Applied skills and abilities assessment of the effectiveness of ppt. Professional applied physical culture

Success in a person’s professional activity depends not only on the amount of knowledge acquired and the ability to use it in practice, but also on the state of health and physical performance when performing specific work operations inherent in a given specialty. In this regard, a large role belongs to physical culture, the main means of which is physical exercise. They are used both in preparation for professional activity and in its process, i.e. in the form of professionally applied physical training and physical exercises in the mode of work and rest. Properly selected exercises contribute not only to the successful mastery of a future profession, but also to the effectiveness of students’ academic work itself.

Professional applied physical training.

Its purpose and objectives

Vocational applied physical training (PAPT) is the purposeful use of physical education means to prepare a person for a specific professional activity.

The need for PPFP is due to the peculiarities of work activity in modern society, namely, insufficient motor activity in most cases, high emotional stress, and unfavorable influence of the external environment. Due to the decrease in the share of simple physical labor and the increase in the importance of such qualities as speed, stability of attention and a number of others, the requirements for the physical and mental training of specialists are changing. Often, it is the state of health and low physical fitness that become an obstacle when applying for a job and in career advancement.

Any sphere of work is characterized by significant mental stress.
military and physical strength. However, each profession dictates its own level of development of physical and mental qualities, the presence of motor skills. Accordingly, the training of a geologist or agronomist, for example, will differ significantly from the training of an economist or design engineer. These differences are reflected in the purpose and objectives of the PPFP.

The purpose of PPFP is psychophysical readiness for successful professional activities. It involves the creation of prerequisites for accelerated vocational training, highly productive work in the chosen field, the prevention of occupational diseases and injuries, the use of physical education for active rest and restoration of performance to working and free time, introduction of physical culture into the workforce.

The tasks of the PPPP are determined by the characteristics of professional activity and include:

mastering the necessary applied knowledge;
mastering applied skills and abilities;
development of applied physical and mental qualities;
development of applied special qualities.

Applied knowledge has a direct connection with future professional activities. They can be obtained in the process of physical education, in educational material in other disciplines, for example, the basics of life safety, through independent study of specialized literature. It is important that to improve professional performance, knowledge from the field of sports training can be successfully used, since in both cases there are general patterns. For example, information about the development of speed, distribution and switching of attention, obtained in the process of playing sports games, is useful in training dispatchers, operators of control panels of power systems, etc.

Applied skills ensure the efficiency of labor operations and safety of execution certain types works In some cases, they contribute to fast and economical movement when solving production tasks(driving motor vehicles, skiing, rowing, swimming, etc.). Mastering applied skills and abilities in the process of PPPP has the peculiarity that it is not always necessary to bring individual labor actions to the degree of automation due to the versatility of types of work, even among representatives of the same profession.

Applied physical and mental qualities are those qualities on which the performance of professional duties at the appropriate level directly depends. These qualities may not develop
only through specially selected exercises, but also in the process of work itself. However, in this case, a person’s professional improvement occurs only in the first stages and then only to a certain level, which determines the need for PPPP.

Applied special qualities characterize the body’s ability to withstand certain environmental influences: high and low temperatures, hypoxia, motion sickness, etc. In the formation of these qualities, the phenomenon of so-called nonspecific human adaptation is of great importance. It lies in the fact that a trained person acclimatizes faster to a new area, tolerates temperature changes more easily, is more resistant to infections, etc.

The ratio of general physical and professionally applied physical training

Just like sports training, professional applied physical training is based on general physical training. For some professions, general physical training solves almost all the problems of physical physical training; for others, it is clearly not enough. The ratio of GPP and PPPP depends on a number of psychophysical features of the labor process. Several options for this relationship are possible.

In the first variant, characteristic mainly of representatives mental work, a good general physical training is sufficient for the successful implementation of professional activities. However, even in this option, there is a need to use special physical exercises to prevent such negative manifestations as osteochondrosis of the cervical spine, dizziness due to a prolonged immobile position of the body with the head tilted forward. As a rule, a large load falls on the organs of vision, which requires the use of sets of special exercises to relax the eyes.

In the second option, general physical training does not provide the proper level of physical and mental readiness of a person for work. This applies, for example, to the work of flight crews civil aviation, geologists, rescuers. Here, PPPP is required, based on a detailed study of the characteristics of professional activity. Such training is carried out in universities of the relevant profile. However, it is equally important to maintain good specialized preparedness on your own after graduation.

The third option occupies an intermediate position between the first two. It is this variant of the relationship between general physical fitness and physical physical function that occurs for most professions. For some of them, it is more important to master the ability to quickly and accurately manipulate small objects and tools.
ruments. As observations have shown, this is relevant for specialists in many engineering professions and doctors. For others, the focus is on developing applied physical and mental qualities. For example, among electrical engineers who install and operate electrical networks, such qualities are agility, in particular, the ability to maintain balance, general and special endurance. They also need self-control, balance, and courage. Among applied special qualities, the ability to withstand sudden temperature changes is often required. This is typical, for example, of chemical technologists who have to repeatedly move from indoors to open working areas.

Means of professional applied physical training

PPPP tools are the same means of physical education and sports training, but selected taking into account the tasks of professional training of specialists. General requirement PPPP means include their psychophysical compliance with specific work activities.

PPFP means include:

applied physical exercises and individual elements various types sports;
applied sports;
natural forces of nature and hygiene factors;
auxiliary means.

Applied physical exercises and individual elements of various sports are usually aimed at developing one or more physical qualities or mastering a limited range of necessary motor skills. Basically, these are general preparatory and special preparatory exercises from the arsenal of such sports as gymnastics, athletics, swimming, etc. In some cases, therapeutic physical culture exercises are used. Applied physical exercises are united by the fact that, regardless of the characteristics of the physical exercise program, they, along with other qualities, should ensure the development of general endurance as the leading physical quality to maintain high performance. Special preparatory exercises for various sports are especially useful in developing skills in working at heights, climbing, and carrying loads. Such exercises are borrowed from mountaineering, mountain tourism, and weightlifting.

Applied sports directly solve PPPP problems for certain professions. For example, for surveying engineers and
applied sports for land managers are motorsports, rowing, water-motor, and equestrian sports. Combat sports, in particular sambo wrestling and hand-to-hand combat, serve as the basis for training law enforcement officers and many military specialties. Some sports, for example, fire-applied all-around, arose specifically in order to evaluate a person’s professional preparedness. The element of competition inherent in applied sports can significantly increase the interest and overall effectiveness of PPPP classes.

Natural forces of nature and hygienic factors, on the one hand, enhance the effect of physical exercise, on the other hand, they represent an independent means of PPPP. Their importance is especially great in the development of applied special qualities. It has been shown, for example, that just staying at high altitudes for 30-40 days increases physical and mental performance, and the body’s overall resistance to disease. Exercises in conditions of high and low air temperatures, solar radiation, and hypoxia develop the ability to work productively in different geographic and climatic zones and under changing, often unfavorable environmental influences. The hygienic factors that contribute to solving the problems of PPPP include the sanitary and hygienic conditions of the training places (temperature and humidity, lighting), and compliance with the rules of personal hygiene. As additional funds Hardening procedures are especially effective, such as contrast showers and bath procedures, which allow you to quickly recover after significant stress. Hygienic massage serves the same purpose.

PPPP auxiliary means are various simulators, special technical devices with which you can simulate the conditions and nature of work. They expand the range of motor skills and make it possible to quickly master professional actions.

Professional applied physical training of students

Student of group No. 921

Zakharov Artemy Sergeevich

Checked by: Vasilevsky Valery

Mikhailovich

Cheboksary-2013

Introduction

1. Purpose and understanding of PPPP

2.PPFP objectives

PPPP means for students

Organization and forms of PPPP at the university

Purpose and concept of PPPP

Vocational applied physical training is a specially targeted and selective use of physical culture and sports to prepare a person for a specific professional activity.

The main purpose of PPPP is the targeted development and maintenance at an optimal level of those mental and physical qualities of a person for which specific professional activities place increased demands, as well as the development of the body’s functional resistance to the conditions of this activity and the formation of applied motor skills.

Each profession places specific demands on a person and often very high demands on his physical and mental qualities and applied skills. In this regard, there is a need to profile the process of physical education when preparing students for work, to combine general physical training with specialized - professionally applied physical training.

A surveyor or geologist needs the ability to navigate the terrain. He must be able to prepare lodging for the night and cook food in camp conditions. Correct crossing of a river or behavior in the mountains and taiga are vital skills. Tourism classes for such specialties will be preparation for professional activities.

In order to be realized in their professional activities, workers in a number of engineering and technical specialties (radio electronics engineer, mechanical engineer, etc.) need to have a number of physical qualities. They are required to be able to dose small-scale power voltages when using various hand and foot controls (buttons, handles, levers, pedals), when working with a personal computer, display equipment, oscilloscope, etc. The work of representatives of mental work (economists , designers, constructors, lawyers) is often characterized by physical inactivity, prolonged stay in a forced position (sitting, standing) during design work, operator activities. All this speaks to the need to develop static endurance of the muscles of the torso and back, which experience the greatest stress during sedentary work.

The professional activities of a number of modern engineering and technical specialties often contain operations related to the manipulation of small objects and tools. They must have the ability to perform fast, accurate and economical movements, have dexterity and coordination of movements of the hands and fingers.

In the professions of engineer, manager, teacher, scientist important role mental qualities play. During intense mental activity, attention is especially necessary: the ability to simultaneously perceive several objects (attention span), perform several actions (distribution of attention), and quickly transfer attention from object to object (concentration). In addition, the following are required: operational thinking, operational and long-term memory, neuro-emotional stability, endurance, self-control.

Thus, the professional activities of modern specialists place quite stringent demands on them, including physical and mental qualities and abilities. In the process of general physical training, it is almost impossible to form such a level of psychophysical preparedness that would ensure highly productive professional activity. In many cases, special physical exercises and sports are necessary, that is, professionally applied physical training (PPPT).

During the period of preparation for professional activity, that is, while studying at a university, it is necessary to create the psychophysical prerequisites and readiness of the student:

to accelerate vocational training;

achieving highly productive work in the chosen profession;

preventing occupational diseases and injuries, ensuring professional longevity;

the use of physical culture and sports for active recreation and restoration of general and professional performance during working and free time;

performance of official and public functions on the introduction of physical culture and sports in professional teams.

2. PPFP objectives

The specific tasks of students’ PPPP are determined by the characteristics of their future professional activities and are to:

generate the necessary applied knowledge;

master applied skills and abilities;

cultivate applied psychophysical qualities;

cultivate applied special qualities.

^ Applied knowledge associated with future professional activities. The student receives applied knowledge at lectures on the academic discipline “Physical Education”, during conversations and methodological instructions in educational and training sessions, through independent study of literature.

^ Applied skills and abilities ensure safety at home and when performing professional types of work. They are formed in the process of active physical education and sports. A special role in this belongs to applied sports: tourism, motorsports, water sports, etc.

^ Applied physical qualities- speed, strength, endurance, flexibility and agility - are necessary in many types of professional activities. Some types of work place increased demands on general endurance, others on speed or dexterity, and others on strength. separate groups muscles, etc. Advance focused formation of the necessary applied physical qualities in the process of physical education to the professionally required level is one of the tasks of the PPPP.

^ Applied mental qualities and the personality traits necessary for a future specialist can be developed both during educational and training sessions and independently. During physical education classes, sports training, and regular independent physical exercise, conditions can also be created under which such volitional qualities as perseverance, determination, courage, endurance, self-control, and self-discipline are manifested.

Many sports and especially game moments can simulate possible life situations in a production team when performing professional types of work. The habit of observing established norms and rules of behavior developed in sports activities (sense of teamwork, self-control, respect for opponents, hard work, self-discipline) is transferred to everyday life and professional activities. Consciously overcoming difficulties in the process of regular physical education and sports, combating increasing fatigue, feelings of pain and fear cultivate will, self-discipline, and self-confidence.

^ Applied special qualities- this is the body’s ability to withstand specific environmental influences: cold and heat, motion sickness in a car, at sea, in the air, hypoxia. Such abilities can be developed through hardening, dosed heat training, special exercises affecting the vestibular apparatus (somersaults, rotations in various planes), strengthening the abdominal muscles, endurance exercises that cause motor hypoxia, etc.

It is possible to develop special qualities in the process of physical therapy not only with the help of specially selected exercises, but also with regular practice of relevant applied sports. One should also keep in mind the features of the so-called nonspecific human adaptation. It has been established that a well-physically developed and trained person acclimatizes faster to a new area and can more easily tolerate the effects of low and high temperature, more resistant to infections, penetrating radiation, etc.

3.Main factors determining the content of PPPP

IN various fields Professional labor currently includes several thousand professions, and tens of thousands of specialties.

Only relatively few of modern professions require the maximum or close to it mobilization of physical abilities in the process of work activity itself. In most types of professional work, even physical work, the requirements for physical capabilities are far from maximum.

In order to successfully prepare yourself for professional activity, you need to know the main factors that determine the specific content of the PPFP (professiogram):

forms (types) of labor of specialists in this profile;

conditions and nature of work;

work and rest schedule;

features of the dynamics of the performance of specialists in the process of work and the specifics of their professional fatigue and morbidity.

^ Forms of labor. The main forms of labor are physical and mental. This division is somewhat arbitrary, but necessary, since with its help it is easier to study the dynamics of a specialist’s performance during the working day. In addition, such a division ensures a more effective selection of means of physical education and sports in order to prepare the student for the upcoming professional activity. For example, different qualities of attention are important for mental work. Stability in the manifestation of attention is developed by athletics exercises (running 15–20 m for a specified time, relay races, cross-country running, etc.); sport games; ski training (mountain descents with various types of braking, overcoming uneven surfaces, orienteering).

Working conditions - length of working hours, comfort of the production area (temperature, vibration, noise, pollution, etc.) Properly selected means of physical training in the process of physical education help to increase the body’s resistance to unfavorable conditions production factors, help increase the body's adaptive capabilities young specialist. Endurance and resistance to high temperatures are achieved through physical exercise, accompanied by significant heat generation: running 500, 1000 and 3000 m, intense skiing, playing football, basketball. Endurance and resistance to low temperatures are ensured through physical exercises performed in low temperature conditions in lightweight clothing, hardening with cold air and water.

^ Nature of work- features of motor work operations, the characteristics of which are mainly taken into account:

type of movements (lifting, lowering, rotational, impact, etc.);

range of motion (small, medium, large);

power characteristics of movement (static, dynamic load, magnitude of effort);

features of movement coordination.

For example, when operators work on control panels, movements are often performed with a very small amplitude - less than 2 cm; with push-button control, the movement of the button is from 2 to 12 mm with a pressing force from 200 to 1600. Thus, the operator’s motor actions are characterized by micro-movements, high demands on the speed of motor reaction, precision of movement, with constant attention.

^ Work and rest schedule. A rational work and rest regime at any enterprise is considered to be one that optimally combines labor efficiency, individual productivity, working capacity and health of workers.

When developing the relevant sections of the PPFP, it is necessary to know and take into account the organizational structure and features of the production process, as well as to conduct a joint analysis of working and non-working time, since there is an objective connection between the main work and human activities in free time.

Ministry of Education Russian Federation

Tomsk State University of Control Systems and Radioelectronics (TUSUR)

Department of Economics

Finance and credit (taxes and taxation)

Abstract on the topic:

Professional applied physical training

1 Introduction……………………………………………………………………..3p.

2 Definition of the concept of PPFP, its goals and objectives …………………………..3p.

3 Place of PPPP in the system of physical education of students……………6pp.

4 The main factors determining the content of the PPPP …………………7pp.

5 References………………………………………………………..10pp.

Introduction

Physical culture is the basis of an individual’s social and cultural existence, a fundamental modification of his general and professional culture. As an integrated result of education and professional training, it manifests itself in a person’s attitude to his health, physical capabilities and abilities, in his lifestyle and professional activities and appears in the unity of knowledge, beliefs, value orientations and in their practical implementation.

Physical culture acts as an integral quality of a person, as a condition and prerequisite for effective educational and professional activity, as a general indicator of the professional culture of a future specialist, and as a goal of self-development and self-improvement. It characterizes the free, conscious self-determination of an individual who, at different stages of life development, chooses from a variety of values and masters those that are more significant to her.

Definition of the concept of PPPP, its goals and objectives

Vocational applied physical training is a specially targeted and selective use of physical culture and sports to prepare a person for a specific professional activity.

Modern work requires significant strain of mental, mental and physical strength, increased coordination of movements of workers in any field of work. But each profession dictates its own level of development of psychophysical qualities, its own list of professionally applied skills and abilities. Therefore, if you are preparing to become a prospecting geologist, then you need professionally applied physical training of one content, and a future philologist needs another. These differences are reflected in the goals and objectives of PPPP as an independent section of the academic discipline “Physical Education”.

So, The goal of PPPP is psychophysical readiness for successful professional activities. To achieve this goal, it is necessary to create psychophysical prerequisites and readiness among future specialists:

to accelerate vocational training;

to achieve highly productive work in the chosen profession;

to the prevention of occupational diseases and injuries, ensuring professional longevity;

to the use of physical culture and sports for active recreation and restoration of general and professional performance during working and free time;

to perform official and public functions for the introduction of physical culture and sports in the professional team.

The specific tasks of students’ PPPP are determined by the characteristics of their future professional activities and are to:

generate the necessary applied knowledge;

master applied skills and abilities;

cultivate applied psychophysical qualities;

cultivate applied special qualities.

Let us dwell in a little more detail on the semantic content of the listed specific tasks.

Applied knowledge have a direct connection with future professional activities, they can be obtained in the process of physical education, at lectures on the academic discipline “Physical Culture”, during short methodological conversations and guidelines at methodological, practical and educational training sessions, through independent study of literature. Specific applied knowledge about the necessary psychophysical preparedness can also be obtained in educational material in other disciplines (“Safety Engineering”, etc.). It should be noted that knowledge about the patterns of increasing sports performance has a single psychophysiological basis with knowledge about achieving and maintaining high professional performance of a person in the world of work.

Take the example of mountaineering athletes. During their sports practice, they learn a lot of information about the effect of mountain hypoxia (lack of oxygen) on the human body, ways to overcome it, etc. The same knowledge is necessary for surveyors, geologists, and glaciologists working in the mountains. We can give many more similar examples of applied knowledge that is acquired in sports practice and can be used by specialists of various profiles in their work.

Applied skills ensure safety at home and when performing certain professional types of work, promote fast and economical movement when solving production problems (swimming, skiing, rowing, horse riding, etc.). Naturally, these skills and abilities are better mastered by a person involved in applied sports: tourism, motorsports, water sports and various types of equestrian sports, etc.

Applied psychophysical qualities - This is an extensive list of applied physical and mental qualities necessary for each professional group, which can be developed when practicing various sports.

Applied physical qualities - speed, strength, endurance, flexibility and dexterity are necessary in many types of professional activities, where specialists require either increased general endurance, or speed, or the strength of individual muscle groups, or dexterity to perform high-quality work. Advance focused formation of these applied qualities in the process of physical education to the professionally required level is one of the tasks of the PPPP.

Applied mental qualities and personality traits, necessary for a future specialist, can be developed both during educational and training sessions and independently. You cannot make a person bold, courageous, or a collectivist with the help of conversations alone. He must be placed in conditions where these qualities must be demonstrated. It is in sports training, with regular independent physical education, that conditions can be created under which such volitional qualities as perseverance, determination, courage, endurance, self-control, and self-discipline are manifested.

By targeted selection of exercises, choice of sports, and sports games, one can have an accentuated impact on a person, contributing to the formation of specific mental qualities and personality traits that determine the success of professional activity.

For example, everyone imagines that a civil engineer, in order to perform control and other professional duties, sometimes needs to climb a high-rise building or structure under construction. But out of habit, not everyone can climb to a considerable height using temporarily constructed passages, shields and ladders without handrails.

Well, where is it better to get used to this unusual height - at a construction site under the mocking gaze of workers or in advance during the years of study at an educational institution?

The fact that this seemingly simplest life task needs to be solved during PPPP classes is illustrated by a very clear and convincing example given by Professor N.G. Ozolin in one of his works. Saying that when developing any ability or skill, the student must be gradually led during training to perform the exercise in a “working” environment, he emphasized that it is possible to easily develop in students a strong skill of walking on a log lying on the ground, but little which of them will immediately walk along a log raised to a height of several meters. Fearing to fall, excessive muscle tension will not allow you to immediately demonstrate the developed skill. We need special training with a gradual complication of the task - a gradual increase in the height of installation of the log. And the fact that gymnasts and divers will cope with the above task faster and better than, for example, weightlifters, swimmers or runners is quite obvious not only to specialists. This example shows the possibility and necessity in a number of cases of developing applied mental qualities through specially selected physical exercises when preparing a person for his chosen professional activity.

Applied special qualities - this is the body’s ability to withstand specific environmental influences: cold and heat, motion sickness in a car, at sea, in the air, insufficient partial pressure of oxygen in the mountains, etc. Such abilities can be developed through hardening, dosed heat training, and special exercises affecting the vestibular apparatus (somersaults, rotations in various planes), strengthening the abdominal muscles, endurance exercises that cause motor hypoxia, etc.

It is possible to develop special qualities in the process of PPPP not only with the help of specially selected exercises, but also with regular practice of appropriate (applied) sports in each case. One should also keep in mind the features of the so-called nonspecific human adaptation. It has been established that a well-physically developed and trained person acclimatizes faster to a new area, tolerates low and high temperatures more easily, is more resistant to infections, penetrating radiation, etc.

Place of PPPP in the system of physical education of students

When solving specific problems of professional-applied physical training of future specialists, one should always remember that such training is carried out in close connection with general physical training, which is the basis of the practical section of the academic discipline “Physical Culture” at a university. However, studies have shown that only general physical training of future specialists cannot fully solve the problems of special training for a specific profession.

Professional applied physical training should be based on good general physical preparedness of students. The ratio of general physical and professional-applied training may vary depending on the profession. For representatives of humanitarian professions, good general physical training is almost enough to have psychophysical readiness for a future profession. Although recent studies by labor physiologists note that possible dizziness and early manifestations of osteochondrosis of the cervical spine in many representatives of mental work arise from detraining of the vestibular apparatus, from prolonged stationary tilting of the head forward. All this requires knowledge and skills in the independent use of specially selected physical exercises for the prevention or treatment of these adverse events.

In other cases (training civil aviation flight personnel, etc.), general physical training cannot provide the required level of psychophysical readiness for professional work.

This necessarily requires special and extensive professional-applied physical training in all respects, which often requires an independent additional course of physical training in addition to the allotted training hours for the discipline “Physical Culture”. During the educational process, the level of students’ preparedness in the PPPP section is controlled by special standards, which is specifically stipulated in the program of the academic discipline “Physical Culture”. Typically, these standards differ for students of different faculties and vary depending on the semester and course of study. The level of readiness for PPPP is assessed separately and is included in a comprehensive assessment in the academic discipline “Physical Culture” along with grades for theoretical knowledge and general physical fitness.

Main factors determining the content of PPPP

A person’s motor activity and work activity are determined by such components as muscle strength, endurance, speed, coordination of movements, the ability for concentrated and sustained attention, reaction of choice and other psychophysical qualities. It is generally accepted that all these components, as well as professional personality traits, in certain conditions and trainable limits. The psychophysiological concept of “work activity” is similar in psychophysical components to the concept of “sport”. The fundamental requirements and conditions for their improvement are also similar.

So, the specific content of the PPFP is based on the psychophysiological identity of the labor process and physical culture and sports. Thanks to this identity, individual elements of labor processes can be modeled in physical education and sports classes.

The main factors determining the specific content of PPPP:

forms (types) of labor of specialists in this profile;

conditions and nature of work;

work and rest schedule;

features of the dynamics of the performance of specialists in the process of work and the specifics of their professional fatigue and morbidity.

Forms (types) of labor. The main forms of labor are physical and mental. The division of labor into “physical” and “mental” is conditional. However, such a division is necessary, because with its help it is easier to study the dynamics of specialists’ performance during the working day, as well as to select means of physical education and sports in order to prepare students for the upcoming work in their profession.

Working conditions(length of working hours, comfort of the production area) influence the selection of means of physical education and sports to achieve high performance and labor activity person, and, therefore, determine the specific content of the PPPP of specialists in a certain profession.

Nature of work also determines the content of PPPP, because in order to correctly select and apply the means of physical education and sports, it is important to know what physical and emotional load the specialist is working with, how large the area of his movement is, etc. It should be taken into account that the nature of the work of specialists of the same profile may be different even when working in the same conditions, if they perform different types of professional work and official functions. In such cases, specialists have completely different psychophysical loads, so they need different applied knowledge, skills, and multidirectional recommendations on the use of physical education and sports in work and rest.

Work and rest schedule influences the choice of means of physical education in order to maintain and increase the required level of vital activity and performance. A rational work and rest regime at any enterprise is considered to be one that optimally combines labor efficiency, individual productivity, working capacity and health of workers.

Performance dynamics specialists in the labor process is an integral factor that determines the specific content of students’ PPPP. In order to model individual elements of the labor process by selecting physical exercises, it is necessary to know the dynamics of the performance of specialists when performing various types of exercises. professional work. To do this, you need to build a “performance curve based on fixed changes in technical, economic and psychophysiological indicators: after certain periods of time, certain indicators of the performer are measured: the amount of output, the time spent on the operation, etc., as well as psychophysiological indicators of the pulse, blood pressure, muscle strength, tremor, respiratory rate, indicators of attention, speed, visual-auditory and mental reactions, etc. The performance “curve” is determined for one work shift, and for a work week (month), and for a year of work. It can serve as a beginning in the development of recommendations for the targeted use of physical education means both in the process of physical training and in the work and rest regime.

Bibliography

1 V.I. Ilyinich, M. Gardariki. "Student's physical culture" 2002

2 P.A. Agadzhanyan, A.N. Katkov. “Reserves of our body” 1990

3 R.T. Raevsky “Professional – applied physical training” 1985

The role of teaching staff of primary vocational education institutions in fundamentally changing the lifestyle of students is, of course, extremely great. The professionalism of the coach in preparing the teams of the educational institution is also worthy of appreciation. This is a very important circumstance. It helps our college maintain the leadership level in the region and the republic. We have no problems recruiting national teams. You can get into them only on a competitive basis with the strictest selection, but they participate in it. As a rule, former C students from basic schools.

IT IS VERY IMPORTANT to awaken and develop children’s interest in physical education.

We believe that first, boys and girls should be convinced of the need to engage in lessons under the supervision of a teacher, consistently developing in themselves the need to independently perform physical exercises. And these are conversations, conversations and more conversations. AND personal example teacher Children cannot tolerate hypocrisy!

In our reasoning, in the first place we put the concept of the genetic fund of a nation as the sum of the genetic codes of the individuals belonging to it. Expanding on the proverb “The apple doesn’t fall far from the tree,” we remind expectant mothers and fathers that the formation of the character of their offspring has begun and depends on their chosen lifestyle. This postulate about the need to follow the correct way of life accepted by society is initial and axiomatic.

The second task is to focus students’ attention on the ability of the human body to withstand certain overloads.

The third statement is the need to serve in the Russian Army. At any opportunity, we unobtrusively, but for edification, remind you, give examples of personal experience, the experience of college students, and convince young men of the need for very good physical preparation.

So, justifying the importance of independent physical education, we remind you: about the genetic fund (taking care of their health, anyone and everyone cares about preserving the health of the Russian nation); about the need to prepare your body to be able to withstand super overloads in emergency situations; about the need to prepare oneself for service in the Russian Armed Forces; about the need to be able to stand up for yourself, for your home, your family.

SPECIAL ATTENTION in our college is paid to extracurricular physical education and sports work. Its main motto is: “Mass”.

Introduction

Relevance. The health of the nation is an economic, political category that determines social stability. The country’s labor potential and its defense capability depend on it. Only healthy people can produce material wealth, study successfully and become efficient specialists. Without them, neither scientific and technological progress nor success in the economy and other economic sectors is possible.

Over the years of reforming the state system, the demographic situation in Russia has noticeably worsened. Mortality and morbidity are increasing, fertility and working age are decreasing. In the Russian Federation, the process of deterioration in the health of children continues. Only one preschooler out of three comes to school healthy. During schooling, the incidence of diseases of the visual organs increases 4-5 times, the incidence of diseases of the digestive organs and musculoskeletal system increases 3 times, and the number of neuropsychiatric disorders and functional disorders of the cardiovascular system increases 2 times.

One of the most important factors in ensuring the safe life of students in secondary schools is their level of physical fitness. No moral and psychological qualities of a person, knowledge, skills and abilities can help them if they do not have developed physical and special qualities that need to be demonstrated in this particular situation in order to get rid of danger.

In the system of physical education, one of the fundamental principles is principle of application– connections between physical culture and practical life society. This principle reflects the most important function of physical culture - to be a factor in preparing a person for work and defense activities.

The problem of preparing for work through physical education is updated within the framework of education at school and lyceum. This is due to the fact that many schools create specialized classes as elements of pre-professional training. In the city of Mamadysh there are comprehensive school, where there are classes with in-depth study of individual subjects that provide pre-profile training (MSOSH No. 4, Vocational Lyceum No. 87).

In this situation it is actual problem developing the content of classes, the tools and methods used within the framework professional applied physical training students of such specialized classes and groups.

Object of study– the process of physical education of lyceum students.

Subject of study– effectiveness of professional-applied physical training of lyceum students.

Purpose of the study– develop and experimentally substantiate a program of professional-applied physical training for lyceum students.

Research hypothesis– it is assumed that the program of professional-applied physical training, developed taking into account the professiogram, will contribute to a significant increase in the physical condition of lyceum students.

Research objectives:

Based on the analysis of scientific and methodological literature, identify the theoretical and methodological foundations of applied physical training.
To determine the initial indicators of physical development and physical fitness of lyceum students.
To develop a program of professional-applied physical training for lyceum students and test it in a pedagogical experiment.
To identify changes in indicators of physical development and physical fitness of students in the experimental and control groups.

To solve the problems, the following were used methods:

analysis of scientific and methodological literature;
physical fitness testing;
pedagogical observation;
formative pedagogical experiment;
method of mathematical statistics.

Practical significance. The research results are of interest to physical education specialists working in specialized groups.

Chapter I. Literature Review

1.1. Theoretical and applied foundations of applied physical training.

In the system of physical education, one of the fundamental principles is the principle of application (the connection of physical education with the practical life of society). This principle reflects the most important function of physical culture in society - to be a factor in preparing a person for work and defense activities. The main provisions of this principle are expressed as follows:

when solving specific problems of physical training, one should, other things being equal, give preference to those means (physical exercises) that form vital motor skills and skills of a directly applied nature;
in any form of physical education it is necessary to strive to ensure the acquisition of the widest possible range of different motor skills and abilities, as well as the diversified development of physical abilities;
it is necessary to constantly and purposefully connect cultural activities with the formation of an active life position of the individual based on the education of hard work, patriotism and moral qualities.

These provisions oblige both the life safety teacher (physical education teacher) and the boys and girls themselves to maximally connect physical education with the practical life of society.

Application in the most general sense, there is the property of something to be applied, practically suitable and useful as an application to something basic, to complement it and (or) influence it in a certain direction.

Physical training is a pedagogical process aimed at nurturing physical qualities and developing the functional capabilities and systems of the body, creating favorable conditions for improving all aspects of training.

Applied physical training is a specialized type of physical education, carried out in accordance with the requirements and characteristics of labor activity and service in the ranks of the Russian army.

Applied physical training is aimed at developing the motor skills needed in life, developing vital physical abilities, optimizing the health and performance of students.

The content of applied physical training includes not only specially selected physical exercises performed in unusual conditions, but also educational material that ensures psychological readiness for activities in extreme situations. But at the same time, along with it, students should gain skills in self-regulation in the classroom, the ability to be psychologically prepared to act in any dangerous and difficult situations.

The main objectives of applied physical training of students in 1st and 2nd courses are:

Purposeful development of physical abilities that meet the specific activities of boys and girls.
Improving the skills and abilities needed in work and military service.
Increasing the functional resistance of the body of boys and girls to unusual and extreme conditions.

The implementation of program material on applied physical training is carried out in class and at extracurricular sports events (for example, at applied sports competitions) by a life safety teacher or a physical education teacher, as well as during independent training sessions on the instructions of the teacher. At the same time, it is necessary to bring the conditions for performing motor actions and training physical qualities as close as possible to real life situations in which what was learned in the classroom will be used.

It is noted in the economic literature that even if a person has knowledge and professional experience, but does not have the health and necessary physical abilities to work, then he cannot be classified as a labor resource. That is why every young person must prepare in advance and actively for his chosen profession, purposefully develop those physical and mental qualities that determine psychophysical reliability and success in his future professional activity.

Prevention negative impacts specialists of various profiles, including physical education specialists, deal with the human body in the process of work and everyday life. They are exploring functionality healthy person and reserves for increasing his performance in different conditions to use the body's adaptive capabilities in specialized training. Therefore, when preparing young people for modern species In labor, it is important to use the already proven experience of targeted use of physical culture and sports to improve the functional abilities necessary in professional activities. “There is no other means in society other than physical culture by which people could be physically prepared for new production.”

Physical education has always been one of the means of preparing a person for work and adapting to the social environment. Game reproduction of hunting and labor processes in ancient ritual competitions is one of the ways to improve labor skills and physical education of young people at the initial stages of the development of human society. Over time, people moved from simply copying physical activities and technical methods of labor processes in the simplest games to a broader theme of games with certain rules and to the creation of artificial sports and gaming equipment - elements of modern physical culture and sports.

In parallel, applied military physical training also developed, which was carried out for certain segments of society and was especially clearly visible under the slave and feudal system. She also influenced the content and methodology of applied physical training of a person for work.

In the late Middle Ages, elements of psychophysical preparation for professional work were already present in a number of systems of youth upbringing and education. Outstanding figures of the 15th-19th centuries drew attention to the role of physical exercise in preparing the younger generation for work: Francois Rabelais (1494-1553), John Locke (1632-1704), Johann Pestalozzi (1746-1827), Johann Gusts-Muts (1756 -1839), Georges Domeny (1850-1917).

It was during this period that an independent direction in the study of human psychophysical capabilities arose and was formed with the goal of its most productive use in a certain industry.

At the turn of the XIX-XX centuries. In the United States, a system of labor organization and production management developed, called “Taylorism.” This system was based on the widespread use of scientific and technological achievements in order to extract maximum surplus value through the improvement and use of human functional capabilities.

In the 20-30s. XX century In our country, a series of works was published that examined the issues of targeted use of physical education means for the rapid and high-quality development of labor skills, increasing labor efficiency, active recreation and the prevention of occupational diseases. In subsequent years, this experience found application in the development of the foundations of the scientific organization of labor and, in particular, in the formation of an independent direction - special psychophysical preparation of a person for a specific type of professional work. In the theory and practice of physical education, such special training is called professionally applied physical training (PPPP).

With the further development of scientific and technical thought, man is increasingly surrounded by an artificial technical environment. Doctors and biologists pay special attention to a number of phenomena that negatively affect not only human health, but also his professional performance, namely: detraining of the body due to lack of physical activity, a person’s tense emotional state in the process of his daily work, unfavorable influence of the external environment . These factors affect people differently, but what they all have in common is that a person’s natural physiological adaptations cannot keep up with the acceleration of the pace and changing conditions modern life. Hence, constant emotional arousal, neuropsychic fatigue and fatigue, which means a decrease in performance and the possible occurrence of diseases.

Changing the place and functional role of a person in the modern production process requires his directed psychophysical preparation, since reducing the share of simple physical labor does not at all remove the requirements for the psychophysical preparedness of workers, although it changes its structure. This is due to the fact that if earlier the pace and rhythm of the labor process was set by the person himself through the equipment he controlled, now they are determined by the production technology to which the person must adapt his work.

The change in the structure of labor efforts and the functional role of a person has increased the requirements for the sensory-motor activity of a worker in modern production, especially in relation to the stability of attention, the speed and accuracy of his reaction.

In addition, a modern specialist highly qualified manages not only equipment, but also highly qualified people; sociological studies show that it is working with people, managing people that tires the most. All this places additional demands on the active formation of psychophysical abilities through the targeted use of physical exercises.

The influence of the need for change and division of labor on the content of psychophysical training of a future specialist is manifested in the direction and content of specialized training of a person for work.

The constant transformation of the technical and technological basis of production, changing guidelines in economics and politics often leads to the need to change professions. It is no coincidence that the set of international forecasts, published back in the 1980s, “The World in 2000,” states: “By that time, mobility in the profession will reach such a degree that every worker will be ready to change his profession at least three times during his life.” . This forecast has already been confirmed for a significant part of the workforce. Meanwhile, such a change in activity requires both versatile abilities and physical perfection, which can be achieved in the process of specialized, including psychophysical, training.

It is known that a significant economic effect can be achieved with narrow specialization of labor. However, excessive division and excessively narrow specialization tend to make work monotonous and tedious and increase the number of occupational diseases and injuries.

In cases where the requirements of narrow specialization are dictated by production needs, a set of active measures can be used, including means of physical education and sports. Versatile and special physical training in such a situation contributes to faster development of related professions and free change of work, creating high-quality prerequisites for this - a wide range of knowledge and functional capabilities, mastery of motor culture skills.

Ensuring a high level of intensity and individual productivity of future specialists is one of the direct tasks of professionally oriented psychophysical training.

Labor productivity and its intensity are two sides of a single process aimed at increasing the mass of labor products. Meanwhile, the socially necessary level of labor intensity, which has its own physiological and social boundaries, should not exceed the limits determined by the requirements of normal reproduction of the labor force for the next working day or work cycle, since crossing the physiological limit entails accelerated wear and tear of a person as a labor force. That is why the intensity of work of each employee is always limited by his physical capabilities.

But these possibilities, i.e. physiological boundaries of human labor intensity are very elastic and can be changed with the targeted use of physical culture and sports. Methodologically correct classes have a beneficial effect on the intensity and individual productivity of work. This is due to the fact that those involved in physical culture and sports have a level of functionality, physical and emotional stability, and coordination of movements that is significantly higher than average. In addition, they have quick workability, the ability to maintain optimal tempo, speed and efficiency of working movements and actions for a long time.

Practical classes in applied physical training consist of three functionally related components: preparatory, main and final. The sequence of these parts reflects the patterns of changes in the body's performance under the influence of physical activity. At the beginning of the load, the body overcomes the inertia of rest through a gradual increase in the functional performance of its organs and systems. This is called the development phase, which corresponds to the preparatory part of the lesson. Then the achieved level of functional performance is maintained for a certain time with slight fluctuations in the direction of its increase and decrease. This is called the sustained performance phase, which corresponds to the main part of the lesson. As the functional reserves of the working organs and systems of the body (cardiovascular, respiratory, muscular, etc.) are consumed, the performance of the student gradually decreases. This is called the exhaustion or fatigue phase, which corresponds to the final part of the lesson.

1. Preparatory part of the lesson (warm-up). Its main goal is to prepare students to perform exercises in the main part of the lesson. The complex of means for warming up includes general developmental exercises with alternating effects on the main muscle groups and a gradual increase in load.

When conducting classes in applied physical training, you should strive to diversify the exercises in the preparatory part and always include new elements in its content.

The following order of general developmental exercises is recommended: walking, running at a slow pace (up to 10 minutes), exercises for the muscles of the arms and shoulder girdle, exercises for the muscles of the torso, exercises for the muscles of the legs, jumping, breathing exercises and relaxation exercises.

The total duration of the preparatory part is 10-20% of the total lesson time and depends on the duration of the lesson, type of educational material, temperature environment and etc.

2. The main part of the lesson. Its goal is to solve problems of applied physical training.

In the main part, new motor actions or their elements are first learned. The middle or end of the main part of the lesson is devoted to consolidating and improving previously learned skills. Exercises that require the manifestation of speed, speed-strength qualities, and fine coordination of movements are performed at the beginning of the main part of the lesson, and exercises related to strength and endurance are performed at the end. Moreover, the education of special endurance, if it is planned, is carried out earlier than general endurance. The composition of all exercises in the main part should be such that they have a diverse effect.

The group of applied exercises includes walking and running, balance exercises, climbing and climbing, throwing exercises (at a distance, at a target, against a moving object) and catching, lifting and carrying loads, crawling, overcoming horizontal and vertical obstacles, various jumps, somersaults, special exercises on various simulators and training devices, specialized obstacle courses, swimming, tourism, etc. Their application lies in the fact that many of them are used in everyday life. With their help, you can develop strength, speed, endurance, motor-coordination abilities, attention, memory for movements, volitional qualities, etc. The application of individual exercises is achieved by complicating individual elements and exercises that are professionally important.

By mastering movements that have practical significance for life, students acquire the ability to rationally and fully demonstrate their physical abilities and learn the patterns of their body movements.

3. The final part of the lesson. Its goal is a gradual decrease in the functional activity of the body of those involved and bringing it to a relatively calm state. When the lesson lasts up to 1 hour, this part takes 3-5 minutes.

The effectiveness of classes in applied physical training largely depends on how well the teacher of the basics of life safety (physical education teacher) will implement the plan he has outlined, apply the most rational methods of organizing the activities of students and methodological techniques, productively use the available equipment, inventory, technical training aids, taking into account the specifics of the location of the classes (gym or school playground, stadium or park, flat or rough terrain), temperature conditions, preparedness of schoolchildren, their age and individual characteristics.

When conducting applied physical training classes, the following are used: methods of organizing students:

1. Frontal method. Characterized by the entire class completing the same task. This ensures high motor density of the lesson. The frontal method is successfully used when managing the activities of a homogeneous group of athletes that does not require insurance, for example, performing simple acrobatic exercises (somersaults, rolls, etc.), when practicing technical techniques in swimming.

It is important to arrange the students in such a way that they do not interfere with each other, everyone can see the teacher, and he, in turn, can see all the students.

2. Group method. Provides for the simultaneous completion of different teacher tasks in several groups. The division of students into groups and determination of the content of tasks is carried out taking into account gender, level of preparedness and other characteristics (for example, height and weight indicators in wrestling and hand-to-hand martial arts classes).

3. Individual method. It consists in the fact that students are offered individual tasks that are completed independently. As a rule, individual tasks are intended for students who differ significantly from the main class in their preparedness, characteristics and abilities, and sometimes due to health conditions.

4. Circular method. It involves students sequentially performing a series of tasks (exercises) at specially prepared training places called “stations”, usually located around the hall or sports field. Typically, a circle includes from 4 to 10 exercises (“stations”), depending on the specifics of the means of applied physical training. At each “station” one type of exercise or motor action is performed. Their composition is selected with the expectation of the comprehensive development of physical qualities and increasing the functional capabilities of the body. The entire “circle” is passed from 1 to 3 times without an interval or with certain rest intervals between “stations”.

The quality of applied physical training classes is largely influenced by methods of regulating physical activity and the density of classes.

– this is a certain measure of the influence of physical exercise on the body of the practitioner. The load dose is a certain value measured by the parameters of volume and intensity. Dosing the load means strictly regulating its volume and intensity.

Load volume– this is the total amount of training work per lesson (week, month, year, etc.). It is usually determined in hours (time spent on classes), the number of exercises performed, the mileage of the distance covered and other indicators.

Load intensity– this is the amount of effort applied, the intensity of physiological functions, the concentration of work in time. It is characterized by indicators of tempo and speed of movements, acceleration, heart rate, etc.

The relationship between volume and intensity when performing applied physical exercises is characterized inversely proportional dependence: the greater the volume of the load, the less its intensity, and vice versa. Depending on the nature of muscle work, loads can be standard or variable.

The action of the load is the body's reaction to the work performed. Its indicators are heart rate and external signs fatigue of those involved.

The theoretical and methodological basis for the optimal dosing of loads is the laws of adaptation of the body to the effects of physical exercise and the development of fitness. Based on this, the following methodological provisions have been formulated and scientifically substantiated: adequacy of loads(corresponding to the individual functional capabilities of the body), gradual increase in loads(ensuring the development of functionality), systematic load(their sequence and regularity).

Physical activity in each specific case must be optimal in its parameters (volume, intensity, rest intervals), which ensures a training effect. Insufficient loads are ineffective, as they lead to loss of study time, and extreme loads cause harm to the body.

If the load remains the same and does not change, then its impact becomes habitual and ceases to be a developmental stimulus. Therefore, a gradual increase in physical activity is a necessary requirement.

Of great importance in applied physical training are the biological law of exercise and the law of the unity of the forms and functions of the body in its activity. These laws are the starting point for choosing means and methods of physical education in each specific case.

When choosing physical exercises and determining the magnitude of their loads according to the law of exercise, one should take into account adaptive changes in the body of those involved.

The body functions as a single whole. Therefore, when using exercises and loads of predominantly selective influence, it is necessary to clearly imagine all aspects of their influence on the body.

In applied physical training classes, the load is determined by heart rate (HR), that is, by pulse. The load can be low – 130 beats/min, medium – 135-150 beats/min, high – 155-180 beats/min, maximum – over 180 beats/min.

Regulation of load parameters in applied physical training classes is achieved by many different methods and methodological techniques, the most effective and accessible of which are the following:

changing the number of repetitions of the same exercise;
change in the total number of exercises;
changing the speed of performing the same exercise;
increase or decrease in range of motion;
varying the magnitude of external weights (dumbbells, weights, barbells, etc.);
performing exercises in difficult or easy conditions (for example, running uphill and downhill, or running along a stadium track and on sand, running with and against the wind, etc.);
changing the starting positions (for example, jumping up from a half-squat and squat, bending and straightening the arms while lying down with the legs on the floor and on a gymnastic bench, etc.);
changing the length of distances in running, swimming, skiing;
conducting classes on a regular, enlarged or reduced site ( various games);
varying the use of methods (uniform, game, competitive, etc.);
increasing or decreasing the time (intervals) and nature of rest between exercises.

In each specific case, the life safety teacher (physical education teacher) uses the most optimal ways to regulate physical activity to effectively solve the problems of the lesson (lesson).

When performing most physical exercises, they total load on the body The following components are quite fully characterized (V.M. Zatsiorsky): 1) intensity of the exercise; 2) duration of the exercise; 3) number of repetitions; 4) duration of rest intervals; 5) the nature of the rest.

Exercise intensity in cyclic exercises it is characterized by the speed of movement, and in acyclic exercises - by the number of motor actions per unit of time (tempo). Changing exercise intensity directly affects performance functional systems body and the nature of energy supply to motor activity. At moderate intensity, when energy consumption is still low, the respiratory and circulatory organs provide the body with the necessary amount of oxygen without much strain. A small oxygen debt formed at the beginning of the exercise, when aerobic processes are not yet fully operational, is repaid in the process of performing the work, and subsequently it occurs under steady state conditions. This intensity of exercise is called subcritical .

As the intensity of the exercise increases, the practitioner’s body reaches a state in which the energy requirement (oxygen demand) will be equal to the maximum aerobic capacity. This intensity of exercise is called critical.

The intensity of the exercise above critical is called supercritical. At this intensity, the oxygen demand significantly exceeds the aerobic capabilities of the body, and work occurs primarily due to anaerobic energy supply, which is accompanied by the accumulation of oxygen debt.

Duration of exercise has an inverse relationship with respect to the intensity of its implementation. As the duration of the exercise increases from 20-25 seconds to 4-5 minutes, its intensity decreases especially sharply. A further increase in the duration of the exercise leads to a less pronounced but constant decrease in its intensity. The type of energy supply depends on the duration of the exercise.

Number of repetitions exercise determines the degree of its impact on the body. When working under aerobic conditions, an increase in the number of repetitions makes it possible to maintain a high level of activity of the respiratory and circulatory organs for a long time. In anaerobic mode, an increase in the number of repetitions leads to the exhaustion of oxygen-free mechanisms or to their blocking of the central nervous system. Then the exercises either stop or their intensity decreases sharply.

Duration of intervals rest is of great importance for determining both the magnitude and especially the nature of the body’s responses to the training load.

The duration of rest intervals should be planned depending on the tasks and training method used. For example, in interval training aimed at primarily increasing the level of aerobic performance, you should focus on rest intervals at which the heart rate decreases to 120-130 beats/min. This makes it possible to cause changes in the activity of the circulatory and respiratory systems, which most contribute to increasing the functional capabilities of the heart muscle. Planning rest breaks based on the subjective feelings of the practitioner and his readiness to effectively perform the next exercise is the basis of a variant of the interval method called repeated.

When planning the duration of rest between repetitions of an exercise or different exercises within the same session, you should distinguish three types of intervals:

1. Full (ordinary), guaranteeing by the time of the next repetition practically the same restoration of performance that was before its previous execution, which will make it possible to repeat the work without additional strain on the functions.

2. Tense (incomplete), in which the next load is performed in a state of some under-recovery of performance.

3. “Minimax” interval. This is the shortest rest interval between exercises, after which increased performance (supercompensation) is observed, which occurs under certain conditions due to the laws of recovery processes in the body.

The duration of rest intervals should be planned depending on the tasks and training method used.

Nature of rest between individual exercises it can be active, passive and combined. With passive rest, the student does not do any work; with active rest, he fills the pauses with additional activities.

When performing exercises at a speed close to critical, active rest allows you to maintain respiratory processes for more high level and eliminates abrupt transitions from work to rest and back. This makes the exercise more aerobic.

1.2. Age characteristics first and second year students (age 15-17 years).

The learning process depends on the level of development of physical qualities and physiological functions of the body and the rate of their growth.

The older age of 15-17 years, compared to adolescence, is characterized by a slower and more uniform development process. At this time, boys are growing noticeably faster than girls. Puberty, as a rule, ends by the age of 17, and in terms of the structural features and proportions of the body, boys and girls are practically no different from adults. At this age stage, differences in the structure and proportions of the body between boys and girls become more pronounced. Boys, compared to girls, have longer arms and legs and a higher overall center of gravity (GCG). This provides the opportunity to more successfully master the skills of walking, running, overcoming obstacles, and jumping. In girls, on the contrary, the GCT is somewhat lower. This gives the body increased stability and allows you to successfully master motor skills that require good balance.

The growth of bones in length at this time is very insignificant. But thickening and strengthening the bones allows the skeleton to withstand significant loads. The muscular system, especially in young men, develops very intensively during this period. By the age of 17, their total muscle mass reaches approximately 45% of their total body weight. This allows older boys to perform exercises that require greater and maximum muscle effort. If in boys muscle mass and, in accordance with it, muscle strength increases relatively evenly and proportionally, then in girls there is a disproportion in this process. They develop to a greater extent the mass and strength of the muscles of the pelvic region and to a much lesser extent the mass and strength of the muscles of the arms and shoulder girdle. This discrepancy in the development of the strength of individual muscle groups does not allow girls who do not regularly engage in sports to successfully perform exercises associated with the need to overcome their own body weight (jumping, running, some gymnastic exercises and acrobatic exercises). Taking this into account, the teacher should structure classes even with trained girls of high school age in such a way as to eliminate the possibility of overloading the muscles and pelvic organs. Therefore, you should avoid exercises that cause an increase in intra-abdominal pressure (exercises with holding your breath and straining, as well as lifting heavy weights and deep jumps).

Further development and improvement of the cardiovascular system in older adolescence is expressed in an increase in the size of the heart, its stroke and minute volumes, as well as a significant increase in the lumen of blood vessels. Due to the fact that the cardiovascular system of 15-17-year-old girls and boys responds more adequately to various physical activities, the overall endurance and performance of the body increases.

A general increase in the functional capabilities of the body of older boys and girls is also ensured through the further development and improvement of the respiratory system. This is primarily expressed in a significant increase in the circumference and excursion of the chest, an increase in the vital capacity of the lungs, an increase in the strength of the respiratory muscles and the percentage of oxygen used. And yet, such great positive changes do not allow boys and girls aged 15-17 to endure exercises that cause holding their breath and straining to the same extent and with the same success as adults.

Girls have significantly lower functional capabilities of the respiratory and circulatory system than boys. Therefore, loads that require a predominant manifestation of endurance must be dosed very strictly.

In older adolescence, the development of the central nervous system is completed. Due to the fact that the processes of excitation and inhibition become more balanced, the brain’s ability to perform analytical and synthesizing activities improves. This, on the one hand, allows you to expand the range of tools and methods used in the lesson, and on the other, solve serious problems in mastering complex technical skills.

At the age of 15-17, the formation of basic mental processes and personality traits occurs, which in their content are close to similar manifestations of adults. The processes of attention, perception and thinking become more organized and controlled. At the age of 15-17, boys and girls have a high level of mastery of the most rational methods of acquiring knowledge, have developed abstract thinking, logical memory, creative imagination.

The life experience, theoretical knowledge and practical skills accumulated by this time make it possible to develop a stable interest in a certain type of occupation and choice of profession.

The selection of PPPP funds should take into account not only the need, but also the possibility of development of the student’s body.

Human physical abilities in ontogenesis develop heterochronically, i.e. their formation proceeds more intensively in strictly defined, so-called critical sensitive periods. This provision should largely determine the construction of PPFP programs. As an example, let us trace the dynamics of the development of muscle strength as one of the main qualities in boys aged 10-17 years who do not engage in sports according to A.V. Korobkov and F.G. Kazaryan. The development of absolute muscle strength in schoolchildren is ambiguous in terms of time: periods of relatively uniform growth are replaced by periods of its spasmodic increase. Moreover, the annual increase in strength of different muscle groups is not the same. For example, from 10 to 14 years, the muscle strength of the lower extremity extensors increases most and the shoulder girdle flexors increase much less. In general, from 11 to 13 years old, there is a slowdown in the growth rate of muscle strength in boys, and in adolescence (13-14 years old) its intensive growth occurs.

The next period of rapid development of absolute muscle strength is observed at 15-17 years.

Of interest are the data from these studies regarding the dynamics of relative muscle strength, which reflects the magnitude of absolute muscle strength in relation to a person’s body weight. Intensive growth in relative strength is observed from 10 to 11 years and from 13 to 14 years; in the period from 12 to 13 years, a decrease in the rate of its growth is observed. The decrease in the growth of relative strength in schoolchildren aged 14-15 years in all muscle groups, with the exception of flexors and extensors of the shoulder girdle, continues until the next “peak” observed at 16 years. In principle, the periods of intensive growth for boys do not always coincide absolute values muscle strength with periods of intense growth in relative strength. The main reason here seems to be related to the lag in strength gains from height and body weight.

From the above scientific data, corresponding practical recommendations regarding the direction of preferential education of muscle strength in boys directly follow. You should pay attention to the development of their strength abilities primarily in grades 4, 7, 9-10, which is of great practical importance. At other times, it is advisable to devote most of the lesson time to the development of other motor qualities. Moreover, the uneven increase in strength of different muscle groups dictates the content of physical exercises. Thus, at 14-15 years old, strength exercises on the shoulder girdle should be included in the lesson and the use of exercises of a different direction is much less justified, since at this age one can hardly expect a significant increase in strength in other muscle groups due to biological laws - heterochronic development. The absence of special exercises during this period to develop the flexors-extensors of the shoulder girdle leads to the fact that at the age of 17 this muscle group becomes the weakest.

When planning PPPP, teachers often do not take into account the patterns of critical periods of development of physical qualities, preferring, regardless of age and gender, when teaching PPPP material in gymnastics, the main attention is paid to the development of the abdominal muscles, back, shoulder girdle, and leg muscles in athletics.

Thus, the analysis of scientific and methodological literature on the research topic made it possible to establish that a) when solving specific problems of physical training, one should, other things being equal, give preference to those means (physical exercises) that form vital motor skills and skills of a directly applied nature; b) in any form of physical education it is necessary to strive to ensure the acquisition of the widest possible range of various motor skills and abilities, as well as the diversified development of physical abilities.

Chapter II. Research methodology and organization

2.1. Research methodology.

To determine the theoretical and methodological foundations of applied physical training, we analyzed the scientific and methodological literature. The results of the analysis of the literature used in the work are presented in Chapter I.

Pedagogical observation was carried out to identify the degree of mastery of motor actions from the “Swimming” section. Thus, in particular, we studied such motor skills as:

swimming in front crawl 25 m without time;
swimming breaststroke 25 m without time;
swimming underwater (diving);
swimming with clothes on;
ways to relax on the water;
crossing by swimming with objects.

At the beginning of the study, we determined the ability to perform the above motor actions using an oral survey.

To determine physical fitness, we used the method of control tests. So, in particular, we carried out the following measurements:

run 30 m;
shuttle run 3x10 m;
standing long jump;
throwing a medicine ball 3 kg while sitting;
Pull-ups on a high bar;
6 minute run;

Run 30 m. At least two people take part in the race. At the command “Start!” participants approach the starting line and take their starting position. At the command “Attention!” lean forward and at the command “March!” run to the finish line along their own path. Time is determined with an accuracy of 0.1 s.

Shuttle run 3x10 m. One or two people can take part in the race.

A 10-meter segment is measured in a gym or on a treadmill. Start and finish lines are drawn at the beginning and end of the segment. There are two dice on the starting line.

At the command “Start!” the participant approaches the starting line and places one (push) leg forward. At the command “Attention!” leans forward and picks up one cube. On the command “March!” runs with the cube to the end of the segment and places it behind the finish line; then returns for the second cube and also places it behind the finish line.

The stopwatch is started at the command “March!” and turn off the moment the second cube touches the floor. Throwing a die and placing it before the finish line is prohibited. Time is recorded with an accuracy of 0.1 s.

Standing long jump. A line is drawn on the site and a measuring tape (tape measure) is attached perpendicular to it. The student stands near the line without touching it with his toes, then, moving his arms back, bends his knees and, pushing off with both legs, making a sharp swing of his arms forward, jumps along the marking. The distance is measured from the line to the heel of the back standing leg. Three attempts are given best result counts. The exercise requires preliminary preparation to develop coordination of movements with arms and legs.

Throwing a 3 kg medicine ball while sitting. Throwing a medicine ball from a sitting position with legs apart, the ball is held with both hands above the head. From this position, the subject leans back slightly and throws the ball forward as far as possible. Out of three attempts, the best result is counted. The throwing length is determined from the imaginary line of intersection of the pelvis and torso to the closest point of contact of the projectile.

Pull-ups from hanging on a high bar (boys). The judge, calling the next participant to the apparatus and making sure of his readiness, as well as the readiness of the counting judges, gives the command “Exercise begin!” The student pulls himself up to the level of the chin and lowers himself onto straight arms, fixing this position, and begins the next one.

Perform smoothly, without jerking. When arching the body or bending the legs at the knees, the attempt is not counted.

The counting judge, standing next to the participant, counts the number of correctly performed pull-ups.

If any attempt is made incorrectly, he says: “Don’t count!” For example, if the first two attempts are performed correctly, the third incorrectly, and the fourth again correctly, the judge counts as follows: “One, two, don’t count, three,” etc. At the end of the exercise, the judge announces the result, which is assessed according to the table.

6 minute run. A 6-minute run is performed in a stadium (in a circle). 6-8 people participate in the race at the same time; the same number of participants, on instructions from the teacher, are counting laps and determining the total length of the distance. For a more accurate calculation, it is advisable to mark the treadmill every 10 m. After 6 minutes, the runners stop and their results are determined (in meters).

Formative pedagogical experiment was carried out to check the effectiveness of the developed program of professional-applied physical training.

Methods of mathematical statistics. To process the results obtained, we used methods of mathematical statistics according to generally accepted methods. We determined the arithmetic mean (X), square deviation (ϭ), coefficient of variation (V) and standard error average value (Sx). The significance of differences was determined by Student's t-test.

2.2. Organization of the study.

The study was carried out in stages from 2007 to 2009.

At the first stage research, the purpose and objectives of the research were formulated, the object and subject of the research were determined; work was carried out to analyze the literature and systematize materials to form a working hypothesis and select research methods.

At the second stage testing of physical fitness indicators of students of Vocational Lyceum No. 87 was carried out, which were subsequently divided into two groups: experimental and control. At this stage, an experimental program of professionally applied physical training was developed and a pedagogical experiment was conducted to introduce this program into the process of physical education of the experimental group.

At the third stage research, repeated testing of the physical fitness of young men of the study groups was carried out to determine the effectiveness pilot program. At this stage, the results of the study were systematized and discussed; The qualification work has been completed.

The study involved 24 young men studying in the first and second years of Professional Lyceum No. 87.

Chapter III. Research results and discussion

3.1. Initial indicators of physical fitness of students of Vocational Lyceum No. 87.

Initial testing of the physical fitness of young men studying in the first year of a vocational lyceum showed that of the six indicators studied, only in one control exercise (6-minute run) there was a significant difference between the groups. In this exercise, the boys from the control group are significantly ahead of the boys from the experimental group. In the remaining control exercises, the differences between the groups were not significant.

Comparing the results of control tests with the proper standards presented in “Theory and Methods of Physical Education” (Kholodov Zh.K., Kuznetsov V.S., 2000), we found that in a number of control indicators (running 30 m, shuttle running 3x10 m , standing long jump and 6-minute run) the subjects of both groups have results corresponding to the “low” level.

Only in pull-ups on a high bar and throwing a 3 kg medicine ball while sitting the results correspond to the “average” level.

Table 1 presents the results of a survey of young men from the experimental and control groups on the ability to perform motor actions from the “Swimming” section.

As can be seen from the table, the number of motor skills from the “Swimming” section in most of them is almost the same in the experimental and control groups.

Thus, the initial testing of physical fitness showed that young men from the experimental and control groups had the same levels in five control tests. Only in the 6-minute run were the boys from the control group significantly ahead of their peers from the experimental group. At the same time, students in both groups have “low” performance in the 30 m run, 3x10 shuttle run, standing long jump and 6-minute run.

Table 1.

Mastery of motor actions from the “Swimming” section by young men of the experimental and control groups

Motor actions	Young men of the experimental group (n=12)	Boys of the control group (n=12)
1. Swimming “front crawl” 25 m without time	12 (100%)	12 (100%)
2. Swimming with breaststroke 25 m without time	9 (75%)	10 (83,3%)
	11 (91,7%)	12 (100%)
4. Swimming with clothes on	0	0
5. Ways to relax on the water	4 (33,3%)	4 (33,3%)
	3 (25%)	3 (25%)
Total:	54,2%	56,9%

3.2. Characteristics of vocational-applied physical training programs for lyceum students.

We have developed a vocational training program for lyceum students.

At the same time, the program at each physical education lesson allocated 15 minutes of time to professional-applied physical training. We developed a PPPP program for 30 weeks of the school year, which included 60 physical education classes.

As can be seen from the table, the PPPP program consists of five sections:

a set of physical exercises (PE) aimed at developing coordination abilities;
circuit training (CT) complex “Grasshopper”, aimed at developing speed and strength qualities;
a set of physical exercises that increases the body’s resistance to motion sickness;
applied swimming;
aerobic exercise.

The first section of the PPPP experimental program included the following exercises to develop motor-coordination abilities:

“Slalom” running between posts, medicine balls, tires, etc.: a) facing forward; b) backwards. Distance 15-20 m. With and without time.
“Slalom” running with overcoming obstacles.
Snake running.
Running "herringbone" with your hand touching medicine balls.
Overcoming an obstacle course.
Running backwards (with medicine balls) with turns of 360 and 720 (turn on signal).
Dribbling the ball with the right and left hands around the cross-shaped tires (in a “figure eight”).
Dribbling the ball (right and left hand) and running in a zigzag between the posts.
Throw the ball up, sit down, turn 360 (720), catch the ball.
Throwing tennis balls (3-7 balls) at a target: a) after shuttle running; b) after a series of somersaults; c) from a running start; d) running. Distance 10-20 m.
Lying on your stomach, hands clasped behind your back, stand up without using your hands.

The second section of the experimental PPPP program - the CT complex “Grasshopper” consists of 6 exercises aimed at developing speed-strength abilities (Appendix 1).

The third section included physical exercises that increase the body's resistance to motion sickness. These exercises are presented in Table 2.

The fourth section, “Applied Swimming,” includes 6 exercises performed in water (pool), presented above in Table 1.

Circuit training complex “Grasshopper”(Annex 1).

Table 2.

Exercises that increase the body's resistance to motion sickness

Exercises	Duration or number of repetitions	Number of approaches	Rest time, min	Number of lessons per week
Head tilt left-right, forward-backward and rotation from left to right	1-3 min	1	-	6
Somersaults and jumps with left and right turns	8-12 times	4-6	1-2	2-3
Stands on the head, on the shoulder blades, on the hands with additional support	10-20 s	4-6	1-2	2-3

The fifth section, “Aerobic exercise,” included 3 types of physical exercise, presented in Table 2, lasting 12-15 minutes.

The sequence of inclusion of physical exercises in physical education classes is schematically presented in Table 2.

Thus, we have developed a program of professional-applied physical training for lyceum students, consisting of 5 sections: a set of physical exercises aimed at developing coordination and speed abilities, a complex of circuit training “Grasshopper” aimed at developing speed-strength abilities; a set of physical exercises that increase the body’s resistance to motion sickness, applied swimming, aerobic exercises. When developing the program, the following were taken into account: 1) the initial level of physical fitness; 2) specificity future profession.

3.3. Changes in physical fitness indicators among students of Vocational Lyceum No. 87 during the experiment period.

After completing the formative pedagogical experiment, a repeat study of the level of physical fitness was conducted.

There were positive changes in all control exercises. The increase in control test results over 30 weeks of the formative pedagogical experiment ranges from 5.3% to 39.2%. The results of two control exercises increased the most: pull-ups on a high bar and a 6-minute run. The increase in these control exercises is 39.2% and 27.6%, respectively.

The boys in the control group also showed a significant increase in most control exercises.

It was found that the boys from the experimental group were significantly ahead of their peers from the control group in the rate of changes in physical fitness indicators.

In boys from the control group, the increase in the studied indicators of physical fitness is 1.2-12%, which is significantly lower than in the experimental group. Only in the increase in standing long jump results are the boys in the control group ahead of their peers from the experimental group - in the control group the increase is 8.2%, and in the experimental group - 5.3%.

In other cases, a significant advance in the increase in exercise was revealed in the boys of the experimental group.

Pedagogical observation of the boys of the experimental and control groups at the 22nd week of the pedagogical experiment (when students of both groups completed the “Swimming” section) showed that in these groups the ratio of the number of students who had mastered and those who had not mastered applied swimming skills had changed.

Table 3 shows how much the degree of mastery of certain types of exercises that form the basis of applied swimming has changed.

Table 3.

Mastering motor actions from the “Swimming” section

Motor actions	Young men of the experimental group (n=12)	Boys of the control group (n=12)
1. Swimming “front crawl” 25 m without time	12 (100%)	12 (100%)
2. Swimming with breaststroke 25 m without time	12 (100%)	12 (100%)
3. Swimming underwater (diving)	12 (100%)	12 (100%)
4. Swimming with clothes on	9 (75%)	3 (25%)
5. Ways to relax on the water	8 (66,7%)	2 (16,7%)
6. Crossing by swimming with objects	6 (50%)	3 (25%)
Total:	82%	61,2%

After the completion of the pedagogical experiment in the experimental group, the number of young men who mastered applied swimming skills (diving, swimming in clothes, ways of relaxing in the water, swimming with objects) increased.

As can be seen from Table 3, during the study period the ratio of the number of mastered motor actions in the experimental and control groups changed.

On average, the degree of mastery of motor actions from the “Swimming” section in the experimental group increased by 27.8%, and in the control group - only by 4.3%.

The above results allow us to assert the effectiveness of the developed professional-applied physical training program.

Thus, the results of the formative pedagogical experiment revealed the following:

c) at the end of the pedagogical experiment, the boys from the experimental group began to outperform their peers from the control group in five out of six control exercises.

conclusions

1. Analysis of scientific and methodological literature on the topic of the study made it possible to establish that a) when solving specific problems of physical training, one should, other things being equal, give preference to those means (physical exercises) that form vital motor skills and skills of a directly applied nature; b) in any form of physical education it is necessary to strive to ensure the acquisition of the widest possible range of various motor skills and abilities, as well as the diversified development of physical abilities.

2. Initial testing of physical fitness showed that young men from the experimental and control groups had the same levels in five control tests. Only in the 6-minute run were the boys from the control group significantly ahead of their peers from the experimental group. At the same time, students in both groups have “low” performance in the 30 m run, 3x10 shuttle run, standing long jump and 6-minute run.

3. We have developed a program of professional-applied physical training for lyceum students, consisting of 5 sections: a set of physical exercises aimed at developing coordination and speed abilities, a complex of circuit training “Grasshopper” aimed at developing speed-strength abilities; a set of physical exercises that increase the body’s resistance to motion sickness, applied swimming, aerobic exercises. When developing the program, the following were taken into account: 1) the initial level of physical fitness; 2) specifics of the future profession

4. The results of the formative pedagogical experiment revealed the following:

a) the increase in physical fitness indicators in the experimental group is 5.3-39.2%, in the control group – 1.2-12.0%;

b) in the experimental group, on average, the number of young men who mastered applied swimming skills increased by 27.8%, in the control group, the number increased by 4.3%;

c) at the end of the pedagogical experiment, the boys from the experimental group began to outperform their peers from the control group.

2.7 .Professional applied physical training of students

2.7.1. PPPP in the system of physical education of students

In the conditions of scientific and technological progress, the problem of the relationship between the means of physical education and the educational activities of students acquires important economic significance, which consists in the use of physical education to prepare for specific professional work and increase its productivity. In this regard special meaning In the system of physical education, students acquire professionally applied physical training.

Professional applied physical training– this is a specially targeted and selective use of physical education means to prepare for a specific professional activity. The purpose of PPPP is psychophysical readiness for successful professional activities.

The specific tasks of students’ PPPP are determined by the characteristics of their future professional activities and are to:

Form the necessary applied knowledge;

Master applied skills and abilities;

To develop applied physical qualities.

Applied knowledge has a direct connection with future professional activities, which students receive in lecture classes in the course “Physical Education”. Knowledge about the patterns of achieving and maintaining high professional performance in work is of great practical importance.

Applied skills and abilities ensure rapid mastery of necessary labor operations, safety at home and when performing certain types of work.

Applied physical qualities– this is a list of physical qualities necessary for each professional group that can be developed when playing various sports.

When solving specific problems of professional-applied physical training of future specialists, one should pay attention to the fact that such training is carried out in close connection with general physical training, which is the basis of the practical section of the academic discipline “Physical Culture” at a university. At the same time, general physical training alone cannot fully solve the problems of special training for a specific profession.

Professional applied physical training should be based on good general physical preparedness of students. The ratio of general and vocational-applied training may vary depending on the profession. For representatives of humanitarian professions, good general physical fitness is quite sufficient for psychophysical readiness for a future profession. In other cases (legal, technical specialties, etc.), general physical training cannot provide the required level of readiness for professional work. This necessarily requires special and extensive professional-applied physical training in all respects, which often requires an independent additional course of physical training in addition to the allotted hours for the discipline “Physical Culture”.

During the educational process, the level of preparedness of students in the section of professional-applied physical training is controlled by special standards, which is specifically stipulated in curriculum. Typically, these standards differ for students of different faculties and differ depending on the semester and course of study. The level of readiness for PPPP is assessed separately and is included in a comprehensive assessment in the academic discipline “Physical Culture” along with grades for theoretical knowledge, general physical preparedness, methodological and motor skills.

The organization of PPPP for students in universities involves the use of specialized training during academic and extracurricular hours. For this purpose, specialized training groups on PPPP can be organized in the main educational department, and training groups in applied sports can be organized in the sports department. Students studying in a special department master those elements of PPPP that are available to them due to health reasons.

PPP of students during training sessions is carried out in the form of theoretical and practical classes.

PPPP during extracurricular time is necessary for students who have insufficient general and special psychophysical preparedness.

The forms of PPPP during non-school time are as follows:

Sectional classes at the university in applied sports outside the university;

Amateur classes in applied sports outside the university;

Independent studies;

Competitions in applied sports.

One of the forms of PPFP is mass physical education, health and sports events.

2.7.2. Factors that determine students' PPPT

A person’s motor activity and work activity are determined by such components as muscle strength, endurance, speed, coordination of movements, the ability for concentrated and sustained attention, reaction of choice and other psychophysical qualities. It is generally accepted that all these components, just like professional personality traits, can be trained under certain conditions and limits. The psychophysiological concept of “work activity” is similar in psychophysical components to the concept of “sport”. The fundamental requirements and conditions for their improvement are also similar.

So, the specific content of PPPP is based on the psychophysiological identity of the process and physical culture and sports. Thanks to this identity, individual elements of labor processes can be modeled in physical education and sports classes.

The main factors determining the specific content of PPPP:

Forms (types) of labor of specialists in this profile;

Conditions and nature of work;

Work and rest schedule;

Features of the dynamics of the performance of specialists in the process of work and the specifics of their professional fatigue and morbidity.

Forms (types) of labor. The main forms of labor are physical and mental. The division of labor into “physical” and “mental” is conditional. However, such a division is necessary, because with its help it is easier to study the dynamics of the performance of specialists during the working day, as well as to select means of physical education and sports in order to prepare for the upcoming work in the profession.

Working conditions (duration of working hours, comfort of the production sphere) influence the selection of means of physical culture and sports to achieve high performance and labor activity of a person, and therefore determine the specific content of PPPP of specialists in a certain profession.

Nature of work also defines PPPP, because in order to correctly select and apply means of physical culture and sports, it is important to know what physical and emotional load the specialist is working with, how large the area of his movement is, etc. It should be taken into account that the nature of the work of specialists of the same profile may be different even when working in the same conditions, if they perform different types of professional work and official functions. In such cases, specialists have completely different psychophysical loads, so they need different applied knowledge, skills, and multidirectional recommendations on the use of physical education and sports in work and rest.

Work and rest schedule influences the choice of means of physical education in order to maintain and increase the required level of vital activity and performance. A rational work and rest regime at any enterprise is considered to be one that optimally combines labor efficiency, individual productivity, working capacity and health of workers.

Performance dynamics specialists in the labor process is an integral factor that determines the specific content of students’ PPFP. In order to model individual elements of the labor process by selecting physical exercises, it is necessary to know the dynamics of the performance of specialists when performing various types of professional work. To do this, you need to build a “curve” of performance based on fixed indicators: after certain periods of time, certain indicators of the performer are measured: the amount of output, time spent on the operation, etc., as well as psychophysiological indicators of pulse, blood pressure, muscle strength , tremor, respiratory rate, indicators of attention, speed, visual-auditory and mental reactions, etc. The performance “curve” is determined for one work shift, and for a work week (month), and for a year of work. It can serve as a beginning in the development of recommendations for the targeted use of physical education means both in the process of physical training and in the work and rest regime.

2.7.3. PPPP means for students

The selection of PPPP tools is carried out taking into account the characteristics of the educational process at each faculty and the specifics of students’ future professional activities.

Students' PPPP funds are classified as follows:

Applied physical exercises and individual elements of various sports;

Applied sports;

The healing forces of nature and hygienic factors;

Auxiliary tools that ensure the quality of the educational process in the PPPP section.

The main means of physical exercise for students is physical exercise. When selecting them, it should be taken into account that their psychophysiological effect corresponds to the physical qualities being formed.

Intense mental activity of students during the learning process, combined with insufficient physical activity, leads to a decrease in general and mental performance and health.

The level of mental performance, of course, depends on the state of health and general performance, and a person’s ability to perform mental or physical work for a long time is determined by endurance, determined primarily by the functions of the cardiovascular and respiratory systems. An important factor determining the improvement of the cardiovascular and respiratory systems of the young body of students is the optimal combination of mental stress and various means of physical education.

Of the numerous physical exercises, cyclic exercises such as running, walking, hiking, and swimming should be considered the most appropriate and accessible to use. Active and sports games are effective, which are characterized by many cyclic and acyclic movements and high emotionality.

A skillful combination of cyclic exercises with sports games gives positive changes not only in the development of endurance, but also other physical qualities (speed, agility, strength, flexibility).

With an emphasis on the education of physical qualities in the content of training sessions, the volume of special exercises that develop one or more qualities is usually increased, and appropriate educational standards are established. This selection of exercises and elements from individual sports is carried out experimentally on the principle of compliance with their characteristics of professional qualities and motor skills. To do this, first a so-called professionogram is compiled, and then, based on it, a sportsogram (a set of exercises and a set of sports corresponding to a specific profession).

Each sport helps improve certain physical and mental qualities. And if these qualities, abilities and skills mastered during sports improvement coincide with professional ones, then such sports are considered professionally applied.

Elements of competition, associated with increased physical and mental stress, make it possible to widely use sports in the process of professional-applied physical training of students. However, practicing applied sports is not the only way to solve the whole range of issues related to the physical development of students due to insufficient selectivity and incomplete coverage of the tasks of this preparation of a future specialist for any specific profession.

The healing forces of nature and hygienic factors are mandatory means of PPPP for students, especially for the development of special applied qualities that ensure productive work in various geographic and climatic conditions. With the help of specially organized classes, you can achieve increased resistance of the body to cold, heat, solar radiation, and sudden fluctuations in air temperature. The content of such classes is related to teaching methods of hardening the body and performing hygienic measures, as well as measures to accelerate recovery processes in the body (special water procedures, various baths, etc.).

Auxiliary means of PPPP that ensure its effectiveness are various simulators, special technical devices and devices with the help of which it is possible to simulate individual conditions and the nature of future professional work.

It is necessary to distinguish between simulators used in classes in the academic discipline “Physical Education” and professional simulators. The fundamental purpose of the former is that with their help, functional foundations are laid, the range of motor skills is expanded, facilitating the rapid development of professional actions, skills and abilities. In professional simulators, it is precisely professional actions and skills that are processed in easier or more complicated conditions, and this is no longer the task of the department of physical education, but of the graduating departments of the university.