The formation of cognitive component of students physical activity in the system of higher education

One of the main tasks of physical training as an element ofhumanitarian culture of the person in the higher education system is the increase of educational orientation (a cognitive component)in sports activity of students. In the process of formation of theoretical knowledge in the field of physical training (PT) there areproblems due to the lack of interrelation between theoretical knowledge and its practical application in sports activity. In order toform the cognitive component in sports activity of students we have developed an integrative form of classes assuming a form ofeducational process when one half of study time (about 40 minutes) is used for delivering the theoretical material, and the other (50minutes) - for performing the practical tasks to apply the received knowledge. When carrying out a series of pedagogicalexperiments on introduction of cognitive forms of classes in PT educational process in higher school, the author has received thefollowing results. The author has established that after the lecture part it is expedient to organize the practical part in small groups of3-4 people, so that each student has a possibility to improve theoretical knowledge in practical activities. As a result of the researchit is revealed that the integrative form of PT educational process organization has positively affected the level of students motionalqualities display - there is an authentic increase of results by all the tested indicators. Practical application of integrative forms in PTin higher school for students with poor health has allowed us to allocate the following features: 1. Careful selection of the theoreticalmaterial, questions, tasks for their application in practical activities. 2. Accurate statement of the purposes and problems of theclasses to the students, the compressed, accurate, structural statement of the basic theoretical material in the first part of theintegrative class. Obligatory record by students of the theoretical questions, which are basic for the solution of problems in thesecond, practical part of the class; illustration of the theory with clear examples, which are the sample of application andspecification of the theoretical knowledge stated in the lecture. 4. Division of students (if the material is big) into subgroups in orderto make group tasks obligatorily differentiated, specifically addressed with voluntary participation in the solution of tasks for othergroups. 5. Discussion of results achievement, correction, comments of their colleagues and the teacher. 6. Summary of the teacher.Evaluation of students activity (regardful, friendly, optimistic). Recommendations on how to use the received knowledge and skillsin practice. 7. Application of the integrative form is expedient for the initial stage of training, i.e. during the first semester of the firstyear. Acquisition of theoretical knowledge (the cognitive component of physical activity) on the level of its usage contributes to thepositive motivation for physical activity.

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