Круговая тренировка в тренажерном зале как эффективный метод развития основных двигательных способностей студентов ВУЗА
Круговая тренировка в тренажерном зале как эффективный метод развития основных двигательных способностей студентов ВУЗА
Аннотация
Цель исследования. Обосновать эффективность выполнения силовых упражнений методом круговой тренировки во время академических занятий физической культурой студентами вуза.
Организация и методы. В исследованиях участвовали студенты первого и второго курсов Сочинского государственного университета основной учебной группы (n=49). Занятия проходили два раза в неделю. Основную часть занятия студенты занимались в тренажерном зале. Они выполняли силовые упражнения на тренажёрах, используя метод круговой тренировки, в квазиизотоническом режиме. В качестве основных методических приемов использовались зрительные ориентиры для определения амплитуды выполнения каждого упражнения; мышечные ощущения студентов при выполнении упражнений. Во время выполнения силовых упражнений и в период отдыха регистрировалась частота сердечных сокращений при помощи спорт-тестеров POLAR RS-400. Данные, полученные в ходе исследования, обрабатывались в программе SPSS Statistics v22.0. Для оценки статистической значимости различий результатов использовался непараметрический критерий Вилкоксона.
Результаты. Выполнение силовых упражнений методом круговой тренировки в квазиизотоническом режиме и общеразвивающих упражнений на основные мышечные группы в аэробном режиме улучшает основные двигательные способности студентов. Выполнение силовых упражнений методом круговой тренировки в квазиизотоническом режиме характеризуется более выраженным тренировочным эффектом (р<0,05), чем выполнение общеразвивающих упражнений на основные мышечные группы в аэробном режиме. Улучшились показатели аэробной и силовой выносливости, скоростно-силовых и координационных способностей студентов.
Выводы. Метод круговой тренировки помогает развитию основных двигательных способностей студентов во время академических занятий физической культурой в вузе. Метод круговой тренировки и квазиизотонический режим выполнения силовых упражнений повышают эффективность академических занятий физической культурой студентов вуза.
1. Introduction
The students’ basic motor skills are deteriorating as noted in the works of Russian
, , , and international , , , scholars. The authors equate this with the amount of the students’ physical activity , , . The amount of the physical activity during the scheduled lessons is regulated by the Federal State Educational Standard. Thus, improving the effectiveness of the physical education methods during the scheduled university lessons is a relevant issue.Strength exercises have a positive effect on the human body as shown in the studies , , . Pourrazi H. and Ebrahimi M. note that doing strength exercises with low (50%) and middle (75%) intensity has the same training effect on the human body.
Data shows the effectiveness of doing strength exercises to failure with 60% intensity . The effectiveness of the physical education tools is defined by the students’ physical fitness , this fact influences the lessons’ organization. Thus, further study and specification are needed on the issues of determining the optimal intensity of the exercises during lessons, determining the most effective order of doing the exercises, the features of group training, etc.
Aim of the study: to show the effectiveness of doing strength exercises using the circular training method during the scheduled physical education university lessons.
2. Methods
1st and 2nd year Sochi State University students of the main study group (n=49) participated in the study. The average age of the participants was 18,1±1,9 years, the average weight – 73,3±2,1 kg, the average height – 176,3±3,4 cm. The study procedure complied with the Ethical Committee standards. The entry criterion for participating in the study – voluntary informed consent of the students. The participants of the experimental study were randomly divided into two groups: control and experimental. In the beginning of each lesson, both groups did a standard warm-up: 18 minutes of the step aerobics and slow running, 8 minutes of stretching and 8–10 minutes of the special running exercises. During the main part of each lesson, the students of the control group did the general developing exercises for the main muscle groups in the aerobic mode for 40 minutes.
The students of the experimental group did the strength exercises on the machines in the quasi-isotonic mode using the circular training method for 40 minutes. The weight amount was selected so that each student would do the exercises to failure. Each exercise was being done for 35–45 seconds with three minutes of rest.
The students were training twice a week for two academic hours according to the schedule. The experiment lasted for 18 weeks. Basic motor skills of the participants were tested in the beginning and in the end of the experiment. The heart rate was measured with the Sport Testers POLAR RS-400 during the general developing exercises, the strength exercises and during the recovery. Aerobic endurance of the students was determined from the sit test. Speed and strength were determined from the upward jumps. Coordination was determined from the shuttle run. Back muscles’ strength endurance was determined from the duration the participants could keep their torso horizontally while lying on the Roman chair with their hands behind the head. Abdominal muscles’ strength endurance was determined from the students’ maximum number of incline bench sit-ups with their hands behind the head. The results of the study were analyzed in the computer program SPSS Statistics v22.0. Statistical significance of the results was determined using the non-parametric Wilcoxon test
.3. Results and discussion
There were no statistically significant differences (р>0,05) in the basic motor skills level between the two groups after the tests in the beginning of the experiment (Table 1).
Table 1 - Initial basic motor skills level of the students
Tests | Control group (n=25) | Experimental group (n=24) | Р |
Sit test, units | 13,3±4,92 | 13,4±5,01 | р>0,05 |
Upward jump height, cm | 27,7±4,57 | 27,4±4,24 | р>0,05 |
Shuttle run 3х10 m, sec | 7,51±0,50 | 7,52±0,48 | р>0,05 |
Back muscles’ strength endurance, sec | 89,8±31,4 | 90,8±32,9 | р>0,05 |
Abdominal muscles’ strength endurance, times | 18±4,1 | 17±4,3 | р>0,05 |
Note: М ± SD
Initial students’ aerobic endurance level was below average, coordination was average. Strength, speed, back and abdominal muscles’ endurance of the students were poor. The results show the necessity to improve the basic motor skills during the scheduled physical education lessons. The heart rate was monitored during the lessons . The figure shows the combined heart rate values during the main part of the lessons of the control and experimental groups.
Figure 1 - Combined heart rate values of the control (1) and the experimental (2) group
During the experiment, there have been statistically significant (р<0,05) positive changes in both groups (Table 2).
Table 2 - Final basic motor skills level of the students
Tests | Control group (n=25) | Experimental group (n=24) | Р |
Sit test, units | 10,0±3,89 | 8,4±2,21 | р<0,05 |
Upward jump height, cm | 29,4±4,12 | 31,9±3,32 | р<0,05 |
Shuttle run 3х10 m, sec | 7,31±0,39 | 7,19±0,33 | р>0,05 |
Back muscles’ strength endurance, sec | 112,1±19,2 | 129,4±17,1 | р<0,05 |
Abdominal muscles’ strength endurance, times | 19±3,3 | 24±3,2 | р<0,05 |
Note: М ± SD
Aerobic endurance of the students by the end of the experiment became average. Strength, speed, coordination, back and abdominal muscles’ endurance of the students became significantly better. Basic motor skills’ development of the experimental group of the students became significantly (р<0,05) higher than that of the control group of the students. Doing strength exercises in the quasi-isotonic mode using the circular training method has a more prominent training effect than doing general developing exercises in the aerobic mode.
The noted tendencies apparently are explained by the mode of muscle contractions. During the strength exercises in the quasi-isotonic mode muscles are not relaxing which reduces the blood flow to the working muscle. This is a hypoxic training, which has a positive effect .
4. Conclusion
Doing strength exercises in the quasi-isotonic mode using the circular training method has a prominent training effect, which is explained by the mode of muscle contractions. The heart rate values during the different modes of the exercises were the same. Thus, doing strength exercises in the quasi-isotonic mode using the circular training method increases the effectiveness of the scheduled university lessons.