as participants. It facilitated substantial increase of students’ motor activity. It should be noted that PE in higher educational establishments is assessed considering results of tests for physical fitness and students’ participation in mass-sport and health related physical culture measures. In experiment we observed noticeable improvement of educational progress (in PE) indicators: experimental group students – 73.3%. It is nearly by quarter (23.4%) better than in control group (49.9%).

Discussion Our data confirmed higher effectiveness of individual

approach in students’ PE [1, 13, 23]. Alongside with it, it is pointed [12,] that it is necessary to work out new methodic for determination of students individual abilities’ level, which would meet modern innovative and informational-technological approaches. Such methodic would facilitate

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quick and correct determination of student’s individual abilities; his/her psycho-physiological and psychological features. Thus, it could be possible to find potentially strong students, who, during study at HEE, can cover the way from beginner to elite sportsman.

The received by us results proved the data of specialists [1] that PE program shall be oriented on targeted development of leading physical qualities. Such program is more effective than the program, envisaging equal development of all physical qualities. That is why, in organization of PE process it would be rational to orient on training of leading physical qualities. Similar results were received on contingent of schoolchildren, who did not practice sports, as well as on contingent of sportsmen-beginners and sportsmen of different sport categories in different kinds of sports (motor activity): multiathlon [6] and swimming [1]. These authors considered different indicators (physical fitness, physical workability, central haemo-dynamic, aerobic endurance, morbidity, general activity). Thus, we can assume that program on development of leading physical qualities is more effective than other programs.

Our data also proved that trainings with accent on development of leading physical qualities differ by health related influence on organism. We also confirmed [12] that in students age prevailing development of stronger physical qualities positively impacts on students’ physical culture/sport activity.

Conclusions By total increment of all tests’ results PE program for

students with prevailing development of stronger physical qualities is more effective (181.9%, p<0.05) than the program, oriented on equal development of all physical qualities (126.4%). Higher health related effectiveness of experimental program is illustrated by its ability to facilitate increase of volumes of students’ weekly physical, health related physical culture and mass sports activity. It concerns physical loads, to which students are genetically pre-conditioned.

Conflict of interests The author declares that there is no conflict of interest.

Table 1. Results of students’ fulfillment of tests for physical fitness

Test exercises Groups

Beginning of pedagogic experiment (October 2015)

End of pedagogic experiment (May 2015)

Increment of results, %

Confidence of increments- t beg-end- *

Confidence of increments after experiment EGend-CGend**

Result, х±m Points Result, х±m Points

1000 meters run, sec.

EG 4.14±0,07 4 4.06±0,59 4 3.2 >0.05>0.05

CG 4.17±0,07 2 4.09±0,09 4 3,2 >0.05

100 meters run, sec.

EG 14.42±0.02 2 14.17±0.03 3 1.8 >0.05>0.05

CG 14.42±0.02 2 14.27±0.03 3 2.1 >0.05Long jump from the spot, cm

EG 220.34±0.03 2 234.00±0.03 3 6.1 >0.05>0.05

CG 224.34±0.06 3 231.00±0.18 3 2.9 >0.05

Shuttle run 4 х 9 m, sec.

EG 9.81±0.34 2 9.32±0.08 3 5.0 >0.05≤0.05

CG 9.70±0.92 3 9.40±0.46 3 3.1 >0.05

Chin ups, timesEG 7.82±0.52 0 12.51±0.04 3 59.9 <0.05

<0.05CG 7.32±0.82 0 9.42±0.94 1 28.0 >0.05

Forward torso bending from sitting position, cm

EG 8.45±0.07 1 13.54±0.92 3 60.2 <0.05

<0.05CG 8.15±0.07 1 11.3±0.08 2 38.6 <0.05

Torso rising in sitting posi-tion for 1 min., times

EG 42.6±1.53 3 48.2±1.24 4 13.1 >0.05

>0.05CG 42.6±1.53 3 45.2±1.24 3 6.1 >0.05

Pressing ups on parallel bars, times

EG 9.07±0.09 1 12.03±0.06 3 32.6 <0.05<0.05

CG 7.17±0.95 0 10. 21±0.76 2 42.4 <0.05

Total of pointsEG – 15 – 26 181.9 – .CG – 14 – 21 126.4 – –

Legend: * - t beg.end – between initial and final results; ** - EGend-CGend - between final results of experimental and control groups’ students (measured after pedagogic experiment).

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Information about the author:Andres A.S.: http: // orcid.org/0000-0002-1472-9009; [email protected]; National University of Lviv’s Polytehnyka, st. Samchuk, 14, Lviv, Ukraine.

Cite this article as: Andres AS. Physical education of students, considering their physical fitness level. Physical education of students, 2017;21(3):103–107. doi:10.15561/20755279.2017.0301The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive

This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (http://creativecommons.org/licenses/by/4.0/deed.en).

Received: 08.02.2017Accepted: 25.02.2017; Published: 10.05.2017

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The educational impact of implementation the education

through adventure discipline in physical education

and sports academic curriculumBadau Dana

Department of Human Movement Sciences, Faculty of Medicine, University of Medicine and Pharmacy of Targu Mures, Romania

Abstract The inclusion in the curriculum for students of physical education specialization in Romania of a new discipline- Education through adventure (EA) falls within the current trends of practicing physical activities and modernization of the European curriculum. The purpose of the study aims at assessing the educational level of implementation of EA discipline within the academic curriculum of physical education and sport specialization.

Purpose: Study through the survey method based on a questionnaire concerning the assessment of the educational impact of implementing the EA disciplines.

Material: 72 students from physical education, University of Medicine and Pharmacy Targu Mures. The questionnaire on the assessment of the educational impact of implementing the EA discipline included 15 items with Linckert responses. Statistically processed with SPPS 20: Cronbach’s alpha, effect size, the percentage of individual qualifications, the arithmetic mean, the standard deviation, t-test.

Results: The 15-item questionnaire had a Cronbach reliability scores .792. We identified five patterns that emerged explaining more than 60.2% of the variance. 54.82% consider relevant the educational discipline with maximum response, effect size of each ≥.683 items, the results are statistically significant for all items, p <0.05. The study results reveal the major educational impact of EA discipline content, being considered by students as it follows: attractive, useful, effective with innovative relevance in the professional training.

Conclusions: We recommend the conduct of future studies of impact assessment of EA specific activities on students’ motor abilities.

Keywords: curriculum, theoretical content, practical activities, adventure education, physical education.

Introduction1

The improvement of the educational and academic training must aim at adjusting to the international standards and curricular modernization trend. Increasing the competitiveness of academic physical education (PE) can be achieved by implementing within the curricula of some innovative disciplines allowing the acquisition of additional professional knowledge and skills in accordance with the modern requirements and the expansion of practicing forms of physical activities.

The academic physical education curriculum requires the diversification of activities creatively in accordance with: the specific objectives, the academic functions, the students’ preferences and the trends in specific areas [1]. The current trends in education have direct implications for the physical education curriculum [2]

A physical harmony creates the base of a higher intellectual yield and can become the foundation of a positive behavior for the individual in society [3].

Analyzing the curricular content situation in the European countries we have found that in many countries there are study programs for the specialization in recreational activities that also include disciplines containing outdoor recreational activities and adventure education. In Romania, in the field of physical education complying with the Romanian Agency for Quality Assurance in Higher Education (ARACIS) standards [4] there are 3 specializations: physical education and sports; sport and motor performance; physiotherapy and special motricity and the standards do not provide within the “Training disciplines and specializations for the bachelor’s degree” any discipline specialized on education through

© Badau Dana, 2017 doi:10.15561/20755279.2017.0302

adventure.In the latter of the 20th century, many who used

adventure activity for educational proposes used the terms experiential education and adventure education synonymously [5].

Adventure education focuses on growth and development through activity based on experiential education principles. Adventure education improves motor and psychical capacities by exploring real circumstances.

Previous research on the implementation of EA specific activities showed significant improvements of psychological issues [6-7] and the educational components [8-13].

The discipline Education through adventure includes a synthesis of interdisciplinary and trans-disciplinary knowledge concerning history, psychology, education, ecology, geography, philosophy, culture [12, 14-17].

Adventure education has many positive outcomes. A meta-analysis of studies identified forty major adventure education outcomes, grouped into the following six categories: leadership, self-concept, academic, personality, interpersonal, and adventuresomeness [18]. Adventure education has many positive outcomes. A meta-analysis of studies Identified forty major adventure education outcomes, grouped into the following six categories : leadership, self-concept, academic, personality, interpersonal, and adventuresomeness [18].

The main skills specific to the organization and to conduct activities of adventure education and outdoor education are of the following type: technical, safety, organizational, instructional, facilitation, flexible leadership experience-based judgment, problem-solving, decision-making, effective communication, professional ethics [19].

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We believe that in addition to the skills acquired through the educational adventure activities, participants also acquire some knowledge and skills such as: kinetic, technical, psychological, geographical, artistic and cultural.

According to specialists the content of the academic curriculum needs to be diversified by using some innovative and attractive varied environments (terrestrial, acquatic and aerial, indoor, outdoor) and some modern methods and technologies which will lead to students’ improvement: motor and technical training skills, theoretical and professional knowledge , of the functional capacity etc. [1, 3, 20-22].

Purpose and hypothesisThe faculties and the study curricula in the field

of physical education have the role to contribute to the professional training of future physical education teachers in line with the specific current and modern trends.

The aim of our study was to assess the formative and educational level of implementation of a new discipline education through adventure within the curriculum of physical education and sports specialization at the University of Medicine and Pharmacy in Targu Mures.

The hypothesis of the study started from the assumption that the implementation of an innovative adventure education discipline, will have the educational and formative relevance on students from physical education and sports specialization and will contribute to acquiring new knowledge and creating specific professional skills.

As a result of the increasing impact of recreational activities such as adventure education and the extension of facilities by increasing the number of adventure parks in Romania, we have designed and implemented to students in physical education and sports specialization a new discipline Education through Adventure (EA) with mandatory nature, provided for the third year of study, with a total of 28 classes of theory and 28 classes of practical works. The education through adventure discipline was included in the 5% stipulated within ARACIS standards that allow the inclusion in the curriculum of new subjects at the university’s option.

The topical content of the theoretical courses of Education through Adventure:

1. Adventure education – experiential education: concepts, features, principles;

2. Adventure education – means, elements;3. Interrelation: education through adventure,

experiential education and adventure learning; 4. Indoor adventure education - forms of organization

and practice;5. Adventure education in adventure parks - forms of

organization and practice;6. Adventure education through mountain and off

road activities - forms of organization and practice;7. Urban adventure education - forms of organization

and practice;8. Aquatic adventure education - forms of

organization and practice;9. Mountaineering tourism- general aspects, forms of

organization and characteristics;10. Guidance Techniques on the map and

complementary;11. Planning and preparing a mountain road itinerary

and behavior during trips;12. Behavior in adventure and tourism activities;13. Specific equipment to adventure activities;14. Survival and rescue techniques.The content of practical work lessons of Educational

adventure discipline:- Lesson 1-3. Organization and conduct of adventure

education activities;- Lesson 4-6. Trails and adventure activities - indoor;- Lesson 7. Team building exercises during adventure

education lessons;- Lesson 8-12. Specific activities of adventure

education -outdoor;- Lesson 13. Survival techniques;- Lesson 14. Practical and methodical assessment.

We present below three examples of practical and methodical programs provided within the outdoor practical works carried out in a modular system (merged in 3 days):1. Photo Trip Town Adventure: moderate effort; it

is for people with a basic level of fitness and good health. The itinerary may take place in Brasov 5-6 km. The aim of this adventure tour is to discover the main monuments of our town by walking and to made photos and to take information about them. Every participant will receive one map of the town and a paper with the main monuments, which need to be discovered and photographed. Evaluation: total time will be measured and turned into points. After the trip every group of 3-4 persons will make one presentation about what they have seen and what they have learnt.

2. Park Aventura Brasov Challenge: efort moderate/high according to the chosen tour, a high level of fitness. Every group of 3-4 persons has to pass three routes with different difficulties. Evaluation: total time will be measured and turned into points.

3. 7 Stairs Canyon Adventure: Description: The first part of the route means walking 3.1 km trough forest, then climbing the canyon. The way back will be covered by help of the flying fox (2.5 km with 21 parts) Along this route there will be placed some check-points, where the participants will have to fulfil some specific tasks. Evaluation: total time will be measured and turned into points. Extra points will be awarded for the fulfilment of the check-point tasks.

Material and methodParticipants: The study comprised 72 students from

physical education and sports specialization from the University of Medicine and Pharmacy Targu Mures, 58 boys (80.5%) and 14 girls (19.5%) with the average age 21.84. All the participants in this study were volunteers.

Procedure: The research was carried out between

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October 2015 - January 2017. The assessment targeted a survey based on a questionnaire concerning the degree of satisfaction and the educational impact of the implementation of adventure education discipline. The questionnaire contains 15 items with Linckert responses (5), 1 representing the minimum and 5 the maximum level of appreciation. The questionnaires were developed with the help of Google Form and the students were directly provided with them to the end of the course.

Statistical analysesThe resulting data were statistically processed with

SPSS 20.To assess the reliability or the internal consistency

of the questionnaire it was calculated Cronbach’s alpha statistic index. To assess the relevance and the effect size for each group of students were calculated the number and the percentage of subjects in relation to the maximal responses (5) for 4 grade and 3 on each item (Table 1). The statistical analysis included: the arithmetic mean, the

standard deviation, the mean deviation error, the student t-test, the significance threshold p, for p <.05 and the effect size d (Table 2). Effect size is just a more commonly used as effect size measure, used in meta-analyses and summarizing strength of bivariate relationship [24].

We used to identify the important factors the Rotation Method: Varimax with Kaiser Normalization ,we took into account all the 15 items of the questionnaire. After identifying the relevant factors, the next step was to rename them according to the most relevant results to each factor (Table 3). Only items which had the positive values of higher than-0.4 and 0.4 on one factor contributed directly to this pattern and were considered after renaming the factor. A high score of the items for a pattern indicated a high educational relevance.

ResultsThe average number of the subjects that rated the

assessment questionnaire of the educational impact of EA

Table 1 .The statistical analysis of responses weight according to Linckert scale (5) on each item on the questionnaire assessing the educational impact of implementing EA discipline

ItemsResponses weight n (%)5 points 4 points 3 points

Item 1. How innovative is EA discipline? 32 (44.4%) 30 (41.7%) 10 (13.9%)Item 2. How do you appreciate the complexity of the curriculur theoretical topics included in EA discipline sheet? 32 (44.4%) 28 (38.9%) 12 (16.7%)

Item 3. How do you rate the educational relevance of theoretical concepts specific to EA ? 30 (41.7%) 35 (48.6%) 7 (9.7%)

Item 4. How do you rate the educational relevance of 7 Stairs Canyon Challenge program? 40 (55.6%) 24 (33.3%) 8 (11.1%)

Item 5. How do you rate the educational relevance of Brasov Adventure Park program?? 43 (59.7%) 22 (30.6%) 7 (9.7%)

Item 6. How do you rate the educational relevance of Photo Adventure Trip program? 36 (50%) 35 (48.6%) 1 (1.4%)

Item 7. How do you assess the attractiveness of the programs included in EA discipline? 43 (59.7%) 25 (34.7%) 4 (5.6%)

Item 8. How do you assess the complexity of the practical work topics included in the discipline sheet? 36 (50%) 33 (45.8%) 3 (4.2%)

Item 9. How do you rate the educational relevance of the practical module of survival techniques? 46 (63.9%) 16 (22.2%) 10 (13.9%)

Item 10. How do you rate the assessment method of EA discipline? 46 (63.9%) 15 (20.8%) 11 (18.3%)Item 11. How do you rate the formative impact on the motor ability of the programs included in the discipline? 42 (58.3%) 22 (30.6) 8 (11.1%)

Item 12. How do you assess the collaboration and the mutual aspects in order to accomplish specific tasks within the programs included in EA discipline?

46 (63.9%) 17 (23.6%) 9 (12.5%)

Item 13. Do you consider that EA discipline implementing in the curriculum is efficient in training teachers with physical education specialization?

36 (50%) 28 (38.9%) 8 (11.1%)

Item 14. Rate the consistency between the discipline content and the expansion trend of physical activities practicing forms 43 (59.7%) 20 (27.8%) 9 (12.5%)

Item 15. After the course completion will you continue to implement in your future activity the accumulated knowledge and experiences?

41 (56.9%) 20 (27.8%) 11 (15.3%)

n - number of Participants

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discipline implementation with maximum grade (5) were 32.45 students, representing 54.82%; 4 grade - 24.66 students, representing 34.26% and grade 3 - 7.86 students, representing 10.91% (Table 1).

Statistical processing of the questionnaire for the sample of students highlighted the results statistically significant for p <0.05, the average value of the questionnaire was 4438, where the average minimum value was 4.278 and the average maximum value was 4.542.

A Principal Component Analysis (PCA) was

conducted on 15 items with orthogonal rotation (varimax). The Keiser-Meyer-Olkin measure verified the sampling adequacy for analysis, KMO=0.651, which are above Keiser’s criteria (>0.5). Bartlett’s test of sphericity χ2(105)=207.22, p<0.001, indicated that correlation between items were sufficiently large for PCA.

An initial analysis was run to obtain eigen values for each component in the data. Five components had eigen values over Keiser’s criterion of 1 and in combination explained 60.2% of the variance.

Table 2. Descriptive statistics for the results of the questionnaire assessing the educational impact of the Educational Adventure implementation

Items x SD SEM t (71 df) d p

Item 1. How innovative is EA discipline? 4.3056 .70489 .08307 51.829 .985 .000

Item 2. How do you appreciate the complexity of the curriculum theoretical topics included in EA discipline sheet? 4.2778 .73585 .08672 49.328 .982 .000

Item 3. How do you rate the educational relevance of theoretical concepts specific to EA? 4.319 .646 .08565 56.714 .897 .000

Item 4. How do you rate the educational relevance of 7 Stairs Canyon Challenge program? 4.4444 .68974 .08129 54.676 .805 .000

Item 5. How do you rate the educational relevance of Brasov Adventure Park program?? 4.5000 .67135 .07912 56.877 .845 .000

Item 6. How do you rate the educational relevance of Photo Adventure Trip program? 4.4861 .53056 .06253 71.747 .976 .000

Item 7. How do you assess the attractiveness of the programs included in EA discipline? 4.5417 .60369 .07115 63.837 .759 .000

Item 8. How do you assess the complexity of the practical work topics included in the discipline sheet? 4.4583 .57989 .06834 65.237 .934 .000

Item 9. How do you rate the educational relevance of the practical module of survival techniques? 4.5000 .71158 .08622 52.193 .703 .000

Item 10. How do you rate the assessment method of EA discipline? 4.4861 .75046 .08844 50.724 .684 .000

Item 11. How do you rate the formative impact on the motor ability of the programs included in the discipline? 4.4722 .69144 .08149 54.883 .762 .000

Item 12. How do you assess the collaboration and the mutual aspects in order to accomplish specific tasks within the programs included in EA discipline ?

4.5139 .71193 .08390 53.800 .683 .000


4.3889 .68290 .08048 54.533 .895 .000

Item 14. Rate the consistency between the discipline content and the expansion trend of physical activities practicing forms ?

4.4722 .71152 .08385 53.334 .741 .000

Item 15. After the course completion you will continue to implement in your future activity the accumulated knowledge and experiences?

4.4167 .74588 .08790 50.245 .782 .000

x- mean arithmetic; SD - standard deviation; SEM - Standard Error Mean; d - effect size; p - level of probability.

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DiscussionsThe Cronbach’s alpha coefficient for 15 items is .792,

valid number 72, suggesting that the items have high internal consistency.

The pooled results (Table 1) highlight superior percentages obtained to all items for the maximum response 5. For grade 5, the maximum percentage was 63.9% accounting for items concerning the educational relevance of : the practical module of survival techniques (item 9) , the assessment method for EA discipline (item 10), the aspects of cooperation and mutual support to accomplish specific tasks for EA discipline (item 12), and the minimum percentage value was 41.7% being registered to item 3 concerning the educational relevance of the EA specific theoretical concepts. For grade 4, the maximum percentage value was 48.6% obtained to Item 6 concerning the relevance of the educational program Photo Trip Adventure and the minimum percentage value

was 20.8% to item 10 concerning the assessment method for EA discipline . For grade 3, the maximum value was 18.3% obtained at Item 10 concerning the assessment method for EA discipline and the minimum percentage value was 1.4% to Item 6 concerning the educational relevance of the program Photo Trip Adventure. It is relevant to mention that no student has awarded the grades 1 or 2.

According to the assessment scale of Cohen’s effect size [23], for p <0.05 (Table 2) the study highlights a big effect ≥ .80 in the following items: the complexity of theoretical curricular themes included in EA sheet discipline, the complexity of theoretical curricular themes included in EA discipline sheet , the educational relevance of the theoretical concepts specific to EA, the educational relevance of Challenge 7 Stairs Canyon program, the educational relevance of Adventure Park Brasov, the educational relevance of Photo Trip Adventure program,

Table 3. Items Relevance for the 5 identified patterns - Rotated Component Matrix

ItemsComponents1 2 3 4 5

Item 1. How innovative is EA discipline? -.056 .205 -.001 .745 -.304Item 2. How do you appreciate the complexity of the curriculur theoretical topics included in EA discipline sheet? .239 .624 -.132 -.093 -.072

Item 3. How do you rate the educational relevance of theoretical concepts specific to EA ? .699 .030 .084 -.084 .080

Item 4. How do you rate the educational relevance of 7 Stairs Canyon Challenge program? .067 -.144 .043 -.111 .780

Item 5. How do you rate the educational relevance of Brasov Adventure Park program?? .166 -.231 .010 .786 .199

Item 6. How do you rate the educational relevance of Photo Adventure Trip program? .101 .039 .846 -.011 .133

Item 7. How do you assess the attractiveness of the programs included in EA discipline? .817 .108 .038 .000 .072

Item 8. How do you assess the complexity of the practical work topics included in the discipline sheet? .608 .111 .353 .351 -.216

Item 9. How do you rate the educational relevance of the practical module of survival techniques? .191 .232 .615 -.082 -.036

Item 10. How do you rate the assessment method of EA discipline? .221 .419 .277 .005 .468Item 11. How do you rate the formative impact on the motor ability of the programs included in the discipline? -.044 .488 .068 .344 .570

Item 12. How do you assess the collaboration and the mutual aspects in order to accomplish specific tasks within the programs included in EA discipline?

.325 .584 .249 -.039 .061


.542 .424 -.196 .227 .192

Item 14. Rate the consistency between the discipline content and the expansion trend of physical activities practising forms ? -.193 .704 .355 .084 -.056

Item 15. After the course completion you will continue to implement in your future activity the accumulated knowledge and experiences? -.150 -.044 .485 .350 .116

Eigen values 2.173 2018 1.78 1634 1,424Variance explained % 14.0% 13.45% 11.92% 10.98 9.49

Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization a. Rotation converged in 11 iterations. The primary factor loadings are in bold font.

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the complexity of the practical works topics included in the sheet discipline, the implementation efficiency of EA discipline within the curriculum of training physical education teachers.

An average level of the effect size (values between .50 and .80 values) was registered in the case of the following items: the attractiveness of the programs included in EA discipline, the educational relevance of the practical module of survival techniques, the assessment method in EA discipline, the formative impact on the motor ability of the programs included in the discipline , the cooperation and mutual help aspects in order to accomplish the specific tasks within the programs included in EA discipline , the consistency between the content of the discipline and the expansion trend of practicing forms of physical activities, the further implementation in the future activity of the gained knowledge and experiences.

It is relevant that there were no values of the effect size smaller than .683.

After processing the results, five patterns were obtained (Table 3) that were renamed according to the most relevant value obtained on the vertical so: F1- The attractiveness of EA programs; F2 - The consistency between the discipline content and the trend; F3 - Photo Trip Adventure; -Adventure Park Brasov F4, F5 - Challenge 7 Stairs Canyon.

The analysis of the survey results for each of the 5 patterns highlighted that there are no negative values inferior to -0.40 for the group of students with physical education and sports specialization.

For the first pattern which accumulates 14% of the variant called the Attractiveness of EA programs, they were identified as relevant the following questions of the questionnaire: the educational relevance of the theoretical concepts specific to EA, the attractiveness of the programs included in EA discipline , the complexity of the practical works topics included in the discipline, the efficiency of EA implementation within the training curricula of the physical education teachers.

The second pattern called The Consistency between the discipline content and trend include important information regarding the complexity of the theoretical curricular themes included in EA discipline sheet, the assessment method in EA discipline, the formative impact on the motor ability of the programs included in the discipline , the cooperation and mutual help aspects in order to accomplish the specific tasks within the programs included in EA discipline, the efficiency of EA implementation within the training curricula of the physical education teachers, the consistency between the content of the discipline and the expansion trend of practising forms of physical activities.

The third pattern called Photo Adventure Trip includes great relevance of information regarding: the educational relevance of the Photo Adventure Trip program, the educational relevance of the practical module of survival techniques, the further implementation in the future work of the gained knowledge and experiences.

The fourth pattern called Adventure Park Brasov

comprised 10.98% of variance targeting relevant information about: the innovative degree of EA discipline, the educational relevance of Brasov Adventure Park program, the assessment method of EA discipline .

The fifth pattern called Challenge 7 Stairs Canyon includes assessments of the following information: the educational relevance of 7 Stairs Canyon Challenge program, the formative impact on the motor ability of the programs included in the discipline.

The education should be changes. This change is produced under the impact of the pedagogical tradition, that of the contemporary word problem and the future being know that ”future order to the present” [24]. The curriculum means a path to cover, organizing and triggering learning, transforming the student in an adaptive manner [25].

Evaluation is a way for adventure programs to document their worth by providing evidence of their contributions to society, or other desirable outcomes the program has achieved [26].

Searching of ways to improve students’ health, development of some kinds of sports, creation of favorable conditions for formation of youth’s positive attitude to healthy life style, training of professional-applied skills of future specialists and other can be considered to be the main purpose of such researches [27].

Our studies have shown that ,by running adventure education programs students were perceived as more competent in the social and professional environments, aiming at the intra-professional, ethical, and theoretical aspects of their professions[14.28].

Modernizing the learning process by combining different ways and contexts is based on the exploration and experimentation of sporting and recreational activities of adventure type that promote the growth of functional mobility and the intellectual potential of students from the Faculty of Physical Education and Sports [14].

ConclusionsThe study outcomes reveal the major impact of the

Educational Adventure content on the educational and satisfaction aspects to students in physical education and sports specialization.

The Education through Adventure course content is considered by some of the students attractive, useful, efficient with innovative relevance for the training of the future teachers of physical education and sports.

The expanding forms of practising recreational physical activities being in line with the modern trends in the field ,require the updating of the academic curricula to students with physical education and sports specialization, which will help to improve the professional competences and the Education through Adventure discipline represents a viable alternative in this regard , which has been highly outlined by the results of our study.

Conflict of InterestsThe author declares that there is no conflict of interests.

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25. Iconomescu TM, Alexe DI. Differences and similarities in curriculum and assessment in physical education in Eastern European States. Ovidius University Annals, Series Physical Education and Sport/Science, Movement and Health. 2015;15(1):41-6.

26. Attarian A. Trends in Outdoor Adventure Education. The Journal of Experiential Education. 2001;24(3):141-9. doi:10.1177/105382590102400304

27. Iermakov SS, Cieślicka M, Muszkieta R. Physical culture in life of Eastern European region students: modern state and prospects of development. Physical education of students. 2015;6:16–30. doi:10.15561/20755279.2015.0603

28. Marinho A, Mari dos Santos P, Manfroi MN, Figueiredo JP, Zeilmann Brasil B. Reflections about outdoor adventure sports and professional competencies of physical education students. Journal of Adventure Education And Outdoor Learning. 2017;17(1):38-54. doi:10.1080/14729679.2016.1218781

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Information about the author:Dana Badau; Prof., PhD. Hab.; http://orcid.org/0000-0002-1881-3531; [email protected]; Department of Human Movements Science, University of Medicine and Pharmacy of Tirgu Mures. President of Romanian Federation Sport for all; Strada Gheorghe Marinescu 38, Târgu Mureș 540139, Romania.

Cite this article as: Badau D. The educational impact of implementation the education through adventure discipline in physical education and sports academic curriculum. Physical education of students, 2017;21(3):108–115. doi:10.15561/20755279.2017.0302The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive



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Determination of first year students’ physical

condition and physical fitness levelFotynyuk V.G.

National Aviation University, Ukraine

AbstractPurpose: to study and find out first year students’ physical condition and physical fitness levels.

Material: n the research first year students (n=86) participated. The age of the participants was 16 – 19 years. They passed the following tests for physical fitness: 100 meters’ run; run during 12 minutes; long jump from the spot; chin ups; torso rising from lying to sitting position during 1 minute; forward torso bending from sitting position, cm.

Results: it was found that 41% of students have low and below average levels of physical condition and 76.35% - the same physical fitness level (unsatisfactory). So we came to conclusion that it was necessary to review the existing approaches to physical education system. It is recommended to increase the volume of compulsory classes of students’ motor functioning at the cost of the following: usage of optional classes; physical exercises’ practicing in free time; everyday motor activity in the form of morning exercises and sport games.

Conclusions: the main reasons of students’ physical condition and physical fitness weakening during their studying are: restricted quantity of academic physical education classes; absence of students’ demand in systemic physical exercises’ practicing; students’ low motivation for physical education; absence of interest in physical exercises’ practicing in free time; students’ health worsening before entering higher educational establishment; imperfectness of school physical education.

Keywords: students, testing, level, physical condition, physical fitness.

Introduction1

Students’ physical condition depends on their physical fitness. Physical fitness is a complex of different physical qualities (strength, quickness, endurance, dexterity and flexibility) and it is gradually worsening. The reasons of it are: irrational distribution of time for study and rest; immobile life style.

The problem of pupils’ and students’ physical condition is rather relevant [10, 22, 23, 29]. It is elucidated in many scientific works. In assessment of senior pupils’ physical fitness level it was found that pupils’ physical condition is out of norm: 35.6% – by body length indicators; 65% – by body mass [19]. The author notes that with age physical condition level drops [28]. In other works it was found that the following boys’ indicators reduce: long jump from the spot (by 1.62%); 1000 m run (by 0.95%); Rouffier’s test (by 6.61%) [1, 2, 24]. Besides, it was found that the Quetelet index corresponded to normosthenic body composition. Rouffier’s index corresponded to satisfactory workability. Heat beats rate in orthostatic test was within standard [15]. In other researches reduction of the following students’ factors was noted: “quickness”– 33.9%; “speed-power abilities”– 24.8%; “endurance” – 13.4%; “flexibility”- 7.6%; “dexterity” – 6.7% [3].

Many authors state that the temps of students’ physical fitness increment are noticeably reduced [5, 8, 12, 16]. It was found that more than 84.8% of boys and 81.1% of girls have average physical fitness level (satisfactory) [25, 26].

Analysis of scientific works shows that there is deficit of students’ motor functioning. It results in students’ physical condition and physical fitness problems [4, 6, 14, 17]. This fact permits to say that selection of physical loads’ means and its regulation at trainings shall be realized in compliance with levels of students’ physical condition and fitness [13, 20, 21].

© Fotynyuk V.G., 2017 doi:10.15561/20755279.2017.0303

The purpose of the research was to study and find out first year students’ physical condition and physical fitness levels.

Material and methods Participants: In the research first year students (n=86)

participated. The age of the participants was 16 – 19 years. By results of medical examination all students were related to main health group (no health deviations).

Organization of the research: we offered special individual chart of physical potentials for assessments of first year students’ physical condition and physical fitness. This chart consisted of two parts. First part included physiological test exercises from physical education program: the Quetelet index. Mass-height the Quetelet index (QI) shall be calculated by formula:

QI = BM/L

where BM is body mass (grams); L –body length in standing position (cm). Correlation of body mass and length is: low ≥ 400;

below average – 375.1 – 400.0; average – 350.1 – 375.0; above average – 325.1 – 350.0; high - ≤ 325.0. Norm of the Quetelet index for boys is 370-400 g/cm [9, 11].

Heart beats rate (HBR, b.p.m.). HBR is measured after 5 minutes rest. HBR in rest is the following: ≥ 100 –low; 90 – below average; 71-89 – average; 61-70 – above average; ≤ 60 – high [9, 11].

For determination Rouffier’s index [9, 11] heart beats rate values (HBR): pulse in different moments of recreation after physical loads. It is necessary during 15 second to count pulse after 5 minutes’ rest, in sitting position (Р1). Then the tested fulfills 30 squats during 45 seconds. Pulse shall be measured in first minute of recreation period: during first 15 seconds (Р2) and in the last 15 seconds (Р3). Results are calculated by the following formula:

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Rouffier’s index = [4· (Р1 + Р2 + Р3) – 200] /10.

We also analyzed the results of Shtange’s test. This test with pause after inhale shall be fulfilled in the following way: Student fulfills three breaths at ¾ of full breath. The breath is stopped after full inhale. Nose is closed with a clip or fingers. Pause time is registered by stopwatch. Shtange’s test is assessed by the following indicators: low – 40 sec; below average – 50 sec.; average – 55 sec.; above average – 65 sec. and high – 75 sec. [9, 11].

Other part consisted of control tests of physical education academic program. Physical fitness was found with the help of the following exercises: for quickness (100 meters’ run); for endurance (12 minutes’ run); strength (chin ups and torso rising from lying position to sitting); speed-power (long jump from the spot); for flexibility (forward torso bending in sitting position (see table 1) [7, 11]. Students practiced physical education only at curriculum classes, twice a week, 90 minutes every lesson. All control exercises (tests) for motor abilities were conducted in main part of physical culture lessons.

Statistical analysis: the results were processed with the help of non parametric statistic’s methods. Student’s t-test was used for evaluation of statistical significance of the received results. Null hypothesis was tested.

Results The fulfilled study of weight-height Quetelet index

(QI) permitted to state that by anthropological indicators students did not differ noticeably. By QI indicators students were distributed into the following levels: low level– 14%; below average level - 26%, average level - 38% and higher than average - 16%. 6% of boys had high level.

Analysis of results showed that 14% of students had body mass deficit or excessive mass. Low body mass

index is accompanied by risk of cardio-vascular diseases or diabetes [18].

The received results showed that students had confidently higher mean HBR in rest (p<0.01, 61%). We registered the following: below average values in 15% of students; 7% of students had low level. HBR less than 60 b.p.m. are called bradycardia. HBR higher than 80 b.p.m. are called tachycardia. They often are the symptoms of many pathological states.

First level (excellent) has index < 3.0, characterized by high level of physical fitness. No students with such level were found. The second level (good) has index 4-6, with physical fitness level above average. Percentage of it was 10%. The third level (satisfactory) had index 7-10, which corresponds to average level of physical fitness. As per our study 28% of students belong to this category. The forth level (bad) had index 10-14. It corresponds to level below average (weakened level of functional systems). This level dominates (48%). The fifth level (very bad) has index > 15. It corresponds to very low physical fitness level (sharp reduction of functional systems’ potentials). In 14% of boys we found low levels of workability and cardio-vascular system’s state.

By Shtange’s test high endurance was registered in 8% of students. This indicator was the least, comparing with other. Indicator “above average” was found in 21% and average level – in 32% of students. Tests for breath pause showed that 26% of students had level below average. 13% had low indicator. It witnesses about unsatisfactory respiratory system’s state. The results of students’ physical fitness assessment are given in table 2.

Physical fitness (PF) is one of the most important directions of students’ physical education. Physical fitness testing showed confidently significant indicators of students (see table 3).

Analysis of the received results showed the highest

Table 1. Criteria for first year students’ physical fitness assessment

Control exercises Normative, points 5 4- 3- 2 1

100 meters’ run, sec. 13.2 13.6 13.8 14.2 14.812 minutes’ run 2600 2500 2400 2300 2100Long jump from the spot, cm 250 240 225 210 190

Chin ups, quantity of times 12 10 8 6 4

Forward torso bending in sitting position, cm 19 16 13 10 7Torso rising from lying position in sitting during 1 minute, quantity of times 52 48 44 40 35

Table 2. Distribution of first year students by physical condition indicators Functional level

Assessment blocks High (%) Above aver-age (%) Average (%) Below aver-

age (%) Low (%)

Quetelet index 6% 16% 38% 26% 14%HBR, b.p.m. 3% 14% 61% 15% 7%Rouffier’s index 0% 10% 28% 48% 14%Shtange’s test 8% 21% 32% 26% 13%

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results in power exercises in 8% of students (chin ups more than 12 times). In other exercises (for quickness, endurance, strength and flexibility) we registered low indicators.

Analysis of table 3 indicators in 100 meters’ run showed the following levels: 5% high level; 4% - above average; 12% - average; 18% - below average and low level - 61%.

In exercise for endurance (12 minutes’ run) the levels were as follows: 6% - high; 4% - above average; 15% - average; 20% - below average and low level - 55%.

In speed-power exercise (long jump from the spot) high level belonged to 4%; above average – 6%; average - 20%, below– 32%; low level– 38%.

In exercise for strength (chin ups on high horizontal bar) shows the following: 8% - high level; 5% - above average; 12% average level; 18% - below average and 57% low level.

Exercise (torso rising from lying position in sitting during 1 minute) demonstrated: 5% - high level; 3% - above average; 21% average level; 26% below average level and 45% - low level.

In exercise for flexibility (forward bending in sitting position) the results were as follows: 2% level above average; 9% - average level; 18% - below average level and 71% - low level. The main reason of low efficiency is absence of special physical qualities in students.

We found that for 4 months of academic year a number of vitally important physical condition’s functional indicators reduced: Rouffier’s test – 62%, Shtange’s test – 39%. Besides, the tendency to reduction of indicators was detected in the following: 100 m run (79% had below average and low levels)l 12 minutes run – (75% had below average and low levels); long jump from the spot 70% had below average and low levels; chin ups 75% - below average and low levels; torso rising in sitting position from lying – 71% - below average and low levels; forward torso bending in sitting position – 89% had below average and low levels.

Thus, control testing showed negative dynamic of students’ physical fitness (those, who trained once in two weeks by traditional program).

Discussion Results of our studies prove and supplement the data

of different authors about dynamic of students’ physical condition and physical fitness weakening [5, 16]. We found low levels of long jump from the spot (38%) and Rouffier’s test (14%) indicators. It is a proof of other researches’ results about reduction of these indicators [1, 2]. Our research also proves the data of authors [15, 19], about Quetelet index’s correspondence to normosthenic body composition. Besides, there are cases of body mass deficit or excessive body mass. We agree with the author that students’ physical qualities reduce [3]. In our work we also found low indicators: “quickness” – 61%; “endurance” – 55%; “speed-power qualities” – 38% and “flexibility” - 71%.

Our data supplement information of authors [5, 8, 12, 16] about low dynamic of students’ physical condition and fitness during all period of study. We found that students’ physical condition (41%) and physical fitness (76.35%) were at low and below average levels. Thus we confirm the data of other research about satisfactory levels [25].

The received by us data prove the following: acuteness of problem of students’ motor deficit [4, 6, 14, 17]; search of methods of students’ physical condition and fitness improvement [13, 21, 27].

In our opinion the main reasons of students’ weak physical condition and fitness during their study are the following: limited quantity of curriculum physical culture lessons; absence of students’ demand in systemic physical exercises’ practicing; students’ low motivation for physical education; absence of interest in physical culture in free time; health worsening before entering university; imperfectness of school physical education process.

Table 3. Distribution of first year students’ distribution by physical fitness

Levels High (%) Above av-erage (%)

Average (%)

Below aver-age (%) Low (%)

Mark Exercise 5 4 3 2 1 0

100 m run, sec. 5% 4% 12% 18% 40% 21%

12 minutes’ run 6% 4% 15% 20% 39% 16,00%

Long jump from the spot, cm 4% 6% 20% 32% 26% 12%

Chin ups, quantity of times 8% 5% 12% 18% 28% 29%

Forward torso bending in sitting position, cm 5% 3% 21% 26% 31% 14%

Torso rising from lying position in sitting during 1 minute, quantity of times

0% 2% 9% 18% 40% 31%

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Conclusions Worsening of students’ physical condition and

physical fitness witnesses that there is need in reviewing of the existing approaches to organization of physical education system. It is necessary to enlarge the volume of compulsory physical education classes. It can be

realized at the account of the following: optional classes; physical culture practicing in free time; everyday morning exercises, sport games.

Conflict of interests The author declares that there is no conflict of interests.

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Information about the author:Fotynyuk V.G.; http://orcid.org/0000-0002-5483-7039; [email protected]; National Aviation University; pr. Komarova 1, 03058, Kiev, Ukraine.

Cite this article as: Fotynyuk VG. Determination of first year students’ physical condition and physical fitness level. Physical education of students, 2017;21(3):116–120. doi:10.15561/20755279.2017.0303The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive



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Ways of technical training perfection in rowing on kayaks Kolumbet A.N.

Kiev National University of Technology and Design, Ukraine

AbstractPurpose: to find out the ways of rower’s movements perfection.

Material: in the research 114 qualified rowers participated.

Results: it was found that every rover has the zones of optimal and critical temp. With linear increasing of rowing temp there happens non-linear change of boat’s speed; of working parameters and efficiency of rower’s movements. The highest values of rowers’ efficiency coefficient were registered in zone of intensity of 70-80% from maximal. With temp’s increasing to maximal boat’s speed stabilizes and efficiency coefficient sharply reduces. At the end of distance we registered confident worsening of rowers’ main coordination elements under influence of rising tiredness.

Conclusions: in the process of motor qualities’ training it is necessary to ensure: increase working temp up to critical; restore optimal correlation of technical parameters with every new level of temp.

Keywords: rowing, kayak, motor technique, bio-mechanic, fatigue.

Introduction1

Individual approach to elite athletes’ training process can be realized only on the base of interconnection of the used means and structural organization of organism’s functions. All these shall correspond to athletes’ special fitness as well as to meet the laws of adaptation reconstructions of organism’s functions and structures. Variable environmental changes’ influence is also of great importance.

The main reason of need in usage of technique’s individual variants is adaptive variability of organism’s systems in respect to changing conditions of external and internal medium. Variability of movements is influenced by the following factors: specific features of body composition [2, 5, 26], specific features of nervous system [4, 23, 10], topography of muscular strength [14, 18, 20], and motor experience [3, 6, 28]. Variability of movements’ structure is influenced by work intensity, degree and character of fatigue. Many authors point at different movements’ technique at different speeds of athletes’ movement [1, 15, 24]. There are a lot of researches, devoted to specific features of technique’s reconstruction under influence of fatigue. With it, fatigue is regarded as a specific filter, which does not permit for athlete to fulfill extra movements and can help to more accurately mark out individual errors and technique’s specific features [13, 19, 30].

Changing of movements’ technique in different working conditions requires athlete’s individual adaptation to main competition distance. Besides, it is necessary to have individual selection of training means and methods, depending on athlete’s biological structure and characteristics. It is witnessed by results of a number of authors’ works [5, 21, 27].

When determining the reasons and orientation of movements’ structure, it is necessary to consider that variability can be conditioned also by sportsmanship [9, 16, 19], adaptive variability, depending on working conditions [7, 8, 21], specific features of sport apparatuses and a number of other factors [17, 29].

© Kolumbet A.N., 2017 doi:10.15561/20755279.2017.0304

We assumed that with maximal mobilization of physical potentials, equal resulting motor effect can be ensured by different changes of movement structure’s indicators. It depends on athletes’ individual potentials and fitness; external factors and special aspects of physical loads’ interaction. Consideration of such factors in training process will permit to make objective diagnostic of athletes’ technical fitness as well as to noticeably improve effectiveness of formation of motor actions’ structure.

In methodic literature on rowing on kayaks technical training is described rather in detail [15, 22, 31]. However, there are no data about laws of dynamic structure’s and main elements of movements system’ mastering. There is also deficit of objective information about laws of coordination structure’s development. It results in controversies in methodic approaches and views on prospects of perfection of rowers’ movements.

The purpose of the research: to find out the ways of rower’s movements perfection.

Material and methods Participants: in the research 114 qualified rowers

participated. They were 33 masters of sports, 43 candidate masters of sports; 22 athletes of 1st sport category and 16 athletes of 2nd sport category.

Organization of the research: Coordination structure of rowers’ movements was experimentally studied in natural and laboratory conditions.

In our work we used complex method of bio-mechanical researches in laboratory and natural conditions. We studied the following: dynamic of kinematic and dynamic characteristics of forces, applied to oar by a rower; pressure on kayak seat; goniograms of torso work; accelerograms of hands’ movements by frontal and vertical axes; instant speed of boat; bio-electrical activity of torso, arms, back and abdomen muscles. Analyzing electric myograms, we determined: amplitude and frequency of bio-potentials’ oscillations; rhythm structure of bio-electrical activity; integrated bio-electrical activity of muscles in absolute and relative units. Besides, we calculated indicators of effectiveness and efficiency of motor activity; determined variability of the studied movements’ characteristics [23].

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Statistical analysis: in processing of experimental data we calculated the following: mean values of indicators and their errors (X±m); difference and confidence of differences (t, p); dispersion – variant around average value (σ, CV); correlation between the studied indicators (r).

Complex pedagogic, bio-mechanical and biological studies were conducted in compliance with legislation of Ukraine on health protection, Helsinki declaration 2000, directive №86/609 of European community on people’s participation in medical-biological researches.

Results Analysis of results permitted to mark out movements’

different variants, used by rowers, by all parameters of technique. The fulfilled correlation of rowers’ movements’ technique and their sportsmanship showed ambiguous results. Analysis of interconnection of rowers’ movements’ technique and their qualification (see table 1) showed that achievement of master of sports’ results is facilitated by the following: a) peak of efforts on oar in the middle of stroke; b) sinusoid character of goniogram in unsupported

phase; c) pressure on seat without releasing of weight; d) uniform turn of torso in supported phase; e) start of torso turn up to the moment of catching of water. The result of second sport category rowers high sport result depends on the following indicators: a) frequency of strokes with weakening of effort in the middle of stroke; b) stoppage of torso turn in unsupported phase; c) water catching before torso turning starts; d) release of athlete’s weight from seat at the moment of water catching or unstable pressure on seat; e) non-uniform or equally accelerated torso turn in supported phase.

There are some variants of technique, which do not have confident interconnection with athlete’s qualification: a) efforts’ distribution on oar with peak in first third part of stroke and without expressed peak of effort; b) torso work with additional turn in unsupported phase; c) synchronous start of torso turn and water catching; d) slowed torso turn in supported phase of cycle. The mentioned indicators are individual and transitive variants.

Qualitative parameters of technique are expressed in certain quantitative values. Transformation of motor system’s quality is resulted from accumulation of

Table 1. Distribution of interconnections between variants of technique’s parameters and rowers’ qualification

Parameters Variants II category I categoryCandidates master of sports

Masters of sports

Form of efforts’ distribution on oar

With peak in first third part of stroke 0 0 0 0

With peak in second third part of stroke - 0 + +

With peak in the last third part of stroke 0 0 0 0

Without expressed peak of effort 0 0 0 0With two peaks of efforts + 0 0 -

Torso work in unsupported phase

With stoppage in unsupported phase + + 0 -

With additional turn in unsupported phase 0 0 0 0

Sinusoidal form - - 0 +

Torso’s interaction with oar at the beginning of stroke

Synchronous start of torso turn and water catching 0 0 0 0Torso starts turn before water catching - 0 + +Torso starts turn after water catching + 0 0 -

Pressure on seat

Without releasing of weight - 0 0 +With weight releasing at the moment of water catching + 0 0 0

With not stable pressure + + 0 0

Torso work in supported phase

Accelerated turn 0 0 0 -Slowed turn 0 0 0 0Uniform turn - - 0 +Non uniform turn + 0 0 _

Legend: + positive interconnection; – negative interconnection; 0 absence of interconnection.

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quantitative changes. Three levels of registered parameters are marked out. The first level is efficiency of movements, which is determined by boat’s speed at distance. The second level includes parameters of oar’s work in water. The third level implies kinematic parameters of technique.

Boat’s speed of elite athletes depends on five parameters of second level: a) rowing temp; b) maximal effort; c) force impulse (Р<0.001); d) rowing rhythm (Р<0.05); e) character of forces acting on oar, which are determined by distribution of pressure on seat in cycle (Р<0.001). In third level parameters, which directly influence on boat’s speed, are marked out. They are: a) amplitude of torso turn in cycle and in supported phase; b) mean speed of torso turn in supported phase; c) the moment of torso turn’s start in respect to water catching; d) amplitude of torso acceleration before stroke; e) speed of torso turn at the moment of water catching; f) period of being in extreme position in unsupported phase; (Р<0.001); g) acceleration of hand by vertical axis at the moment of water catching; j) angle of torso bending (Р<0.05). All listed above parameters correlate with boat’s speed positively. Exclusions were the following: period of torso’s being in extreme position after stroke and angle of torso bending. They also influence on parameters of oar’s work. We found a number of third level characteristics, which do not influence on boat’s speed. They are: a) the value of additional torso turning after stroke; b) relation of amplitude of torso’s working turn to total amplitude of turn in cycle; c) stroke amplitude; d) acceleration of hand by frontal axis at the moment of water catching. The influence on oar’s working parameters at the beginning of movement.

Testing of differences of the mentioned parameters between three groups of athletes of different fitness showed insufficiency of most of them (Р>0.05) in groups of first sport category rowers and masters of sports. When comparing the determined characteristics in groups of first sport category rowers and members of combined teams we received confident difference of the most of indicators.

As criteria of technical skillfulness we determined the parameters of technique, which meet the following requirements: a) they are leading in the structure of movements; b) they determine the wholeness of building of technique’s phase structure; c) they are interconnected with boat’s speed at distance; d) they progress with growing sportsmanship. These parameters include: a) total amplitude of torso turn; b) the moment of torso turn’s beginning in respect to water catching; c) the speed of torso turn at the moment of water catching; d) the period of torso being in extreme position in unsupported phase of cycle; e) the speed of torso turn during stroke; f) the character of oar’s work in water.

Analysis of work’s intensity influence on technique permitted to find that every rower has zones of optimal and critical temps. With linear rising of rowing temp there happens non-linear change of boat’s speed, parameters of work and efficiency of rower’s movements. The highest efficiency coefficients in elite rowers were registered in intensity zone of 70-80% from maximal. With temp’s

increasing up to maximal we registered stabilization of boat’s speed and sharp reduction of efficiency coefficient. The registered changes of boat’s speed and movements’ efficiency coincide with reconstructions of movements’ structure. In zone of critical temp we registered significant worsening of absolute values of rower’s coordination’s leading elements that results in reduction of structure’s efficiency and limits maximal speed.

Analysis of fatigue’s influence on rower’s coordination showed that at the end of distance there also happens confident worsening of rower’s coordination’s leading elements under influence of growing fatigue.

Discussion The conducted studies of laws of movements’ control

in rowing on kayaks permitted to insert some corrections in traditional methodic or rowers’ technical training at different stages of sport perfection. For targeted reconstruction of rower’s movements’ structure it is necessary to master its leading elements in the following sequence: 1) training to work with keeping straight sitting posture; 2) training to start torso turn before catching water; 3) training to work without torso stoppage in extreme position; 4) training to horizontal distribution of efforts in stroke (stroking without weigh release from seat); 5) training to uniform efforts’ distribution in stroke without weakening in the middle of stroke; 6) increase of torso working amplitude. Mastering of every element facilitates movements’ optimization and makes easier the training of next element, sometimes making it simply unnecessary [1, 8, 31].

In rowers’ training it is necessary to specially pay attention to the stage of training of movements’ optimal structure up to distance temp [3, 7, 12]. Our studies showed that in prevailing majority of rowers work’s efficiency reduces and movements’ structure disrupted with increasing of temp higher than optimal. The rowers of low and average qualification (up to candidate master of sports) cover 500 meters’ distance in temp higher than optimal. In this connection, in motor qualities’ training it is necessary to increase the temp up to critical [2, 6, 25]. Besides, it is necessary to restore optimal correlation of technical parameters in the mentioned above sequence at every new level of temp.

Most of elite athletes cover distance at optimal temp [4, 11, 22]. For them the main task is increasing of level of optimal temp. The basis of temp is perfection of movements’ structure as per determined criteria at high speed values [5, 15, 30].

Conclusions 1. We found the main technical parameters, influencing

on sport result: a) total amplitude of torso turn; b) the moment of torso turn’s start in respect to water catching; c) speed of torso turn in the moment of water catching; d) period of torso being in extreme position in unsupported phase of cycle; e) speed of torso turn during stroke; f) character of oar’s work in water, determined by pressure on seat.

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2. At the end of distance, under influence of increasing fatigue we registered worsening of leading elements of rowers’ coordination.

3. In the process of motor qualities’ training it is necessary: a) increase temp up to critical; b) restoration

of technical parameters’ optimal correlation at every new stage of working temp.

Conflict of interests The author declares that there is no conflict of interests.

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Information about the author:Kolumbet A.N.; http://orcid.org/0000-0001-8775-4232; [email protected]; Kiev National University of Technology and Design; st. Nemirovich-Danchenko, 2, Kiev, 14013, Ukraine

Cite this article as: Kolumbet AN. Ways of technical training perfection in rowing on kayaks. Physical education of students, 2017;21(3):121–125. doi:10.15561/20755279.2017.0304The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive



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Planning of physical load of annual cycle of students’,

practicing cyclic kinds of sports, training Nagovitsyn R.S., Volkov P.B., Miroshnichenko A.A.

Glazov State Pedagogical Institute, Russia

AbstractPurpose: to offer the variant of physical load’s distribution in annual cycle of students’, practicing cyclic kinds of sports training.

Material: in the research pedagogic HEE students, specializing in skiing and light athletic participated (n=18 – boys, n=8 -girls, age - 18-23 years). The students were divided into two groups: experimental and control.

Results: by comparison we determined the following: volume and intensity of physical load in micro-cycle and macro-cycle; indicators of cyclic load’s distribution in year plan of students’ training. In cyclic group of skiers we used the method of standard-interval and alternative exercises. I.e. exercises of one load are fulfilled repeatedly. Other method implies variable, increasing or decreasing physical load. Cyclic load, fulfilled at heart beats rate of 160-190 bpm, accented on intensity, prevails. The main requirement is: fulfillment of movements with maximal quickness. In group of light athletic sportsmen the method of standard – continuous exercises, implying moderate intensity, was used. For example: standard current exercises – passing distance of 3 km, 5 km or 10 km. Cyclic load, fulfilled at heart beats rate of 140-160 bpm, accented on volume.

Conclusions: In cyclic load of light athletic group aerobic character of work prevails. In cyclic load of skiers’ group mixed and anaerobic character of work prevails.

Keywords: students sport, physical load, physical training, anaerobic, training cycles.

Introduction1

Demand in physical loads’ planning in students’, practicing cyclic kinds of sports, annual training cycle is quite an evident fact. Such plan facilitates motivation for trainings [14]; regulator of functional training [15]; current, intermediate and final control of physical fitness [2, 27].

In some works it is offered to plan physical load, basing on systemic approach [1, 8, 20]. Such approach envisages finding of main systemic factor and location of hierarchic sub-systems around it. Systemic factors can be: biochemical and physiological principles of sport training [3, 31, 32]; adaptation of organism to physical loads [19, 35]; psycho-emotional changes under influence of physical load [45, 46, 38]. Hierarchic sub-systems’ levels are presented by the following indicators: level of physical qualities [6, 41]; energy supply of athlete’s muscular functioning [9, 36]; stages of athlete’s training [13, 28].

For achievement high sport results in cyclic kinds of sports several years of tensed work and continuous training are required. In this aspect clear planning of training process, considering many factors, is very important.

Considering heterogeneity of systemizing factors’ and hierarchic subsystems levels’ definitions, different variants are offered in planning physical loads. This fact points at complexity of physical loads’ distribution in annual plan of pedagogic HEE students’ training.

Other authors point that load value is the main parameter of training impact on athlete’s organism. The higher is load the more is organism’s fatigue and changes in his functional systems [12]. Duration of work in the state of evident fatigue shall not be so long that it could negatively influence on athlete’s technical fitness and his psychic state [2, 40]. It is purposeful to practice trainings with high load after every 2 days. After high load it is

© Nagovitsyn R.S., Volkov P.B., Miroshnichenko A.A., 2017 doi:10.15561/20755279.2017.0305

necessary to conduct training with low load [6]. In other works it is noted that it is necessary to consider risk factors for reduction of traumatism [30, 42].

It is also necessary to consider that students have to combine academic and leisure activity. They try to demonstrate their abilities maximally with extreme energy consumptions of organism. Periodical missing of trainings neutralize quick effect of physical load. Abnormal weather conditions (for skiing, light athletic) in Central Russia do not facilitate increment of sport indicators.

The fundamental principle of training process’s planning is sustaining of optimal coincidence of training loads and student’s potentials. Mechanical increasing of training loads’ volume and intensity results in failure of organism’s adaptation mechanisms.

Analysis of scientific-methodic literature showed that in distribution of cyclic loads in students sport training plans do not change. It reduces the results of work on increasing athlete’s workability. Specialists too often base on their personal experience and pay little attention to scientific-methodic works and scientifically based theories of athletes’ training [5, 24, 25].

Recent years traditional approaches to training process’s building have already lost their value. They do not satisfy requirements to students’ training. In this connection, it is necessary to find new ways for training process’s realization and effectiveness’ increasing.

Hypothesis: it is assumed that in distribution of physical load in annual plan of pedagogic HEE students’ training plan (cyclic kinds of sports) it is necessary to base on specificities of students’ day regime as well as to concentrate attention on mixed and mixed and anaerobic character of work in annual cycle.

The purpose of the research is to offer the variant of physical load’s distribution in annual cycle of students’, practicing cyclic kinds of sports training.

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Material and methods Participants: in the research pedagogic HEE students,

specializing in skiing and light athletic participated (n=18 – boys, n=8 -girls, age - 18-23 years). The students were divided into two groups: experimental and control (EG and CG).

Organization of the research: realization of experimental program was fulfilled as per the following algorithm:

- In experimental (EG) and control (CG) the quantity of training classes was equal;

- The trainings were conducted in equal climatic conditions, on standard training and competition tracks;

- Students had opportunity to participate in different level competitions;

In experimental group students fulfilled exercises oriented on quickness. In control group trainings were of moderate intensity.

In the research the following methods were applied: pedagogic observation; standard exercises; pedagogic control over training process (operative, current and final); interviewing.

In group of skiers the method of standard-interval and alternative exercises was chosen. The first method implied repeated exercises –one and the same load is used repeatedly. The second method means variable (with increasing or reducing physical load) exercises. Time intervals for rest are different. Cyclic load at heart beats rate (HBR) of 160-190 bpm, accented on intensity (see table 1) prevailed. The main requirement was to fulfill movements with maximal quickness.

In light athletic group we used method of standard-continuous exercise, oriented on moderate intensity. For example standard exercise – passing of 3 km, 5 km or 10 km distance. Cyclic load at HBR 140-160 bpm, accented on load volume, prevails (see table 2).

Assessment of physical loads’ influence on students-athletes’ organism permits to ensure control of functional changes’ dynamic and find training process’s effectiveness. The work at sub-extreme or extreme physical loads was not practiced in training groups.

Differences in cyclic load’s planning are recommended only for methods of exercises’ usage.

Planning of cyclic load in annual plan of skiers and light athletic sportsmen is presented in summary table (see table 3 and fig. 3).

Micro-cycle in skiers’ group in preparatory period is as follows:

In the first day of micro-cycle (after one day rest) skiers fulfilled loads for quickness at short distances by repeated training method: eight accelerations at 200 meters’ distance by simultaneous, two-step skate stroke at maximal or sum-maximal temp. After every acceleration cardio-vascular system of a skier is controlled. The rest shall be passive. Before the next exercise heart beats rate restored up to 120 bpm. Such kind of load permits to raise the threshold of anaerobic metabolism (TAM) and increase skiing speed.

In second day skiers fulfilled durable power work at gentle and average steepness distance. Alternative method of training was used. By the end of every segment of distance HBR was within 170-180 bpm, i.e. in zone of higher power.

Such character of exercises will ensure for skiers successful passing of different steepness ascents and further quick restoration in the process of distance passing in competition period.

In third and fifth days of micro-cycle the load was planned in the following way: a) in the first half of training – standard-interval exercises for quickness; b) in the second half – even classic classes (moderate loads).

In forth day of training micro-cycle skiers fulfilled exercises of interval method, oriented on speed-power on gentle steepness distances. After exercises athletes’ HBR was 180-190 bpm. Under coach’s control skiers reduced HBR up to 120 bpm. Such kind of load facilitates rising of TAM and maximal oxygen consumption (MOC).

In sixth day of micro-cycle (before the day of passive rest) athletes underwent durable aerobic loads of moderate and low intensity on rugged terrain with pulse of 140-160 bpm. Such character of loads permits for skiers’ organism to restore and release fatigue, accumulated during all micro-cycle.

Micro-cycle in preparatory period in group of students, practicing light athletic and sport tourism implies:

In first day (after rest day) students fulfilled cyclic work (standard-continuous exercises) – 15 km run at moderate speed and HBR 160 bpm. Such kind of load permits to increase special (speed) endurance of light athletic sportsmen.

In second day students fulfilled long-term speed-power work on plain terrain: 200 meters and 400 meters run at maximal speed (HBR 180-190 bpm), 800 meter run at moderate speed (HBR 160-170 bpm); 4 accelerations at distance segment of (HBR 170-180 bpm); 1500 meters’ run (HBR 150-160 bpm).

Non-uniform run permits for athletes’ to adapt to competition rhythm on competition distances.

In third and fifth days of micro-cycle load planning was as follows: a) in first half of training- uniform run (HBR 150 bpm); b) in second half of training – exercises of speed-power orientation: running upward (HBR 170 bpm).

In forth day of training micro-cycle students fulfilled cyclic work on gentle and moderate steepness terrain: 8-10 ascents on 200 meters’ distance with HBR 160 – 170 bpm).

In sixth day of micro-cycle (before the day of passive rest) athletes fulfilled cyclic work – standard-continuous exercises: 10 km distance run at moderate speed (HBR 160 bpm).

Statistical analysis: the research results were processed in Excel program. For comparative analysis of physical load distribution’s indicators in annual plan of skiers’ and light athletes’ training we built some diagrams.

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Results Analysis of table 1 indicators showed the following

(see fig. 1): - In 1st zone (work with moderate power) 40% from total volume of cyclic load in annual plan were realized; - In 2nd zone (work with high power) 50% from total volume of cyclic load in annual plan were realized; - In 3rd zone (work sub-maximal power) 60% from total volume of cyclic load in annual plan were realized; - In 4th zone (work with maximal power) 70% from total volume of cyclic load in annual plan were realized.

Analysis of table 2 indicators showed the following

(see fig. 1): - In 1st zone (work with moderate power) 70% from total volume of cyclic load in annual plan were realized; - In 2nd zone (work with high power) 80% from total volume of cyclic load in annual plan were realized; - In 3rd zone (work sub-maximal power) 40% from total volume of cyclic load in annual plan were realized; - In 4th zone (work with maximal power) 30% from total volume of cyclic load in annual plan were realized.

Comparative analysis of physical load’s distribution indicators in annual training plan of skiers and light athletes showed the following:

Table 1. Distribution of cyclic exercises in annual plan of skiers’ training

Description Character of load HBR, bpm Months

Volume of training work in respect to total load volume, %

1000 m., 1500 m., 3000 m., 5000 m, 10000 m., 15000 m. skiing (free style)

aerobic 150-160 bpm November, December, January, March, April 50

1000 m., 1500 m., 3000 m., 5000 m, 10000 m., 15000 m. skiing (classic style)

aerobic 140-150 bpm November, December, January, March, April 40

Skiing on plain terrain with acceleration

aerobic – an-aerobic 160 – 170 bpm November, December,

January, March, April 60

Skiing with ascending, with acceleration anaerobic 170-180 bpm November, December,

January, March, April 60

Moving ob ski-rollers, distance up to 10000 m aerobic 150-160 bpm May - October 70

Fig. 1. Distribution of physical load in skiers’ annual training plan: I, II, III, IV – zones of work; V – volume of cyclic load; I zone – work with moderate power; II zone – work with high power; III zone – work with sub-maximal power; IV zone – work with maximal power; W, % - volume of training work in respect to total load volume.

V, %

0

10

20

30

40

50

60

70

W,%

IIIIIIV

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- In I zone (work with moderate power) in skiing load was realized within 40% from total volume of cyclic load. In light athletic load was realized up to 70% from total volume of cyclic load. The difference in indicators of physical load’s distribution in annual plan was 30%; - In II zone (work with high power) in skiing load was realized up to 50% from total volume of cyclic load. In light athletic load was realized up to 80% from total volume of cyclic load. The difference in indicators of physical load’s distribution in annual plan was 30%;- In III zone – work with sub-maximal power - in skiing load was realized within 60% from total volume of cyclic load. In light athletic load was realized up to 40% from total volume of cyclic load. The difference in indicators of physical load’s distribution in annual plan was 20%; - In IV zone – work with maximal power – in skiing load was realized within 70% from total volume of cyclic load. In light athletic load was realized up to 30% from total

volume of cyclic load. The difference in indicators of physical load’s distribution in annual plan was 40%.

Comparison of physical load’s distribution indicators in annual training plan of skiers and light athletes showed that skiers fulfilled intensive physical work with prevalence of speed-power qualities. In case of light athletes – speed-endurance prevailed.

Increase of intensity in training work formed a foundation for students’ successes on sprinter distances: 100 meters’ run in light athletic; skiing sprint by classic or skating-skiing style.

The main methods of quickness training are as follows: repeated method of strictly controlled exercise, game method and competition. The pauses between repeated fulfillments of exercises shall ensure relatively complete restoration.

Methodic specificities of physical load’s distribution in the structure of annual training cycle are as follows:

Table 2. Distribution of cyclic exercises in annual plan of middle distance light athletes’ training

Description of working zone Dozing of physical load Time Months


I zone – work with moderate power

HBR – up to 140 bpm 120 minutes All year round 70

II zone – work with high HBR – up to 140-160 bpm 120 minutes All year round 80

III zone – work with sub-maximal power

HBR – up to 160- 180 bpm 90 minutes

November, Decem-ber, January, March, April

40

IV zone – work with maximal power

HBR – up to 180-190 bpm 60 minutes

November, December, January, March, April

30

V, %

Fig. 2. Distribution of physical load in light athletic sportsmen’s annual training plan: I, II, III, IV – zones of work; V – volume of cyclic load; I zone – work with moderate power; II zone – work with high power; III zone – work with sub-maximal power; IV zone – work with maximal power; W, % - volume of training work in respect to total load volume.

0

10

20

30

40

50

60

70

W, %

IIIIIIIV

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increase of total quantity of trainings, significant increase of special aerobic or anaerobic loads’ volume and increase of quantity of competitions.

Increase of working volume for speed created pre-conditions for success in skiing and light athletic performances, which require speed endurance: middle distances’ run, 3 and 5 km skiing.

The main method of speed endurance training is change of load’s intensity in continuous or interval work. The method of alternative load implies change of load intensity in continuous or interval work (HBR from 170-180 bpm to 140 bpm in low-intensity part). Change of intensity facilitates perfection of quickness and simultaneous re-construction of all physiological function to new level.

Let us compare indicators of physical load’s distribution in group of students, practicing cyclic kinds of sports.

Analysis of compared results showed the following: - In skiers’ annual training plan, in cyclic load the

method of standard-interval and alternative exercise was chosen. It implies repeated fulfillment of exercises with

one and the same load. Interval method implies fulfillment of exercises with variable (increasing or decreasing load) character. Different rest intervals were included between repetitions of exercises. Cyclic load at HBR 160-190 bpm, accented on intensity prevails. The main requirement is to fulfill movements with maximal quickness.

- In light athletic group the method of standard – continuous exercise prevailed. It implied moderate intensity of cyclic load. For example, it can be standard continuous exercise – passing 3 km, 5 km and 10 km distances. Cyclic load at HBR 140-160 bpm, accented on load volume, prevails.

Discussion In distribution of cyclic load in annual training cycle

we came from the following: - Annual training cycle stipulates the presence of two

rather long term competition periods. It obliged athletes to sustain “sport form” for long time [14, 37];

- This factor reflects in physical and psycho-emotional state of organism [21]. With it, athletes’ physical loads are so high that they could, sometimes, cause failure of

Table 3. Combined table of physical load’s distribution in annual training plan of skiers and light athletes

Description of working zone Dozing of physical load

Skiers Light athletesVolume of training work in respect to total load volume, %


I zone – work with moderate power HBR – up to 140 bpm 40 70

II zone – work with high HBR – up to 140-160 bpm 50 80

III zone – work with sub-maximal power

HBR – up to 160- 180 bpm 60 40

IV zone – work with maximal power HBR – up to 180-190 bpm 70 30

Fig. 3. Distribution of physical load in light athletic sportsmen’s and skiers’ annual training plan: I, II, III, IV – zones of work; V – volume of cyclic load; I zone – work with moderate power; II zone – work with high power; III zone – work with sub-maximal power; IV zone – work with maximal power; W, % - volume of training work in respect to total load volume.

V, %

0

10

20

30

40

50

60

70

W, %

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adaptation. In this connection it is necessary to find new ways

of rationalization and increase of effectiveness of cyclic loads’ distribution for students. It was found that in distribution of cyclic load training plans are not changed. It neutralizes results of work on athlete’s workability training. That is why we offered two variants for training of students, practicing cyclic kinds of sports.

Training processes and distribution of cyclic load in annual training cycle of students are rather complex. For high sport results several years of intensive work and continuous training are required, in the process of which athlete acquires vitally important physical qualities [25]. The fundamental principle in cyclic load’s planning in annual cycle of students’ training is sustaining of optimal correspondence between training loads and student’s potentials.

In training process with progressing (experimental group) and regressing (control group) physical load we tried to avoid mechanical increase of loads’ volume, which can cause adaptation failure. Such approach coincides with other study [33]. At certain level further increase of main training loads is possible only at the account of training time increasing [39].

Athletes’ training in cyclic kinds of sports is characterized by extreme loads, oriented on simultaneous development of endurance and quickness [6, 26, 29]. In

our study combining of differently oriented loads for training of the mentioned qualities requires from athlete high aerobic-anaerobic potentials. Such conclusion concords with results of other research: functioning of all organism systems in appropriate working regimes in training and competition processes [11, 43].

There is one more important factor in cyclic load’s planning: with increase of volume of the fulfilled work, its intensity reduces; with reduction of work volume – intensity increases. Correlation of volume and intensity in cyclic load’s distribution is a criterion of the process and result of athlete’s and specialist’s work.

Conclusions Thus, in our study we compared indicators of cyclic

load’s distribution in annual training plan of students. In cyclic work of light athletic groups aerobic character

of work prevails in annual training cycle. In cyclic work of skiers’ groups mixed and anaerobic

character of work prevails in annual training cycle.

Acknowledgements The publication has been prepared in the frames of

scientific project №16-16-18003.

Conflict of interests The authors declare that there is no conflict of interests.

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Information about the authors:Nagovitsyn R.S.: http://orcid.org/0000-0003-4471-0875; [email protected]; Glazov State Pedagogical Institute; Pervomaiskaya Street, 25, Glazov,427620, Russia.

Volkov P.B.: http://orcid.org/0000-0003-0347-3084; [email protected]; Glazov State Pedagogical Institute; Pervomaiskaya Street, 25, Glazov,427620, Russia.

Miroshnichenko A.A.: http://orcid.org/0000-0002-2845-3437; [email protected]; Glazov State Pedagogical Institute; Pervomaiskaya Street, 25, Glazov,427620, Russia.

Cite this article as: Nagovitsyn RS, Volkov PB, Miroshnichenko AA. Planning of physical load of annual cycle of students’, practicing cyclic kinds of sports, training. Physical education of students, 2017;21(3):126–133. doi:10.15561/20755279.2017.0305The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive



134


The role of physical activity in pre-service

teachers’ subjective vitalityAbdullah Bora Özkara1, Arslan Kalkavan2, Serdar Alemdağ1, Ceyhun Alemdağ1*, Selma Çavdar1

1 Department of Physical Education and Sports Education, Karadeniz Technical University, Turkey

AbstractPurpose: In the present study, subjective vitality considered to be one of the contributions provided by participation in physical

activity is examined on a sample of pre-service teachers. When teachers who are important part of education system are healthy and fit, it will help to build future generations.

Material: The research was conducted in the city of Trabzon, located in the northeastern region of Turkey. The sample of the study is composed of 328 last grade pre-service teachers (133 women, 195 men, age: 23.14 ± 2.62) studying at Karadeniz Technical University in the academic year of 2015-2016. Data was collected through Childhood and Adolescence Physical Activity Levels Questionnaire, Subjective Vitality Scale, and a personal information form asking for information about gender, doing sports as a certified sportsman/woman and department.

Results: The research results yielded a significant difference between subjective vitality levels of those who do sports as a certified sportsman/woman and those who do not, and between pre-service teachers of physical education and those of other departments (p<0,01). There was also a positive and low-level significant relationship between subjective vitality and physical activity experiences of pre-service teachers (r= .23; p<0.01). However, subjective vitality did not differ significantly by gender.

Conclusions: The research results seem to support other studies that reveal social and psychological contributions provided by participation in physical activity. Therefore, participation in physical activity seems to have positive effects on the subjective vitality of pre-service teachers.

Keywords: physical activity, pre-service teacher, subjective vitality, athlete, physical education.

Introduction1

Regular and adequate physical activity in daily life is known to have a great number of physical and psychological contributions to individuals [1–4]. Especially with the changes in economic social living standards since the last quarter of the 20th century, almost every segment of society (lower, middle and upper income group) has shifted towards sedentary lifestyle. In fact, health sector that has developed rapidly with technology from this period onwards has found a solution for many infectious diseases and has now increased the hopes of people for a long and healthy life. However, effects of changing living standards have become apparent and by extension, lifestyle-related illnesses caused by inactivity have broken out [5, 6]. Several researchers have pointed out that exercise and physical activity are effective methods in combating such problems based on sedentary lifestyle. They include physical problems as well as psychological problems such as depression, self-esteem, happiness, fitness [7-10].

University period is regarded as the last stage of education for pre-service teachers before they start their career. This period corresponds to an important time frame in which students’ responsibilities begin to increase as they focus on making plans for their future and take decisions that will guide their lives. Several studies also suggest that university students should participate more in physical activities in university years. [11–16]. Okazaki et al. [17] report that 46.7 of male university students and 61.3 female university students fail to satisfy the need for daily physical activity suggested by the World Health Organization [2]. Pre-service teachers are also included © Abdullah Bora Özkara, Arslan Kalkavan, Serdar Alemdağ,

Ceyhun Alemdağ, SelmaÇavdar, 2017 doi:10.15561/20755279.2017.0306

in the group of university students affected by physical and psychological consequences of inactive lifestyle. Teaching profession is a profession that requires, by its nature, interaction and mutual communication with a wide range of people. It may always be an advantage for teachers to communicate with school management, colleagues, education stakeholders, parents and students through a vivid and positive image. Subjective vitality defined by Ryan and Frederick [18] as a positive feeling of aliveness and energy towards the environment with which individuals interact is also a useful emotional structure for teaching profession [10, 18]. Recent research has emphasized that the concept of fitness may be indirectly related to physical activity, and individuals with a self-reported high level of physical well-being are likely to have a high level of subjective vitality [19–23]. Thus, subjective vitality appears to be a desired mood for both teachers and pre-service teachers and useful for both teachers and students during education and training activities. From this point of view, the present study attempts to investigate the role of physical activity participation in pre-service teachers’ subjective vitality taking into consideration the association of physical activity with subjective vitality.

Materials and Methods:Participants:The present study on pre-service teachers’ subjective

vitality and experience of physical activity participation is a quantitative research based on descriptive survey method. The research sample consists of 328 last grade students (133 women, 195 men) studying at Karadeniz Technical University in the academic year of 2015-2016.

2 Department of Physical Education and Sports Education, Recep Tayyip Erdoğan University, Turkey*Corresponding Author: [email protected]

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Table 1. Demographics of pre-service teachers

Variables Type n (%)

Gender FemaleMale

134197

40.559.5

Department

Physical EducationEnglish

8382

25.524.8

Math 84 25.4

Turkish 82 24.8

Procedure:Upon the receipt of all necessary permits, participants

were, on the basis of volunteerism, administered the Childhood and Adolescence Physical Activity Levels Questionnaire and Subjective Vitality Scale in addition to a personal information form asking for information about gender, doing sports as a certified sportsman/woman and department. Collected data was analyzed with SPSS Statistics 20 software.

Subjective Vitality ScaleThe Subjective Vitality Scale developed by Ryan

and Frederick [18] measures an individual’s level of vitality, aliveness and alertness. The scale was adapted into Turkish by Uysal, Sarıçam and Akın [24]. It consists of 7 items and uses a 7-point Likert scale (ranging from 1=strongly disagree to 7=strongly agree). The total score on this self-report scale indicates the level of subjective vitality. The internal consistency coefficient is calculated to be .84 [24].

Childhood and Adolescence Physical Activity Levels Questionnaire

The Childhood and Adolescence Physical Activity Levels Questionnaire developed by Massie and adapted into Turkish by Ayhan and Saygın [25] determines an individual’s experiences of physical education and physical activity throughout their years of primary school, middle school, high school and university. [25]. Total score is calculated by the mean score in all periods on this 5-point Likert scale. The internal consistency coefficient is .95.

ResultsAccording to the results of the Mann-Whitney U test

conducted to determine pre-service teachers’ participation in physical activity by the variable of gender, male pre-services teachers had a significantly higher score than female pre-services teachers (U=11172.500, p<0.05).

According to the results of the Mann-Whitney U test conducted to analyze pre-service teachers’ scores on the Subjective Vitality Scale by gender, no significant difference was found between male and female pre-service teachers in terms of their scores on the Subjective Vitality Scale (U=12713.00, p>0.05).

According to the results of the Mann-Whitney U test analyzing pre-service teachers’ subjective vitality scores by the variable of sports participation as a certified sportsman/woman, pre-service teachers participating in sports as a certified sportsman/woman had a significantly higher score of subjective vitality compared to those who did not participate in sports (U=6222.500p<0.05).

According to the results of one-way ANOVA conducted to evaluate pre-service teachers’ scores of participations in physical activity by the variable of department, the participation scores differed significantly between departments ](Physical Education, English, Math and Turkish) [F (3, 562) = 76,256, p<0.01). According to the results of the Tukey HSD test to find out between which groups there were differences, pre-service teachers of physical education (χ=17.38) participated in sports in a significantly higher rate compared to pre-service teachers of other departments, and pre-service teachers of Turkish department (χ=13.23) participated in sports in a significantly higher rate compared to pre-service teachers of Math department.

According to the results of Kruskal-Wallis Test performed to evaluate pre-service teachers’ scores of subjective vitality by the variable of department, the subjective vitality scores differed significantly between departments (Physical Education, English, Math and Turkish) in favor of pre-service teachers of physical education (χ2 (sd=3, n=331) =80,92, p< 0).

According to the results of the correlation test conducted to examine the relationship between pre-

Diagram 1. Physical activity scores of pre-service teachers by gender.

13,062

13,978

12,500

13,000

13,500

14,000

14,500

Scor

e

Physical Activity Score by Gender

Women Men

136


Diagram 2. Subjective vitality scores of pre-service teachers by gender.

32,888

32,173

31,800

32,000

32,200

32,400

32,600

32,800

33,000

Scor

e

Subjective Vitality Score by Gender

Women Men

Diagram 3. Subjective vitality scores of pre-service teachers by sports participation as a certified sportsman/woman

38,239 30,238

0,000

20,000

40,000

60,000

Scor

e

Subjective Vitality Score by Sports Participation as a Certified Sportsman/Woman

Yes No

Diagram 4. Scores of participations in physical activity by department

17,380

12,186 11,631 13,235

0,000

5,000

10,000

15,000

20,000

Scor

e

Physical Activity Score by Department Physical Education English Math Turkish

Table 2. Relationship between physical activity and subjective vitality

Subjective Vitalityn r p

Physical Activity 328 0.23 0.01

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service teachers’ experiences of participation in physical activity and their subjective vitality, there is a low, positive and significant relationship between experience of physical activity participation and subjective vitality (r= .23;p<0.01).

Discussion The present study examining the role of physical

activity in pre-service teachers’ subjective vitality found out that the subjective vitality scores of pre-service teachers participating in sports a certified sportsman/woman were significantly higher than the scores of other pre-service teachers. Pre-service teachers studying at physical education department had a higher score on the Subjective Vitality Scale than those studying at other departments. Another significant difference was that male pre-service teachers had a higher score on the Childhood and Adolescence Physical Activity Levels Questionnaire. According to the results of the regression analysis conducted in order to determine the role of physical activity in pre-service teachers’ subjective vitality, physical activity has a low-level and significantly positive role for the relevant sample group. However, pre-service teachers’ subjective vitality did not differ significantly by gender. Vlachopoulos [26] investigated the role of physical education class in the subjective vitality of middle school students and pointed out that particular importance had to be given to the contributions of physical education course [26][25]. Several studies have indicated that physical activity and participation in physical education and sport activities have various psychological and physical contributions [26 - 31]. Thus, the results of the presents study seem to be in parallel with those of such studies. Studies on the predictors of subjective vitality examine such variables as psychological well-being [32], social autonomy [33], personality and healthy life [18], personal well-being [34] and subjective happiness [35]. Experiences of participation in physical education and

physical activity are in a positive relationship with respect to individuals’ benefiting from the positive contributions of these concepts. A longitudinal study conducted by Kinnafick et al. [33] in the framework of the theory of basic needs, and in a descriptive research performed by Fini et al. [32] in the framework of the theory of self-determination have argued that physical activity behaviors have an instrumental role in helping individuals feel vital [32, 33]. This supports the high level of subjective vitality scores of pre-service teachers participating in any sports activity as a certified sportsman/woman, which is one of the results of the present study. It is one of the most important expectations of each period in education life that students acquire the achievements of that turn at every stage of education. It is of key importance that teachers who always accompany students on this journey and help them get the best out of this process feel vital and alive in order to facilitate the development of students.

ConclusionGiven that physical activity has a positive role in

individuals’ levels of subjective vitality, participation in physical activities seems to be a helpful behavior for pre-service teachers. Thus, when pre-service teachers’ participation in physical activity is turned into behavior, it will later contribute to the sustainability of physical activity behaviors in their professional careers. From this point of view, it may be suggested that institutions that determine education policies should support the participation of students and teachers in physical activities. This research that examines the role of physical activity in pre-service teachers’ subjective vitality may be developed in different sample groups, for example by studying the physical activity and subjective vitality of in-service teachers.


Diagram 5. Subjective vitality scores by department

39,807

31,585 33,405 33,002

0,000

10,000

20,000

30,000

40,000

50,000 Sc

ore

Subjective Vitality Score by Department Physical Education English Math Turkish

138


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Information about the authors:Abdullah Bora Ozkara; http://orcid.org/0000-0003-1688-3410; [email protected]; Karadeniz Technical University, Faculty of Sports Sciences; 61080, Trabzon, Turkey.

Arslan Kalkavan; http://orcid.org/0000-0001-9439-4976; [email protected]; Recep Tayyip Erdoğan University, Faculty of Sports Sciences; 53100 Rize, Turkey.

Serdar Alemdag; http://orcid.org/0000-0002-6478-3361; [email protected]; Karadeniz Technical University, Faculty of Sports Sciences; 61080, Trabzon, Turkey.

Ceyhun Alemdag; http://orcid.org/0000-0001-9892-820X; [email protected]; Karadeniz Technical University, Faculty of Sports Sciences; 61080, Trabzon, Turkey.

Selma Çavdar; http://orcid.org/0000-0001-8326-9942; [email protected]; Karadeniz Technical University, Faculty of Sports Sciences; 61080, Trabzon, Turkey.

Cite this article as: Özkara Abdullah Bora, Kalkavan Arslan, Alemdağ Serdar, Alemdağ Ceyhun, Çavdar Selma. The role of physical activity in pre-service teachers’ subjective vitality. Physical education of students, 2017;21(3):134–139. doi:10.15561/20755279.2017.0306The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive



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Influence of Yoga means on students’ biological age indicators Sereda I.O.1, Lavrin G.Z. 1, Kucher T.V. 2

1 Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine2 Kremenets Regional Humanitarian and Pedagogical Academy of Taras Shevchenko, Ukraine

AbstractPurpose: to determine effectiveness of Yoga means’ implementation in students’ physical education programs.

Material: in experiment 85 2nd year students participated, who were divided in control group (CG, n=43, 15 boys and 28 girls) and experimental group (EG, n=42, 17 boys and 25 girls). Their calendar age was 18-19 years. By state of health all students were in main health group (without health problems). The researches were carried out during one academic semester and implied finding and comparing of students’ biological age.

Results: by results of medical examination we registered 22 years as minimal biological age and 55 years as maximal. We found no students, whose biological age would correspond to calendar age. It was also found that systemic practicing of Yoga permits to keep proper level of students’ health and increase their interest to physical exercises’ practicing. It was proved that application of Yoga means approached students’ biological age to calendar one.

Conclusions: introduction of Yoga complexes in physical education program will permit to sustain and improve students’ biological indicators and positively influence on their health.

Keywords: fitness, Yoga, physical education, students, health.

Introduction1

Development of modern fitness technologies opens wide possibilities for their application in students’ physical education system. There have been found common tasks of fitness and physical education at higher educational establishment (HEE), which are fixed in its programs: health strengthening, rising of vital tonus, increase of general and special workability, training of physical qualities, formation of posture and correction of its defects, psycho-emotional improvement, resistance to everyday stresses [2, 23, 29, 34]. The mentioned tasks are rather important in the process of students studying and life activity.

One of popular directions of health related fitness is aerobic with psycho-regulating orientation (special direction), which includes Yoga exercises. Fitness Yoga, Yoga aerobic is effective training programs for physically active people, which facilitates harmony of body and mind. Regular and correctly organized trainings increase human activity, prevent from emersion of age diseases. Such trainings are one of the most important steps to reduction of biological age and possibility to prolong active and full fledged life [15, 17, 30, 51].

Regular practicing of Yoga exercises (asanas) helps to preserve muscular strength, tonus, density of bone tissue, joints’ mobility as well as facilitates improvement of posture, balance, body weight reduction [35, 36, 40, 45]. Regular Yoga practicing, combined with breathing system Pranayama, can help to sustain normal blood circulation and respiratory system’s functioning. Yoga practicing results in improvement of oxygen consumption indicators, breathing frequency, heart beats rate [33, 46, 48, 49]. Yoga is useful against stress, anxiety and depression and helps to sustain psychic health [7, 10, 20, 32].

Yoga practicing positively influences on all organism’s systems: blood circulation, respiratory, digestive, endocrine, immune, nervous, muscular-skeletal apparatus. Besides, it slows ageing processes [7, 13, 14, 27].

New, non traditional and relevant as on to day physical

© Sereda I.O., Lavrin G.Z., Kucher T.V., 2017 doi:10.15561/20755279.2017.0307

education means are constantly implemented in students’ physical education system [2, 5, 16, 38]. The authors stress on the need in the following: − Optimization of students’ physical loads [24, 25] and

process of physical exercises’ mastering [8, 28];− Consideration of individual perception of physical

loads [21, 42] and students’ biological age [18, 43];− Proper control over physical loads [12, 31], body mass

[27, 39, 44], and morphological functional indicators [41];

− Reduction of physiological stress’s influence by means of Yoga [9];

− Rising of effectiveness of self-regulation training programs for sustaining the youth’s health and successfulness [11, 37]; practicing of intervention (understanding of Yoga) in respect to weakening depression’s after-effects [19];

− Study of Yoga’s potential influence on youth’s successfulness [22];

− Consideration of women organism’s specificities in Yoga practicing [50];

For strengthening students’ interest to physical exercises’ practicing, specialists constantly seek new means for realization of physical education purposes. Yoga permits to realize health related trainings, envisaged by physical education program. That is why it is purposeful to offer it to students. Yoga exercises are interesting and demanded by most of students.

The relevance of the present study is conditioned by the following: wide potentials of modern fitness technologies in realization of physical education tasks; demand in introduction of such exercises in physical education process.

The purpose of this work is to determine effectiveness of Yoga means’ implementation in students’ physical education programs.

The purpose conditioned the tasks of this work:1.Characterize the influence of the worked out training

program on physiological indicators and subjective self-assessment of students’ health that is reflected in biological age compliance with calendar age.

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2.Prove effectiveness of Yoga means for realization of students’ physical education tasks and necessity of their implementation in academic program.

Material and methods Participants: in experiment 85 2nd year students

participated, who were divided in control group (CG, n=43, 15 boys and 28 girls) and experimental group (EG, n=42, 17 boys and 25 girls). Their calendar age was 18-19 years. By state of health all students were in main health group (without health problems). All participants were informed and gave consent for participation in experiment.

Organization of the research: pedagogic experiment was carried out during one academic semester. At the beginning of experiment we found homogeneity of groups by analyzing physiological indicators and subjective self-assessment of own health that was reflected in biological age compliance with calendar age.

In experimental group physical education was fulfilled with application of Yoga means for beginners.

In control group trainings were conducted in compliance traditional physical education program [2, 5].

The program of trainings in EG was designed for 15 trainings (30 academic hours). The first two trainings stipulated the following: finding of students’ biological age; familiarization with Yoga theory and regulations on exercises’ fulfillment. For this purpose students were offered to look through video-materials on exercises’ practicing. Besides, attention was accented on choice of training cloth.

The following trainings were of practical character. Great attention was paid to different kinds of breathing during Yoga trainings.

The students were offered to familiarize with the following kinds of breathing, which are used in Yoga practice: − Full Yoga breathing, which implies lower (diaphragm)

breathing: during inhale abdomen bulges a little; at

exhale it retracts with simultaneous tensioning of pelvis muscles.

− Middle (chest) breathing: to be fulfilled by chest expansion and its lowering at exhale.

− Upper (collarbone) breathing: to be fulfilled by rising and lowering of collarbones.

Besides, kinds of breathing, which influence on energy flows and create balance in body and mind were used: quick alternation of inhales/exhales (bellows); breathing though alternating nostrils (inhale through right nostril and exhale through left nostril; breathing with step-by step pauses during inhale or exhale; breathing by mouth; breathing accompanied by vibrating sound during inhale or exhale(the sound of bee); breathing with quick strong exhale through nose; breathing with sucking-in stomach (20-30 breathing cycles) – “breathing of flame»[53].

Breathing exercises were constantly practiced: at the beginning of training; in final part for relaxation and in the process of exercises’ fulfillment.

Practical trainings stipulated direct mastering and fulfillment of asanas. Fulfillment was started with two-three repetitions of one exercises’ combination; gradually quantity of repetitions was increased up to 5-6. First (at one lesson) students were offered to fulfill one – two combinations of exercises. Further, their quantity also increased with students’ organism’s adaptation to the offered loads.

For example, at first practical classes students fulfilled initial classic complex «Surya Namaskara» («The Sun God»), which consisted of 12 asanas (see fig. 1). They shall be fulfilled in strict sequence and with certain breathing rhythm.

Fulfillment of this complex is accompanied by uniform and smooth breathing by the following scheme: 1st asana – inhale – exhale; 2nd – inhale; 3rd – exhale; 4th asana – inhale; 5th – exhale; 6th – inhale-exhale; 7th asana – inhale; 8th – exhale; 9th – inhale; 10th asana – exhale; 11th – inhale and 12th asana – exhale 14].

Further asanas changed by other or their sequence

Fig. 1. Surya Namaskar «Salutations to the Sun» complex [53].

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was changed. Exercises’ complexes included: Аnantasana (Side-Reclining Leg Lift); Adho mukha shvanasana (Downward Facing Dog); Ardha Matsyendrasana (Half Spinal Twist Pose); Ardha Chakrasana (Half Wheel Pose); Baddha Konasana (Bound Angle Pose) [6].

Effectiveness of experimental program of the offered by us exercises was ensured by appropriate pedagogic conditions of their realization: creation of positive psycho-emotional atmosphere at the account of correct breathing and body relaxation as well as musical accompaniment (slow music with nature motives, if trainings were conducted indoors); outdoors trainings; regular exercises’ practicing at home.

For realization of the last conditions students were offered to look through video-materials (internet video as an example for home exercises’ practicing). Thus, habit to independent trainings was stimulated [52].

The methods of the research: theoretical analysis and generalization of scientific-methodic literature data, oral questioning, pedagogic experiment, physiological methods, determination of biological age as per [1], pedagogic observation and methods of mathematical statistic.

At the beginning we conducted stating experiment for determination of students’ biological age. It is known that relation of calendar age to biological age is rather informative indicator of a person’s health.

Biological age is combined conception, reflecting individual, actually achieved level of morphological functional mature of separate tissues, organs, systems and organism in the whole. Biological age is real age of human body. Biological age (BA) is determined with the help of different methodic. There are rather complex variants with application of modern medical instrumentation. We chose methodic of V.P. Voytenko [1] for determination of biological age. For boys we used the following formula:

BA= 44.3 + 0.68 • SAH + 0.40 • BPS – 0.22 • BPD – 0.22 • BPP -0.004 • VCL – 0.11• BPI + 0.08 • BPE- 0.13

• SB.

For girls:

BA = 17.4+ 0.82 • SAH – 0.005 • BPS + 0.16 • BPD + 0.35 • BPP – 0.004 • VCL + 0.04 • BPI – 0.06 • BPE –

0.11 • SB.

Where BPS – blood pressure systolic, mm/merc.col.; BPD – blood pressure diastolic, mm/merc.col.; BPP – pulse pressure, difference between systolic and diastolic pressure, mm/merc.col.; VCL – vital capacity of lungs, ml; BPI – breathing pause at inhale, sec.; BPE – breathing pause at exhale, sec.; SB – static balancing on left foot with closed eyes (barefoot), arms straightened along torso; SAH- self-assessment of health by questioning, points.

Self-assessment of health: 1. How do you estimate your health, comparing

with the health of your peers? Excellent (1), good (2), satisfactory (3), bad (4).

2. How do you estimate your current health? Excellent (3), good (2), satisfactory (1), bad (0), no answer (-).

3. Do you think, your health is excellent (1), good (2), satisfactory (3), bad (4)?

4. Do you feel yourself healthy? Yes (1), No (2). 5. How do you estimate your health to-day? Very

good (1), good (2), so-so (3), satisfactory (4), bad (5). 6. Can you say that during last 12 months your health

has been good (1), more or less satisfactory (2), so-so (3)? Statistical analysis: the results were process by

methods of variation statistic with finding of mean arithmetic (М), arithmetic error (m), mean square deviation (σ), confidence of differences by Student’s t-test (р).

Results At the beginning of experiment we did not find any

noticeable distinctions between students of both groups (p>0.05).

Physiological indicators of EG and CG students did not differ practically (p>0.05). Mean value of cardio-vascular system’s functioning was registered in the range of 119/72 bpm (boys) and 101/60 bpm (girls). In most of students this indicators is characterized by reduction of blood pressure. VCL of boys and girls also was lower than normal. It was in average 3000 ml and 2500 ml. Indicators of breathing pause in both groups’ girls was within 45 sec. at inhale and 20 sec/ at exhale. Indicators of boys were: 50 sec. at inhale and 25 sec. at exhale. These indicators were the only, which were the most approached to the norm. Girls kept balance with closed eyes in average during 42 sec/ and boys – 19 sec.

Analysis of EG and CG students’ self-assessment of health before experiment sowed their indifferent attitude to own health and not understanding the available problems. 55% of students thin that they have good health. Results of physiological examination prove the opposite. Only in 45% of students self assessment coincided with actual indicators of their health.

By results of medical examination the lowest biological age was registered as 22 years and the highest as 55 years. We did not find any student, whose biological age would coincide with calendar age.

It should be noted that the offered by us methodic revealed students’ great interest to determination of their biological age. Such methodic was offered for the first time. For this purpose, for finding of physical exercises’ influence on organism we used expressed assessment of health level by methodic of G.L. Apanasenko and analysis of students’ physical fitness dynamic [3, 4]. Application of new methodic facilitated increased of interest to trainings. Besides, it stimulated students’ wish to approach the found indicators to calendar age.

After Yoga means’ implementation in physical education process, we fulfilled repeated estimation of students’ biological and calendar ages’ correspondence. Application of Yoga trainings’ experimental program positively influenced on improvement the detected earlier indicators of EG students’ biological age (P<0.05).

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Mean indicators of EG students’ blood pressure reduced up to 118/73 bpm (in CG - 120/65 bpm) in boys and 110/65 bpm (in CG -102/55 bpm) in girls. A little better became VCL and breathing pause indicators in EG. After experiment, VCL in EG boys was registered within 4000 ml, and in girls – 3000 ml. In CG this indicators practically did not change and was 3100 ml (boys) and 2400 ml (girls). EG boys improved duration of pause at inhale up to average value 60 sec. and at exhale – up to 35 sec. Girls improved their mean indicators up to 50 sec. and 25 sec. accordingly. In CG time of breathing pause did not change (girls – 45 sec at inhale and 20 sec. at exhale and boys 50 sec. at inhale and 25 sec. at exhale).

Such changes in physiological indicators we connect with constant accenting of attention on correct breathing during exercises’ fulfillment that positively influenced on students’ cardio-vascular and respiratory systems.

Yoga exercises’ practicing positively influenced on static balancing indicators. At the end of experiment EG students improved the time of balancing: girls – up to 53 sec. and boys – up to 28 sec. In CG (boys and girls) this indicators practically did not change (20 sec. and 43 sec.).

Analysis of health self assessment witnesses that in EG students’ self-feeling is better (60% assessed as excellent, 35% - good and 5% - satisfactory). In CG most of students assessed their health as good, though physiological indicators showed the opposite. It witnesses that EG students acquired more conscious attitude to own health.

In EG students the lowest indicator of biological age was 20 years and the highest – 43 years (indicators reduced). In CG the lowest indicator of biological age was 22 years and the highest – 50.

DiscussionResults of our research showed effectiveness of Yoga

trainings for successful realization of tasks, envisaged by physical education programs [2, 5]. The purposefulness of the offered complexes meet students’ interest to such physical exercises that was proved by results of questioning.

Analysis of some physiological indicators proved the data that Yoga practicing positively influences on cardio-vascular and respiratory systems [14, 19, 48, 49].

Improvements of students’ static balancing time coincides with scientists’ opinion that regular physical exercises (asanas) help to presreve muscular strength, tonus and harmony of the whole body [22, 35, 37].

Results of health self-assessment prove that regular and correctly organized Yoga practicing increase activity. They positively influence on self-feeling, reduce the threshold of morbidity and stress [7,9, 23, 51].

Our study also proved that Yoga practicing is one of the most important steps to biological age reduction and to possibility to prolong active and full fledged life [15, 30, 51]. The offered in the worked out program exercises actually positively influenced on students’ biological age indicators.

Special aspects of Yoga exercises’ mastering are the novelty. In the experiment Yoga was a new and unknown kind of physical loads for students. It facilitated its mastering and independent fulfillment of exercises.

It was found that implementation and application of methodic for biological age determination facilitate increasing of interest to own health as well as understanding of physical education importance in solution of this task.

By results of students’ biological age correspondence to calendar age we found that introduction of Yoga complexes in physical education program would permit to sustain and improve students’ physiological indicators and positively influence on students’ health.

Conclusions Implementation of Yoga trainings experimental

program improved EG students’ biological age (P<0.05). Especially respiratory system and static balancing indicators of EG boys and girls were improved. Besides, in EG student’s interest to physical education classes and desire for independent exercises’ practicing increased.

Results of our researches point at positive influence of Yoga on students’ organism physiological indicators and on their interest to such exercises. That is why it is purposeful to introduce Yoga in physical education program.


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Information about the authors:Sereda I.O.; http://orcid.org/0000-0002-1517-5618; [email protected]; Ternopil Volodymyr Hnatiuk National Pedagogical University; 2 Maxyma Kryvonosa str., Ternopil, 46027, Ukraine.

Lavrin G.Z.; http://orcid.org/0000-0001-6750-8421; [email protected]; Ternopil Volodymyr Hnatiuk National Pedagogical University; 2 Maxyma Kryvonosa str., Ternopil, 46027, Ukraine.

Kucher T.V.; http://orcid.org/0000-0001-9806-2821; [email protected]; Kremenets Regional Humanitarian and Pedagogical Academy of Taras Shevchenko; Per. Lyceumsky, 1, Kremenets, Ternopil region, 47003, Ukraine.

Cite this article as: Sereda IO, Lavrin GZ, Kucher TV. Influence of Yoga means on students’ biological age indicators. Physical education of students, 2017;21(3):140–145. doi:10.15561/20755279.2017.0307The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive



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Abdominal obesity and their association with total body:

fat distribution and composition.

Case of Algerian teenager male high school studentsZerf Mohammed, Atouti Noureddine, Ben Farouk Abdullah

Physical Education Institute Laboratory OPAPS, University of Mostaganem, Algeria

AbstractPurpose: Our aim attempted to esteem the impact of abdominal fat on body fat distribution or composition related to total

body fat as recommended weight loss among High School Students.Material: For the proposed, 100 male students from the Algerian high school Education Sector’s mandate Sidi Bel Abbes,

participate in the present study. Their average age 16±1.52 years, distributed into homogeneous groups, according to their body fat percent categories. Examined by saving tests (Body Fat Percentage (BFP) - Abdominal circumference (WC) - Body mass index (BMI)).

Results: Based on the test data and the analysis statistics applied, we confirm: a) Abdominal obesity is excess body gain correlate with total fat BMI. It highly affected body composition reported as additional fat for overweight in compare with acceptable according to Ideal BFP categories; b) Abdominal obesity is an amount deep fat correlates to total BFP. It higher influenced the distribution of total body fat reported as additional excess fat among overweight category compared to the acceptable group; c) Waist circumference (WC) is the leading marker of abdominal fat deposits located in the central region of the body. While the combination of body mass index (BMI) and waist circumference (WC), reflects the combined effects of body build (fat or fatness) in individuals at higher risk of excessive body fat.

Conclusions: founded on the differences acquired by the research team. We highlight that abdominal obesity is strongly connected to larger WC relate to total body gain located as excess inordinate fatness BMI or fat distribution BFP among our overall sample. Evidence, which guides us to recommend our adolescent students to intensification their hours of sports practice, in order to avoid the consequences of abdominal obesity gain. Announced in the present study as excess abdominal adiposity more metabolically active. Requiring the control of body weight loss (BFP or BMI) strongly correlates to waistline as an ideally accurate measurement of total abdominal fat (visceral & subcutaneous). It’s paired with BMI revealed their impact on body build in early adulthood or throughout life.

Keywords: belly fat, total body fat, abdominal adiposity, body composition, high school students.

Introduction1

Abdomen is a complex clinical issue for the intensive care unit (ICU) and surgical teams [1]. Indicates in their difficulty to interpret the degree of intra-abdominal, visceral, or omental fat [2]. Our intervention relies on the principle that excessive amounts of subcutaneous fat or visceral fat tell us that we are overweight or even obese [3]. Unfortunately, this method requires laboratory equipment and experts to evaluate it. However, several studies have found that WC is a better indicator than WHR of abdominal visceral obesity [4]. As much as the combination of WC with a BMI explained a greater variance in non-abdominal, abdominal, subcutaneous and visceral [5]. Abdominal obesity is determined by the accumulation of both subcutaneous adipose tissue (SCAT) and visceral adipose tissue (VAT) [6].

During adolescence, males gain more central subcutaneous adipose tissue than peripheral subcutaneous adipose tissue [7], leading to high waist [8] more correlated with central obesity [9] and their health complications [10]. Sine, central obesity is more associated to body fat distribution, more than the total amount of fat in assessing the risk of developing metabolic and non-metabolic morbidities individuals according to Ana Valeria B, et al.(2014) [11]. As well as its correlation with body mass index BMI, which is positively correlated with central adiposity as preventive measures to control overweight [12] such as a widespread social phenomenon throughout the world [13].

© Zerf Mohammed, Atouti Noureddine, Ben Farouk Abdullah, 2017 doi:10.15561/20755279.2017.0308

The case of Arabic studies which denounces the risk of overweight or obesity among adolescents (15–18 years) in Arab countries (namely, Algeria, Jordan, Kuwait, Libya, Palestine, Syria, and United Arab Emirates) that ranges from 18% to 44%, for the benefit of males than females [14] in secondary schools.

Founded on this report, our intervention in this modest study, based on the indication provided by Heyward, et al. (2014) that the first step to assess the excess of body weight is to determine BMI or BFP levels. While recent studies put more emphasis on the use of waistline [15]. While some similar studies criticized its inability to distinguish subcutaneous abdominals [16] excess fat [17].

Although the new measures clinical support the hip and waist circumference as superior to BMI for predicting adjust body weight in both genders [18]. Confirm by Kyle UG, et al. BMI alone cannot provide information about the respective contribution of FFM or fat mass to body weight [19].

Whereas high WC is complementary to BMI [20] in the application of these new measures, the case of our background, which confirms that the first step to determine excess weight is to calculate ideal body weight [21] correlates to BFP or BMI levels. Account by Wener W.K. Hoeger, et al. As the recommended body weight, or the healthy weight, which requested the calculi of the percent of total body weight fat and the body composition assessment to weight management process [22].

Since the aim of this study is to estimate the impact of abdominal fat (visceral and abdominal subcutaneous adipose tissue) on body fat distribution or fatness related to the recommend weight loss among High School

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Students. Founded on the body mass index (BMI), Body Fat Percentage (BFP) and waist circumference (WC) as anthropometrics measurements inexpensive correlate to abdominal obesity as total abdominal fat (subcutaneous and visceral adipose tissue). Where to reach this goal, 100 male students from the Algerian high school, Education Sector’s mandate Sidi Bel Abbes participated in the present study. Their average age 16±1.52 years distributed into homogeneous groups, according to them, categories of body fat percent.

Material and MethodsProtocolAs the anthropometrics measurement is easy to perform

in clinical practice or in the field test it is recommended by several studies based on their association with abdominal Obesity central fat deposition in adolescents, relate to the weight gain accumulation among male around the abdomen [23] stomach and waist [24] correlate to the waist circumference (WC), as the better measure of adiposity that takes into account the accumulation of abdominal fat [25]. In the opposite of visceral and abdominal subcutaneous adipose tissue, which request the imaging techniques as computed tomography and magnetic resonance imaging [26]. Reference in similar as an accurate method that cannot be used individually or day [27]. Through this review comes the importance of this study aiming to identify the effect of abdominal obesity (visceral and abdominal subcutaneous adipose tissue) on body fat distribution or fatness related to the recommend weight loss among High School Students. Where our background indicates that athletes and non-athletes students are at greater risk of obesity and overweight, the case of Algerian students mentioned in local studies [28] [29]. Confirmed by Pantelis Theodoros Nikolaidis, (2012) [30] in the evaluation of body gain target that necessities the control of body mass and fat, founded on WHO criteria as simple tool recommended

for the adolescent population [26]. SubjectsThe subjects were 100 male students from the

Algerian high school. Their average age 16±1.52 years distributed into homogeneous groups, depending on them, body fat percent categories. Controlled by saving tests (BMI- BFP- WC). To exclude the effect of sex on data. All subjects are male in good health, basing on their control medically. Participants were engaged through the Algerian Baccalaureate Sports exam - the state of Sidi Bel Abbes tests. All candidates in this study were voluntary to attend experience. Informed consent was obtained, and their teachers signed a document.

Testing ProtocolüBody Fat Percentage (BFP)

Body fat can be estimated from body mass index (BMI) [31] in the current study, we used the formula for adult: proposed by Deurenberg P, et al [31].

Adult Body Fat % = (1.20 x BMI) + (0.23 x age) – (10.8 x gender) – 5.4

Using gender male= 1, female= 0. [32]üBody mass index (BMI)

BMI was calculated as the ratio of weight (kilogram) to the square of height (meters). Obesity and overweight were classified according to WHO criteria. Adopted BMI standards considered as of < 18.5 for underweight, normal BMI (< 25), obese if the BMI value was ≥30 kg/m2, overweight if BMI ≥25 kg/m2 and <30 kg/m2 [33].

üWaistline (WC)Measure the circumference of the waist (distance

around the waist) is a common measure used to check for fat held around the stomach [34]. Having extra body fat around the stomach more than 35 in. (88cm) in women and more than 40 in. (102cm) for men increase your risk of heart disease and diabetes [35].

Statistical AnalysesData collected from the tests Table 1. Showed, that

our high school students are allocated into two groups,

Table 1. Distribution of study subjects based on Body fat percentage categories.

N Mean±SD Shapiro-Wilk Sig. Levene’s Sig. T Sig.

Weight(kg)Acceptable 59 72,98±3,23

0,96 0,62 0,48 0,25 1,02 0,53Overweight 41 74,64±2,55Total 100 73,79±2,58

Height(cm)Acceptable 59 172,88±2,45


BFP (%)Acceptable 59 19,82±0,47


WC(cm)Acceptable 59 62,66±1,42


BMIAcceptable 59 24,35±0,62


148


according to their body fat percentage categories. Based on Shapiro-Wilk and Levene’s test, our total sample accepts the normative distribution and homogeneity of all variables studied. While the independent sample t-test is significant in BFP, BMI, and WC, in the opposite of weight and height. Although the relationship between the variables selected to study was analysed by the Pearson correlations (r). Well, P values (P < 0.05) were considered statistically significant.

ResultsTable 1. The Independent T sample t-test is not

significant at P ≤ 0.05 in Age-Wight- height based on body fat classification in the opposite of BFP- BMI-WC, which are significant for the benefit of acceptable class rating (15-20) [36] in all comparisons.

View Table 2. All correlations, between abdominal obesity and upper BFP, weight or BMI are strongly positive. Where our results are in conformity with previous studies which confirm that abdominal obesity is highly correlated with large WC, upper BMI or BFP in the adolescent population [37]. Confirm by the clinic in the combined formula on behalf of BMI and WC as the best predictor of fat related to risk health in adolescents, associated with abdominal fat and total body fat as a factor altered during the process of maturation Sexuality of adolescents, according to Cecilia Lacroix de Oliveira, et al [38].

Table 2. Descriptive correlations between abdominal Belly Fat and Total Body Fat, Abdominal Adiposity, and Body Composition.

Pearson correlation Wight BFP BMI WCAbdominal obesity 0,82** 0,96** 0,84** 1**N 100

**p≤ 0,01 (bilateral).

Discussion Our protocol in the present study based on Ideal

Body Fat Percentages categories agreed by the American Council on Exercise (ACE), presented in Figure 1. Which shows that all means calculated are for the benefit of the overweight category, followed by acceptable. Confirms by Independent T in upper BFP according to the norms proposed by Dr. Marilyn P. Shieh (2012) [39] and BMI class according to WHO criteria [40]. While these results lead us to affirm the hypothesis, which confirms that more abdominal obesity is an effect of the subcutaneous fat excess relative to increasing central adiposity [41] correlates to weight composition BFP or BMI [42] ranges. Established by similar studies in the largest adipose tissue thickness in the abdominal region among male [43]. Attributed to poor lifestyles, in particular, obesity, physical inactivity, an unhealthy diet, and smoking, according to David Nieman [44]. Sight the concept, which describes the ideal body weight at a minimum essential fat [45]. We admit the indication; which agrees; to determine excess weight gain total or partial (fat or fatness); the first step is to calculate ideal body weight [21]. Largely replaced by the use of the body mass index, calculation of percent IBW as another approach used for classification of people as overweight, obese, or underweight according to Sareen S. Gropper, et al [46]. Confirm in lower body fat correlate to the waist as better predictors of all-cause [47], the case of this study, which sustains:a) Abdominal obesity is excess body gain correlate with

total fat BMI. It highly affected body composition reported as additional excess fat among overweight category compared to the acceptable group. Confirmed by their strong correlation with measures of both total and abdominal adiposity, according to Henrike (Rianne) Joanna Cornelie Ravensbergen, et al [48].

b) Abdominal obesity is an amount deep fat correlates to total BFP. It higher influenced the distribution of total body fat reported as additional excess fat among

Fig 1. Presents the differences within the sample in variables chosen to study

Acceptable

Overweight Total

0 20 40 60 80

100 120 140 160 180

Weight Height BFP WC BMI

72,98

172,88

19,82

62,66

24,35

74,64

170,2

21,06

69,8

26,45

73,79

171,6

20,69

67,9

25,25

Acceptable Overweight Total

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overweight category compared to the acceptable group. Established by Brian E Saelens, et al. As a strong expected relationship between body fat and subcutaneous abdominal fat [49, 50].

c) Waist circumference (WC) is the leading marker of abdominal fat deposits located in the central region of the body. While the combination of body mass index (BMI) and waist circumference (WC) reflects the combined effects of body build (fat or fatness) in individuals at higher risk of excessive body fat [51].

In addition to the health concerns associated with being overweight or obese during adolescence. Our results are not in conformity with statistics provided by Joseph S, et al. That female and male adolescent have similar rates of being overweight at 30.2% and 30.5% [52], established in the case of this study by statistics provided by prevalence Arabic studies, that overweight and obesity among adolescents in Arab countries are at 18% to 44% in the benefit of male than girls [53]. Due to change in Body Mass Index (BMI) correlated with abdominal obesity among adolescents stronger in boys than in girls [54]. While the most favorable rates in the case Algeria as an African continent, the statistics are in favor Libya followed by Tunisia adolescents [55].

ConclusionOur findings support the report provides by Espen

E. Spangenburg (2013) that an 8–10% decrease in body weight results in a 13–18% decrease in visceral fat and a 12–17% decrease in subcutaneous abdominal fat [56]. Confirm by Roy J Shephard (2012) that a significantly reduced in body weight (15%) correlate to decrease of (10%) waist circumference results in a (28%) decrease in abdominal visceral fat to a similar degree [57]. On this basis, we agree that the recommend body weight loss is a superior predictor of healthy abdominal fat (visceral and surrounding) [58]. Interrelated to body gain excess fat or fatness, strongly associate with the large WC as an inordinate fat distribution or composition of the individual body build (overweight or obese), much warned by similar Algerian studies in this age group [29] [28]. As the proof and due to the limitations of this study, we refer to

Werner W K Hoeger that Abdominal obesity continues to increase through adolescent life, with a greater tendency toward visceral fat accumulation [59]. Confirmed by the prevalence of visceral abdominal fat in the favor of overweight fat or fatness (children or adults) as excess Waistline belly fat strongly positively correlates with the index fat or fatness, due to subcutaneous abdominal fat accumulation in the medal of the body [60]. While to interpret these results, we assumptive the percentage of hours education programs that are not adequate to sports practice due to our model educational system [61]. Although these conditions lead our students to more idle time correlate to upturn weight gain associated with the subcutaneous fat accumulation and, with age, increased visceral adipose tissue [62]. To conclude, we approve that abdominal obesity tends to increase with weight gain (BFP or BMI) strongly connected with abdominal fat associated with abdominal (subcutaneous and visceral adipose tissue). Its upper levels conduct to various diseases. Accommodated in similar studies as a critical target for the specific prevention of visceral fat accumulation through overweight students [63]. Described in the present as excess Waistline belly fat relative to weight loss (BFP or BMI) strongly correlates to waistline as an ideally close measurement of Abdominal Adiposity accumulation in the center of the body. It’s paired with BMI revealed their impact on body builds fat or fatness in early adulthood or throughout life. Relative to lifestyle “Dietary Habits” vs “Time Physical inactivity” and their relations with insulin resistance, metabolic syndrome, and abnormal postprandial lipemia [64].

AcknowledgmentsThe authors are a grateful teacher, PE: Ben Farouk

Abdullah for facilitation administrative arrangements related to the sample and Laboratory OPAPS, University of Mostaganem for their assistance in conducting this study. None of the authors has any personal or financial conflicts of interest.


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Information about the authors:Zerf Mohammed; http://orcid.org/0000-0001-5013-5446; [email protected]; Physical Education Institute Laboratory OPAPS, University of Mostaganem; Avenue Hamadou Hossine, Mostaganem, 27000, Algeria.

Atouti Noureddine; http://orcid.org/0000-0002-4417-9191; [email protected]; Physical Education Institute Laboratory OPAPS, University of Mostaganem; Avenue Hamadou Hossine, Mostaganem, 27000, Algeria.

Ben Farouk Abdullah; http://orcid.org/0000-0003-0622-8850; [email protected]; Physical Education Institute Laboratory OPAPS, University of Mostaganem; Avenue Hamadou Hossine, Mostaganem, 27000, Algeria.

Cite this article as: Zerf Mohammed, Atouti Noureddine, Ben Farouk Abdullah. Abdominal obesity and their association with total body: fat distribution and composition. Case of Algerian teenager male high school students. Physical education of students, 2017;21(3):146–151. doi:10.15561/20755279.2017.0308The electronic version of this article is the complete one and can be found online at: http://www.sportedu.org.ua/index.php/PES/issue/archive



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Russian ed.: Key title: Fiziceskoe vospitanie studentov; Abbreviated key title: Fiz. vosp. stud. ISSN 2223-2125 (Russian ed. online). ISSN 2075-5279 (Russian ed. print). Journal is ratified Ministry of Education and Science of Ukraine (print): physical education and sport (№1528, 29.12.2014), pedagogical sciences (№1279, 06.11.2014)

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SCIENTIFIC EDITION (journal)

Physical Education of Students, 2017;3:152

Editorial to the publisher department KSPU:certificate DK №860 20.03.2002.--------------------------------------------------------------------------------designer - Iermakov S.editing - Yermakova T. administrator of sites - Iermakov S. designer cover - Bogoslavets A.———————————————————————passed for printing 10.05.2017. Format A4. PRINTHOUSE (B02 № 248 750, 13.09.2007). 61002, Kharkov, Girshman, 16a.

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