Вплив якісного співвідношення загальної фізичної підготовки та професійно-прикладної на удосконалення психофізіологічних властивостей студенток-дизайнерів

Abstract

The purpose of the study was to determine the qualitative ratio of general physical training and professional-applied training to the impact on the process of improving the psycho-physiological properties of female students-designers. Materials and methods. Testing of control and experimental groups was conducted at the initial and final stages of the experiment, which lasted throughout the school year of 2019-2020. A test battery was used to evaluate professionally significant properties. It consisted of tests to assess the speed of visual-motor response; a comprehensive test aimed at determining the accuracy of multidirectional speed and power movements over time (according to the computer program "Psychophysiologist"); determination of static equilibrium; assessment of dynamic equilibrium; determining the distribution of attention; the amount of short term memory; determining the distribution of attention and speed of operational thinking; speed, switching, concentration and accuracy of the task were determined on a special device. In order to evaluate the effectiveness of alternative physical education programs with elements of professional and applied physical training, an 8-month pedagogical experiment was organized. Results and discussion. Studies have shown that in students of the control group under the influence of traditional physical education program (without elements of professional and applied physical training) during the pedagogical experiment the indicators of professionally significant properties changed significantly by 15%. In the experimental group 1 under the influence of the program of physical education with elements of professional and applied physical training, there is a significant improvement in the manifestation of indicators of professionally significant properties by 45%. The most significant positive changes were observed in terms of static and dynamic balance, speed of attention, simple visual-motor reaction and mechanical memory. The students of the second experimental group show more pronounced and significantly quantitative changes in the indicators of professionally significant properties. This is due to the implementation of an experimental program of physical education with an increased (50%) amount of professional and applied physical training. These changes affected 95% of the analyzed indicators registered. The only exception was the indicators of the speed of attention, which increased by only 4.6%. It can be noted that the second experimental program has a more effective impact on the manifestation of professionally significant characteristics of female students. A comparative analysis of changes in the indicators of professionally significant characteristics of students of the third experimental group at the beginning and end of the pedagogical experiment gave grounds to establish that the physical education program with 75% of professional and applied physical training, leads to minor changes compared to the second program. In particular, these include indicators of static and dynamic equilibrium, simple visual-motor reaction, comprehensive coordination test, mechanical memorization, speed of operational thinking. Thus, the experimental program on physical education with 75% of professional and applied physical training, as well as the program with 50% of professional and applied physical training, is more effective and professionally oriented than the experimental program with 25% of professional and applied physical training, and traditional for higher education institutions. However, the second experimental program in physical education looks more optimal in terms of the group of analyzed indicators than the third experimental program, because in it most of the features change positively and have a better quality expression. Conclusion. The experimental program 2 (50% of professional and applied physical training) proved to be the most effective. Its implementation made it possible to observe a significant improvement of 60% of general physical training indicators in the students of experimental group 2. Psychophysiological indicators in students of this group are more pronounced in a positive direction