Aim: To carry out the comparative analysis of the indicators of working capacity (physical and mental) of law enforcement officers in the conditions of educational process and service activities. Materials and Methods: The research of physical working capacity was carried out using the Harvard step test and mental working capacity was assessed by means of the correction test. The cadets (n=72) who studied at the higher educational institution for 3 years (2017-2021) and served in the practical police units after the training were involved in the testing. The testing was carried out in 3 stages: 1st – the beginning of the first training year (2017); 2nd – the end of the third training year (2020); 3rd – after 1 year of service (2021). Results: Significant (p 0.05) deterioration after 1 year of their service (by 1.9 % and 5.4 % respectively) was established. Conclusions: It was found that the organization of the educational process in higher educational institutions is quite effective in improving both physical and mental working capacity of future law enforcement officers. However, the decrease of their working capacity after 1 year of service indicates the complexity and extremity of service activities in practical units.
Aim: The aim is to substantiate the program of recreational and health-promoting training sessions with instructor officers of higher educational institutions with specific learning environment of different ages during their professional activities. Materials and Methods: The research was conducted in 2019-2022. Research methods: theoretical analysis and generalization of literary sources, pedagogical observation, programming, modeling. 140 instructor officers (men) of different age groups were involved in the research. Results: On the basis of the analysis of literary sources, the study of the practical experience of instructional activities, we substantiated the authors’ program of recreational and health-promoting training sessions with the instructor officers, the essence of which is to increase the amount of motor activity of the instructional staff through the use of simple and available means of general physical training, taking into account instructors’ age, their state of health, the focus of the training sessions and the time of the training sessions during the day. Conclusions: As a result of the implementation of the authors’ program in the educational process, changes were made to the organization of physical training of the instructional staff, which provide for conducting training sessions according to a “flexible” schedule depending on the academic load of instructors; the ratio of the volumes of general and special physical training has been changed, which provides for an increase in the specific weight of general physical training; recreational and health-promoting training sessions have been introduced, depending on the time of the training session during the working day.
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