Pedagogical Conditions for Swimming Skills Development in Students of Pedagogical Educational Institutions

Abstract

The purpose of this study was to determine pedagogical conditions for effective swimming training of students of pedagogical educational institutions.Materials and methods. The experimental group (EG) consisted of 45 first-year female students of the schools of foreign philology, physics and mathematics education, natural geography and ecology (special medical group) who had a sufficient physical fitness level and could not swim. The control group (CG) was composed of 40 first-year female students of the schools of foreign philology, physics and mathematics education, natural geography and ecology (special medical group) who had a sufficient physical fitness level, could float, swim short distances (3-5 meters).Results.After the experiment, there was a significant improvement in the test results. Specifically, the experimental group students showed increasein all parameters of the cardiorespiratory system functional state – an increase in breath-holding time in the Stange’s test and the Genci’s test (р= 0.001) and, accordingly, in the Harvard step test (р = 0.001). The results of the experimental group students improved in the Harvard step test by 13.56%; in the Stange’s test – by 9.26%; in the Genci’s test – by 13.15% (р= 0.001).The experimental group students showed a statistically significant improvement in the test results of physical fitness. Specifically, in the tests: “Standing long jump”, the result increased by 4.70%; “Sit-ups in 30 seconds” – by 10.59%; “Jumping rope” – by 6.91%; “Push-ups” – by 17.62% (p= 0.001).Conclusions.The study revealed a statistically significant effectiveness of the suggested methods of teaching swimming to special medical group students. On the basis of discriminant analysis, the researchers ascertained a statistically significant influence of the experimental methods on the dynamics of the students’ physical and functional fitness. Positive dynamics of change was found in the indicators of high level of anxiety during swimming training.

Checking of the methodical system efficiency of fitness technologies application in students’ physical education

“…Scientists [1,5,12,16,17,18] study various aspects of the fitness technologies application in higher pedagogical education establishments, in particular, the use of innovative means and forms of organization of classes, the formation of students' recreational culture, training and professional development of specialists in physical recreation and fitness, conducting the control of physical training, students' physical health. Scientists consider fitness technology as an important factor in personal development, the improvement of youth's health through the rational use of motor activity together with other health-improving factors [19,20,21].…”

Predicting Tobacco and Alcohol Consumption Based on Physical Activity Level and Demographic Characteristics in Romanian Students

“…The World Health Organization recommends 150 min of moderate-intensity aerobic PA throughout the week or 75 min of vigorous-intensity aerobic PA throughout the week or an equivalent combination of moderate- and vigorous-intensity activity, in relation to PA and its benefits on health in adults [ 3 , 4 ]. In this regard, PA has positive effects on health [ 5 , 6 ], as it builds strong muscles and joints, it reduces the risk of developing certain chronic diseases [ 7 , 8 , 9 ], it raises self-esteem and confidence and it reduces stress and anxiety [ 4 , 10 ]. If we also consider the positive impact that exercise has on academic performance, [ 11 , 12 , 13 ] and the factors that influence student achievement—cognitive ability and aptitudes (concentration, memory, speaking ability), school behavior (attendance, time allocation for tasks, behavior in society) and academic success (grades, evaluations, exams)—it is quite clear PA is paramount [ 5 ].…”

“…If we also consider the positive impact that exercise has on academic performance, [ 11 , 12 , 13 ] and the factors that influence student achievement—cognitive ability and aptitudes (concentration, memory, speaking ability), school behavior (attendance, time allocation for tasks, behavior in society) and academic success (grades, evaluations, exams)—it is quite clear PA is paramount [ 5 ]. Additionally, several studies confirmed that academic performance is improved when theoretical classes are reduced in order to increase attendance to classes of physical education [ 3 , 8 , 9 , 14 , 15 ].…”