UPDATING APPLIED PHYSICAL EDUCATION FOR STUDENTS WITH SPECIAL NEEDS

Viktorov D.; Kokin V.; Leshukov V.; Yarushev Y.

doi:10.14529/hsm210213

D. Viktorov South Ural State University, Chelyabinsk, Russian Federation; South Ural State Institute of Arts named after P.I. Tchaikovsky, Chelyabinsk, Russian Federation https://orcid.org/0000-0003-0635-1162 viktorovdv@yandex.ru
V. Kokin South Ural State University, Chelyabinsk, Russian Federation https://orcid.org/0000-0001-6476-3582 valeriikokin@mail.ru
V. Leshukov South Ural State University, Chelyabinsk, Russian Federation https://orcid.org/0000-0002-3534-3789 leshukovvs@susu.ac.ru
Y. Yarushev South Ural State University, Chelyabinsk, Russian Federation https://orcid.org/0000-0002-9459-8810 iarushevya@susu.ac.ru

DOI: https://doi.org/10.14529/hsm210213

Keywords: professional and applied physical education, students with special needs, methods of applied physical education, professional adaptation

Abstract

Aim. The paper aims to update the concept of applied physical education for students with special needs taking into account the potential of professional and applied physical education, which contributes to the formation of professional adaptation. Materials and methods. The study involved 40 South Ural State University students with various pathologies. The control (CG) and experimental (EG) groups of 20 persons were formed. Training intensity was calculated individually for each student. In the course of the study, the following methods were used: a three-stage breath holding test (the Serkin Test), 20 squats per 30 seconds (the Martinet-Kushelevsky test), force platform measurements, the PWC170 test, and the VO₂max test. Results. The data obtained in the experimental group significantly differed from those obtained for the control group (p < 0.05) or improvement in the experimental group was more pronounced than that of the control group. The standard deviation for all force platform measurements in the experimental group decreases, which means improved balance. Conclusions. Applied physical education (APE) creates prerequisites for success in all university students, reduces adaptation time, enhances professional skills, and contributes to efficiency and labor productivity.

Author Biographies

D. Viktorov , South Ural State University, Chelyabinsk, Russian Federation; South Ural State Institute of Arts named after P.I. Tchaikovsky, Chelyabinsk, Russian Federation

Candidate of Pedagogical Sciences, Associate Professor of the Department of Physical Education and Health, South Ural State University. 454080, Chelyabinsk; Associate Professor of the Department of Physical Culture and Life Safety, South Ural Institute of Arts named after P.I. Tchaikovsky. 454091, Chelyabinsk

V. Kokin , South Ural State University, Chelyabinsk, Russian Federation

Candidate of Pedagogical Sciences, Associate Professor of the Department of Physical Education and Health, South Ural State University. 454080, Chelyabinsk

V. Leshukov , South Ural State University, Chelyabinsk, Russian Federation

Senior Lecturer, Department of Physical Education and Health, South Ural State University. 454080, Chelyabinsk

Y. Yarushev , South Ural State University, Chelyabinsk, Russian Federation

Senior Lecturer, Department of Physical Education and Health, South Ural State University. 454080, Chelyabinsk