Students' Distribution by Specializations in the Course of Applied Physical Education at Siberian Federal University

The article describes the experience of the implementation of a sport-specific approach to the organization of classes in the course Applied Physical Education in the Siberian Federal University (SibFU). The following methods of research were used: analysis of scientific and methodological literature; surveying; analysis of educational and reporting documentation; methods of mathematical data processing. 302 first-year students of the SibFU took part in the research. The study included 3 stages: at the first stage, tthe first-year students were surveyed before the course began, and primary preferences in the chosen types of physical education and sports activities were identified. At the second stage, the educational and reporting documentation on the distribution of the students into sports specializations was analyzed. At the third stage, the results of the survey on the sport-specific preferences of the students and the possibilities of satisfying these preferences in the SibFU were compared. The research revealed that male students were interested in sports games, martial arts, swimming and track and field athletics. Female students mostly chose sports games, swimming and track and field athletics. The most popular specializations of the Applied Physical Culture discipline among young men are martial arts, bodybuilding, sports games: volleyball, golf, basketball, football, table tennis. Young women prefer volleyball, bodybuilding, aerobics, martial arts and sports tourism. The modern sport-specific approach satisfies the needs (more than 50%) in the following types of sports activities: swimming, martial arts and volleyball for young men; volleyball, basketball, table tennis, boxing and rock climbing for young women. Some types of sports activities that students did during school years and indicated them as physical and sports preferences (for example, taekwondo, sambo, hand-to-hand combat, skiing, track and field athletics, etc.) are not singled out as independent specializations, because these types of sports activities are not popular. The sport-specific approach to the organization of the educational process used in the SibFU fully reflects the students' current needs and can be recommended as a reference example for other educational institutions.

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