МЕНЕДЖМЕНТ ПОЗАШКІЛЬНИХ НАВЧАЛЬНИХ ЗАКЛАДІВ ФІЗКУЛЬТУРНО-СПОРТИВНОГО НАПРЯМУ, 156 s.

Modelling vocational training of specialists for the speciality 017 “Physical culture and sports”: ways and methods of incorporating regional peculiarities and needs in conditions of the stage education

The article analyzes possible measures within state policy to overcome barriers that limit the availability of mass sports for young people. The results of the implementation of regional targeted programs are considered. The experience of foreign countries in building the institutional structure of mass youth sports, which provides equal access for all participants in the sports process, is analyzed. The changes of a positive nature that have occurred in the physical culture and sports sector in recent years in the Russian Federation are studied. Actual directions for further reforming the institute of mass youth sports in Russia, which impede the growth of factors worsening the accessibility indicators of mass sports, are proposed.

Обґрунтовано необхідність ефективного державного сприяння розвитку освіти у сфері фізичної культури як важливого фактора формування і розвитку фізичного, психічного, соціального та духовного здоров’я суспільства та його членів. Проаналізовано систему взаємовідносин між органами виконавчої влади, органами місцевого самоврядування, організаціями фізкультурно-спортивної спрямованості щодо розвитку освіти у сфері фізичної культури шляхом поліпшення її організаційного, нормативно-правового, кадрового, матеріально-технічного, фінансового, наукового, медичного, інформаційного забезпечення. Узагальнено концептуальні засади структурно-функціональної моделі узгодження державних політик щодо сприяння розвитку освіти у сфері фізичної культури.

Statement of the problem. Today, when the epidemic raises specific requirements to the sanitary standards, teachers of the Physical Culture and Sports discipline need to take the maximum use of open spaces for their classes. The most common exercises for the autumn and spring periods of the academic year are cross-country running for different distances, general and strength development exercises in outdoor sports grounds. During the stable snow cover period, physical education focuses on ski training. Such activities have been always used as a perfect way of preventing respiratory diseases and virus infections. The problem and the task set before the teaching staff is support and stimulation of the students’ interest to outdoor training all year round, since only regular practice combined with knowledge in the sphere of physical culture and sports may develop a need for physical activity in the future. In this situation, it appears natural to add orienteering in the areas adjacent to the ski stadiums to the Physical Culture and Sports classes. The purpose of the article is to develop a modular structure for building the program of the Physical Culture and Sports discipline for students of non-physical culture profile during year-round outdoor activities using orienteering means, ski and general physical training. The methodology of the research includes the basic principles of physical education at higher educational institutions, methodological basics of physical development through ski training at the student age, the basics of embedding orienteering into the physical education process, analysis and generalization of the academic publications dedicated to the practical implementation of the Physical Culture and Sports discipline at higher educational institutions. The research results allow us to state that the application of the modular structure of the program of the Physical Culture and Sport academic discipline on the basis of two kinds of sports – ski training and orienteering, as well as the block of general physical training, which is mandatory in all training programs on this discipline is a more effective form for the implementation of this academic discipline. As a result of introducing this block structure there was an increase in the average attendance of physical education classes by students of the experimental group in the autumn semester from 74.56 ± 3.78 to 88.24 ± 4.62, in the spring the numbers increased by 13-14% (p <0.05), namely, from 76.23 ± 4.15 to 89.15 ± 4.44. The results of strength tests from the Physical Traning Standards (GTO) complex also significantly increased owing to the concentration of general physical training on a specially selected block, where these exercises were performed with multiple effortful repetitions not exceeding 30% – 40% of the possible individual maximum. In the ski training block, the students of the experimental group, on average, in each lesson were able to walk longer distance, longer by 29% by boys and by 32% by girls compared to the students of the control group. Orienteering block in autumn and spring allows students to fully master the competitive exercise in this sport. Conclusion. The designed block-based structure may be recommended for implementation in the training program among university students majoring in non-sport subjects with access to skiing centers equipped with skiing tracks and some mapped forest area. This is especially relevant in the difficult epidemiological situation in the country when the need for open-air training among students complying with all the applicable sanitary standards becomes extremely acute.

The focus of this chapter is young people’s participation in sport and leisure and their careers in these domains. More particularly, we will examine the some of the benefits, and some of the challenges, of studying young people’s lives biographically and longitudinally and how such an approach has a number of advantages for researchers interested in making sense of youth, sport and leisure careers. In doing so, we shall argue that because ‘there has long been a tendency to study (interrelated) aspects of people’s lives – and, for that matter, people themselves in isolation’ (Green, 2014a: 160), a vital pre-requisite of any analysis of young people’s lives involves locating these within the complex interdependencies to which they belonged in the past, and continue to form in the present. While such an approach might seem axiomatic to sociologists of sport and leisure, ‘most of the literature on young people and physical activity ignores the complexity and diversity of young people’s lives’ (Wright and MacDonald, 2010: 1). In other words, many studies fail frequently to take into account how young people’s choices and participation in activities such as sport and leisure ‘are made in the context of their personal biographies and the political, economic, cultural and geographical contexts of their everyday lives’ (Wright and MacDonald, 2010: 2). In this chapter, we shall argue that two dimensions of youth biographies – habitus formation and capital development – are among the key processes which need to be better understood if we are to make more adequate sociological sense of the reality of young people’ sporting and leisure lives, and the contexts in which those lives are enacted.

Physical Education, Exercise, Fitness and Sports: Early PM&R Leaders Build a Strong Foundation

The article considers the peculiarities of the use of electronic learning tools in the process of training future specialists in physical education and sports. An analysis of the scientific literature on the use of electronic tools in the educational process in higher education is conducted. The experience of using e-learning tools in the process of training specialists in physical education and sports at Zaporizhia National University is generalized. A classification has been formed and four groups of e-learning tools have been substantiated for the training of future specialists in physical education and sports. The first group includes an electronic textbook. It is established that its educational functionality is higher than that of paper. The second group included quasi-professional learning tools using Google Wave, Google Groups, Zoom, FreeConferenceCall, Google Meet, Kahoot and QUIZIZZ, as well as LearningApps tools, which gave students the opportunity to create their own interactive exercises and learning games. The third group included multimedia teaching tools for creating presentations using Prezi, online application for animated video presentations PowToon, video editors Windows Movie Maker and VSDC Free Video Editor, visualization tools using online graphics services Google Developers, Easel.ly, Piktochart, Infogr.am, graphic editors Adobe Photoshop, The GIMP, Paint.net, PhotoInstrument, as well as tools for reproducing educational virtual reality using mobile VR-helmets OCULUS GO, MIRAGE SOLO, GEAR VR. The fourth group of e-learning tools in the training of future specialists in physical culture and sports included e-learning tools and its components, in particular, software and hardware Moodle, which allows you to develop exercises and tests to consolidate theoretical material and generalize knowledge of specialists in physical culture and sports. Scientific and methodological substantiation and recommendations on the use of electronic learning tools in the process of training specialists in physical culture and sports are provided.

A word, a term, written or spoken is the most beautiful jewel that a civilization can make. It can be therefore said that the specialized terminology of a particular profession - is its jewel. This professional jewel, specialized terminology, reflects not only its present time but also all the past ages it was developed through into a jewel of a culture and its civilizational value. This also applies to the specialized terminology of physical culture that is, the terminology of physical education and sport. It is also the jewel which reflects the present and the past; its developmental path that has always been adjusted to the social circumstances and time it has existed in. Its terminology can provide insight into its development, rises and falls, turns to the prevailing ''noble'' ideas, inflow of foreign words into the body of the specialized terminology. Development of the specialized terminology for physical culture that is, physical education and sport includes not only deep consideration and proficiency but also good intentions to make improvements to the profession and not to the current geopolitical (in)conveniences. It is therefore very important to emphasize that search and selection of a term which can indeed reflect the conceptual content in question is neither easy nor automatic. Moreover, if a good intention is missing, then various problems in communication can occur. The Latins described it very well: Nomen est omen. Doubts about terms: physical culture - sport, physical education - sport education, physical exercising - physical activity, physical recreation - sport recreation are just some of the examples indicating that it is necessary to continue the development of the multilingual specialized terminology dictionary for our profession.

Preface Introduction Section 1. Understanding Exclusion 1. The will for inclusion: Bothering the inclusion/exclusion discourses of sport, Doune Macdonald, Kelly Knez, Alison Nelson & Louise McCuaig (Queensland, Australia) 2. Understanding social exclusion and sport, Michael Collins (Gloucestershire, UK) 3. Sport and Social Exclusion: An Economic Perspective, Paul Downward & Simona Rasciute (Loughborough, UK) 4. Sport, Social Divisions and Social Inequality, Grant Jarvie (University of Stirling, UK) 5. I've Lost My Football!: Rethinking Gender, the Hidden Curriculum, and Sport in the Global Context, Laura Azzarito (Loughborough, UK) 6. Ability as an exclusionary concept in youth sport, Peter Hay (Queensland, Australia) 7. Sexuality and Youth Sport, Ian Wellard (Canterbury, UK) 8. The embodiment of religious culture and exclusionary practices in youth sport (Birmingham, UK) 9. Sporting fat: Youth sport and the obesity 'epidemic', Lisette Burrows & McCormack(Otago, New Zealand) Section 2. Moving Towards Inclusion 10. Young People's Voices in Sport, Ann MacPhail (Limerick, Ireland) 11. Lessons Learned about Gender Equity and Inclusion in Physical Education, Kimberly Oliver and Nate McCaughtry (New Mexico State & Wayne State, USA) 12. Children's Talent Development in Sport: Effectiveness or Efficiency? Jean Cote Colleen Coackley and Mark Bruner (Queen's University at Kingston, Canada) 13. Disability Sport and Inclusion Donna Goodwin and Danielle Peers (University of Alberta, Canada) 14. Facilitating positive experiences of physical education and school sport for Muslim girls Haifaa Jawad, Tansin Benn, & Symeon Dagkas (University of Birmingham, UK) 15. Sport and youth inclusion in the Majority world (Tess Kay, Brunel University, UK) 16. Physical Education for All: The Impact of Curriculum on Student Choice, Deborah Tannehill (Limerick, Ireland) 17. Dance and Social Inclusion: Possibilities and Challenges, Michael Gard & Doug Risner (Charles Sturt, Australia & Wayne State University USA)

Introduction: Learning the quantitative and qualitative characteristics of motivation provides important information for understanding the behavior in physical education and sports in young people. Sage (1977) describes motivation as one’s effort towards certain activities and its intensity. Motivation is deeply rooted in the individual based on Vallerand’s (1987) hierarchical model, and its type (intrinsic versus extrinsic motivation) can change during the activity, as well as sometimes remains hidden. Method: Four hundred and nine students took part in our research, whose average age was 15.0 years. In addition to the questionnaire based on the Theory of Planned Behavior (TPB), research participants filled out the Behavior Regulation in Exercise Questionnaire (BREQ-2) regarding to the Self-Determination Theory (SDT). Respondents also reported the support they received from their social environment for physical activity, as well as what their future intentions were and how their past behavior and current behavior have developed. Data analysis was performed by employing IBM SPSS v. 25 and AMOS v. 24 software packages. Results and conclusions: In our study social support influenced young people’s intention to perform physical activity as a current behavior. According to the Trans-Contextual Model (TCM) results revealed how autonomous motivation transfers across contexts (e.g., from school/education to free living) and therefore explained how leisure time behavior is reinforced. Our data confirmed the strongest positive relationship between students’ past behavior and current behavior followed by a moderate relationship in students’ past behavior and intention. Thus, the relationship between past behavior and current behavior was also moderate. Results have implications beyond physical activity, and can help understanding of why young people make a range of choices related to health. Results can also aid the development of educational materials and practical methods to motivate young people to choose a healthy, physically active lifestyle. In conclusion, from a school context to leisure time can help educational and health practitioners to understand what influences health-related physical activity behaviors in young people. Physical education classes are supposed to instill behaviors and attitudes that promote physical activity in free-time and promote healthy lifestyle. Nevertheless, according to our findings, the expected function of physical education in schools fails to meet the criteria that lead to developing self-determined or autonomous motivation to young students’ leisure time intention, and especially physical activity. Received 2022 October 07; Revised 2022 November 21; Accepted 2022 December 05; Available online 2023 May 30; Available print 2023 June 30.

Introduction. The relevance of the study is to characterize the transformation of higher education caused by the rapid development of multipolarity as a new geopolitical model of the world, which determines the strategic directions of the sociocultural significance of personnel training in physical culture and sport in educational institutions of higher education in our country. The aim of the study is to identify the sociocultural significance of the educational process of training personnel in physical culture and sport in higher education. Materials and methods. Research materials: scientific articles (platforms: eLIBRARY.RU, Scopus, Web of Science); information and analytical materials based on the results of monitoring the activities of higher education institutions of physical culture and sport in Russia. Results. Within the framework of this study the structural features were revealed and the concept of sociocultural significance of training in physical culture and sport in the system of higher education was formulated. The obtained results of the study are significant for an in-depth understanding of the essence of the sociocultural significance of personnel training in physical culture and sport in the system of higher education, allow us to identify its invariant components and ensure the integrity of the process, carry out predictive assessments of the data, as well as priorities of personnel policy, improving the quality of life, preserving and strengthening the health of the population, human capital growth. KEYWORDS Conclusion. The conducted research allowed us to formulate the concept of sociocultural significance of personnel training in physical culture and sport in the system of higher education, which is derived from a set of level relevant components of the sociocultural vector of global states; sociocultural functions of higher education in the space of dialogue of cultures; physical culture and sport industry; national strategic vectors of industry development; professional standards in the field of physical culture and sport; regional peculiarities of the system of higher education

Relevance of the research topic. In recent years, the socio-economic situation in Ukraine has undergone significant changes due to the full-scale invasion of russia and the ongoing military operations in our country. This has had a negative impact on the physical culture and sports sector, which is an important component of the national economy. As a result, the market for physical culture and sports services and the labour market in this sector are currently in crisis. There is a need for a thorough analysis and study of the processes taking place in the industry, the search for effective anti-crisis measures at the state level and overcoming the consequences caused by the impact of the war. Therefore, it is now urgent that Ukraine develops a new system of state regulation of this sector, as well as its methodology and implementation in the context of preparations for membership in the European Union and approximation to the standards of developed countries. At the same time, one of the most important anti-crisis measures in Ukraine is the implementation of mechanisms for cooperation between the private sector and the state through the introduction of public-private partnerships (PPPs) in the field of physical culture and sports. In view of this, the training of physical education and sports professionals, including managers/administrators, in the context of war and must consider the development of PPPs is of particular importance. The aim of the research was to scientifically justify the development of a theoretic and methodologic principles of public-private partnership and define pre-conditions its realization in the field of physical culture and sport in the conditions of modern market. Research methods included theoretical analysis and synthesis of these scientific and methodical literatures, empiric materials of scientific research and documents. Used method of systems analysis, pedagogical observation, and methods of mathematical statistics, method of combination logic and historical analysis to development of socio-economic relations in the field of physical culture and sport. Results. The current state and trends in the training of specialists in physical culture and sports in Ukraine, the distribution of the labour market are analysed, and a statistical comparison with the EU and the UK is made. It is shown that the successful implementation of the state policy in the field of physical culture and sports requires proper regulatory, legal, financial, logistical and personnel support. Priority measures for the implementation of the state policy on training specialists in physical culture and sports in Ukraine are proposed on the basis of a constant analysis of the state of physical culture and sports in wartime. The importance and significance of implementing PPPs in the field of physical culture and sports in wartime are substantiated. Conclusions. Due to the ongoing military aggression against Ukraine and the difficult socio-economic situation, there has been a decrease in the number of qualified physical education and sports professionals, and a tendency to reduce their training, including effective managers/administrators with relevant best practices.In the context of the crisis, the use of partnership between the authorities and the private sector is necessary to overcome negative phenomena, intensify innovation, formulate an effective investment policy and restore sports infrastructure, which will help to accelerate the solution of problems of physical culture and sports development in Ukraine. The study is the first to theoretically substantiate the importance of implementing PPPs in the field of physical culture and sports during the crisis period, which will further contribute to the formation of the market for physical culture and sports services and the development of the labour market in the post-war period.

Introduction. The article considers the development of physical culture and sports in rural areas of the Stalingrad (Volgograd) region during the so-called Khrushchev Thaw. Methods and materials. The article is based on the documents of the current office work of the regional authorities, regional councils of voluntary sports societies “Kolkhoznik” and “Urozhai,” as well as on the materials of the periodical press. The method of comparative analysis was used, with the help of which the dynamics of the development of the material base and results of rural athletes were established. Analysis. The article shows the state of physical culture and sports in the village of the Stalingrad region by 1953, the activities of local government bodies, and rural voluntary sports societies in the development of physical culture and sports. The development of the material and technical base, mass physical culture, and individual sports is traced; the results of performances of rural athletes at the largest competitions of the country during the study period; and the achievements, problems, and shortcomings of rural physical culture and sports in the Volgograd region by 1964 are characterized. Results. It has been established that in the period 1953–1964, the authorities’ attention to the development of physical education and sports in the countryside increased significantly. Stadiums were built in most district centers, and complex sports grounds were built on state and collective farms. The physical education movement became truly mass, and the number of competitions increased. The unification of two rural voluntary sports societies into one society, “Urozhai,” in 1956 had a positive effect on the development of rural physical education and sports. However, the division of the governing bodies into urban and rural ones in the early 1960s led to a worsening of the situation. The regional council of the Union of Sports Societies and Organizations dealt only with city affairs, while the voluntary sports society “Urozhai” did not have the financial or personnel resources to fully manage physical education and sports in rural areas of the region. The level of training of rural athletes remained low, and the range of sports they practiced was limited.

The article highlights and characterizes the professional and pedagogical skills of a physical education teacher for the organization of extracurricular physical education and sports work. The components of the professional activity of the future physical culture teacher are highlighted: constructive, organizational, communicative, gnostic, activity. The requirements for the future physical culture teacher in pedagogical physical culture and sports work are revealed: responsibility for the implementation of the curriculum, for mastering the necessary knowledge, abilities and skills in physical culture lessons; compliance with sanitary and hygienic requirements and implementation of measures to prevent sports injuries and accidents; systematic consideration of students' physical fitness; involvement of schoolchildren in sports sections, as well as in various physical culture and mass events; organization of physical culture mass and sports work at school; the guiding work of the school physical education team, as well as the training of public instructors and judges among students and their maximum involvement, in accessible forms, in the implementation of various physical education classes and events; organization of intra-school competitions and physical culture holidays. The importance of the formation of qualities necessary for the pedagogical activity of a teacher of physical culture, psychological-pedagogical, natural-scientific, professional disciplines and pedagogical practice has been established. Personal qualities include: love and interest in one's work, presence of cognitive features, flexible thinking, emotional sphere, presence of willpower, pedagogical tact. It was established that there are no requirements for the qualities of a physical education teacher who performs extracurricular physical education and sports work. The skills necessary for a physical culture teacher are classified according to their functions: constructive, communicative, organizational and gnostic. A survey was conducted of students-interns and teachers of higher education institutions who are engaged in extracurricular physical culture and sports activities to study the formation of the revealed skills of the physical culture teacher, necessary for the organization of extracurricular work.

<p><strong>Fajda Oleksandra I., Drach Oleksandr V., Barylyak Liliya G., </strong><strong>Zukow W</strong><strong>alery. Relationships between Ca/K plasma ratio and parameters of heart rate variability at patients with diathesis urica. </strong><strong>Journal of Education, Health and Sport. </strong><strong>2016;6(1):295-301. eISSN 2391-8306. DOI</strong> <strong>http://dx.doi.org/10.5281/zenodo.45359</strong></p> <p><strong>http://ojs.ukw.edu.pl/index.php/johs/article/view/3368</strong></p> <p><strong>https://pbn.nauka.gov.pl/works/710817</strong></p> <p> </p> <p> </p> <p> </p> <p><strong>The journal has had 7 points in Ministry of Science and Higher Education parametric evaluation. Part B item 755 (23.12.2015).</strong></p> <p><strong>755 Journal of Education, Health and Sport eISSN 2391-8306 7</strong></p> <p><strong>© The Author (s) 2016; </strong></p> <p><strong>This article is published with open access at Licensee Open Journal Systems of Kazimierz Wielki University in Bydgoszcz, Poland</strong></p> <p><strong>Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium,</strong></p> <p><strong>provided the original author(s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License</strong></p> <p><strong>(http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited.</strong></p> <p><strong>This is an open access article licensed under the terms of the Creative Commons Attribution Non Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted, non commercial</strong></p> <p><strong>use, distribution and reproduction in any medium, provided the work is properly cited.</strong></p> <p><strong>The authors declare that there is no conflict of interests regarding the publication of this paper.</strong></p> <p><strong>Received: 01.01.2016. Revised 12.01.2016. Accepted: 31.01.2016.</strong></p> <p><strong>RELATIONSHIPS BETWEEN Ca/K PLASMA RATIO AND PARAMETERS OF HEART RATE VARIABILITY AT PATIENTS WITH DIATHESIS URICA</strong></p> <p> </p> <p><strong>Oleksandra</strong><strong> I.</strong><strong> Fajda<sup>1</sup></strong><strong>, Oleksandr V. Drach<sup>2</sup>, Liliya G. Barylyak<sup>2,3</sup>, W</strong><strong>alery Zukow</strong><strong><sup>4</sup></strong></p> <p> </p> <p><strong><sup>1</sup></strong><strong>JSC „Dnipro-Beskyd“, Truskavets’, Ukraine    </strong><strong>alexavka7@gmail.com</strong></p> <p><strong><sup>2</sup>JSC “ Truskavets’</strong><strong>kurort”, Truskavets’, Ukraine</strong><strong>   lgbarylyak@gmail.com</strong></p> <p><strong><sup>3</sup></strong><strong>Laboratory of Experimental Balneology, OO Bohomolets’ Institute of Physiology NAS, Truskavets’-Kyiv, Ukraine     i.popovych@ukr.net</strong></p> <p><strong><sup>4</sup>Faculty of Physical Education, Health and Tourism, Kazimierz Wielki University, Bydgoszcz, Poland</strong><strong>   w.zukow@ukw.edu.pl</strong></p> <p> </p> <p><strong>Abstracts</strong></p> <p><strong>Background. </strong>Previously we shown that Kerdö’s Vegetative Index is not marker of sympatho-vagal balance, but reflects above all Amplitude of α-Rhythm EEG and its Power Spectrum Density in Parietal and Central loci, less options HRV. The aim of present study is analyze the relationships other marker of sympatho-vagal balance Ca/K Plasma Ratio with parameters of HRV. <strong>Methods. </strong>In basal conditions in twentee volunteers – ten women add ten men aged 33-76 years with diathesis urica recorded Heart Rate Vatiability (HRV) (“Cardiolab+VSR”, KhAI Medica, Ukraine). In blood plasma measured the concentration of Calcium and Potassium. <strong>Results. </strong>No correlation ascertained between Ca/K Plasma Ratio and LF/HF Ratio (r=-0,07) and LFnu (r=0,09). However, Ca/K Plasma Ratio moderately negatively correlated with vagal markers: SDNN (r=-0,30), RMSSD (r=-0,34), pNN<sub>50</sub> (r=-0,36), HRV TI (r=-0,34), absolute PS HF (r=-0,33) and positively with sympathetic marker Amplitude of Moda (r=0,24 for actual values and 0,38 for portion of age norm) as well as with relative PS ULF (r=0,39). The strongest correlations of Ca/K Plasma Ratio proved with absolute PS LF (r=-0,45) and variational sweep: r=-0,42 for actual values and -0,49 for portion of age norm. Canonical correlation between Ca/K Plasma Ratio, on the one hand, and the parameters of HRV, on the other hand, is strong: R=0,713; R<sup>2</sup>=0,509; Adjusted R<sup>2</sup>=0,437; F<sub>(5,3)</sub>=7,0; χ<sup>2</sup><sub>(5)</sub>=25,2; p=10<sup>-4</sup>. <strong>Conclusion. </strong>Ca/K Plasma Ratio reflects inversely vagal tone and less direct sympathetic tone, therefore is really marker of sympatho-vagal balance.</p> <p> </p> <p><strong>Keywords: </strong>Ca/K Plasma Ratio, HRV, correlations.</p>