Methods of Applied Physical Education of Students

Practice shows that professional adaptation is adaptation to the content, conditions and nature of a specific professional activity through the organization of professional applied physical training. According to the federal state educational standards of higher education, applied physical training is taught in the last semester of the discipline; universal competencies are formed as the goals and results of education. However, at present, it can be stated that, first, adolescents have a slow physical development. Second, physical conditions are different in terms of performance. Third, there is a decrease in the number of students with an average physical condition. In such conditions, it is necessary to update the existing system of applied training for a most specific increase in the range of adaptive capabilities of the body, for the formation of professionally important qualities, and, as a result, of professional adaptation. To achieve this aim, the author has developed the concept of applied physical education (APE), a pedagogical process of professional applied physical training towards the development of professionally important physical and personal qualities using a set of interrelated principles, approaches, and methods of physical culture within the modern federal state educational standards of higher education. A hypothesis has been put forward: professional adaptation to the future professional activity of students will be more successful if we use the APE methodology with the inclusion of applied training in each even (2, 4, 6) semester to reduce the period of adaptation. Taking into account that the formation of adaptation, including professional adaptation, goes through three stages: (1) urgent "initial" - adaptation to physical activity; (2) long-term - structural changes in the body due to the accumulation in the body of the effects of repeated urgent adaptation; and (3) stable adaptation. The indicators characterizing each of the stages were compared. The author compared the indicators of 40 students of South Ural State University (experimental group) and 39 students of South Ural State Institute of Arts (control group). At the first stage, the methods of functional tests were used: Serkin's Test and the Martine-Kushelevsky test; at the second stage, the stabilometry method was used; at the third stage, the PWC170 and VO2max express method was used. The study clearly demonstrates that, if the pedagogical process of professional applied physical training uses the author's methodology of applied physical education in accordance with the methodological principles (systematicity, complexity, practical orientation, graduality, accessibility, unity, and interconnection), the experimatal group sufficiently (p<0.05) increase the range of adaptive capabilities of the body and better form professionally important qualities.

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