Compulsory Physical Education Research Articles

Самооценка физического здоровья студентов в процессе обучения в университете

Health and physical condition determine the success of students’ social self-development and professional selfrealization. The purpose of the study was to assess the health according to the physical development characteristics and functional condition of the first-year male students of Volgograd State University (n = 79). The results of measurements of students conducted under the guidance of a teacher and recorded in workbooks on physical education were analyzed. The data obtained were processed using mathematical statistics methods. Physical health indicators were test results that determine physical development and functional capabilities of students. High variability of indices evaluating physical development is shown, which indicates significant differences in the physical condition of first-year students. Participation of students in the self-assessment of indicators of physical development and functional fitness caused a critical attitude to their health, which was reflected in the formation of a conscious need for physical education. At the same time, some students understand that low indicators are the result of insufficient physical activity of students. It is indicated that in this situation, the main role in reducing the factors of physical inactivity is assigned to compulsory physical education classes provided by the state program, which are more likely to be tasked with the increase of physical activity of students.

Analysis of University Students' Perspectives on Physical Activity and Mandatory Physical Education

The decline in physical activity levels during the transition from high school to college is evident, despite the known impact of youth and adolescent physical activity on later life. Observable trends reveal a decline in enthusiasm for sports activities and a notable decrease in motivation for engaging in physical activity. The college environment plays a pivotal role in shaping students' engagement with physical activity, presenting an opportunity to significantly enhance their quality of life. This study's primary objective is to analyse university students' attitudes toward physical activity and assess their satisfaction with compulsory physical education at Masaryk University, comparing results spanning nearly two decades. In adherence to contemporary research methodologies, a questionnaire survey combining standard quantitative and qualitative analysis procedures was conducted. The survey questions focused on examining various facets of physical activity, including volume, intensity, sports preferences, and attitudes toward mandatory physical education at Masaryk University in Brno. A total of 1,293 respondents (422 men and 871 women) with an average age of 20.7 years participated in the study. The findings underscore a notable inclination among almost 73% of students to welcome an extension of compulsory physical education to 2 or more semesters (currently set at 2 semesters at MU). Moreover, over 75% of students express contentment with the spectrum of mandatory sports activities offered in physical education. The study reveals a growing interest among students in individual physical activities and a burgeoning enthusiasm for unorganized sports. These outcomes furnish valuable insights into students' perceptions regarding the organization of physical and sports education activities within university settings.

Transformation of digital-based efficacy for the construction of a deep-learning-based sports course on civics and politics

Abstract This paper constructs a structural equation model of the implementation mechanism of the Civics and Politics teaching in compulsory physical education courses, taking teaching methods and teaching organization as mediating indicators to test the mediating effect. Combined with the existing results of the construction of the physical education curriculum Civics, it designs and constructs the integrated construction model of physical education curriculum Civics for the whole academic period and optimizes the structure of digital effectiveness of the construction of the physical education curriculum Civics, by designing and conducting comparative experiments to explore the teaching effect of the implementation of the flipped classroom teaching mode in the Civics and Politics of Physical Education in colleges and universities. Analyze the methods and means of teaching Civics and evaluate them for the construction of college sports courses in the context of deep learning. Conduct empirical research on the integration of Civic politics elements in sports courses, analyzing the degree of students’ cognition and mastery of Civic politics elements and the application and change of students’ Civic politics elements. The analysis shows that the confidence interval of teaching content→teaching methods→teaching organization→Civics and politics goal achievement is 0.005-0.048, the effect value is 0.018, and the p-value is 0.008. It proves that the teaching methods and teaching organization play a chain mediating effect in the influence of teaching content on the achievement of Civics and politics goals.

Using FitnessGram to Measure the Impact of ‘Lost’ Physical Education During the COVID Years

Physical education can play a critical role in helping children establish a foundation for an active lifestyle. There is reason to believe the impact of COVID-19 eliminating compulsory physical education in the K-12 setting only exasperated the problem of increasingly physically unhealthy children in the United States. Much of what kinesiology and public-health scholars know about the fitness level of American youths are based on dated or retrospective data; FitnessGram has emerged as a viable option for revealing the present-day physical health of youth populations. There is clear potential for FitnessGram data to contribute to advancing knowledge about current levels of health-related fitness in youth. In this study, researchers using FitnessGram data from an independent K-12 school district in Texas, USA (ISD) investigated K-12 students’ fitness levels and patterns after the COVID-19 pandemic. Results indicate students suffered diminished cardiovascular fitness levels during COVID years (2020-2021), but not diminished strength and endurance or range of motion. Findings from FitnessGram data advocate for quality and compulsory physical education and movement/physical activity in school settings, as well as the adoption of Comprehensive School Physical Activity Promotion (CSPAP).

Obavezno telesno vaspitanje - skrivena predvojnička obuka u Kraljevini Jugoslaviji

In the 1930s, the European continent was dominated by the fear of a new war, so almost all countries began to pay special attention to war preparations. In this context, great attention was paid to youth and their physical and military training. The Kingdom of Yugoslavia, faced with many recruits unfit for military service, joined the European trend by introducing compulsory physical education into the social life of students and out-of school youth. This wording concealed the true nature of the new institution, namely pre-military education. Although the legislative solution was ideal in theory, in practice it had several weaknesses that did not allow the development of compulsory physical education. The legislature overlooked several important issues. First, there was a lack of trained teachers to teach the inmates. In addition, the law placed an excessive burn on the municipalities, which were unable to solve all the problems of organizing compulsory physical education, especially the material ones, since they were responsible for providing space and compensating teachers. The army also did not do everything in its power to provide the best possible support for pre-military training especially since the question of equipping the courses with weapons was not settled until before the April War began. Finally, the young people looked for ways to avoid the new obligation, so that less than half of the obligated participated the holiday courses. For this reason, the work results achieved were also not satisfactory.

Physical education and sports in Polish education in Germany in the years 1918–1939

Between 1918 and 1939, Germany had a Polish population of about 1.5 million. Most Poles lived in Silesia, East Prussia, the central part of the country, Rhine-Westphalia and the eastern borderlands. One of the forms of patriotic activity to avoid assimilation was physical education, sports, tourism and recreation, the gymnastic movement within the framework of the Gymnastic Society “Sokol”. An important role in this national activity was played by Polish education in Germany. Educational affairs were handled by the Union of Polish School Societies, established in 1922. Among many subjects, physical education classes and extracurricular sports activities were very popular. In the years 1918–1939, a real battle for Polish school in Germany with physical education classes and after school activities took place. This struggle affected mainly the Polish- German borderland and in this particular area the sport activities were also the most visible ones. Physical education had a utilitarian and a preventative role, but the Polish activists also laid an emphasis on the high standards of the physical education classes and after school activities that were very often educational and patriotic. All primary school students took part in obligatory physical education classes and additional after school activities. It should be noted that all students of Polish schools in Germany attended compulsory physical education lessons.

INFLUENCE OF COGNITIVE AND SITUATIONAL MOTOR SKILLS IN SPORTS GAMES ON PRIMARY SCHOOL STUDENTS

When it comes to sports (volleyball, handball, basketball, football ...) the main value is reflected in their attractiveness, wide application, and availability. At the same time, these are sports of higher achievements (top sport), sports entertainment is an important mean of active rest (recreation) and, of course, one of the most powerful means of physical education. The popularity of sports games is especially pronounced among school children and youth. In addition to compulsory physical education classes, they are widely represented in free sports activities. As it is known among other anthropological dimensions, cognitive abilities have a significant impact in achieving top results in sports. The aim of this study is to determine the relationship between a set of predictor variables of cognitive abilities and a set of criterion variables of situational motor abilities in sports games, especially in volleyball in primary school boys. By analyzing the corresponding canonical functions in the space of cognitive abilities, the function is defined by all variables, as well as by another set of data, the function is defined by all situational motor variables. As all cognitive abilities are in direct proportionality with the results of situational motor skills tests, it can be concluded that subjects with higher spatialisation ability and higher IQ will have good results in specific motor, especially in volleyball. These results are logical considering the structure of performing exercises from sports games especially volleyball, which require good coordination of movements, which is directly related to cognitive abilities.

P03-13 Assessing the distribution of adolescents physical activity in each social time

Regular physical activity (PA) in youth has mental and social health outcomes (Ekelund, 2016; Biddle, 2019). Available data also suggest that the level of PA in youth predicts PA in adulthood (Telama, 2014; Varma, 2017). However, international studies (Aubert et al, 2018) have shown that the majority of young people do not achieve the PA levels recommended for health benefits (Guthold, 2020). However, despite policy intentions to develop sports infrastructure (Deguilhem, 2016; Esteban, 2016), a decrease in the overall level of physical inactivity will not be achieved by 2025 (Guthold, 2020). It seems to be a gap between the willingness of public services and the concrete actions of citizens. One of the commonly recognized obstacles to PA is the lack of time (Embersin, 2007). Thus, based on Elias' temporal model (1997) we propose to move beyond the linear view of time (chronos) to a perspective of timely time (kairos). Adopting an ecological perspective on human development, postulating that multiple determinants impact on our choices of physical activity (Bauman, 2012), we qualify and quantify the social times conducive to physical activity and inactivity. Using objective measurements of PA by accelerometry (ActiGraph GT3X) and a measure of social time by digital daily diary, we identify three profiles of adolescents whose perceptions of time vary according to their level of PA. Adolescents with an active profile (>3000 METs per week) practice PA within the framework of school and out-of-school by optimizing active transports, whereas those with a low activity profile (600>PA>3000 METs per week) are mainly involved in school PA. Finally, adolescents with an inactive profile (PA > 600 METs per week) only practice during compulsory physical education lessons and no social time records intense PA. As the only social time conducive to PA captured by all adolescents, the physical education lesson does not seem to be able, in its current form, to reduce inequalities in access to daily PA opportunities. There is scope for research into the organization of a school ecology (Waters, 2013; Turcotte, 2018) conducive to health education through PA.

Imposing Compulsory Rugby Union on Schoolchildren: An Analysis of English State-Funded Secondary Schools.

ObjectiveTo establish the extent to which Rugby Union was a compulsory physical education activity in state-funded secondary schools in England and to understand the views of Subject Leaders for Physical Education with respect to injury risk.MethodA cross-sectional research study using data obtained under the Freedom of Information Act (2000) from 288 state-funded secondary schools.ResultsRugby Union was delivered in 81% (n = 234 of 288) of state-funded secondary school physical education curricula, including 83% (n = 229 of 275) of state-funded secondary school boys' and 54% (n = 151 of 282) of girls' physical education curricular. Rugby Union was compulsory in 91% (n = 208 of 229) of state-funded secondary schools that delivered it as part of the boys' physical education curriculum and 54% (n = 82 of 151) of state-funded secondary schools that delivered contact Rugby Union as part of the girls' physical education curriculum. Subject Leaders for Physical Education also perceived Rugby Union to have the highest risk of harm of the activities they delivered in their school physical education curriculum.ConclusionNotwithstanding discussions of appropriate measures (i.e., mandatory concussion training, Rugby Union specific qualifications and CPD) to reduce injury risk, it is recommended that Rugby Union should not be a compulsory activity given that it has a perceived high risk of injury and is an unnecessary risk for children in physical education.

Working Out Desire: Women, Sport, and Self-Making in Istanbul

Working Out Desire: Women, Sport, and Self-Making in Istanbul

Increased Physical Activity at School Benefits Arterial Blood Pressure in Children-A Prospective Follow-Up Cohort Study.

(1) Background: A sedentary lifestyle and low physical activity (PA) increase the risk of hypertension in children. The aim of this study was to assess the impact of increased PA at school by elevation of the number of compulsory physical education (PE) lessons on arterial blood pressure in children during a two-year follow-up. (2) Methods: Children (n = 245) born in 2007 attending a standard or elevated number of PE lessons in the school timetable (4 and 10 h a week, respectively) took part in the study. Blood pressure was measured starting from age approx. 10 to 12. (3) Results: Starting from a similar level, after 2 years, the percentage of children with normal blood pressure decreased in the standard-PE children from 83.25% to 78.03% but increased in the elevated-PE ones from 83.15% to 86.13%. The prevalence of both prehypertension and hypertension increased by one-third in the standard-PE children from 16.74% to 21.97% but decreased by one-sixth in the elevated-PE ones from 16.85% to 13.87%. The prevalence of hypertension itself increased by one-third in the standard-PE children from 9.82% to 13.12% but decreased in the elevated-PE ones by one-fifth from 9.60% to 7.75% (4) Conclusions: An increase in PA at school by the elevation of the number of PE lessons benefits children’s arterial blood pressure. Early prevention of hypertension in children can be supported by an adequate number of PE lessons in the school timetable.

Examination of Social Appearance Anxiety Levels of University Students

Aim: The aim of this study is to investigate the social appearance anxiety levels of university students taking physical education course according to various variables. Material and Methods: In the research, descriptive scanning model was used. The study group of this research consists of 929 participants who took compulsory physical education and sports lessons in the preparatory and first year of Kyrgyzstan Turkey Manas University in the 2020-2021 academic year. In order to determine the social appearance anxiety levels of individuals and the "Personal Information Form" prepared by the researcher, the data of the research; The "Social Appearance Anxiety Inventory (SAAI)," developed by Hart et al. (2008) and validated and reliable in Turkish by Doğan (2010) was used. The study was carried out in SPSS 22 statistical package program and the degree of significance was taken as 0.05. Independent-Samples T test was used in pairwise comparisons, and One-Way Anova test was used in multiple comparisons. Results: In the study, no significant difference was found between the social appearance anxiety levels of university students and the variables of gender, class, age, father's education level and mother's education level. Keywords: Social Appearance Anxiety, Physical Education and Sports, Manas University

Experiential Physical Education in a Bilingual Japanese University: Implications for Student Physical Activity and Program Development

Participation in compulsory physical education (PE) is a controversial aspect of the Japanese university system. English-language education programs in Japanese universities often incorporate aspects of the traditional curricula, including experiential PE. The purpose of the study was to explore the extent to which compulsory PE in a Tokyo-based global university program contributes to overall physical activity (PA) and to elucidate how experiential PE intersects with student beliefs and motivations. The study sample included 199 domestic and international students attending PE courses in a Top Global University in Tokyo, Japan. All students who undertook compulsory PE classes in English were invited to complete an online survey in 2018-19. Survey measures included scores on a valid and reliable iteration of the Global Physical Activity Questionnaire (GPAQ), self-reports of PA influences, and PA-related health beliefs. Overall PA was high among the cohort, yet there were significant differences based on gender and country of origin, with male and international students reporting higher activity. Most students perceived a positive relationship between PA participation and disease prevention, which reinforced common health motives for activity, particularly weight control and stress reduction. Compulsory and experiential PE within a Japanese global university program potentially contributes to higher PA levels among ethnically diverse undergraduates but should adapt to a more wellness focused curriculum to address behavioral and motivational variations.

Організація уроків фізичної культури для учнів 5-6 класів підготовчої медичної групи з використанням рухових завдань гімнастичного характеру

In the article, the author analyzes the problems related to the scientific substantiation of methods for optimizing the physical activity of students who are in good health in the preparatory medical group, at physical education classes. Pupils who are part of a preparatory medical group attend compulsory physical education classes and master the study material in accordance with the requirements of the curriculum. Such students are recommended a gradual increase in physical activity without passing the educational standards and additional classes in general physical training groups. However, in practice, this means that the load on physical education lessons, designed for students of the main medical group, is not always optimized for students of the preparatory medical group, who are engaged together in the classroom form of classes.The aim of the study was to develop and scientifically substantiate the methodology of constructing physical education lessons for 5–6 formers of the preparatory medical group on the basis of motor tasks (MT) of gymnastic type. The technology of building a physical education lesson in the form of a dynamic process of structuring the primary elements ‒ motor (educational, training) tasks into larger fragments and components of the educational process is presented. The use of motor tasks with known functional effects significantly increases the effectiveness of physical education lessons in secondary educational institution. In the study in the analysis of MT as a target criterion were accepted indicators of heart rate (HR), which characterize the functional impact of standard MT. The study involved students in grades 5–6 of the preparatory medical group, who studied gymnastic exercises according to current programs in physical education classes. The total number of children was 52 people. The research results indicate that exercises that have a different structure can cause a typical pulse response and be characterized by the same pulse voltage. Thus, in tasks the minimum ordinariness and standardization in repetitions of exercise ‒ number of times, intervals of rest, intensity of functional shifts, for example, performance of kinds of racks on a gymnastic bench constructed in the form of MT, cause 10 % increase in HR is noted. The specifics of training in gymnastics shows that the combination of elements in the ligaments and combinations leads to the technical complexity of the movements, which, in turn, affects the complexity of MT and increase their pulse value. The practical significance of the results is that the use of methods of building physical education lessons for students of the preparatory medical group in grades 5–6 on the basis of standard MT provides an expressive health effect, which is revealed in increasing physical condition of students, the level of physical performance and students’ health increases. The obtained results can be used in the practice of general secondary educational institutions, including students of other age categories, in the process of training students majoring in 014 Secondary Education. Physical culture, in advanced training courses for physical education teachers.

PHYSICAL DEVELOPMENT OF STUDENTS AS AN INDICATOR OF THE PHYSICAL EDUCATION SYSTEM FUNCTIONING IN THE EDUCATIONAL INSTITUTION.

The aim: To investigate the impact of organizational and methodological conditions of physical education system in higher educational institution on the students' physical development. Materials and methods: The research involved 120 students of two higher educational institutions (30 men and 30 women each). Determination of physical development of students was carried out in the dynamics of learning from the first to the fourth instructional years in terms of 100 m run, 3000 m (boys) and 2000 m (girls) run, pull-ups on the crossbar (boys), push-ups (girls), 4 x 9 m shuttle run, standing long jump, lifting torso to the sitting position, torso leaning forward from the sitting position. Results: The research determined organizational and methodological conditions of physical education system in two educational institutions, which differ in the duration of "Physical Education" academic subject depending on the instructional year, the number of academic hours provided for the subject mastery, approaches to the basic and elective components of the curriculum, organization of fitness and health recreation as well as sports events during extracurricular activities. Conclusions: It was established that the level of students' physical development is better in the educational institutions where the physical education system functions more efficiently (compulsory physical education training sessions are held in the amount of 4 hours a week, more students are involved in educational and extracurricular physical education training sessions, where students' training motivation is higher).

A scoping review of 2018–2020 research on NCDs and physical activity in Ghana: Groundwork for a monitoring system and action plan

Background Physical inactivity is a risk factor for chronic noncommunicable diseases (NCDs), yet national surveillance of physical activity (PA) levels is not well defined. Though Ghana has a national health policy that emphasizes health promotion and prevention of lifestyle diseases, and an NCD policy with PA recommendations in 2012, it does not have an integrated plan of action to address widespread physical inactivity. Objective This review aims to identify the nature and extent of research in NCDs and PA in Ghana to inform the creation of an integrated action plan to address physical inactivity. The review focuses on four research questions: (1) what is the prevalence and monitoring of NCDs in Ghana from the Demographic and Health Survey (DHS) and the World Health Organization (WHO) reports, (2) what are the key risk factors of NCDs in Ghana, (3) what are the identified indicators and benchmarks that enhance or impede PA participation in Ghana, and (4) what are the active interventions and policy directives for NCDs and PA participation in Ghana. Methods Ghana-specific articles, reports, and policies related to NCDs and PA were collected traversing 2018–2020. The scoping review included: (1) reviewing articles and documents related to risk factors of NCDs in Ghana, (2) reviewing articles and documents from the Global Observatory for Physical Activity (GoPA!) monitoring and surveillance template for Ghana; (3) reviewing articles and documents on the Active Healthy Kids Global Alliance Ghana Report Card on Physical Activity; (4) the Demographic and Health Survey website and (5) specific searches for World Health Organization reports. Results A total of 1763 records were identified through keyword search. Based on eligibility criteria, 4 were relevant to question 1, 23 to question 2, 16 to question 3, and 11 to question 4. For question 1, international benchmark surveys revealed that physical inactivity accounts for 20% of NCD related deaths in Ghana. For question 2, 8 records (34.8%) focused on hypertension, 5 (21.74%) body composition and obesity, 4 (17.4%) cardiovascular diseases, 3 (13.0%) on diabetes, 1 (4.4%) on stroke, and 2 (8.7%) on other risk factors. For question 3, 6 records (37%) focused on overall PA, 3 (19%) on the built environment, 2 (12%) active transportation, 2 (12%) on physical inactivity or sedentary behaviors, 2 (12%) on influence of family and peers, and 1 (6%) on active play. For question 4, though multiple national policies exist, including a minimum weekly level of compulsory physical education per week in the school curriculum, data monitoring and surveillance on PA participation are scarce. Conclusion Based on the scoping review of articles traversing 2018–2020, this review revealed minimal research on these topics. Data on PA participation is non-existent due to lack of conscious monitoring mechanisms, integrated plan of action, intervention strategies and policy directives. A national research agenda is imperative to better understand the relationship and clear connection between physical inactivity as a risk factor of NCDs.

Physical Education and Sport between Human Rights, Duties, and Obligations—Observations from Germany

The starting point entails the declarations of the International Olympic Committee, as well as UNESCO and the Council of Europe on sport as a human right. This article adopts a philosophical and historical perspective on the question of which duties, obligations, and constraints stand in the way of realising this utopian perspective of fair and humane sport as a general human right. The work is based on central historical documents and writings. Two strands of argumentation are pursued. Firstly, the introduction of compulsory physical education, particularly in Germany and on the European continent, in the context of nation-building since the 19th century. Secondly, the idea of a world of sport of its own, which emerged from Olympism and was intended to assert itself against political and economic appropriations. Compulsory physical education is not a human right but a duty. The idea of a world of sports of its own has produced further regulations and obligations in certain fields of sports like professional and commercial sports. Doing sport for health and fitness may become a social obligation.

Supporting PETE students to implement an alternative pedagogy

ABSTRACT Background Since 1982 many student-centred physical education teaching approaches have been proposed as viable alternatives to the traditional teacher-centred methodology. However, research indicates that their uptake by physical education practitioners has been limited. This is concerning, particularly given the prominence of alternative approaches within many PETE courses worldwide. For PETE students, implementing an alternative teaching approach on their school professional experience has proven to be very challenging, particularly due to a lack of knowledge and understanding of the pedagogical principles of the alternative approach and its underpinning learning theory. To address this deficiency researchers have suggested that PETE programmes provide students with an authentic and supportive teaching experience that bridges the gap between university peer teaching experiences and the unpredictable school professional experience. One widely suggested approach is to provide preservice teachers with an opportunity to work together in small groups in collaboration with a pedagogical expert to explore the implementation of an alternative pedagogy with school children in an authentic physical education context. Purpose The study sought to investigate how effectively this proposed authentic and supportive teaching experience facilitates PETE students’ knowledge and understanding of the pedagogical principles of an alternative pedagogy as well as its underpinning learning theoretical constructs. Participants and Setting The participants for this study were 40 fourth year undergraduate PETE students undertaking a compulsory physical education pedagogy unit at an Australian university. The unit involved PETE students exploring the implementation of the constraints-led approach (CLA) with cohorts of children from a local school and reflecting upon their experiences and observations in terms of its key pedagogical principles and associated motor learning concepts. To develop their understanding of the CLA, a collaborative professional development model was adopted that allowed groups of teachers to work together in collaboration with a pedagogical expert in a community of practice. Data collection and analysis To provide an accurate account of PETE students’ experiences, two qualitative sources, written reflections and semi-structured focus group interviews, were used to collect data. Data from both sources were combined and analysed collectively using thematic analysis to identify repeated patterns of meaning within the data. Results The authentic and supportive teaching environment, based on a collaborative professional development model, allowed PETE students to develop a thorough knowledge and understanding of the CLA pedagogical principles of representative learning design, task simplification, and constraints manipulation, and the motor learning theory that informs them. This knowledge and understanding enabled PETE students to successfully design and implement learning experiences that authentically represented the CLA, and which were successful in developing school students’ technical and tactical ability for transfer to the performance environment. Conclusion This research study has provided robust evidence of the effectiveness of an authentic and collaborative professional development model on enhancing the quality of PETE students’ teaching and subsequent student learning. This model could be used to inform the design and delivery of preservice and in-service professional development programmes aimed at improving teaching quality. The findings have enormous potential for enhancing student learning outcomes in schools.

Effects of self-disclosure experience on life skill acquisition in university physical education courses

For promotion of life skill acquisition in university physical education courses taken as distribution requirements for liberal arts programs, the experience of “self-disclosure” has been receiving some attention (Shimamoto and Ishii, 2007). However, there has been limited information on the design of physical education classes focusing on self-disclosure, and the results thus obtained. The present study examined whether university physical education courses focusing on self-disclosure experiences (Nara and Kiuchi, 2020) lead to life skill acquisition among first-year university students. The study subjects included students taking softball classes as a first-year compulsory physical education course (n=137: 87 men and 50 women) at a national university in the Tokyo metropolitan area. The course was revised to focus on self-disclosure, and the effects were measured by comparing 3 groups before and after the course: a revised group (n=77: 57 men and 20 women), an unchanged group (n=23: 12 men and 11 women), and a control group (n=37: 18 men and 19 women). The revised and unchanged groups comprised students taking revised and unchanged versions of the course taught by the same instructor, while the control group comprised students taking standard softball courses without a focus on selfdisclosure, taught by different instructors. In-class self-disclosure scores were significantly higher (F(2, 134) = 5.46, p <0.01) for the revised group (13.13±2.20) than for the unchanged group (11.83±2.29) or the control group (11.92±2.11). Analysis of variance showed no group–time interaction for the life skills score. However, when the revised group was divided into 3 subgroups ranked by self-disclosure score and the subgroups compared, only in the subgroup ranking highest in self-disclosure showed significant improvement in life skills (F(2, 74) = 3.92, p <0.05). Analysis of variance performed after dividing the revised group into 3 subgroups based on initial life skill levels before taking the course revealed no group–time interaction. It was therefore concluded that (1) the revised course program significantly increased experiences of self-disclosure for the students enrolled, (2) students who experienced self-disclosure in the physical education course significantly increased their life skills regardless of their life skill level before taking the course, and (3) the revised course showed educational results in terms of not only psychosocial effect but also motor skill, physical strength, and health.

ВИКОРИСТАННЯ САМОСТІЙНИХ ЗАНЯТЬ ОЗДОРОВЧОЇ СПРЯМОВАНОСТІ ЗДОБУВАЧАМИ ВИЩОЇ ОСВІТИ

The article analyzes the positive aspects of the use of independent physical exercises by higher education students. The importance of physical activity in the physical culture and health activities of higher education students is highlighted not only in compulsory physical education classes, but also in the use of independent physical exercises. Physical activity is a necessary condition for the harmonious development of student youth, which implies a direct impact of appropriate physical exercises on the body of a young person based on his needs. The organization and structure of independent physical exercises involves the comprehensive development of leading functional systems and physical qualities of the body. In practice, it is proved that to achieve a health-improving effect in the process of independent exercise is possible only in compliance with the basic principles: gradualness, regularity, adequacy and versatility of training. Modern complex living conditions dictate higher demands on the biological and social capabilities of man. Comprehensive development of physical abilities of higher education seekers through organized physical activity (physical training) helps to improve performance, improve health, have increased resistance to stress. Encouraging young people to self-exercise involves the formation of knowledge about the effective impact of exercise on the body, the possibility of self-improvement, the organization of their active recreation. It is advisable to develop the content of health programs for students depending on their interests and needs. Keywords: physical exercises, students, applicants for higher education, self-dependent studies, physical fitness, health.