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What is sports culture. sports culture

What is sports culture. sports culture

19.06.2019

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Federal State Autonomous Educational Institution

higher professional education

"North-Eastern Federal University. M.K. Ammosov"

medical institute

Abstract on the topic:

"Sportivnaya culture of the personality of the student "

Completed by: 2nd year student of MI

Groups SD-15-201

Prokopieva Saina Afanasievna

Yakutsk 2016

Introduction
1. The concept of sports culture
2. Sports culture of personality
3. Sports culture of the student's personality
4. Formation of sports culture of students
Conclusion
References

Introduction

sports culture personality inhumane

At present, the strategic guideline for the development of society and the education system is the formation of a person of culture. The current state of human civilization is characterized by a crisis of culture, which manifests itself in a noticeable decrease in the level of general and personal culture, the “erosion” of cultural values and norms, a violation of the continuity of cultures, tension and even conflict in intercultural interactions. Under these conditions, it is necessary to strengthen the cultural content of the educational process.

Sports culture as a social phenomenon of society is a special part of culture, the system-forming factor of which is the values of sports and the value attitude to physical culture and sports activities. Personal sports culture is understood as an integrative personal education, including a system of means, methods and results of physical culture and sports activities aimed at the perception, reproduction, creation and dissemination of physical culture and sports values and technologies. The sports culture of a personality is formed in the process of interiorization of the cultural and educational potential, values and technologies of sports, as well as as a result of the accumulation of experience in physical culture and sports activities and filling it with personal meaning.

It is known that the formation and development of personality is possible only in the space of culture and its values and only through the personality of an authoritative teacher, a bearer of true values and ideals. Moreover, the teacher must have a good understanding of human nature and know humane and effective methods of influencing him.

1 . The concept of sports culture

Sports culture is understood as a positive value attitude of a social subject (individual, social group or society as a whole) to sports, social activity and its results in the assimilation, preservation, implementation and development of sports-related values. This culture provides for: various forms of sports-oriented activities; different forms (rational, motivational, emotional, activity) of a positive assessment of sports; its justification (comprehension and explanation); the results of all this social activity are the formed qualities of the personality and its image (style) of life, rules of conduct, social roles, norms and patterns of social relations; the functioning of relevant social institutions, etc.

The positive value attitude of an individual towards sports is always not general, but quite specific: it does not mean sports in general, but certain aspects, aspects, components, functions, types, varieties, etc. The system of values that an individual associates with sports, i.e. what is most important for him, significant in sports competitions, in the process of preparing for them, determines the specific content, direction, specifics, i.e. form (variety) of his sports culture.

This means that various specific forms (varieties) of a positive value attitude of an individual to sports, and hence the sports culture of an individual, are possible. The main ones are the following.

Sports and pragmatic culture. This kind of sports culture of the individual is characterized by its pronounced utilitarian, pragmatic orientation. It means that the most important, significant in sports for an individual are purely utilitarian, technological, pragmatic values (for example, the opportunity to earn money in sports, acquire material goods, etc.).

Inhuman sports culture. Sport can attract an individual, act as a value for him on the basis of what makes it possible to demonstrate his superiority over others, realize his nationalistic ideas, in some way show his aggressiveness, etc. In this case, the sports culture of the individual includes norms and values that do not coincide with the general cultural values of a humanistic orientation, as a result of which it acts as a sports subculture of the individual with an inhumane orientation (inhumane sports culture).

Sports and humanistic culture. The basis of the sports and humanistic culture of the individual is the positive value attitude of the individual to sports, to its various components (sports training, sports competitions, etc.), types, varieties, their aspects, functions, etc. from the positions of humanism, from the point of view of its ideals and values - the integral development of the individual and humane relations to other people, nations, cultures, beliefs.

With all the possible differences in the sports culture of the individual, all its forms (varieties) have something in common. They are united by the general positive value attitude of the individual to sports, to sports activities, to one or another of its components, types, varieties, etc. The presence of this relation allows one to evaluate one or another of his culture as a sporting one, for example, not as a physical or intellectual, aesthetic, etc., and to classify all forms of his sports culture as belonging to this, and not to some other culture. The general positive value attitude of an individual to sports, to sports activities, to one or another of its components, types, etc., which constitutes the general basis for all specific forms (varieties) of a person’s sports culture and determines their general content, general orientation, constitutes the basis this culture.

The basis of a person's sports culture has a complex structure, includes a complex of interrelated elements.

The main components of this structure include a general positive assessment of sports: sports activities, certain types, forms, etc. act for the individual as a value (a set of values), are evaluated as significant, important, useful. The main manifestations and indicators of such an assessment of sports, i.e. evaluative components of the basis of a person's sports culture are:

· a positive opinion in the form of relevant statements, judgments, reviews about sports, about various forms and aspects of sports activity - a rational (cognitive) component;

positive emotional reactions associated with sports (sense of pleasure, delight from playing sports, participating in sports competitions, watching them, etc.) - an emotional (affective) component;

interest in sports, in certain types of sports activities (such as, for example, sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines, collecting sports badges, stamps, etc.), the desire (desire) to participate in them, etc., i.e. the individual's motivational readiness for this kind of activity is the motivational component;

real forms of activity related to sports (participation in sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines; mastering knowledge, skills, rules, norms of behavior, social roles that allow participating in these activities , etc.) is an activity component.

An important component of the general positive value attitude of an individual to sport is not only its positive assessment, but also the substantiation (understanding, explanation) of this assessment - a reflexive-analytical component of the basis of sports culture.

Justification (comprehension explanation) by an individual of a positive assessment of sports involves the solution of the following tasks:

- selection of a criterion for evaluating sports, its types, varieties, components (sports training, competitions, the behavior of an athlete, fans, etc.): from what positions, on the basis of what ideals, norms, cultural patterns, etc. they will be evaluated;

- determination of those sides, aspects, functions of sport, its types, varieties, components that allow, on the basis of the chosen criterion, to give it a positive assessment, to attribute certain values, to give social and / or personal meaning.

When substantiating (understanding, explaining) a positive assessment of sports, an individual can use: his practical experience; knowledge gained in the course of study; traditions, norms, ideals, value stereotypes that dominate the surrounding social environment, etc.

A necessary condition (prerequisite) for the formation of an individual's general positive value attitude to sports is the presence of initial (prerequisite) knowledge, skills and abilities. These include:

knowledge of what sport is, its components - sports training, sports competitions, etc., certain types of sports - mass sports, sports of the highest achievements, etc. - as special social phenomena that differ from others, about their essence, structure, specifics, i.e. concepts that are necessary in order to be able to distinguish (distinguish from many other phenomena) and characterize sport, its components, varieties, etc.;

· factual knowledge - knowledge about specific facts of sports activity, one or another of its types, varieties at the present time and in the process of development;

knowledge about certain ideals, values, norms and patterns of behavior that are necessary for a particular assessment of sports (its types, varieties, components);

· knowledge, skills and abilities necessary to be able to be included in certain types of sports activities (for example, sports training, sports competitions, etc.) in accordance with the accepted rules, norms and patterns of behavior.

All this knowledge, skills, skills, formed in the process of socialization (spontaneously in the course of life experience, under the influence of the surrounding social environment, the media, etc., as well as consciously, purposefully in the process of education, training, upbringing), form a prerequisite (initial) block of knowledge, abilities, skills of the basis of the sports culture of the individual. They provide an individual with an opportunity for correct orientation in the world of sports, in its various aspects (perform an indicative function), as well as for evaluation, comprehension and real participation in sports activities (characterize his informational and operational readiness for these types of activities).

2 . Sports culture of personality

According to L.I. Lubysheva, sports culture personalities contains a specific result of human activity, means and methods of transforming the physical and spiritual potential of a person by mastering the values of competitive and training activities, as well as those social relations that ensure its effectiveness.

The author takes such signs as the need for self-organization of a healthy lifestyle, success, achievement of a high sports result as the basis for the classifications of the values of the sports culture of the individual, since the value as a social category is always associated with the satisfaction of human needs. Human needs are diverse and many of them are manifested in the field of sports culture. In the process of satisfying needs, cultural values are created, including in the field of sports.

The basis of the sports culture of the individual, according to S.Yu. Barinov, constitutes a positive value attitude to sports, within which the standards, values and norms of culture associated with sports are internalized by the individual, become the property of his own inner world.

We understand the sports culture of a person as an integrative personal education, including a system of means, methods and results of physical culture and sports activities aimed at the perception, reproduction, creation and dissemination of sports values and technologies. The sports culture of a personality is formed in the process of interiorization of the cultural and educational potential, values and technologies of sports, as well as as a result of the accumulation of experience in physical culture and sports activities and filling it with personal meaning.

In our opinion, the sports culture of an individual includes the following components:

1. Value (a set of physical culture and sports values, meanings, motives, goals, means of achieving them).

2. Normative (norms of physical development, readiness, health, moral sports behavior, physical culture and sports traditions).

3. Socio-communicative (culture of communication and interaction in the process of physical culture and sports activities).

4. Cognitive (a set of physical culture and sports values in the form of knowledge, beliefs, skills).

3 . Sports culture of the student's personality

Sport is considered as an integral part of the culture of society, which includes competitive activities, special training for it, as well as a system of specific interpersonal relations (political, economic, legal, informational, managerial, etc.). It clearly manifests such priority values for modern society as equality of chances for success, achievement of success, the desire to be the first, to defeat not only an opponent, but also oneself, to count on oneself.

Participation in sports activities allows the student to develop physical qualities, enriches him with the experience of interpersonal relationships, ensuring successful socialization, contributes to a high organization of life, the formation of character and volitional qualities, personal reflection and the ability to self-determination, leads to the development of self-esteem, an increase in self-respect as individuals.

High emotional attractiveness and pedagogical effectiveness of sports activities are an important basis for its application in student-centered physical education.

Currently, educational institutions are intensively developing and actively implementing sports-oriented physical education technologies aimed at developing a sports culture among young students. Management of this process involves providing teachers and students with complete, reliable and quantitatively measurable information about the level and dynamics of indicators of the development of a person's sports culture.

Definition of criteria and indicators the level of development of the sports culture of the individual and adequate measurement methods. The results of the study are presented in the table.

The first development criterionmotivational component sports culture is the sports orientation of the individual. Taking into account the indicators of the relative strength of the motives for going in for sports, diagnosed using the “Motives for going in for sports” methodology developed by A.V. Shaboltas, there are three stages in the development of a personality's sports orientation - physical culture and health improvement, semi-sports, and sports.

The second and third criteria for the development of the motivational component are interest in sports and satisfaction with the chosen sport..

The indicators of the development of these criteria are the structural components of interest, namely: emotional, motivational, cognitive and volitional, diagnosed using the closed-type questionnaire survey method developed by us “Interest in sports”.

About the level of developmentpersonal-behavioral component evidenced by the indicators of the four criteria.

First criterion characterizes the attitude of a person to himself as a subject of sports activity, indicators of his development are self-confidence, diagnosed with the help of a modified version of V.G. Romek "Self-confidence test", which determines the level of subjective control.

Second criterion reflects a person's attitude to the conditions of competitive activity. An indicator of its development is calmness, diagnosed using Ch. Spielberger's "Personal Anxiety" technique.

The third criterion the attitude to the process and results of sports activities. The indicators of its development are purposefulness and perseverance, diagnosed using the technique "Self-assessment of volitional qualities".

And finally fourth criterion development of the personal-behavioral component is a sports lifestyle. Indicators of its development are: attendance of training sessions, independent physical activity outside of school hours, participation in sports competitions, giving up bad habits, adherence to sleep, nutrition, study, rest, recovery and tempering activities.

Measurement of these indicators is carried out using the developed methodology of the questionnaire survey "Sports Lifestyle" and pedagogical observation. The first development criterion physical component are the functional capabilities of the organism. Indicators of its development are the adaptive capabilities of the CVS, diagnosed using the method for determining the adaptive potential of the CVS, the Rufier index, the Quetelet index, the Stange, Genchi tests. The second criterion is the level of development of motor abilities, diagnosed by indicators of speed, speed-strength, strength and coordination abilities, as well as endurance and flexibility. To measure these indicators, test exercises generally accepted in the practice of physical education of young students are used.

Criteria, indicators and methods for measuring the structural components of a person's sports culture

Criteria for the development of structural components	Criteria Development Indicators	Measurement methods

Motivational component
Sports orientation of the personality	Relative strength of motives for sports	Methodology "Motives for sports" (A.V. Shaboltas)
Interest in sports	Structural components of interest	Questionnaire "Interest in sports"
Job satisfaction	Satisfaction
Personal-behavioral component
Attitude towards oneself as a subject of sports activity	Self confidence	"Self-confidence test" (V.G. Romek)
Attitude to the conditions of the competition	calmness	Test "Personal anxiety" (C. Spielberger)
Attitude to the process and result of sports	purposefulness	Methodology "Self-assessment of volitional qualities"
	persistence
Sports lifestyle	Class attendance	Pedagogical observation
	Independent physical activity	Pedagogical observation Questionnaire survey "Sports lifestyle"
	Participation in competitions
	Rejection of bad habits
	Sleep, diet, study, rest
	Recovery and hardening measures
Physical Component
functionality of the body	Indicators of adaptive capabilities of the cardiovascular system	CCC adaptive potential, Rufier index, Quetelet index, Stange, Genchi tests
Motor abilities	Speed abilities
	Speed-strength abilities	Standing long jump
	Force abilities	Pull-ups from the hang / flexion - extension of the arms in the lying position
	Coordinating ability	shuttle run
	Flexibility	Lean forward
	Endurance
Information Component
	Knowledge of physical culture	Pedagogical testing
	Knowledge of the chosen sport
Operational Component
Organizational and methodological skills	Ability to organize exercise	Pedagogical testing
Possession of technique and tactics of the chosen sport	Ability to perform technical and tactical techniques of the chosen type	Expert review

Development criterion information component are knowledge. Knowledge in the field of physical culture and knowledge in the field of the chosen sport, diagnosed with the help of pedagogical testing.

The first development criterion operating component are organizational and methodological skills, indicators of its development are the ability to organize physical exercises, diagnosed with the help of pedagogical testing. The second criterion for the development of the operational component is the mastery of the technique and tactics of the chosen sport. The indicators of its development are the ability to perform technical and tactical techniques from the arsenal of the chosen sport, diagnosed with the help of an expert assessment.

And finally, development criteria reflective component are the processes of self-knowledge, self-relationship and self-determination (D.A. Leontiev, S.R. Panteleev). The level of development of self-knowledge is determined by indicators of the completeness and accuracy of knowledge about oneself as a subject of sports activity, self-attitude - by indicators of emotional acceptance by students of themselves as a subject of sports activities, self-determination - by indicators of the ability to independently determine their place and role in the field of the chosen sport.

In accordance with the identified structural components, criteria, development indicators and measurement methods, we distinguish three levels of development of a person's sports culture: reproductive, optimization and creative.

On reproductive level a person mechanically reproduces actions in accordance with the norms of sports activity.

On optimization level a person is ready to make changes in the implemented methods of sports activities at the level of individual actions and operations, coordinating them with the objective and subjective conditions of a particular situation, by optimizing their personal capabilities.

On creative level person carries out creative self-realization of ways of sports activity, taking into account the existing abilities of the individual.

Personally oriented physical education on the basis of the chosen kind of sport provides a significant increase in the indicators of development of the structural components of the individual's sports culture:

Motivational - strengthening the motive of social self-affirmation, belonging to a group and socio-emotional motive, characterizing a semi-sports orientation; increasing interest in physical culture and sports, satisfaction with training sessions in the subject "Physical Education", the emergence and dominance of competitive motives, achievement motives in the motivational structure of the personality success and personal self-realization in the field of the chosen sport (sports orientation);

Personal-behavioral - the development of purposefulness and perseverance as a combination of volitional qualities and sports character traits that determine stable positive attitudes towards various aspects of sports life (sports training, sports training, sports behavior, sports lifestyle);

Physical - increasing the rate of development of speed, speed-strength and strength qualities, coordination abilities, endurance, functional capabilities of the body.

Informational - improving the quality of mastering knowledge in physical culture and the chosen sport;

Operational - improving the quality of mastering the ways of organizing physical culture and sports activities, skills and abilities to perform the basic technical elements of the chosen sport.

Reflexive - actualization of the need to search and discover new knowledge, new ways of activity, new ways of resolving problem situations, revision of motivations and self-assessments, personal self-development and self-improvement.

The level of development of each structural component of a person's sports culture is determined through an integrated assessment of its constituent criteria, and the level of development of sports culture as a whole - through an integrated assessment of the development of all its structural components.

The development of motivational, personal-behavioral, physical, informational, operational, reflexive components of a person's sports culture is carried out at all stages of sports training through the inclusion of students in all types of educational and cognitive activities. The stages of personality-oriented physical education in their totality represent the necessary and sufficient number of consecutive steps that ensure the solution of the strategic goal - the formation of students' sports culture in the process of sports activities.

Thus, the problem of personal sports culture formation remains relevant and requires the development of an appropriate target, content, organizational, methodological, technological support for students' personality-oriented physical education based on the chosen sport.

4 . Formation of sports culture of students

The formation of a sports culture through practicing one or more sports allows you to discover and realize real and potential opportunities, is a promising means of introducing students to physical culture and sports activities, a healthy lifestyle.

The formation of a sports culture, increasing the physical fitness of students, systematic sports are important components of the competitiveness of young people in a society and are the main criteria at all age stages of its development. At the same time, the deterioration of the health status and the level of physical fitness of students in the context of social, economic and environmental problems indicates the need to correct the existing traditional approach in the physical education of students at the university. The absence of the necessary motivation for physical exercises among the majority of students further exacerbates the situation.

In connection with the foregoing, the problem of activating motor activity and the formation of a stable motivation of students for physical culture and sports at the university has ripened.

In most universities, the organization of the process of physical education and the distribution of students into training groups are carried out without taking into account the interests and needs in the motor activity of the students themselves, which leads to a decrease in motivation and is often accompanied by a deterioration in the dynamics of motor fitness. In this regard, the number of missed classes without good reason and due to illness is increasing, which significantly reduces the overall performance of students and the quality of physical training.

The problems associated with the formation of sports culture of students at the university were studied by N. P. Abalakova (2001), V. K. Balsevich (2003), N. I. Volkov (1967), V. M. Zatsiorsky (1970), P. Kunat (1973), L. P. Matveev (1977), M. Ya. Nabatnikov (1982), Zh. K. Kholodov, V. S. Kuznetsov (2000) and others. there is a lot of preparedness of student youth. This includes a decrease in the standard of living, deterioration in working and leisure conditions, the state of the environment, the quality and structure of nutrition. It should also be taken into account the fact that 90% of young people are focused on physical activity that is moderate in volume and intensity, but not on sports. As a result, the level of development of physical qualities is reduced. Along with this, a decrease in the number of hours in the curriculum of senior universities also leads to a decrease in the physical activity of students.

Studying at a university is an important stage in the development of a future specialist, acquiring not only special knowledge, but also understanding the meaning of physical education, the ethics of physical exercises, knowledge of the basics of sports hygiene, and the development of stable habits for regular physical exercises.

Studies conducted at the Siberian State Technological University show that for the majority of graduate specialties such physical qualities as endurance, strength, and speed are professionally important. Much attention is paid to the development of these qualities in physical education classes at the university. Endurance is the only quality that is directly dependent on the state of the cardiovascular and respiratory systems. Mental and physical performance is closely related to endurance. Muscle strength is associated with the functions of organs and systems of the human body, with its emotions and energy. Muscles are connected with the central and peripheral nervous system, endocrine glands. A trained muscle has more opportunities to protect the entire human body from the harmful effects of educational and industrial activities. Speed is directly related to professional readiness, since the level of its development affects the mobility of nervous processes, the efficiency of thinking, and mental performance.

For the education of these professionally important qualities, such sports as athletics, skiing, sports games, etc. have the greatest opportunities.

At the beginning of the academic year, students were given the opportunity to decide on the choice of a particular sport or any system of physical exercises for regular classes throughout the entire course of study at the university. At the introductory classes with 1st year students, a survey was conducted on the topic "Students' attitude to physical education and sports." To the question of the questionnaire “What kind of sport would you like to do at the university?” 78% of respondents chose athletics.

Athletics is one of the most popular sports that contributes to the all-round development of a person, as it combines common and vital movements. Systematic athletics exercises develop strength, speed, endurance and other qualities necessary for a person in everyday life.

In the system of physical education, athletics occupies a dominant place due to its diversity, accessibility, dosage, as well as its applied value.

Of those wishing to go in for athletics, an experimental group was formed in the amount of 35 people, the control group consisted of students who attended training sessions according to the general program.

The curriculum for the experimental group was developed on the basis of the regulatory documents of the State Committee of the Russian Federation for Physical Culture and Sports, summarizing the best practices of track and field coaches, taking into account the specifics of studying at a university.

The following main tasks were solved in the training process:

- harmonious physical development of students, versatile training, health promotion;

- training of athletes of mass categories in athletics;

– training of public instructors and track and field referees;

- theoretical training with the basics of pedagogy, physiology, therapeutic physical culture.

Advanced sports experience and scientific research have shown that in order to achieve harmonious physical development, it is necessary to use a wide range of means and methods of the educational and training process. Exercises of a special and general developmental nature, as well as exercises in difficult and light conditions, should occupy a special place in the system of training student-athletes.

When building the educational and training process, we were guided by the following principles:

- target orientation;

- proportionality in the development of basic physical qualities;

– the leading factors determining the level of mastery development.

To solve the tasks set, the following research methods were used: analysis and generalization of scientific and methodological literature on the research problem; pedagogical observations; pedagogical experiment; methods of evaluation and control of physical readiness of students; questioning; static analysis of the results of the experimental work.

To assess and control the physical fitness of students, physical fitness tests recommended by the Federal Program of 2000 were used: 100-meter run (boys and girls); standing long jump (boys and girls); pull-ups on the high bar (boys); lifting the torso from a prone position (girls) and running 3,000 and 2,000 m (boys and girls, respectively).

The training process was considered as an integral dynamic system, where at each specific stage specific tasks are solved for the development of motor qualities, the formation of technical skills and the choice of means, methods and values of training effects. It is organized in accordance with certain target tasks, which are specifically expressed by the value of the predicted result and determine the necessary implementation of the program of the training process.

The entire educational and training process was divided into four main stages and is interconnected with the years of study at the university.

The first stage is a medical and pedagogical examination.

It is important to determine the capabilities of students and their individual characteristics, since the trainer-teacher must know his pupils, their character and inclinations, study conditions, and life. Only students assigned to the main medical group are allowed to take part in athletics. It includes persons who do not have deviations in the state of health, physical development and functional fitness, as well as persons who have minor, more often functional deviations, but do not lag behind in their physical development and functional fitness.

The second stage is the stage of initial sports specialization. Tasks - health promotion, comprehensive physical development, training in various physical exercises, instilling interest in athletics.

Before the start of the training year and then every six months, anthropometric measurements are taken. Physical training at this stage with a small amount of special exercises is more favorable for subsequent sports improvement.

The third stage is the stage of an in-depth educational and training process. It is aimed at creating the necessary prerequisites for extremely intense training in order to maximize the realization of individual capabilities. The work is aimed at forming the foundation of special preparedness and sustainable motivation to achieve high results. This stage falls on the 2nd year of study at the university. Passing tests and exams creates a stressful situation with the activation of all the adaptive forces of the body. Such a measure of training and competitive loads was chosen so that, on the one hand, having created the prerequisites for the initial realization of individual capabilities, leave reserves for complicating the training process, and on the other hand, to carry out the educational process on time, without debts.

The fourth stage is the stage of sports improvement. The main task is the maximum use of training means that can cause an active course of adaptation processes. In this regard, the share of special exercises in the total volume of the training load, as well as competitive practice, increases. The stage of sports improvement coincides with studies at the 3rd-5th years. During this period, students-athletes require increased mental and physical activity. The training process is adjusted in accordance with the curriculum.

The results of the study indicate an increase in all indicators of physical fitness in the experimental group. The physical fitness of the young men of the experimental group increased: 1st course by 3.6%

(p < 0.05); 2-й курс - на 4.95 % (p < 0.05); 3-й курс - на 6.87 % (p < 0.05); 4-й курс - на 5.3 % (p < 0.05); у девушек соответственно: 3.4 % (p < 0.05), 3.5 % (p < 0.05), 3.1 % (p < 0.05), 4.2 % (p < 0.05). В то же время у юношей контрольной группы наблюдается изменение показателей физической подготовленности: на 1-м курсе понижение уровня физической подготовленности -1.95 % (p < 0.05), на 2-м курсе - повышение на 1.6 % (p < 0.05), на 3-м курсе - повышение на 3.1 % (p < 0.05), на 4-м курсе - повышение на 0.9 % (p> 0.05). In the girls of the control group: in the 1st course, a slight increase - 0.6% ( p> 0.05), in the 2nd year - 1.2% ( p> 0.05), in the 3rd year - 0.8% ( p> 0.05), in the 4th year - 0.7% ( p> 0.05) (Tables 1-4).

The results of the pedagogical experiment indicate a greater increase in physical fitness indicators in the experimental group. One of the reasons for this is the stimulation to the maximum manifestation of physical qualities, as well as physical training, carried out with the help of track and field exercises.

Table 1. Dynamics of indicators of physical fitness of girls of the 1st and 2nd courses

Control exercise	1st course, 2002/2003	2nd year, 2003/2004

Run 100 m, s		p < 0.05	p < 0.05
		p > 0.05	p > 0.05
Standing long jump, cm		p < 0.05	p < 0.05
			p < 0.05
Raising the body from a prone position, number of times		p < 0.05	p < 0.05
		p < 0.05	p < 0.05
Run 2000 m, min		p < 0.05	p < 0.05
		p > 0.05	p > 0.05

Note. Here and in Table. 2-4: E - experimental group; K - control group.

VestnikTSPU. 2010. Issue 4 (94)

table 2 Dynamics of indicators of physical fitness of girls of the 3rd and 4th courses

Control exercise	3rd year, 2004/2005	Growth, %	4th year, 2005/2006

Run 100 m, s			p < 0.05	p < 0.05
			p > 0.05	p > 0.05
Standing long jump, cm			p < 0.05	p < 0.05
			p > 0.05	p < 0.05
Raising the body from lying position, number of times			p < 0.05	p < 0.05
			p < 0.05
Run 2000 m, min			p < 0.05	p < 0.05
			p > 0.05	p > 0.05

Table 3 Dynamics of indicators of physical fitness of young men of the 1st and 2nd courses

Control exercise	1st course, 2002/2003	Growth, %	2nd year, 2003/2004	Growth, %

Run 100 m, s			p < 0.05		p < 0.05

Standing long jump, cm			p < 0.05		p < 0.05
			p > 0.05		p > 0.05
			p < 0.05		p < 0.05
			p > 0.05		p > 0.05
Running 3000 m,			p < 0.05		p < 0.05
			p > 0.05		p > 0.05

Table 4 Dynamics of indicators of physical fitness of young men of the 3rd and 4th courses

Control exercise	3rd year, 2004/2005	Growth, %	4th year, 2005/2006

Run 100 m, s			p < 0.05	p < 0.05
			p < 0.05	p > 0.05
Standing long jump, cm			p < 0.05	p < 0.05
			p > 0.05	p < 0.05
Pull-ups on the high bar, number of times			p < 0.05	p < 0.05
			p > 0.05
Run 3000 m, min			p < 0.05	p < 0.05
			p > 0.05	p > 0.05

conclusions

1. The results of the study showed a significantly greater increase in the physical fitness of the students of the experimental group in comparison with the control group.

2. Students who regularly engage in physical exercises of a certain direction and do not interrupt classes even during exams, go through the period of student life more safely for their health.

3. Among students engaged in physical exercises of a certain direction, there is a more rational use of time in the daily routine, in contrast to students engaged in a standard program. This gives grounds to recommend the organization of the process of physical education in the university, taking into account the interests and needs of students in the motor activity of a certain direction, increasing motivation and improving the dynamics of students' motor fitness.

Conclusion

In conclusion, the following can be noted. In the system of higher education, it is necessary to implement the humanistic functions of physical culture and sports and their impact on the individual. The humanistic functions of physical culture and sports consist in the actualization of that huge cultural potential that sports and physical culture and sports activities carry in themselves in influencing the formation of a person's sports culture: educational potential, educational, health-improving and developing. In order to most fully realize the humanistic potential of physical culture and sports, it is necessary to create a pedagogical system of physical culture and sports education of students, aimed at the formation of a sports culture of the individual.

The basis for the formation of students' sports culture is the values of sports and physical culture, as well as universal values. In turn, values underlie value orientations, which are an important component of personality structure.

References

1. Diagnostics of sports culture S.Yu. Barinov MGIMO (U) Ministry of Foreign Affairs of the Russian Federation, Moscow.

2. Stolyarov V.I. Sports culture as an element of culture // Modernity as a subject of research in social sciences: materials of Vseros. scientific conf. - M.: MGAFK, 2002. - S. 28-33.

3. N. V. Arnst SPORTS CULTURE OF STUDENTS IN THE PROCESS OF PHYSICAL EDUCATION AT THE UNIVERSITY p. 103

4. THEORETICAL AND METHODOLOGICAL ASPECTS OF PERSONALITY SPORTS CULTURE 1 Burtsev V.A., 1 Burtseva E.V., 2 Bobyrev N.D. page 5655

5. A.I. Zagrevskaya, V.S. Sosunovsky VALUE ORIENTATIONS AS THE BASIS FOR FORMATION OF STUDENTS' SPORTS CULTURE IN THE PROCESS OF SPORTS EDUCATION Bulletin of the Tomsk State University. 2013. No. 368. S. 119-122

6. CRITERIA, INDICATORS AND METHODS FOR MEASURING THE LEVEL OF DEVELOPMENT OF A SPORTS CULTURE OF A PERSON 1 Burtsev V.A., 1 Burtseva E.V., 2 Martynova A.S. "Pedagogical sciences" p. 1147

7. Pedagogy and psychology p.79 I.L. Sofronov, G.L. Drandrov, V.A. Burtsev

Formation of sports culture of students on the basis of sports games.

8. A.I. Zagrevsky SPORT AND SPORTS CULTURE OF STUDENTS IN THE SYSTEM OF HIGHER EDUCATION

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Sports culture of personality

Sports culture, like culture in general, is the culture of a certain social subject, which, as noted above, can be a separate person (individual), a social group or society as a whole.

Depending on this, it is legitimate to speak, respectively, about the sports culture of an individual, some social group or society as a whole.

The sports culture of a person is a positive value attitude of an individual towards sports, social activity and its results in understanding, preserving and developing those varieties, aspects, functions, components, etc. sports that this person evaluates as the most important, significant, i.e. which have for him the status of values. These values act for the individual as social ideals, meanings, symbols, norms, patterns of behavior, etc., which regulate all his activities and social relations in the field of sports, determine their nature and direction.

This means that the basis of a person's sports culture is such a positive value attitude to sports, within which the standards, values and norms of culture associated with sports are internalized by the individual, i.e. became the property of his inner world.

The structure of the sports culture of the individual

The sports culture of a person has a complex structure, includes a complex of interrelated elements.

Prerequisite (source) block

A necessary condition (prerequisite) for the formation of a positive value attitude towards sports in an individual is the presence of initial (prerequisite) knowledge, skills, abilities. These include:

knowledge about what sport is, its components (sports training, sports competitions, etc.) and varieties (mass sports, elite sports, etc.) as special social phenomena that differ from others, about their essence, structure, specificity, i.e. concepts that are necessary in order to be able to distinguish (distinguish from many other phenomena) and characterize sport, its components, varieties, etc.;

factual knowledge - knowledge about the specific facts of sports activity, its various types, varieties at the present time and in the process of development;

knowledge, skills and abilities necessary for a person to be included in certain types of sports activities (sports training, sports competitions, etc.) in accordance with the accepted rules, norms and patterns of behavior.

All this knowledge, skills, skills, formed in a person in the process of socialization (spontaneously in the course of life experience, under the influence of the surrounding social environment, the media, etc., as well as consciously, purposefully in the process of education, training, upbringing), form a prerequisite (initial) block of a person's sports culture.

The indicated knowledge, abilities, and skills provide an individual with the opportunity to correctly orientate himself in the world of sports, in its various aspects (perform an indicative function), as well as to actually participate in sports activities (informational and operational readiness for this activity).

Evaluation Components

The second important component of a person's sports culture is a positive assessment of sports, an individual evaluates certain components, types, forms, varieties of sports, sports as a whole as significant, important, useful, i.e. as a value (set of values).

The main manifestations and indicators of a positive assessment of sports (evaluative components of a person's sports culture) are:

positive opinion in the form of appropriate statements, judgments, reviews about sports, about various forms and aspects of sports activity - a rational (cognitive) component;

positive emotional reactions associated with sports (feeling of pleasure, delight from playing sports, participating in sports competitions, watching them, etc.) - an emotional (affective) component;

interest in sports, in certain types of sports activities (such as, for example, sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines, collecting sports badges, stamps, etc.), striving (desire) to participate in them, etc., i.e. the individual's motivational readiness for this kind of activity is the motivational component;

real forms of activity related to sports (participation in sports training and competitions, attending sports events, watching sports television programs, reading sports newspapers and magazines; mastering knowledge, skills, rules, norms of behavior, social roles that allow participating in these activities, etc.) into an activity component.

Reflective-analytical component

The value attitude, considered in full, includes, as indicated above, not only the assessment of the object, but also the comprehension (substantiation) of this assessment. Therefore, an important component of an individual's positive value attitude to sports is the substantiation (comprehension! explanation) of sports assessment - a reflexive-analytical component of a person's sports culture.

Justification (comprehension, explanation) by an individual of a positive assessment of sports involves the solution of the following tasks:

selection of a criterion for evaluating sports, its types, varieties, components (sports training, competitions, the behavior of an athlete, fans, etc.): from what positions, on the basis of what ideals, norms, cultural patterns, etc. they will be evaluated;

determination of those sides, aspects, functions of sport, its types, varieties, components that allow, on the basis of the chosen criterion, to give it a positive assessment, to attribute certain values, to give social and / or personal meaning;

taking into account those factors on which the real significance of sport depends.

When substantiating (understanding, explaining) a positive assessment of sports, a person can use: his practical experience; knowledge gained in the course of study; traditions, norms, ideals, value stereotypes that dominate the surrounding social environment, etc.

Result Component

Another component (“block”) of an individual's value attitude to sports, and hence his sports culture, is the resulting one.

This component characterizes the results of the inclusion of a person in sports activities and the assimilation of the ideals, standards, norms, values associated with it:

the qualities and abilities of a person, manifested in sports and in other areas of life;

human behavior, his social roles, style (way of life), the nature of relationships with other people.

The components of the individual's positive value attitude to sport, noted above, determine the structure of the individual's sports culture.

This culture includes a variety of phenomena: its qualities and abilities, certain forms, means, mechanisms and results of activity, emotional reactions, knowledge, beliefs, interests, needs, etc. All these phenomena characterize either the sports consciousness of a person, or his real sports activity.

In the structure of a person's sports culture, it is important to distinguish between two types of an individual's value attitude to sports:

1) to sports in general (to one or another of its types, varieties, components, etc.) (let's call this attitude “general sports”);

2) to one's own sports activity, to one or another of its types, components (we will call this relation аЗ-sports").

The value attitude of a person to his own sports activity is an important motivational determinant of his behavior, a regulator of real and verbal behavior.

From this point of view, the knowledge included in the structure of a person's sports culture is divided into two groups:

a) knowledge that characterizes the general awareness of a person in matters of sports: about sports, its varieties, functions, meaning, etc. (let's call this knowledge “general sports”),

b) knowledge that characterizes the awareness of an individual in these matters in relation to himself: knowledge about the importance of sports activity for him, about the training methodology in the sport he is involved in, about the rules of the relevant sports competitions, etc. (Let's call this knowledge "I-sports").

From the same point of view, the skills associated with sports, as well as interests, needs, value orientations, assessments of a person in the structure of the basis of his sports culture are also divided into “general sports”, if they relate to sports in general, and “I-sports” - affecting the individual's own sports activity.

Similarly, understanding (explanation and justification) by an individual of a positive assessment of sports involves reflection in relation to this assessment in relation to their own sports activity and sports activities in general.

The basis of the sports culture of the individual

When introducing the concept of "personal sports culture", it was noted that it can have different content, different character, different orientation, i.e. its various

forms (varieties). However, all forms (varieties) of a person's sports culture have something in common:

a) the individual has the above initial (prerequisite) knowledge, skills, skills regarding sports;

b) a positive value attitude of an individual to sports, to sports activities, to one or another of its components, types, varieties, etc.

This kind of knowledge, abilities, skills and attitude, which, therefore, act as the basis (foundation) of all specific forms (varieties) of the sports culture of the individual and determine their general content, general orientation, will be called the basis of this culture. It allows you to single out sports culture as a special element of the culture of the individual - in contrast to the physical, intellectual, aesthetic, etc., and classify all forms of this culture as sports, and not to some other culture.

Superstructure of sports culture of personality

Each of the varieties of sports culture also has its own specific content. It is determined by what sides, aspects, functions of sport, its types, varieties, components, the individual takes into account when evaluating them, on the basis of what criteria (from what positions, on the basis of what ideals, norms, cultural patterns, etc.) evaluates them , which of them he seeks to implement when he is included in sports activities and, accordingly, to the formation of what qualities and abilities, what behavior, style (way of life), nature of relationships with other people all this activity leads to.

The specific content of one or another form (varieties) of a person's sports culture, which is formed on the basis of a certain substantiation (understanding, explanation) by an individual of a positive assessment of sports, as well as inclusion in sports activities, assimilation of certain ideals, standards, norms, values associated with it, we will call superstructure over the basis of the sports culture of the individual.

Forms (varieties) of sports culture of personality

The positive value attitude of an individual to sport is always not general, but quite specific: it does not mean sport in general, but one or another of its aspects, aspects, components, functions, types, varieties, etc.

The main value of sports activities for a person can be, for example, the ability to form and improve their physical condition or such mental qualities as will, courage, organization, composure, perseverance in achieving goals, the ability to systematically work on self-improvement on the basis of sports training and competition. , the ability to win and lose without losing one's dignity and faith in future success, etc. Sports activities can attract a person because it allows you to strengthen and maintain your health, form and improve the level of intellectual, aesthetic, moral culture, as well as expand your circle of friends, actively and excitingly spend your leisure time. At the same time, first of all, a person can consider sport as an important means of solving certain economic, political, nationalistic goals: to achieve material wealth, fame, to demonstrate one's superiority over other people, etc. The most attractive aspects of sports activities for a person also affect the “attachment” of his positive attitude to certain sports or types of sports activities (for example, to mass sports or elite sports, etc.), i.e. this relation extends precisely to these, and not to any other types of it (forms, varieties).

Therefore, the sports culture of a person can have different content, different character, different orientation, different features, depending on what a person sees the value of sports, one or another of its types, forms, varieties than sports activities and related sports competitions, training. etc. attractive to him. The specific content, specific focus, features of each of them determine the values that an individual ascribes to sports activities, i.e. what are its aspects, components, functions, types, varieties, etc. are for him the most important, significant in this activity, in sports competitions and training.

Thus, various specific forms (varieties) of an individual's positive value attitude to sports, and hence the sports culture of the individual, are possible. The main ones are the following.

Sports and pragmatic culture

One of the forms of personal sports culture is sports-pragmatic culture. This kind of sports culture of the individual is characterized by its pronounced utilitarian, pragmatic orientation. It means that the most important, significant in sports for a person are purely utilitarian, technological, pragmatic values.

The most striking example in this regard is such a value as the opportunity to earn money in sports, acquire material goods, etc. It is this value orientation towards sports that is typical, for example, for athletes in professional sports. Among the pragmatic values of sports activity, of course, is the fact that it orients the participants of this activity towards permanent achievements and success. The utility of a person’s sports culture can also be manifested in a person’s orientation towards the formation and improvement through sports not of the integral development of the personality, but only of some of its individual qualities and abilities (for example, will or other mental abilities, strength or other physical qualities, etc.). e) in isolation from other qualities and abilities.

Inhuman sports culture

As noted above, sport can attract a person, act as a value for him on the basis of what makes it possible to demonstrate his superiority over others, realize his nationalist ideas, in some way show his aggressiveness, etc. In this case, the sports culture of the individual includes norms and values that do not coincide with the general cultural values of a humanistic orientation, as a result of which it acts as a sports culture of an inhumane orientation (inhumane sports culture).

Sports and humanistic culture

The specificity of the sports-humanistic culture of the individual is determined by the fact that sport is evaluated from the standpoint of humanism, from the point of view of its ideals and values, such as the integral development of the individual and humane social relations.

This means that the sports-humanistic culture of a person is a humanistic value attitude of a person to sports (to sports training and sports competitions):

activities and their results in understanding, preserving and developing those varieties, aspects, functions, components, etc. sports, which, from the standpoint of humanism, he evaluates as the most important, significant, i.e. regards as values;

ideals, meanings, symbols, norms, patterns of behavior, etc., formed on the basis of such an assessment, which regulate all human activities and his relations with other people in the field of sports, determine their nature and direction.

The basis of this kind of sports culture of the individual is the positive value attitude of the individual to sports, to its various components (sports training, sports competitions, etc.), types, varieties, their aspects, functions, etc. from the standpoint of humanism.

First of all, this means the presence of a humanistic predisposition (disposition, value orientation) to sport, i.e. it is positively assessed (considered as important, significant, useful) precisely from a humanistic point of view, and not from any other positions, it is taken into account its role as a means of holistic development of the personality, humane social relations, and not some other aspects and functions inherent in it.

The main manifestations and indicators of a positive humanistic assessment of a sport by an individual, i.e., the evaluative components of his sports-humanistic culture, are:

a positive opinion (in the form of appropriate statements, judgments, reviews, etc.) about the humanistic aspects, functions of sports, its types, varieties, components (sports training, sports competitions, etc.) and a negative opinion about those aspects and functions those that contradict the ideals and values of humanism - the rational (cognitive) component;

interest in the humanistic aspects, functions of sport (its types, varieties, components), approved norms, patterns of behavior], which determine how one should behave in sports training, competitions, stadium stands, etc. in accordance with the ideals and values of humanism , the desire (desire) to focus on them in all their sports activities, i.e. motivational readiness for humanistically oriented sports activity, - motivational component;

positive emotions associated with the humanistic aspects of sports activities (a sense of pleasure from the formation through sports of qualities and abilities that characterize the holistic development of the individual, the possibility of manifesting humane relations to other people in sports activities, from observing the manifestation of such qualities, abilities and humane relations in sports competitions, etc.), and negative emotional reactions to the phenomena of sports activities that are contrary to humanistic ideals and values, i.e. an emotional (affective) component;

various forms of real participation in certain forms and types of sports activity with humanistic goals and objectives, the acquisition of knowledge that allows you to correctly understand and set these goals and objectives, as well as the appropriate skills and abilities to use this activity for the purpose of your holistic self-improvement - the activity component.

A necessary condition (prerequisite) for the formation of a positive value attitude to the humanistic aspects and functions of sport in an individual is the presence of initial (prerequisite) knowledge, skills and abilities. These include:

knowledge and relevant concepts (about what humanism is, what are its main ideas, ideals, values, what are their specifics, etc.) necessary for a humanistic assessment of sports (its types, varieties, components);

knowledge and relevant concepts that characterize the humanistic aspects and functions of sports (its various types, varieties, components), their specificity, as well as those factors on which the humanistic value of sports depends;

factual knowledge - knowledge about the specific facts of the current state and history of manifestation in sports (in its various types, varieties, components) of its humanistic aspects and functions;

knowledge, skills and abilities necessary to be included in certain types of sports activities (sports training, sports competitions, etc.), focusing on the ideals and values of humanism when setting related goals and objectives.

All these knowledge, skills, skills form a prerequisite (initial) block of knowledge, skills, skills of the sports-humanistic culture of the individual. In the structure of this culture, they perform two main functions. Firstly, they allow a person to navigate in various aspects, functions of sports and at the same time distinguish humanistic aspects and functions from many others (indicative function). Secondly, they provide him with the information that is necessary so that he can evaluate sports (its various types, components, etc.) from the standpoint of humanism, justify his assessment, and also be included in certain forms of sports activities (sports training, sports competitions, etc.), focusing on the ideals and values of humanism when setting related goals and objectives.

So, the initial knowledge, skills and abilities characterize:

the basic sports and humanistic education of the individual, which allows him to navigate the world of sports from the standpoint of humanism,

its information and operational readiness for sports and humanistic activities. An important component of the sports and humanistic culture of the individual is also the substantiation (comprehension, explanation) of a positive humanistic assessment of sports (of one or another of its types, varieties, components, etc.) - a reflexive and analytical component of this culture.

Such understanding (justification, explanation) involves:

understanding the importance of the ideas, ideals and values of humanism, not only in general social, but also in personal terms;

determination of those aspects, aspects, functions of sport (of some kind, component, etc.) that serve as the basis for its positive assessment as a phenomenon that, in terms of its humanistic potential, has value, social and / or personal meaning;

taking into account those factors on which the real humanistic significance of sport depends.

When substantiating (understanding, explaining) a positive assessment of sports with an emphasis on its humanistic aspects and functions, an individual can use: his practical experience; knowledge gained in the course of study; traditions, norms, ideals, value stereotypes that dominate the surrounding social environment, etc.

Another component (“block”) of a humanistically oriented value attitude of a person to sports, and therefore, of his sports-humanistic culture, is the resulting one.

This component characterizes the results of its activities in the assimilation, preservation, implementation and development of humanistic ideals, standards, norms, values related to sports:

qualities and abilities that characterize the holistic development of the individual;

style (way) of life, the nature of relationships with other people in accordance with the ideals and values of humanism, etc. Particularly important in this regard is the formation of two characteristics of an integrally developed personality in an individual.

A. Orientation of the individual to achieve. Such an orientation, as noted by the famous modern German philosopher and Olympic champion G. Lenk, is the main condition for self-realization, self-expression of the individual. Personal achievement is the fundamental value of a person's whole life, an expression of his freedom, self-interest, self-representation, self-affirmation. After all, a person lives not only by his daily bread. He needs tasks full of significance and goals that correspond to meaning. Therefore, the principle of a person's orientation towards personal achievements can perform an important educational function, especially in a society based on passive consumption, on administration and bureaucracy, which tend to trample on any individual activity, in the world of cinema and television, which maintain a passive attitude towards universal orientation. In such a society, prosperity is a real danger to a person. It seduces him and leads him towards passivity, hedonism and towards a life full of patterns and ubiquitous forms of fabricated lazy life with its idleness and luxury. But the country of utopia, abundant in milk and honey, is not the humane paradise promised to man - this is a problem that clearly arises in a society of growing leisure. These thoughts of G. Lenk are adequate to the understanding of the goals and objectives of humanistic education, which was defended in their works by the founders of the humanistic theory of personality A. Maslow and K. Rogers.

B. Humanistically oriented behavior in sports competitions and other types of rivalry, which, at a minimum, provides for the manifestation of courage, will, perseverance in order to show the highest possible result, to win, but at the same time renouncing the desire to win at any cost, at the expense of his health or causing damage to the health of opponents, through deceit, violence, dishonest refereeing and other inhumane actions.

The above components of the sports-humanistic culture of the individual, which are in close connection with each other, constitute the structure of this culture. In the structure of the sports-humanistic culture of the individual, it is important to distinguish the positive humanistic attitude of the individual:

in general to sports activities and sports (one or another of their types, varieties, components, etc.) (humanistic general sports attitude);

to one's own sports activity, to one or another of its types, components (humanistic I-sports attitude). The humanistic attitude of an individual to his own sports activity is of particular importance in the structure of the sports and humanistic culture of the individual. It is a motivational determinant, a regulator of his real and verbal behavior.

From this point of view, the knowledge that characterizes the sports and humanistic culture of the individual is divided into two groups:

knowledge that characterizes the general awareness of an individual in humanistic aspects, functions of sports, its types, varieties, etc. (humanistic general sports knowledge),

knowledge that characterizes awareness in these matters in relation to one's own sports activity, knowledge about the humanistic aspects, functions and humanistic significance for the individual of the sports activity in which he is engaged (humanistic I-sports knowledge).

From the same point of view, the skills associated with sports skills, as well as interests, need value orientations and assessments of a person in the structure of his sports and humanistic culture are also divided into “general sports”, if they relate to sports in general, and “I-sports” - affecting this person's own sports activity.

Similarly, understanding (explanation and justification) by an individual of a positive humanistic assessment of sports involves reflection in relation to this assessment in relation to their own sports activity and sports activities in general.

Thus, the following are among the main features of the sports-humanistic culture of the individual:

knowledge, understanding and appreciation

The main provisions of the organization of physical education in a higher educational institution

Topic № 2. Socio-biological foundations of physical culture

2.2. Features of the structural organization and functioning of biological systems at the level of organization - the system of organs

2.2.1. Connective tissue (bone) substance

2.2.2. Mechanisms of self-organization of connective tissue substance

2.2.3. Adaptive changes

2.3. Apparatus for external digestion

2.4. Apparatus for external respiration

2.5. Apparatus for urination and urination.

2.6. The cardiovascular system

Neuro-endocrine regulation

Topic No. 3. Physical culture and sports as social phenomena of society

3.1. Physical culture is an organic part of human culture

3.2. Sport is a phenomenon of cultural life

3.3. Components of physical culture

3.4. Physical culture in the structure of vocational education

Topic No. 4. Legislation of the Russian Federation on physical culture and sports

4.1. On the legal management of physical culture and sports in Russia

General provisions of the federal law of the Russian Federation "On physical culture and sports in the Russian Federation"

4.2. Organization of activities in the field of physical culture and sports

4.3. Physical culture and sport in the education system. Adaptive physical culture

Law of the Irkutsk region of December 17, 2008 N 108-oz "on physical culture and sports in the Irkutsk region"

Topic number 5. Physical culture of the individual

5.1. The concept of physical culture of the individual

5.2. Characteristics of the levels of physical culture of the individual

5.3. Formation of physical culture of a student's personality

Topic No. 6. Fundamentals of a healthy lifestyle for a student

6.1. Factors affecting human health, the relationship between the student's general culture and his lifestyle

6.2. Basic requirements for the organization of a healthy lifestyle and personal attitude to the health of the student himself

Physical self-education and criteria for the effectiveness of a healthy lifestyle

Topic № 7. Features of the use of physical culture to optimize performance

7.1. Psychophysiological characteristics of the student's educational work, the dynamics of his performance during the academic year

7.2. Influence of stress factors on the psychophysical state of students, criteria for neuro-emotional and psychophysical fatigue

7.3. The use of means and methods of physical culture to prevent fatigue and improve the efficiency of educational work

Topic No. 8. General physical and special training in the system of physical education

8.1. Means and methods of physical education, the basics of improving physical and mental qualities in the process of physical education

2. Classification of physical exercises according to their anatomical features.

3. Classification of physical exercises on the basis of their primary focus on the development of individual physical qualities.

4. Classification of physical exercises on the basis of the biomechanical structure of movement.

5. Classification of physical exercises on the basis of physiological power zones.

6. Classification of physical exercises on the basis of sports specialization.

8.2. General and special physical training, zones of intensity of physical activity

8.3. Forms and organizational bases of physical exercises, the structure and orientation of the training session

Theme number 9. Sports

9.1. Definition of the term "sport". Its fundamental difference from other types of physical exercises

9.2. Mass sports. Its goals and objectives

9.3. Sports of the highest achievements

Sports classification. Its structure

Topic No. 10 Individual choice of a sport or systems of physical exercises

10.1. The purpose of choosing sports and systems of physical exercises for regular classes in school and free time

10.2. Perspective, current and operational planning of sports training in the conditions of the university

10.3. The main ways to achieve the necessary structure of readiness: technical, physical and mental

10.4. Types and methods of monitoring the effectiveness of training sessions

Topic № 11. Professional and applied physical training (ppfp) of students

11.1. Personal and socio-economic need for special physical and mental preparation of a student for future professional activities

11.2. Means and methods of ppfp, its specific content

11.3. The specifics of the PPFP for all specialties of the ISTU and by faculties, the profile of the future specialist and the applied content of the PPFP

Faculty of Chemistry and Metallurgy

Cybernetics Faculty

Topic № 12

12.1. Organization of independent physical exercises

12.2. Forms and content of self-study. Forms of independent physical exercises and sports are determined by their goals and objectives

12.3. Planning the volume and intensity of physical exercises

12.4. Managing the process of self-study

12.5. Characteristics of the intensity of physical activity for students

12.6. Self-study hygiene

12.7. Types of control during physical education

12.8. Self-control during self-study

Approximate scheme of self-control in the diary

Topic No. 13. Physical culture in the professional activities of a bachelor and a specialist

13.1. Industrial physical culture. Industrial gymnastics. Features of the choice of forms, methods and means of physical culture and sports during the working hours of specialists

13.2. Prevention of occupational diseases and injuries

13.3. Additional means of improving general and professional performance. The influence of individual characteristics, geographic and climatic conditions

13.4. The role of future specialists in the implementation of physical culture in the production team

Topic No. 14. Features of practicing a chosen sport or a system of physical exercises

14.2. Model characteristics of a high-class athlete

14.3. Determination of the goal and objectives of sports training (or physical exercises) in the conditions of the university. Possible forms of organization of training at the university

Chapter 1. General Provisions

Chapter 2. Organization of activities in the region

Chapter 3. Physical culture and sports in the system

Chapter 4. Sports reserve

Chapter 5

Chapter 6. Financial, medical and other support

Chapter 7. International Sports Activities

Chapter 8. Final Provisions

Literature:

Internet resources

3.2. Sport is a phenomenon of cultural life

Sport is an integral part of physical culture, as well as a means and method of physical education, a system for organizing and conducting competitions in various complexes of physical exercises and preparatory training sessions. Historically, it has developed as a special area for identifying and unified comparison of people's achievements in certain types of physical exercises, their level of physical development.

Sport in a broad sense covers the actual competitive activity, special training for it (sports training), specific social relations arising in the field of this activity, its socially significant results. The social value of sport lies in the fact that it is a factor that most effectively stimulates physical culture, contributes to moral, aesthetic education, and the satisfaction of spiritual needs. Various elements of human activity have historically entered the sphere of sports.

Sports that have a centuries-old history have developed from original physical exercises, forms of labor and military activity used by a person for the purpose of physical education in ancient times - running, jumping, throwing, lifting weights, rowing, swimming, etc .; part of modern sports was formed in the 19th - 20th centuries. on the basis of the sport itself and related areas of culture - games: sports and rhythmic gymnastics, modern pentathlon, figure skating, orienteering, sports tourism, etc.; technical sports - based on the development of technology: auto, motorcycle, cycling, aviation sports, scuba diving, etc. (Panachev V.D., 2007).

Of course, sport is a phenomenon of cultural life. In it, a person seeks to expand the boundaries of his capabilities, this is a huge world of emotions generated by successes and failures. Sport is actually a competitive activity and special preparation for it. He lives by certain rules and norms of behavior. It clearly manifests the desire for victory, the achievement of high results, requiring the mobilization of the physical, mental and moral qualities of a person. Therefore, people often talk about the athletic nature of people who successfully manifest themselves in competitions. Satisfying many human needs, sports become a physical and spiritual necessity.

3.3. Components of physical culture

Rice . 12 . Components of physical culture.

It is customary to single out the following sections (components) of physical culture:

3.3.1. Physical education- this is a systematic activity aimed at solving hygienic, educational and educational tasks through the use of a system of physical exercises. This is a type of education, the specificity of which is to teach movements and control the development of a person's physical qualities.

Included in the system of education and upbringing, starting from preschool institutions, it characterizes the basis of people's physical fitness - the acquisition of a fund of vital motor skills and abilities, the versatile development of physical abilities (Ilyinich V.I., 2001).

Its important elements are the “school” of movements, the system of gymnastic exercises and the rules for their implementation, with the help of which the child develops the ability to differentially control movements, the ability to coordinate them in different combinations: a system of exercises for the rational use of forces when moving in space (the main ways of walking, running, swimming, skating, skiing, etc.), when overcoming obstacles, throwing, lifting and carrying weights, ball “school” (playing volleyball, basketball, handball, football, tennis, etc.)

The system of physical education is characterized by its general orderliness, and by what initial system-forming foundations its orderliness, organization and purposefulness are ensured within a specific social formation. The general principles on which the modern system of physical education is based are: - the principle of the all-round harmonious development of the personality; - the principle of connection of physical education with labor and defense practice; - the principle of health orientation (Vinogradov P. A. et al., 1996).

3.3.2. Professionally Applied Physical Education (PPFC)- this is a specially directed selective use of the means of physical culture and sports to prepare a person for a certain professional activity. Thanks to professionally applied physical culture, prerequisites are created for the successful mastering of a particular profession and the effective performance of work.

The objectives of the PPFC are:

Acceleration of vocational training;

Achievement of highly productive work in the chosen profession;

Prevention of occupational diseases and injuries, ensuring occupational longevity;

The use of means of physical culture and sports for active recreation and restoration of general and professional performance during working and free time.

Specific tasks of the PPFC:

To form the necessary applied knowledge;

To master applied skills and abilities;

To educate applied psychophysical qualities;

Cultivate applied special qualities.

3.3.3. Sport- a specific form of physical culture, the activity of which is to achieve, identify and compare the limiting physical and psychological capabilities of a person in the process of performing various exercises.

The functions of sport can be conditionally divided into specific (characteristic only of it as a special phenomenon of reality) and general. The first ones include competitive-reference and heuristic-achievement functions. The latter currently include functions that have social and social significance, such as the function of personality-oriented education, training and development; health-improving and recreational function; emotional-spectacular function; the function of social integration and socialization of the individual; communicative function and economic function (Nikolaev Yu. M., 2000).

The basis of the specifics of sports is the actual competitive activity, the essence of which is the maximum identification, unified comparison and objective assessment of certain human capabilities in the process of competitions aimed at winning or achieving a personally high sports result or place in the competition.

Modern sport is divided into mass and elite sports.

Grassroots sports enables millions of people to improve their physical qualities and motor abilities, improve their health and prolong their creative longevity (competitions in educational institutions, sports days in labor collectives, sports festivals, all-Russian sports events "Cross of the Nation", "Russian Ski Track", etc.) .

Sports of the highest achievements- this is the achievement of the maximum possible sports results or victories at the largest sports competitions (city, regional, all-Russian, international competitions in sports, World Championships and championships, Olympic Games).

3.3.4. Health-improving physical culture (physical recreation) means, with the help of active rest and physical exercises, the maintenance and restoration of physical and spiritual strength, the prevention of mental and physical fatigue. Physical exercises in free time satisfy the biological need for physical activity, form a healthy style and lifestyle. The main forms of recreational physical culture:

Morning exercises;

Specially directed physical exercises;

Brief physical exercises during the working day;

Physical culture and sports classes for active recreation (health groups, classes in sports sections, clubs, independent training sessions).

3.3.5. Adaptive physical culture (physical rehabilitation)- activities to restore partially lost or weakened psychophysical functions by means of physical culture. It is associated with the directed use of physical exercises as a means of treating diseases and restoring body functions that have been impaired or lost due to diseases, injuries, overwork and other causes. Its variety is therapeutic physical culture (Davidenko D.I., 2001).

culture is the most complex phenomenon in modern science. This is evidenced by the fact that in the domestic and foreign theory of culture there are hundreds of its definitions, which means that there is not a single adequate one. The most common is the following definition of the concept of "culture" (BSE): (from Latin cultura - cultivation, upbringing, education, development, veneration), a historically determined level of development of society, the creative forces and abilities of a person, expressed in types and forms of organization of life and activities of people, as well as in the material and spiritual values they create.

Physical culture as a part of general culture is also difficult to give an unambiguous interpretation that would reflect all the versatility of this social phenomenon. Therefore, in the scientific and methodological literature, many definitions of the concept of "physical culture" are used, each of them is not without certain shortcomings.

In the theory of physical culture, the following definition is most used:

Physical Culture – it is part of the general culture of the individual and society, which is a combination of material and spiritual values created and used for the physical improvement of people(B.A. Ashmarin, 1999).

Physical culture is quite a complex social education. In its structure, three relatively independent components (aspects) can be distinguished: activity, value and result. Let's consider their essence.

1. Activity aspect of physical culture lies in the fact that physical improvement occurs only as a result of optimal, purposeful human motor activity. And not any, but only one that is carried out according to the laws of physical education, i.e. according to the laws of development of strength, endurance, the laws of the formation of movement techniques, the laws of active recreation, etc.

Unlike many other types of human physical activity, physical activity has a number of fundamental features:

Firstly, it necessarily contains a motor component, which, as a rule, is predominant in it.

Secondly, activity in the field of physical culture is represented by the most rational forms of motor actions, which have their own specific methods of training. When cultivating speed abilities, for example, the methodology will differ significantly from that when cultivating general endurance in almost all respects.

Thirdly, the physical activity of a person is always aimed at improving oneself, for example, mastering the rational technique of exercise, developing motor abilities, forming a correct posture, improving health, etc. Goals that lie outside the person himself, although they can exist and be solved in parallel, are not leading ones.

2. Value aspect of physical culture, as follows from the definition, is represented by an extensive set of material and spiritual values specially created for the effective physical improvement of a person.

Material values are embodied in physical culture and sports facilities (stadiums, swimming pools, halls), special equipment and inventory (gymnastic and track and field equipment, skis, balls, exercise equipment, etc.). Physical education without such subject values is less effective or simply impossible.

Spiritual values of physical culture are presented historically selected and tested in practice exercise, concentrated in the form of gymnastics, with its huge set of exercises; sports, games and tourism based on physical activity.

In addition, the spiritual values of physical culture rightfully include those accumulated by practice and science. special physical education knowledge, reflected in the relevant theories of physical culture and sports, and contained in various methodological manuals, textbooks, monographs, reference books of achievements, competition rules, etc.

3. Effective aspect of physical culture includes the whole set of useful results that a person has acquired in the process of active use of the values of physical culture in his life.

These include: received in the process of physical education motor skills and abilities; the very ability to quickly master new movements, developed in the course of classes; increased physical performance; proportionately developed physique and posture; physical education knowledge; moral and aesthetic qualities that elevate the personality of a person, etc.

Thus, physical culture simultaneously exists in the form of material and spiritual values, in the form of motor activity, and also as an internal asset of a person, embodied in his knowledge, skills, physical abilities, etc. The core, or they say, system-forming factor within the framework of the three considered aspects of physical culture, of course, is the activity one.

1.3.2. The structure of physical culture

Any complex social phenomenon and every field of human activity always has a historically established form of organization orstructure, which means, firstly, the composition of a particular phenomenon, i.e. its components (parts, types), and, secondly, the structure - the connections and relationships between these components, their internal organization, orderliness.

Historically, in the process of meeting personal and social needs, the following structural components of physical culture were formed:

1. Educational (Basic) physical education;

2. Sports physical culture (Sport);

3. Recreational physical culture;

4. Rehabilitation physical culture;

5. Adaptive physical culture;

6. Professionally applied physical culture.

Educational (Basic) physical culture provides Ogeneral "motor education", or basic physical education, which involves the improvement of natural, natural, as well as the formation and development of new motor skills and abilities at an optimal level for human life. It is associated with the development of a minimum of knowledge sufficient for everyday life, to improve human health, the development of his physical abilities. Basic, indispensable motor skills are walking, running, jumping, throwing, swimming. Their formation is based on natural motor abilities - strength, endurance, speed, agility and flexibility.

Physical education became the first specific form of meeting the needs of society and the individual by means of physical culture. It was formed as an organic type of human education as a whole due to the objective need for systematic and targeted physical training of the younger generations for practical activities, the need to acquire knowledge, skills and abilities. It is the first and necessary condition for the formation of the physical culture of each person, since it is aimed at mastering the necessary minimum of knowledge and skills in the field of purposeful physical development of people. Its content includes a set of knowledge and related motor skills and abilities, physical abilities acquired in the process of self-education, in the family, in educational institutions.

In the process of physical education, physical education is also carried out, i.e. formation of attitude to physical culture. Education (in the broadest sense of the word) includes the whole complex of society's impact on the individual, the entire process of personality formation, preparing it for life, for work. In a narrower, in fact, pedagogical sense of the word, education is the impact on the mind, feelings, will of a person in order to form his worldview, moral character, qualities necessary for society. It is in organic unity with learning, in the process of which not only knowledge is acquired, but also beliefs, moral qualities, character traits are formed. In other words, education is the formation of a person's attitude to facts, phenomena, activities. Hence, physical education is the formation of a positive and active attitude to physical culture as one of the means and ways of a person's own harmonious development, the formation of a conscious need for various types and forms of physical exercises.

Sports physical culture (Sport) satisfies the needs of the individual in sports activities, in the course of which a person's abilities are revealed on marginal or near marginal levels. This is a kind of laboratory (or testing ground), where the possibility of human activity in extreme conditions is modeled, studied and revealed. Each record holder, champion plays the role of a pioneer, showing other people the possibility of achieving a result that once seemed unthinkable. People find in sports one of the ways of self-affirmation, the possibility of defeating time, an opponent, and most importantly, over themselves.

Sport makes it possible to expand the scope of people's communication, the possibility of empathy, aesthetic and emotional perception, the opportunity to solve general political, social, pedagogical, scientific problems. At the international level, it contributes to the establishment of mutual understanding between the peoples of different countries.

Recreational Physical Education ( physical recreation) satisfies the needs of people in active recreation, in the pleasure of motor activity, in communication. The nature of production has a one-sided and at the same time very complex and very contradictory influence on a person. The adverse effect of labor on a person can manifest itself in connection with the impact of the production environment (gas pollution, noise, vibration, etc.), the nature of the labor itself (heavy physical, monotonous), the peculiarity of the working posture, the impact of meteorological, geographical conditions and other factors. All this adversely affects the psyche and well-being of a person, necessitates a change in the type of activity, outdoor activities, and relaxation.

Rehabilitation physical culture ( motor rehabilitation) provides the accelerated and most effective treatment of injuries, restoration or compensation with the help of physical exercises of temporarily lost or reduced motor skills and physical abilities during work or sports activities.

Adaptive physical culture satisfies the needs of disabled people and persons with disabilities in rehabilitation and adaptation to a normal social environment, overcoming psychological barriers that prevent the feeling of a full life, as well as the awareness of the need for one's personal contribution to the social development of society. Physical rehabilitation and social adaptation are carried out in rehabilitation centers, physical culture and sports clubs for the disabled, sports and sports organizations.

Professional and Applied Physical culture provides the formation of motor skills that contribute to the development of the profession, and the development of professionally important abilities, and also helps to increase labor productivity.

The totality of all these forms of functioning of physical culture fully satisfies all personal and social needs in the physical preparation of people for various types of production and labor, military professional, combat and household activities, in strengthening health, restoring strength, in comprehensive and harmonious development.

1.3.3. Functions of physical culture

Physical culture is a significant social phenomenon and has an impact on various aspects of people's lives. This property inherent in physical culture to influence both a person and other spheres of public life is called the "function of physical culture".

The functions of physical culture are realized through active human activity aimed at using its specific values.

These can be: active physical exercises in order to improve health or high sports achievements; scientific research aimed at studying the psychophysical capabilities of a person; use of physical exercises to increase labor productivity: participation in sports events as a spectator, etc. All of these activities are united by the fact that as a result real changes occur in a person and in society.

There are specific functions of physical culture and general cultural (general).

1.3.3.1. Specific functions of physical culture

The specific functions of physical culture are only those that are fully characteristic only of it. Therefore, any other kind of general culture cannot replace physical culture in its specific functions. There are three specific functions:

1 - function of physical education;

2 - health-improving and recreational function;

3 - competitive-achievement function.

The function of physical education. Physical education, as it was formulated earlier, is a specially organized process, the essence of which is the development of motor abilities, movement training, mastery of physical education knowledge and the formation of a need for physical education.

The main means of purposeful influence on the physical development of a person is physical exercise. The use of various systems of physical exercises can significantly improve many morphofunctional indicators of the human body. Equally important for a person is the fact that in the process of physical education there is an increase in the volume of motor skills, and mastery of the most effective ways of performing vital motor actions.

Thus, the function of physical education allows to satisfy the need of people for physical improvement.

Recreational and recreational function. As you know, an important basis for the normal functioning of the human body is its motor activity, which causes the mandatory consumption of muscle energy. Modern science associates the cause of the appearance of eyelid diseases, especially cardiovascular diseases, among other things, with hypokinesia, weak motor activity. Physical culture is an indispensable means of meeting the natural needs of a person in motor activity, and in this regard, it plays a compensatory role in case of a deficiency in muscle activity.

With the help of certain physical education programs, it is possible to solve therapeutic problems of restoring health, maintaining physical condition, increasing physical performance, etc.

Recreational forms of physical culture are gaining popularity and development: mass sports games, various types of tourism, swimming and bathing, skiing, etc. Consequently, in the future, the recreational orientation of physical culture will invariably increase. Great prospects, obviously, await in the future also a medical direction in physical culture.

Competitive and achievement function. Competitive activity is an integral part of physical culture. The main goal of this activity is to increase personal sports achievement.

For a complete understanding of the function of achievement, which is fully inherent only in sports, it is necessary to consider the main components of sports activity.

Sports training develops in a person, first of all, the very ability to manifest not just efforts, but the maximum efforts specific to different sports (in throwing - explosive strength, in sprinting - speed, in a marathon - ultimate endurance, in gymnastics - maximum complexity and accuracy of movements, etc.).

And the very conditions of competitive comparison of mastery serve as an additional incentive for demonstrating maximum efforts and thereby encourage the athlete to systematically improve the necessary abilities, skills and habits.

A variety of obstacles (the weight of the barbell being lifted, the range of the spear, the time to overcome the distance, the opponent defeated in single combat, etc.). Overcoming obstacles stimulates sports activity, causes and provides maximum stress. And in this regard, it is the constant overcoming of obstacles, whether in training or competitive activities, that makes it possible for an athlete to assess his strength and develop them accordingly.

The subjective criterion for the size of the obstacle is the inner feeling of emotional tension, the degree of fatigue, the feeling of struggling with oneself, etc. And in this sense it is clear that sport is, first of all, overcoming oneself, one's inner state. Therefore, among other things, it is rightfully recognized as one of the effective means of educating volitional qualities. And in society, perhaps, there is no better means for educating the will in the field of motor activity.

The next attribute of sport is the component - achievements. sporting achievement is, on the one hand, the goal of sports activity, on the other hand, it is an objective expression of the effort shown and the obstacle overcome, and can act in various quantities - from personal or collective achievement, to national and world records.

Although achievements in sports are the goal of an athlete, this goal does not seem to be the final one. The true value of achievement lies in stimulating subsequent achievement. In addition, sporting achievements, especially in the field of big-time sports, receive public recognition, which serves as an additional factor for their continuous growth.

The mode of existence of sport in society is determined by the presence of a peculiar form, which is called competition.

Competition, as a way of comparing the strengths and abilities of many people, currently exists not only in sports. It is also widespread in other areas of life (in labor, science, art, etc.). However, it is only in sports that it manifests itself to the fullest extent and in its purest form.

The idea of the competition involves a comparison of forces, abilities and results of activity in accordance with the stipulated rules, in which each participant seeks to win.

1.3.3.2. General cultural functions of physical culture

The general functions of physical culture are formed by the influences that it has on other social phenomena, on other areas of reality. As you know, the main dominant areas of public life are: culture, production (labor), life, science.

And then the objectively existing connections and relations between these spheres and physical culture can be expressed in the form of specific functions. In particular, the "contribution" of physical culture to the general culture with its morality, education, art can be designated as a function of spiritual education. The influence of physical culture on human labor activity (production) is quite correctly expressed by the economic function. The use of physical culture to meet a number of needs in everyday life can be conditionally called a function of leisure. The "contribution" of physical culture to the common treasury of science characterizes its cognitive function.

Let's consider the essence of the noted general cultural functions of physical culture.

The function of spiritual education. Since a person is one in all his manifestations, his physical culture and sports activities affect not only the neuromuscular system, but also the psyche, consciousness, thinking, behavior, morality, i.e. the entire spiritual realm. Consequently, along with motor abilities, a significant range of spiritual essence is also affected, which objectively affects mental, moral, aesthetic and other qualities and abilities.

At the same time, it should be borne in mind that the real educational opportunities of physical culture often depend not so much on its specific properties, but on the social orientation of the general system of education in society. The direction itself (this applies especially to moral education) is determined by at least two groups of factors. On the one hand, this is the morality that prevails in society, with all its attitudes and educational institutions, on the other hand, no less significant side, a person is “educated” by real life itself, its practice. And only with their fundamental coincidence and unidirectionality is the expected effect possible. Otherwise, the educational result is unpredictable. The fact is that in itself physical culture as a means and method of educating an indifferent. With its help, you can bring up directly opposite properties and orientation of the individual: selfishness and collectivism, a sense of compassion and cruelty, decency and rudeness.

The educational role of physical culture is most clearly manifested in its specific properties and capabilities. So, the aesthetic views, tastes, needs of those who are actively engaged in physical exercises in relation to motor activity will undoubtedly be more perfect than those of those who do not. At the same time, the motor activity of the former is more expedient, economical, efficient, beautiful. The same can be said about such qualities and abilities as will, attention, motor memory, physical industriousness, etc., which are objectively acquired by a person in the process of physical education. In this regard, physical activity improves not only the musculoskeletal system of a person, but also those of his spiritual qualities and abilities that are actively manifested at the same time.

Thus, physical culture with its specific properties and possibilities can be used by the society in order to promote the spiritual education of the individual.

economic function. Physical culture is a branch of the national economy of the country, requiring certain financial costs for its development. This popular belief is generally far from the truth. In fact, physical culture acts as one of the rather profitable areas of profitable investment in the economy (along with education and healthcare).

In our country, repeatedly confirmed scientific data have been obtained, indicating that the generalized indicator of human performance - labor productivity - in people who systematically go in for physical culture, compared with those who do not do it, is higher by an average of 3-5%. In addition, the annual loss of working time due to colds has been reduced by three times (3 days a year against 10 days a year). Cases of industrial and domestic injuries among workers-athletes are 30-40% less common.

Based only on these incomplete data, it is clear that the economic value of physical culture is quite significant, and its capabilities far exceed the corresponding costs of the state.

In conclusion, we note that the very impact of physical culture on the economy is not limited only to the direct "transfer" of physical performance, developed in the process of employment, to the labor activity of a person. There are many enterprises in the country that work directly for the needs of physical culture, which is connected to some extent with the direct redistribution of funds and labor, which naturally affects the economy and production.

leisure function. As you know, leisure is time free from the main work, used by a person for his spiritual and physical development, self-education, social activities, etc. Moreover, the availability of free time is an absolute prerequisite for physical education. Fortunately, in historical terms, it is constantly increasing. A person has the opportunity to use part of his free time for physical education and sports.

People have different attitudes towards physical culture. For some, it becomes an indispensable component of their lifestyle, others use it sporadically, and in the lives of others, it is practically absent.

Currently, in the field of leisure, physical culture is used in two typical directions. This, relatively speaking, is the “primary” and “secondary” involvement of people in physical culture. Under the "primary involvement" should be understood active physical culture and sports activities, carried out in two main forms:

1) organized forms of classes (sports sections in groups, at the place of residence, in sports clubs, health groups, general physical education, rhythmic and athletic gymnastics, etc., i.e. where there is a teacher, methodologist, organizer);

2) self-study, when a person does not contact any organization, but chooses for himself the type of activity, its content and form (morning exercises, skiing or cycling, walking, running, swimming, hiking, etc.).

In all these forms of activities, which are absolutely voluntary, a person is free to set any goals for himself: to develop motor abilities, maintain physical condition, optimize it, compensate for the lack of physical activity, have fun, communicate, etc. In other words, active physical culture and sports activity in the field of leisure allows you to satisfy a variety of individual interests and needs of people and, ultimately, be an important means of self-development and self-expression.

"Secondary involvement" is an indirect "consumption" of physical culture through various media. This is reading the sports press, radio reports, watching sports TV shows, visiting stadiums, swimming pools as a spectator, i.e. it's all about the sporting spectacle. At the same time, some cognitive, aesthetic, communicative, cultural and entertainment needs of people are also satisfied. Moreover, the share of the population "secondarily involved" in physical culture far exceeds the number of active athletes. And although the "passive" forms of consumption of physical culture do not go, in terms of their real benefits, they cannot be compared with active physical culture, they cannot be considered a waste of time.

cognitive function. Obtaining new knowledge is a specific function of science. A certain positive "contribution" to the total body of knowledge about a person is made by physical culture and its branch - physical culture and sports science.

It is quite obvious that the level of cognitive abilities of a person to a large extent depends on his physical activity. Moving, a person studied the world around him, himself, nature. By remaining motionless, he impoverished his cognitive development in advance. It is no coincidence, therefore, that many geographical discoveries are made by travelers.

The cognitive role of physical culture in the process of comprehension of reality is manifested in two main aspects: personal and social.

1. Personal aspect is primarily due to the fact that in the process of physical culture and sports activities a person learns himself, his physical and volitional qualities, motor abilities, masters the laws and principles of their effective development, gets acquainted with other people, the nature around him, etc. At the same time, he masters the technique of movements, improves the tactics of wrestling and much more. There is a development of intellectual and creative abilities, the amount of knowledge associated with motor activity is growing.

2. Social aspect knowledge lies in the fact that physical culture and especially sports practice reveals to society the limits of human capabilities, previously unknown to it. This can be judged by the dynamics of world records. Sport of the highest achievements is a kind of model for understanding the impact of maximum physical and mental stress on the human body. The actively developing physical culture and sports science makes a significant contribution to general science, especially in terms of studying human motor capabilities. Together with practice, it opens up new forms of motor activity, looking for more and more effective means and methods of physical training of people. Having been tested in sports, they are used in other areas of life, in the training of pilots, submariners, astronauts, etc. In the same way, open patterns in high-performance sports are sooner or later also realized in mass sports and other forms of physical culture.

Thus, the cognitive function of physical culture is the accumulation, dissemination and transfer from generation to generation of knowledge about a person, his capabilities, means and methods of physical improvement of people.

In addition to the functions of physical culture considered above, its sphere also implements functions that are characteristic of general culture, but in their content are at the junction of general and specific functions: communicative- as an area of interpersonal and international contacts, as a sphere of communication between people; informational- in which physical culture acts as a carrier of information about the ways, ways and means of achieving physical perfection; normative- containing various criteria, tests and norms of physical fitness, world record tables, sports classifications, etc.