No 4 (2019)

Cover Page
Articles
FORMATION OF MEDIACULTURE SKILLS IN STUDENTS DURING VOCATIONAL TRAINING
Ivanova O.A.
Abstract
The article addresses the problem of the formation of media culture skills inengineering students who studyin secondary vocational education programs. The problem is considered in the context of forming a media-cultural personal space, which determines the future professional activity and interaction of a professional in a media-cultural environment, mediating the successful functioning of a subject in the ‘state-society-industry’system of relations. The localization of this issue is determined by the need to identify the features of the formation of media culture skills, while the specifics of maturity of such skills would cover a range of a single media culture space, including the timely processing, use, and handling of information that affects the level of formation of an individual’s media culture. The article emphasizes the importance of media culture skills for engineering students enrolled in secondary vocational education programs. The future technical professionals are considered as subjects (as well as cultural subjects), whose professional activity is regulated by the principles of technical rationality and whose media-cultural level mediates the effectiveness of the society-industryrelations within the ‘state-society-industry’ system of relations. The study used methods of historical and cross-cultural analysis, systematization and classification. The specific features of the media-cultural space in modern realityare revealed. The studysubstantiates the need for the formation of media culture skills as factors for improving the mediacultureawareness of a modern professional as the carrier of individual consciousness. The main groups of features characterizing the classification set of media culture skills are identified and described.
Bulletin of Nizhnevartovsk State University. 2019;(4):3-8
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PROBLEMS OF STUDYING AND IMPLEMENTING INNOVATIVE LIGHTING TECHNOLOGIES IN VOCATIONAL EDUCATION
Zakieva R.R., Shirieva Y.N.
Abstract
Recent studies indicate that the color temperature of the light flux from light sources can affect some biological functions in humans. It can be hypothesized that light sources, such as LED lamps, which are now installed in the lighting systems of educational institutions, may in some way affect the acquisition of educational content by students in the learning process and the quality of educational services in general. The modern education provides for independent learning activities using personal computers with liquid crystal monitors, which can be categorized as LED-based light sources by the emitted light spectrum and the emitter operation principle. The emergence of new lighting technologies, which in some way may affect the performance of students, and our new experimental data in the field of innovative education were translated into the idea of a new teaching method. The article describes the possibilities for creating a teaching method that is based on a combination of the innovative concept of the learning model, using a light-color environment with a modified spectrum of shades of white, and computer assisted express testing of the retained knowledge. It is assumed that the introduction of energy-efficient light sources in educational institutions may create a unique light-color environment with the possibility of dynamic changes in light temperature and flux, which can take the learning process to a new level.
Bulletin of Nizhnevartovsk State University. 2019;(4):8-15
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FEATURES OF THE DESIGN OF INDIVIDUAL EDUCATIONAL ROUTE AT THE LEVEL OF DISCIPLINES OF THE PROFESSIONAL MODULE
Vaganova O.I., Kutepov M.M.
Abstract
The article examines the features of designing an individual educational route at the discipline level of a professional module. After analyzing several definitions of the notion «individual educational route», the authors derive their own definition, which they rely on throughout the work. An individual educational route is an effective order for an individual-differentiated mastering of an educational program or discipline by students, which forms a personal position, a student's opinion when choosing a learning goal, the content and methods of organizing it in conditions specially created by higher education. The description of the sequence of the development of the route is shown, the factors and conditions for its implementation are formulated. The structure of individual educational routes is reflected, various options for their development are proposed. The structure selected and analyzed components from the point of view of various authors. The authors note that the professional and personal development of students and their level of readiness for the independent choice of an individual educational route depend on the literacy of building an individual educational route. The authors conducted an experiment which showed that, thanks to such an important element, as competent pedagogical conditions allow an increase in the percentage of students' readiness. The results of the work can be used to further develop the issue of building individual educational routes at the level of the disciplines of the professional module in higher education.
Bulletin of Nizhnevartovsk State University. 2019;(4):16-22
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FORMATION OF COMMUNICATIVE COMPETENCE IN STUDENTS OF TECHNICAL UNIVERSITIES
Abramenko Y.V.
Abstract
The article arguesin favor of the formation of communicative competence in students of technical universities. In the competitive struggle for jobs, the candidate who hasthe skills of business communicationskills, professional self-presentation,and confident self-control, wins. Consequently, it is an important task of any technical university to form communicative competence in students while teaching humanities. This study treats communicative competenceas an indispensable skill and, therefore, holds the problem of teaching it urgent. Communicative competence is considered as the ability to effectively interact in a work team, to take into account personal psychological traits and cultural background of the partner in communication, to use business etiquette, conflict management and fruitful interaction in the framework of cooperation. The development of all these skills is placed into the educational process of technical universities as communicative competence is required by in the Federal State Educational Standard of Higher Education. The participants of this communicative competencestudy wereemploying companies fromVolgograd, Russia (AlterStroy LLC, Alternativa LLC, Elast Plus LLC, PartnerService LLC, Artemis Don LLC, Etalon MK LLC, Beton LLC, Business ResheniyeLLC) and senior students of the Volgograd State Technical University. The total number of survey participants was 109. Master's Degree students of the Volgograd State Technical University V.Bondareva and I.Diulina developed and statistically processed the questionnaire. It was found that both the employers and the students consider the communicative skills, the ability to accurately and clearly express ideas, good manners, and the knowledge of verbal and non-verbal communication pave the path to success in the professional sphere.
Bulletin of Nizhnevartovsk State University. 2019;(4):22-27
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TRAINING TEACHERS TO INTERACT WITH STUDENTS SHOWING DEVIANT BEHAVIOR: ANALYSIS OF DIFFERENT APPROACHES
Istrofilova O.I.
Abstract
The paper analyzes various approaches to training teachers to interact with students demonstrating deviations in behavior. The complexity and inconsistency of the current situation with personality socialization exacerbates the problem of deviant behavior in children and adolescents. The aim of this research was to consider urgent issues of preparing teachers for working with children showing deviant behavior. The works of leading experts and psychologists were reviewed; the history of research in this area was analyzed; and the main problems and the proposed solutions were noted. The theoretical and practical achievements of educators were closely considered. The findings indicate the future prospects of psychological and pedagogical research on the topic and support the idea to improve the training of educators who teach children with behavioral abnormalities.
Bulletin of Nizhnevartovsk State University. 2019;(4):27-36
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RESOURCE APPROACH TO OVERCOMING TEACHERS’ PROFESSIONAL AND DAILY DIFFICULTIES
Kandaurova A.V.
Abstract
The dynamically changingmodern world brings various professional and everyday difficulties. Educators, who perform a noble and socially important mission of preparing the younger generation for adult life, deserve special attention as they experience professional stagnation and emotional burnout. The theoretical analysis of literature sourceand the results of empirical studies suggest that the determinants of subjective experience in coping with difficult life situations, stress, and risks of change, are social andlife experience, traditions, factors of the socio-cultural environment, and personal psychophysiological characteristics. At the same time, the effectiveness of the techniques that people use to cope with difficulties can obviously be different. The methodological approach in the article substantiates the resource approach. The article theoretically substantiates and empirically verifies the protective-adaptive process of teachers’ coping with difficulties. It was found that there are four stages of responding to difficulties as part of the protective and coping strategy. It was experimentally proved that teachers demonstrate a reduced level of resilience and tolerance to uncertainty, which is characterized as an insufficient degree of resource provision; that most often teachers turn to social support, to their own strengths and knowledge, and to work as the means of psychological and coping protection; that most teachers are not ready to accept risk, change, and self-change; and at the same time, they demonstrate a rather high level of emotional burnout, a critically high level of stress, and reduced performance. To preserve the health of teachers as a professional group and to enhance their life resources and vitality, it is necessary to understand the mechanisms of coping behaviour, to train teachers to accept changes, and to develop a repertoire of coping strategies and conscious coping behaviour based on the resource approach.
Bulletin of Nizhnevartovsk State University. 2019;(4):36-43
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ORGANIZATION OF MULTICULTURAL EDUCATION INA UNIVERSITY
Salavatova A.M.
Abstract
The article describes the organization of multicultural education in a university in the context of globalization that drives such general changes as the active integration, the creation of a single European cultural and educational space, and the strengthening of intercultural interaction, all of which brings peoples closer to each other. The theoretical analysis of literary sources highlighted an important component of extracurricular educational work of a university - the activity of student associations. This activity appears essential for understanding the required level of multicultural education. This research aimed to theoretically substantiate and empirically test the multicultural education of students (the levels of multicultural education beinghigh, medium and low). It was experimentally shown that students have a low level of multicultural education. To educatestudents on the topic and raise their general level of culture, a model for organizing multicultural education was developed and introduced into the real educational process. The proposed organizational model included such elements as the goal and objectives of multicultural education; the units and the stages of multicultural education; and the organizational and pedagogical structure of multicultural education in the multicultural educational environment of the university. The effectiveness of multicultural education was achieved through the proper organization of multicultural education and the ability to provide a high level of tolerance, a medium-high level of pedagogical communicative competence, empathic capabilities, and students' readiness for the dialogue of cultures.
Bulletin of Nizhnevartovsk State University. 2019;(4):43-50
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PARTICIPATIVE TEACHER TRAINING IN PEDAGOGICAL UNIVERSITIES
Shkitina N.S., Kasatkina N.S.
Abstract
The relevance of the problem of participative training of students in pedagogical universities arises from the socio-economic changes that required a revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, a terminological set of basic concepts of the studied issue was created. These terms include participative, participativity, pedagogical participativity, participative teacher training. Following the analysis of the authors’ understanding of participative training of students in pedagogical universities, the main characteristics of participative teacher training were identified. The article presents the authors’ definition of the concept of participative teacher training, which is understood as a training system (theoretical, methodological, practical) that pursues the formation of participative competence, reflecting the new subject-subject relations of a teacher and a student, characterized by equality, cooperation, co-management, common interests, views and values, creativity and pedagogical empathy. As a result of the theoretical comprehension of the studied issue, a competence-based andprocessmodel of participative teacher training was created. The model reflects the essence and the dynamics of the process under investigation. Theprocess model consists of value-based motivational, activity-contensive and reflective-corrective units. The value-based motivational unit determines the activity that ensures the adoption of pedagogical and universal values forming the internal, emotional orientation of the behavior and the activities of a future teacher. The activity-contensiveunitdetermines the formation of participative competence and the features of this process. The capability for critical introspection and awareness of one’s activity on the basis of reflection characterizes the reflective-corrective unit. The competence-based model represents the formation of participative competence on the part of the formation of participatory competencies: basic and special ones. The basic competencies show in a most general way the participative activities of future teachers while thespecial competencies reflect its specific characteristics. The methodological analysis of the essence of the studied issue made it possible to identify the methodological foundations: system-activity, participative and competence-based approaches.
Bulletin of Nizhnevartovsk State University. 2019;(4):50-57
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STRUCTURE AND COMPONENTS OF RESEARCH COMPETENCE OF FUTURE SOCIAL PEDAGOGUES
Kurilovich N.V., Chernova E.A.
Abstract
Competence and research competence have been considered in this article as a factor of social teachers’ readiness in work with disabled children. Research competence in working with such children is a necessary component for the subsequent manifestation of professional readiness of the subsequent manifestation of professional readiness of the future teacher and achievement of the skills and development of their own style of work. Research competence is considered as an integral concept, with a stable personal education of the individual and inherent knowledge, skills and personal qualities, motives, values that determine the competence of future specialists. The problem of research competence is multifaceted, as it combines psychological, sociological and pedagogical aspects. It should be considered as a holistic manifestation of the internal activity of the future social pedagogue, his theoretical and practical readiness for research, and the content of professional activity is aimed at independent knowledge, problem solving. External and internal factors influencing the formation of research competence from the position of macro-, mezzo- and micro- levels are identified. In our opinion, the components of research activity are axiological, cognitive, technological and project. Each component corresponds to the levels: high, medium, low. In relation to the educational process of the University research competence encourages to stimulate the interest of students to work with children, to search for independent solutions, the formation of professional competence and motivational readiness, directing to a deeper study and understanding of future professional activities.
Bulletin of Nizhnevartovsk State University. 2019;(4):57-69
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DEVELOPMENT OF ACADEMIC MOBILITY FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION
Patrusheva I.V., Volina V.Y.
Abstract
The article addresses the problem of academic mobility of students with disabilities in the system of higher education. It describes theoretical approaches to defining the concept and the essence of academic mobility from the point of view of relocating students and professors to other universities to achieve educational goals and in the context of special needs that students may have. Based on the content of the official sites of leading Russian and foreign universities, the organizational and pedagogical conditions for the development of academic mobility were analyzed. Such conditions include informational support, availability of personnel, regulatory and organizational support, psychological and pedagogical assistance. The study arrived at the conclusion that it is necessary to theoretically justify the academic mobility model for university students with disabilities, based on the principles of accessibility and universal design. The system of higher education should provide the opportunity to include all students, including those with special educational needs, in various forms of academic mobility. In the process of obtaining higher education, it is important to create conditions for the development of students’ readiness for change, flexibility, the realization of personal and professional activity.
Bulletin of Nizhnevartovsk State University. 2019;(4):70-78
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PREPARATION OF BACHELORS FOR PROFESSIONAL ACTIVITY IN INCLUSIVE EDUCATION: THEORETICAL ASPECT
Ibragimova L.A., Novikova Y.A.
Abstract
The article discusses the problem of training Bachelors with health limitations,in particular speech disorders,for future professional activities. The article presents a theoretical analysis of various opinions andviewpoints the issue under consideration, and describes the main components of Bacheloreducational programs in universities. The authors examined the main contradictions in the professional training of Bachelors in inclusive education as educational institutions need teachers, who can actively interact with the families of students while the teacher may be lacking the important inclusive competence, which is defined as integrative personal education, determining the ability to carry out professional functions in the process of inclusive education. The analysis of modern approaches in the professional activity brought about the conclusion that there is an emerging need in improvement of vocational training of teachers and search for new models that can help fullyprepare future Bachelors for their professional activities.
Bulletin of Nizhnevartovsk State University. 2019;(4):78-83
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FORMATION OF SCIENTIFIC RESEARCH COMPETENCE OF STUDENTS IN THE PROCESS OF PROFESSIONAL TRAINING
Fedotova M.G., Vozgova Z.V.
Abstract
The article covers the relevant scientific research competence of a foreign language teacher in modern conditions, describes its structure and content. The main methods of research include analysis of scientific literature, generalization and systematization of pedagogical experience on the problem, the survey of students to determine their readiness for research activities. The purpose of the presented research is a theoretical analysis of the formation of scientific research competence of students. The result of the study is to consider formation of research activities among students, which includes three stages: preparatory, main, and final with a set of tasks for each of them. The analysis of practical research has confirmed that specifically designed training is required to prepare students for scientific research activities. The most effective ways of forming scientific research competence involve different types of tasks, but the basics of the analysis are composed of specific methodological cases at a foreign language lesson. It can be stated that the formation of scientific research competence consists of a number of stages ensuring the formation of all its components as a complex. In conclusion scientific research competence creates favorable conditions for professional competence development of a foreign language teacher, as well as it has a positive impact on the development of the cognitive field of an individual.
Bulletin of Nizhnevartovsk State University. 2019;(4):83-89
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PROJECT-ORIENTED TRAINING IN PROFESSIONAL LEARNING OF BACHELORS IN CHEMISTRY
Petrova Y.Y., Sevast'yanova E.V.
Abstract
The authors have shown the experience of using the methodology of project-oriented training for the implementation of the international CDIO initiative standards in the disciplines of 1-2 courses of the bachelor's program in Chemistry. The research activities of students in the SurGU «Local Farm» project aimed at creating a system of chemical monitoring of the state and quality of plants grown in protected (closed) soil are considered in detail. It was shown that as a result of project activity in the disciplines «Introduction to project activity» (1-2 semesters) and «Project activity» (3-4 semesters), along with general professional competences, personal and interpersonal competences were formed and developed (communication skills, flexibility, ability to teamwork), and also the level of personal motivation for engineering professions was increased. A comparative analysis showed that the requirements for the learning outcomes to graduates of educational programs in the field of engineering and technology (CDIO Syllabus) are in good agreement with the competencies outlined in the new standards FGOS (3++). This demonstrates the applicability of CDIO standards to the implementation of Bachelor’s programs in Chemistry.
Bulletin of Nizhnevartovsk State University. 2019;(4):89-94
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PROFESSIONAL TRAINING OF FUTURE PSYCHOLOGISTS FOR PSYCHOLOGY TEACHING IN GENERAL EDUCATIONAL INSTITUTIONS (SCHOOLS)
Tyustina G.G., Skvortsova O.V.
Abstract
The problem stated is conditioned by the professional training of future physiologists for teaching psychology in general educational institutions according to the norms of new Federal Educational Standards of Higher Education regulating the formation of the professional competences which are demanded for a Bachelor’s Degree holder to teach psychology in school, spread psychological literacy among students, estimate educational processes in school using the up-today methods and innovative technologies in teaching. These days the problem of the impact of the applied disciplines to the professional training of future psychologists remains in demand though being not investigated deep enough. The paper presents the outlook of practical experience of professional training of students taking the Bachelor’s Degree Program in Psychology at the Faculty of Pedagogy and Psychology of Nizhnevartovsk State University The author reveals the importance of the applied discipline “The Methods of Psychology Teaching in General Educational Institutions” and states the impact that the discipline provides to the professional training of future psychologists through pointing out the aims of the discipline the demands for the students’ results and achievements and the analysis of the discipline content and the teaching methods it requires. The article states the feasibility of integration of theoretical and practical training aspects while the discipline teaching that supposes planning the class activities in the way that provides the interrelation of theoretical knowledge and practical skills of the students. The approach stimulates students’ individual research work in the field of future profession, their individual development and ability to work out the information creatively.
Bulletin of Nizhnevartovsk State University. 2019;(4):94-102
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DOMESTIC EDUCATION: MODELS AND EXPERIENCE
Mingazov I.F., Yarkova T.A., Milovanova N.G.
Abstract
The object of the study is domestic education. The subjects of the study are models of domestic education. The purpose of the study is to identify the characteristics of domestic education models as one of the forms of a humanistic, personality-oriented approach to the education and upbringing of a child. The article presents the results of studying the organization of domestic education in international practice. The relevance of the study is due to the introduction of new forms of education, taking into account the global educational trends. The article gives regulatory foundations for the introduction of domestic education in the Russian Federation, formulates the principles of its organization, and categorizes students educated in the family in the form of domestic education. Various models of domestic education are analysed, and the commonly used models are identified. The study also addresses possibilities of additional vocational education to enhance the competencies of parents who organize domestic education for their children, and discusses possible institutionalized and non-institutionalized forms of such additional professional education. The experience of creating a family school in a village in Tyumen region, Russia, is described. A review of international and Russian conferences on domestic education is given. The article points to the problems in the organization of domestic education, such as gaps in the legislative framework, lack of a well-functioning system of state and social support of domestic education, an insufficient amount of methodological literature on domestic education in the Russian language, lack of an organized system of communication between domestic schools, lack of methodological and informational support for the educational process in form of domestic education, inadequate use of resources for additional vocational training to prepare parents for giving domestic education.
Bulletin of Nizhnevartovsk State University. 2019;(4):102-109
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FORMATION OF ETHNO-PEDAGOGICAL COMPETENCE IN GENERAL EDUCATION TEACHERS DURING ADVANCED TRAINING: NORTHERN SIBERIA EXPERIENCE
Diveeva G.V.
Abstract
The article addresses the problem of formation of ethno-pedagogical competence in the conditions of advanced teacher training. The study aimed to analyze the ethno-pedagogical competence of a teacher as a pedagogical concept, to highlight its components, and to theoretically substantiate pedagogical conditions that contribute to the formation of ethno-pedagogical competence of a teacher during advanced teacher training. The study targeted teachers of general education institution in Northern Siberia, Russia, and relied on such methods as theoretical analysis, empirical methods (survey, questionnaire), and mental simulation of pedagogical conditions. The survey revealed the teachers have aneed for expanding their ethno-pedagogical knowledge and the insufficient manifestation of the components of ethno-pedagogical competence. This induced the search for learning conditions that could form the ethno-pedagogical competence in secondary education teachers in the conditions of advanced teacher training. The learning conditions include, first, the selection of training modules with informative content on disciplines that provide a motivationally valuable, cognitive, activity-related orientation and make up the core of ethno-pedagogical competence; second, the involvement of teachers in solving problems and discussing cases that reflect the regional-ethnic trends; and, third, the involvement of teachers into design and research activities. When implemented, these learning conditions will contribute to the training of a teachercompetentin ethno-pedagogical issues.
Bulletin of Nizhnevartovsk State University. 2019;(4):110-114
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EDUCATIONAL CONDITIONS OF PREPARING STUDENTS OF SPECIALIZED UNIVERSITIES FOR ACTIVITIES IN EXTREME SITUATIONS
Karapuzikov A.A.
Abstract
In modern realities it is an urgent problem to fully prepare the students universities of the State Fire-Fighting Service of the EMERCOM of Russia for activities in extreme situations. This article analyzes the vocabulary of the study and gives author definitions of such terms as “extremeness”, “extreme situation”, “preparation of students of specialized universities for activities in extreme situations”, and “readiness of students of specialized universities for activities in extreme situations”. The key term of this research is the “readiness of students of specialized universities for activities in extreme situations” which is understood as a system of personal qualities combined with the result of educating a professional to conduct activities in extreme situations, including mature moral-volitional qualities, emotional stability, stress resistance, physical fitness, advanced skills, and learned behavior that are jointly necessary to perform professional tasks in extreme conditions. The article also provides a detailed analysis of the educational conditions that are needed to effectively implement the author's system of preparing students of specialized universities for activities in extreme situations”. Such conditions are: (1) the reflective and value-based orientation as a condition for the formation of readiness for the said activities; (2) the formation in students of the diversified forecasting skills; (3) the introduction of optional Training for Extreme and Emergency Situations course into the educational program of specialized universities. The experimental work confirmed the effectiveness of the formulated educational conditions. The identified criteria showed a positive trend in the readiness of students for activities in extreme situations.
Bulletin of Nizhnevartovsk State University. 2019;(4):114-121
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CONTENT AND STRUCTURE OF PROFESSIONALLY SIGNIFICANT QUALITIES OF ECONOMICS STUDENTS
Mishina S.V.
Abstract
The subject of the study is the vocational training of Bachelors of Economics. The object of the study is the content and structure of professionally significant qualities of Bachelors of Economics. The aim of the work is to study the content and structure of professionally significant qualities of future of Bachelors of Economicsin the context of the requirements posed by modern labour market and the possibilities of professional training. The study appears relevant due to the need to find optimal ways of training professional economists who could meet the requirements of rapidly changing and digitalized world economies. The article clarifies the concept of professionally significant qualities of an economist. Based on the analysis of psychological and pedagogical literature, the expert survey results, and interviews of potential employers, the article gives the structure of professionally significant qualities of Bachelors of Economics. They are attitude-related qualities: standard (situational professional motivation, knowledge of professional ethics, stable civic stand) and supplementary (dominant professional motivation, professional values, strong civic identity and behaviour); individual and personal qualities and abilities: standard(emotional balance, discipline, objectiveness, integrity) and supplementary (mental flexibility, professional mobility, capability for self-education and self-development); special qualities and abilities: standard(analytical, synthetic and prognostic abilities) and supplementary (critical thinking, lean thinking, project thinking); social and personal qualities and abilities: standard(sociability, ability to resolve conflicts) and supplementary (client orientation, team building). The paper also presents the results of an ascertaining experiment, which confirmed the deficit of the supplementary professionally significant qualities of Bachelors of Economics.
Bulletin of Nizhnevartovsk State University. 2019;(4):122-129
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ADAPTIVITY OF PHYSICALFITNESS NORMS FOR FOREIGN SERVICE PERSON SIN RUSSIAN MILITARY INSTITUTIONS OF HIGHER EDUCATION
Volodin V.N., Yakovlev D.S.
Abstract
The article addresses the problems of physical fitness assessmentand physical fitnessnormsin respect to foreign servicepersons who study in Russian military educational institutions. The general level of physical fitness inforeign enrollees is rather low, arguably due to the internal policies of other countries regarding physical culture and youth education and the personal attitude of servicepersons. As a result, suchprimary tasks of the educational process as physical training and improvement of moving motor abilities that would be typical for the university level, have to be replaced with general physicaldevelopment and learning of the secondary school level. Consequently, the inability to meetthe physical training standards becomes a challenge for many foreign military studentsduring thefoundation course and the first years of training. It takes more time for them to train themselves to meet the university level requirements to physical fitness and master the discipline of physical training. The relevance of the study roots the contradiction between the need for mastering a large amount of knowledge and skills, the low level of general and special training of foreign enrollees, and the demanding physical fitnessnorms for military personnel. The purpose of the study was to develop reference physical fitnessnorms that could be further readjusted, for foreign military enrollees. The study relied on such scientific and pedagogical methods as theoretical analysis of scientific literary sources, pedagogical observation, control physical fitness tests, mathematical and statistical data processing. The outcome of the study was the proposedreference norms for the exercises included in the control physical fitness battery for foreign enrollees. This approach to setting physical fitness norms can be applied both to one person and to a group of military students who fall behind in physical training, including servicepersons and students of civilian educational institutions. The proposednorms and the method of determining the physical training norms help foreign enrolleesto achieve the required minimum and get a positive grade in the first years of training, and to adapt to the specifics and content of the discipline.
Bulletin of Nizhnevartovsk State University. 2019;(4):130-136
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