Diagnostinio testo matematinio modelio taikymas vertinant studentų aerobinį pajėgumą

In the paper diagnostic test creation model proposed earlier by authors is applied for creation of the test designed to esimate aerobic capacity of VGTU students. The pilot research demonstrated how the most informative test for the observed group of testees could be constructed from dichotomous diagnostics operators. The calibration procedure of fitting model parameters according to the empirical data was accomplished. The best fitting diagnostic operator was chosen from four various function classes. Probability distribution of test result and test information value were calculated according to the proposed technique. The result of the test – normed-referenced estimation of testees depending on the latent parameter (aerobic capacity VO2max). Maximum oxigen consumption was evaluated using maximum likelihood method. The proposed mixed model results were more accurate for normed-referenced estimation of aerobic capacity.Šiame darbe autorių anksčiau pasiūlytas diagnostinio testo modelis pritaikytas konstruojant testą, skirtą įvertinti pirmo kurso studentų vaikinų aerobinį pajėgumą. Atliktas pilotinis tyrimas, kuris rodo, kaip iš dvireikšmių diagnostinių operatorių sudaryti informatyviausią testą, pritaikytą duotai tiriamųjų grupei. Atliekama kalibravimo procedūra – pagal esamus empirinius duomenis parenkami modelio parametrai, po to iš skirtingų diagnostinių operatorių išrenkamas tinkamiausias. Pagal siūlomą metodiką skaičiuojamas testo rezultato tikimybinis skirstinys ir testo teikiamos informacijos kiekis. Testo rezultatas – tiriamųjų norminis įvertinimas latentinio kintamojo (aerobinio pajėgumo VO2max) atžvilgiu. Didžiausio tikėtinumo metodu gaunamas maksimalaus deguonies sunaudojimo (VO2max) įvertis. Siūlomo mišraus modelio rezultatai yra tikslesni atliekant aerobinio pajėgumo norminį vertinimą

Factors determining the development of physical education in the higher university schools of Lithuania in the context of the challenges of the 21st century

XXI amžiuje žmonija turės atlikti didžiulį darbą - suteikti gyvenimui prasmę ir išmokti humaniškai elgtis technokratinėje visuomenėje. Aukštųjų mokyklų studentai mato pasaulį, kuriame vyrauja pokyčiai ir tų pokyčių tempas vis didėja. Gyvenimas tokiame pasaulyje kelia globalaus ir lokalaus pobūdžio įtampų. Kūno kultūros ir sporto misija universitetuose - padėti humanizuoti akademinio jaunimo gyvenimą fizinės ir psichinės darnos kontekste. Fiziškai ir psichiškai sveika, savo potencialą maksimaliai realizuojanti asmenybė tampa modernios visuomenės idealu. Tai reiškia, kad universitetai, norintys adekvačiai reaguoti į globalaus pasaulio iššūkius, turi numatyti kūno kultūros raidos strategiją.In the 21st century the humankind will have to carry out a great job - to give sense to life and learn to behave humanely in a technocratic society. Students of higher schools live in the world where changes dominate and the tempo of the changes increases. Our life in such a world gives rise to stresses of global and local character. The mission of physical education and sport at Universities is to help to humanize the life of the academic youth in the context of physical and psychical harmony. A personality becomes the ideal of modern society only when he or she realizes the potential at a maximum and is physically and psychologically sound. It means that our universities should foresee the strategy of the development of physical education if they want to respond adequately to the challenges of the global world. Research aim is to analyze trends of physical education in the Lithuanian university higher schools and state the factors determining its development. Research object is physical education of students. The article presents university systems of American, European as well as of Asian and African countries. Not enough care or attention is given to the physical education and sport training of students in all educational systems. The Lithuanian higher schools decrease obligatory hours for physical education leaving two hours per week. Sometimes this subject becomes an optional one, completely ignoring the Law of Physical Education and Sport. Economic, social, technological and humane factors in the context of physical education are being discussed as well. The strategy of students' physical education and sport is presented. Keywords: physical education of students, classes of physical education, factors of the development of physical education

Pedagogical-psychological aspects of the alteration of students‘ physical education

Darbe siekiama išanalizuoti studentų fizinio ugdymo kaitos pedagoginius ir psichologinius ypatumus. Tikslui pasiekti keliami tokie uždaviniai: 1) nustatyti fizinio ugdymo veiklos tikslus, uždavinius ir principus; 2) išanalizuoti fizinio ugdymo pedagoginės ir psichologinės veiklos turinio ypatumus. Pasirinktas pedagoginės ir psichologinės veiklos principų analizės metodas. Fizinio ugdymo praktika, per visą nepriklausomybės laikotarpį besiplėtodama utilitarine-pragmatine kryptimi, neįsitvirtino studentų sąmonėje kaip vertybė. Studentų nepasitenkinimą kėlė privalomos pratybos kaip pagrindinė fizinio ugdymo forma. Nustatyti studentų fizinio ugdymo praktikai būdingi trūkumai: 1) fizinis ugdymas, realizuojamas privalomomis pratybomis, riboja studentams turinio ir formų pasirinkimo galimybes; 2) konceptualių, teoriškai pagrįstų fizinio ugdymo programų stoka; 3) vyraujantys autokratiniai dėstytojų santykiai su studentais; 4) prasta materialinė bazė ir nepakankama medicininė priežiūra. Iškilo būtinybė pereiti prie demokratiškesnės kūno kultūros leidžiant patiems studentams laisvai rinktis ugdymo priemones pagal poreikius, interesus ir norus. Pereinant prie kūno kultūros kaip laisvai pasirenkamo dalyko, būtina peržiūrėti veiklos tikslus, uždavinius ir principus, ugdymo turinio pedagoginius ir psichologinius ypatumus. Apibrėžiant studentų fizinio ugdymo pedagoginės ir psichologinės veiklos tikslus buvo laikomasi šių bendrų švietimo pertvarkos principų: humaniškumo, demokratiškumo ir kaitos, į studento asmenybę žiūrima kaip į absoliučią vertybę. Svarbiausias fizinio ugdymo tikslas kaitos kontekste – kūno kultūros priemonėmis puoselėti studento fizines ir psichines galias, atsižvelgiant į jo individualius gebėjimus, poreikius ir norus sudaryti sąlygas per saviugdą siekti brandžios kūno kultūros. Pagrindiniai uždaviniai: 1) puoselėti įvairiapusę fizinių ir psichinių galių plėtotę sudarant didesnes kūno kultūros priemonių pasirinkimo galimybes; 2) formuoti tvirtus sveikos gyvensenos pagrindus; 3) suteikti žinių kūno kultūros vertybėms pažinti, savarankiško sportavimo ir mankštinimosi raštingumui didinti; 4) išugdyti savarankiško sportavimo ir mankštinimosi gebėjimus bei įgūdžius; 5) puoselėti fizinio ugdymo vertybinę ir emocinę kultūrą. Subjektyviojo kūno kultūros prado įprasminimas – svarbiausias fizinio ugdymo parametras. Individo poreikiai, pomėgiai ir interesai fizinio ugdymo sistemoje turi prioritetą prieš kitus ugdymo tikslus. Šiame kontekste pirmiausia būtina šalinti iš pedagoginės veiklos autokratinio valdymo metodus. Studentas neturi būti suvokiamas tik kaip ugdomosios veiklos objektas, vykdantis dėstytojo nurodymus, ugdymo paskirtis – taip organizuoti veiklą, kad atsiskleistų imanentinės ugdytinio galios, kurios padėtų geriau realizuoti save. Siūloma pedagoginėje veikloje: 1) siekti nuoširdaus bendravimo su ugdytiniu skatinant intelektinio, emocinio ir valios potencialo plėtotę; 2) padėti ugdytiniui suvokti savo problemas, saviraidos tikslus ir juos transformuoti į veiklos motyvus; 3) bendradarbiaujant su ugdytiniais padėti jiems pajusti atsakomybę už šią veiklą. Partnerystė, demokratinis bendravimo stilius ir žmogiškų santykių normos yra svarbiausi pedagoginės veiklos ypatumai. Demokratizuojant ir humanizuojant fizinio ugdymo vyksmą vienas iš svarbiausių dialektikos ypatumų – ugdymo turinio decentralizavimas. Taip sudaromos sąlygos ugdymo turinį individualizuoti ir diferencijuoti. Vertinant ugdytinius atkreiptinas dėmesys į jų išmokimą adekvačiai vertinti save. Objektyvaus ir subjektyvaus vertinimo neatitikimas neretai sukelia konfliktines situacijas.Pedagogical-psychological aspects of the alteration of students‘ physical education have been analysed. In order to achieve the purpose the following tasks have been raised: to define the objectives, tasks and principles of physical education and to analyse the peculiarities of the content of pedagogical-psychological activities of physical education. The method of the analysis of the principles of pedagogical-psychological activities has been chosen. During the whole Independence period the physical training practice, which developed under utilitarian, pragmatic conditions, hasn‘t been consolidated as a true value in students‘ mind. Students were not satisfied with the compulsory education as the main form of physical education. The following drawbacks specific to students‘ physical training practice have been determined: 1) compulsory physical education limits students‘ choice opportunities of the content and form; 2) shortage of the conceptual, theoretically-proven physical education programs; 3) prevailing autocratic lecturer-student relationship; 4) poor material basis and insufficient medical care. Based on students opinion poll there was a necessity to move to a more democratic physical education and to enable students to freely choose training facilities according to their needs, interests and intentions. Physical education as an optional subject requires reconsidering objectives, tasks and principles, pedagogical-psychological aspects of the education content. The principles of general education reconstruction: humanity, democracy and change were considered while defining the objectives of students‘ pedagogical-psychological activities. The basic aim of physical education in the context of alteration while considering the students‘ personality as an absolute value, by means of physical training facilities, is to develop physical and mental powers according to individual capabilities, needs and intentions and to establish conditions to seek for mature physical education. While achieving this purpose the main tasks are as follows: 1) to encourage the development of versatile physical and mental powers by providing wider choice of opportunities for physical training facilities; 2) to develop healthy living basics; 3) provide knowledge about physical training values, improve individual sports and training literacy; 4) to develop individual sport and exercise capabilities and skills; 5) To nurture virtuous and emotional culture of physical education. Subjective origin of physical training is the main physical training parameter. Needs, hobbies and interests have the priority against other training objectives from the physical education system. In this context autocratic control methods must be eliminated in the pedagogical activity. A student cannot be considered as a training object, following lecturer‘s instructions; the purpose of training is to organize activities, to disclose immanent powers, which will help fully fulfil one’s potential (K. Rogers, 1968; A. Maslow, 1971). It is necessary to achieve: 1) sincere cooperation with the student, encouraging the development of intellectual, emotional and willpower potential; 2) giving help to students in perceiving their problems, self-development objectives and transform them into activity motives; 3) cooperation with students in order to make them take responsibility for their activities. Partnership, democratic communication style and standards of human relationship are the most important aspects of the pedagogical activity. Decentralization of the training content is one of the most important dialectic properties in case of democratization and humanization of the process of physical training. Thus it is possible to individualize and differentiate education content. While assessing student, attention is paid to their ability to objectively evaluate themselves. Inadequacy between objective and subjective assessment often causes problematic situations

Phenomenon of body in the culture

Straipsnyje svarstoma, kokia kūno reikšmė kultūrai. Teigiama, kad kūno fenomenas – dalis kultūros visumos, kurią mes kuriame. Kūno kultūros ugdymas neatsiejamas nuo mūsų dvasinės aplinkos kūrimo. Teigiama, kad kūno lavinimo negalima atskirti nuo etinių ir estetinių žmogaus aspiracijų. Autorius vadovaujasi fenomenologinėmis nuostatomis, kurias siekia išplėtoti kūno kaip sąmonės ir žmogaus pasaulio tarpininko teze. Pasitelkus Platono kūno ir sielos dermės teoriją, straipsnyje plėtojama holistinė kūno fenomenologija. Kritikuojamas požiūris, kad kūnas ugdytinas atsietai nuo žmogaus dvasinių reikmių. Nagrinėjamas mokslo ir technikos poveikis požiūriui į kūną. Straipsnyje siekiama reabilituoti kūną kaip dvasinės kultūros veiksnį.The article deals with the question what place takes the body in the culture. The author maintains that the phenomenon of body is the part of the cultural whole. The education of body culture is in separable from the creation of our spiritual environment. According to the author, training of body is inseparable from ethical and aesthetical human aspirations. The author’s thesis is next: the body is a medium between consciousness and human world. He fellows phenomenological attitude‘s that is developed with help of this thesis. The author develops holistic phenomenology of body with help of Plato‘s theory of harmony between body and spirit. There is criticized attitude that body is educated as separated from human spiritual aspirations.The author investigates the influence of science and techniques to the body. The body is rehabilitated as a factor of spiritual culture in the article

Factors Determining the Development of Physical Education in the Higher University Schools of Lithuania in the Context of the Challenges of the 21st Century

In the 19 th century the humankind will have to carry out a great job - to give sense to life and learn to behave humanely in a technocratic society. Students of higher schools live in the world where changes dominate and the tempo of the changes increases. Our life in such a world gives rise to stresses of global and local character. The mission of physical education and sport at Universities is to help to humanize the life of the academic youth in the context of physical and psychical harmony. A personality becomes the ideal of modern society only when he or she realizes the potential at a maximum and is physically and psychologically sound. It means that our universities should foresee the strategy of the development of physical education if they want to respond adequately to the challenges of the global world. Research aim is to analyze trends of physical education in the Lithuanian university higher schools and state the factors determining its development. Research object is physical education of students. The article presents university systems of American, European as well as of Asian and African countries. Not enough care or attention is given to the physical education and sport training of students in all educational systems. The Lithuanian higher schools decrease obligatory hours for physical education leaving two hours per week. Sometimes this subject becomes an optional one, completely ignoring the law of physical education and sport. Economic, social, technological and humane factors in the context of physical education are being discussed as well. The strategy of students’ physical education and sport is presented

The Phenomenon of Body in the Culture

The article deals with the question what place takes the body in the culture. The author maintains that the phenomenon of body is the part of the cultural whole. The education of body culture is inseparable from the creation of our spiritual environment. According to the author, training of body is inseparable from ethical and aesthetical human aspirations. The author’s thesis is next: the body is a medium between consciousness and human world. He fellows phenomenological attitude‘s that is developed with help of this thesis. The author develops holistic phenomenology of body with help of Plato‘s theory of harmony between body and spirit. There is criticized attitude that body is educated as separated from human spiritual aspirations. The author investigates the influence of science and techniques to the body. The body is rehabilitated as a factor of spiritual culture in the article

Enquiry into the health of freshmen enrolled at Vilnius Gediminas Technical University

Inquiry into healthy or less healthy students and health changes exhibited by them over a number of academic years has not been fully accomplished. So, it is urgent to study the distribution of freshmen by health condition and health changes over several years. In order to optimize physical training and avoid mistakes in the process of physical training, it is necessary to perform permanent supervision and analysis of health condition exhibited by academic youth. These measures may form the basis for improvement in the area of students’ physical stir–up. We have set ourselves the following aim – to analyze periodically the condition of health demonstrated by first–year students enrolled at Vilnius Gediminas Technical University, and to carry out the comparative analysis of quantitative and qualitative findings. Data on the condition of health of freshmen (19–20 years) at Vilnius Gediminas Technical University was collected and generalized. Our inquiry showed that the condition of health of first–year students enrolled at VGTU in 2005–2007 was improving. More prominent tendencies for the improvement of health were found by comparing the 2005 and 2006 years. It was found that female students demonstrated poorer health than male students did in every academic year under investigation.Lietuviška santrauka. Norint optimizuoti fizinį ugdymą ir išvengti fizinio ugdymo klaidų būtina vykdyti nuolatiná akademinio jaunimo sveikatos būklės stebėjimą bei analizę. Tai leis tobulinti studentų fizinį aktyvinimą. Darbo tikslas – ištirti studentų, įstojusių skirtingais metais į Vilniaus Gedimino technikos universiteto pirmąjį kursą, sveikatos būklę. Buvo renkami ir apibendrinami studentų (19–20 metų amžþiaus), įstojusių į Vilniaus Gedimino technikos universiteto pirmą kursą, sveikatos būklės duomenys. Nustatyta, kad 2005 ir 2006 m. į VGTU pirmą kursą įstojusių studentų sveikatos būklė buvo blogesnė nei 2007 m. Visais tirtais mokslo metais įstojusių merginų sveikatos būklė buvo prastesnė negu įstojusių vaikinų. Didžiausią įtaką pirmo kurso studentų sveikatingumui turi regos, judėjimo atramos aparato bei širdies ir kraujagyslių sveikatos sutrikimai. Sveikatos sutrikimų, turinčių įtakos sveikatingumui, pasiskirstymas patikimai nesikeitė per visus tirtus metus