INTENSITY OF THE DYNAMICS OF PHYSICAL PREPAREDNESS IN THE PROCESS OF STUDENTS GROWING UP WITH DIFFERENT LEVELS OF INTELLIGENCE

The purpose of the investigation is the scientific substantiation for
the implementation of a differentiated approach to the organization of physical education on the basis of accounting students individually-typological features of the age.

Methods. Motor abilities of students are studied by measuring: force (backbone dynamometry), strength endurance (pulling up on the bar), speed-strength abilities (long jump from their seats), as well as high-speed capacity (running at 30, 60 or 100 meters, depending on the age), aerobic endurance (running at 1000 or 3000 m, depending on age). The dynamics of the integrated physical preparedness (DIPP) of each student is estimated by calculating the arithmetic mean value of the growth rate of the development of motor abilities listed above (the results of 5 tests). Evaluation of general intelligence (GI) of schoolchildren in 8, 10 and 11 classes, students of 1 – 3 courses carried out by the test of R. Amthauer adapted by L. A. Yasyukova [13], and the 6 classes pupils – through the intellectual test (GIT) [1].

Results. It was experimentally established that students of 6, 8, 10, 11 grades and 1 – 3 courses at higher intelligence level have a low dynamics of physical fitness. On the contrary, students with a lower level of intelligence revealed a high dynamics of physical fitness. Marked discrepancies in the dynamics of the development of mental and motor areas of maturing personality are interpreted as individual-typological features of age-related development. Based on these facts it is concluded that the organization of physical education on the basis of program-regulatory approach with common unified requirements involved, will not allow to create conditions for highquality physical education of the younger generation and the formation of a sustainable motivation for self-employment by physical exercises.

Scientific novelty. Scientific evidence of sustained differences in the dynamics of the physical fitness of students with different levels of general intelligence on the basis of experimental research is presented for the first time.

Practical significance. The findings serve as the basis for the developing a differentiated approach to the organization of physical education based on individually-typological features of the age. Different development trajectories, due to different rates closer to the level of «maturity» functions require presentation to the students differentiated by the complexity requirements of motor tasks, and as a result, the relevant criteria for evaluation of their physical readiness.

1. Akimova M. K., Borisov E. M., Gurevich K. M., Kozlova V. T., Loginova G. P. Rukovodstvo k primeneniju gruppovogo intellektual’nogo testa (GIT) dlja mladshih podrostkov. [Guide to the use of the intellectual group test (GIT) for younger teens]. Obninsk: Publishing House Printer, 1993. 40 p. (In Russian)

2. Balsevich V. K., Lubysheva L. I., Prgonyuk L. N., Mustafina L. N., Streltsova N. Y. New vectors of modernization the system of mass physical education at secondary school. Teorija i praktika fizicheskoj kul’tury. [Theory and Practice of Physical Education]. 2003. № 4. Р. 56–59. (In Russian)

3. Balsevich V. K., Lubysheva L. I. Sport-oriented education: educational and social aspects. Teorija i praktika fizicheskoj kul’tury. [Theory and Practice of Physical Education]. 2003. № 5. P. 19–22. (In Russian)

4. Pasek M., Mikhailovsk-Savchyn M., Nowak-Saleska A. Attendance in physical education and its relationship with respect to physical education and individual biological and social factors with regard to conducting classes in the field and school halls. Teorija i praktika fizicheskoj kul’tury. [Theory and Practice of Physical Education]. № 8. P. 44–48. (In Russian)

5. Revenko E. M., Salnikov V. A. Vzaimosvjazi dvigatel’nyh i umstvennyh sposobno-stej v processe vzroslenija. [Relationship of motor and mental abilities in the process of growing up]. Omsk: Publishing House SibADI, 2014. 392 p. (In Russian)

6. Revenko E. M. Age characteristics of physical fitness of students with different dynamics of intelligence as a condition of individualization of physical education. Uchjonye zapiski universiteta imeni P. F. Lesgafta. Scientific Notes of the Lesgaft University. 2016. № 3 (133). P. 201–207. (In Russian)

7. Revenko E. M. Change the criteria of the students’ evaluation as a condition for increasing motivation of the lessons of physical culture. Obrazovanie i nauka. [Education and Science]. 2016. № 1. P. 118–132. (In Russian)

8. Savina L. N. The question of the condition of the modern Russian school. Izvestija PGPU im. V. G. Belinskogo. [Bulletin of Penza State Pedagogical University named after V. G. Belinsky]. 2009. № 14 (18). P. 88–91. (In Russian)

9. Salnikov V. A., Revenko E. M. The age factor in the structure of individual development. Teorija i praktika fizicheskoj kul’tury. [Theory and Practice of Physical Education]. 2014. № 4. P. 98–103. (In Russian)

10. Salnikov V. A. Revenko E. M., Babinov S. E. The identity of a person in the system of innovative physical education. Obrazovanie i nauka. [Education and Science]. 2012. № 8. Р. 124–135. (In Russian)

11. Spirin V. K. The problem of developing regulatory requirements set by the TRP in the context of the implementation of zdoroveformirujushchej approach to physical activity of the population of the Russian Federation. Teorija i praktika fizicheskoj kul’tury. [Theory and Practice of Physical Education]. 2014. № 11. P. 94–97. (In Russian)

12. Churganov O. A., Shelkov O. M., Malinin A. C., Matochkina A. A., Balsevich V. K., Lubysheva L. I. International programme on «Health and behavior in school-aged children». Teorija i praktika fizicheskoj kul’tury. [Theory and Practice of Physical Education]. 2014. № 4. P. 2–5. (In Russian)

13. Yasyukova L. A. Test struktury intellekta R. Amthaujera (IST). [Test of intelligence structures by R. Amthauer (IST)]. St.- etersburg: Publishing House Imaton, 2002. 80 p. (In Russian)

14. Blair S. N., Brodney S. Effects of physical inactivity and obesity on morbidity and mortality: current evidence and research issues. Med. Sci. Sports. Exerc. nov. 1999. № 11 (31). Р. 646. (Translated from English)

15. Dobbins M. Effective practices for school-based tobacco use prevention/ M. Dobbins [et al]. Preventive Medicine. 2008. № 46 (4). P. 289–297. (Translated from English)

16. Farell S. W., Kampert J. B., Kohl H. W., Barlow C. E., Macera C. A., Paffenbarger R. S., Gibbons L. W., Blair S. N. Influences of cardio respiratory fitness levels and other predictors on cardiovascular disease mortality in men. Med. Sci. Sports Exerc. 1998. № 6 (30). P. 899–905. (Translated from English)

17. Fedyakin A. A., Kortava Z. G. Nordic walking health-improving and training impact on the human body. European Researcher. 2012. № 11–2 (34) P. 1941–1946. (Translated from English)

18. Grasten A., Yli-Piipari S., Watt A., Jaakkola T., Liukkonen J. Effectiveness of school-initiated physical activity program on secondary school students’ physical activity participation. Journal of School Health. 2015. № 85 (2). Р. 125– 134. (Translated from English)

19. Grasten A., Watt A. Perceptions of Motivational Climate, Goal Orientations, and Lightto Vigorous-intensity Physical Activity Engagement of a Sample of Finnish Grade 5 to 9 Students. International Journal of Exercise Science. Current Issue. 2016. Vol. 9. Issue 3. Р. 291–305. (Translated from English)

20. Szakaly Z., Ihasz F., Konczos C., Plachy J., Bognar J., Kolomiets O. Physique, body composition and motor performances in Hungarian students. Scientific Notes of the Lesgaft University. 2016. № 3 (133). P. 267–274. (Translated from English)

21. Theodosiou A., Papaioaunou A. Motivational climate, achievement goals and metacognitive activity in physical education and exercise involvement in outof- school settings. Psychology of Sport and Exercise. 2006. № 7 (4). Р. 361–379. (Translated from English)

22. Yli-Piipari S. The development of students’ physical education motivation and physical activity: A 3.5-year longitudinal study across Grades 6 to 9. Doctoral thesis. University of Jyväskylä. 2011. 119 р. (Translated from English)