Vadym Muzhychok

(Chernivtsi)

ORGANIZATION OF PHYSICAL EDUCATION AND SPORT ACTIVITIES IN THE SCHOOLING OF THE WESTERN BUKOVINA

The present time set the tasks to our home science – to investigate thoroughly and interpret regularities and outlooks of developments of the physical culture in the time of the rebuilding of our independent country and on this ground to work out scientific project of reforming of the national system of the physical education. To determine all possible directions and to reform this system one must apply to the far and near past of the establishment and development of the physical education.

B.Shyian analyzed pedagogical essence of different forms of the organization of physical education of pupils and found out that the presence of all the components of the educational process in each of them is not obligatory. To his mind the educational process can be presented in class hours and the improvement of the physical qualities at out-of-school classes where the choice of the study material will be determined by the tasks of the development of the functional abilities of each student. This circumstance testifies about the meaning of each form of lessons in the pedagogical process in the physical education and demands accuracy, coordination and collateral subordination when solving the tasks of the physical education. Extraction of any form from the organized structure of the process of the physical education significantly reduces its effectiveness and, as a result, makes it impossible to reach the desired result [5].

It is obvious that the principle of taking into consideration of the age and individual pupils’ peculiarities with clear division of work load according to sex distinction in the organization of the physical education in the Western Ukraine (1919-1939). On the basis of the theoretical and methodological literature the principle of concentricity in selecting exercises and duration of their fulfilling is observed. We can find also principles of systematic character and sequence. Steadfast sticking of these principles shows that the physical education, and first of all physical and sport work in the schooling of the Western Ukraine, were influenced by progressive pedagogical ideas and scientific achievements of psychologists, anatomists, physiologist and hygienists of Russia, Europe and all around the world.

Analysis of the source basis of the investigation allows to differentiate characteristic features of a lesson, which were immanent to it in the period under investigation and distinguished it from the other forms of the organization of the physical education of schoolchildren on the West-Ukrainian land. For example, one of the founders of the Ukrainian national methodology of the physical education, a teacher of the physical training in the Kolomyia gymnasium, P.Franko defined in details in his article “Physical education in public schools of the first degree” the tasks of the physical education and condition under which they should be carried out. Let us single out some of them: to prevent negative influence of a sedentary way of life on the development of the body; to bring up healthy harmoniously developed youth, to teach it to cope with the laziness of the sole and body; to form essentially important moving habits and skills; to cultivate courage, strong will, endurance, discipline and collective responsibility. We find interesting the following tasks: to evolve love to the motherland, using traditions of the Ukrainian people both nationwide and local. The structure of a lesson in the physical training (development of body, gymnastics) in the educational institutions of the West-Ukrainian lads met the requirements of that time. Content of the physical training lessons is a synthesis of a certain collection of physical exercises and hygienic skills, learning how to make up a rational schedule, to harden, to breathe correctly, to form a healthy lifestyle of the schoolchildren.

Modern specialists of the theory and methodology of the physical education of pupils (S.Tsvek, K.Chermyt, B.Shyian and others) emphasize that a lesson is a beginning of the complex system of the physical education which presupposes lessons during the school day, extra-curriculum physical culture and sport and health activity [4]. The main function of extra-curriculum forms is creation of favorable conditions for cultivating a habit of systematical exercises and, as a result, to encourage introducing of the physical culture into the mode of life of the people. The adopted exercises and knowledge acquired at the lessons are consolidated and developed at the extra-curriculum lessons [5].

The effectiveness of the system of the physical education of schoolchildren greatly depends on the successfulness of all its forms. All events should be coordinated with the content of the lessons and contribute to mastering of the study material expected by the syllabus. All the forms are united by the common purpose and tasks, favour in solving of both general tasks and their specific ones. With the aim of the optimal solving of all the tasks one must practice different forms of the lessons by the way of introducing health-improving measurements in everyday schedule, widely involve pupils into the work of the sport sections and groups, popularization of the additional classes, mass sport-artistic festivals and days of health, competitions, creating all necessary conditions for it.

That is why, understanding the necessity of meeting children’s and young people’s needs of movement, formation of healthy lifestyle, role of the physical education in the aspect of the comprehensive education of young generations, special attention was paid by the teachers of that period to the forms of the physical education during the day.

L.Kun, analyzing organizations of the physical culture and recreational movement in the time between two wars, admitted that there emerged a new scientific stream in the 1920-s, which regulated the connection between the outside work conditions and physiological peculiarities of people’s movements. At the same time, psychologists also emphasized positive influence of short time gymnastic exercises, active breaks on the level of tiredness. Under their influence there began introducing of the processing gymnastics during breaks at the large enterprises and insertion the teacher of the physical training into the staff timetable [3, p.292]. Of course, educators also were aware of the innovative technologies and were the first to introduce new forms of the physical education of pupils.

It is difficult to classify all forms of physical culture work and sport activities of that time with the pupils of schools with the modern system. But taking into consideration the conditions of conducting, leading and the membership we can relate playing moving and sport games in the second part of a day in the schools of the Bukovina to “the health hours”. Firstly, these hours were defined by the curriculum, and secondly, were included into the timetable by a particular educational institution and finally enlarged the scope of the physical load. Taking into account period under investigation we must remember that physical cultural and sport work with the Ukrainian youth except for school in Bukovina, Transcarpathia, Galicia was carried out by a family and national cultural-educational and physical-cultural sport communities. The main factors of the extra-curriculum physical education are physical-cultural and health-improving, sport-mass, enlightening.

The end of the 19^th-beginning of the 20^th century was characterized by the rapid development of the industrial societies in many countries of the world , which caused further struggle for the target markets, spheres of influence, protection of the colonies and need for modernization of the physical education of the youth. The attempts were made to organize such extra-curriculum physical training movement which could provide military preparation and comprehensive development of the youth in the period between finishing of the studying and beginning of the military service.

Ukrainian physical-cultural and sport communities of Bukovina took an active part in the organization of the physical-cultural and sport work with school youth of the period under investigation. Physical-cultural and health-improving work with the Ukrainian youth implicated organization of educational-training and representative classes, conducting of the ski walking and ice-skating, participation in mass competitions, arrangement of tourists trips and sport-artistic festivals. Enlightening work of the communities consisted in presentation of sport activities, systematic sport propaganda and healthy lifestyle in the local newspapers, posters, struggle against drunkenness and insanitariness. Sport communities created framework of the sport facilities in the area: stadiums, sport grounds and gymnasiums.

As a subsystem of the general system of the physical culture of the society, physical education of children and youth in the Western Ukraine (1919-1939) was organized with the purpose of preparation of the young generation to the future activity. Pedagogical process of the physical education was carried out through different forms of lessons, during which the pupils mastered the subject of the physical culture, making it an accomplishment, forming and enriching one’s personal physical culture. The structure of the lessons in physical culture presupposed their general pedagogical directness and specific content which provides the solving of the physical education.

Література:

1. Воробей Т. Творче використання досвіду організації фізичного виховання дітей та молоді у Східній Галичини дорадянського періоду в умовах сучасної національної школи: методичні рекомендації / Воробей Т.В. – Івано-Франківськ, 1990. – с. 36 С.6

2. Зязюн І.А. Філософські засади освіти: освітні і виховні парадигми, освітні технології, діалектика педагогічної дії / Педагогічна майстерність у закладах професійної освіти: Монографія. – К.: 2003. – С.11-59.

3. Кун Л. Всеобщая история физической культуры и спорта. Перевод в венгерского. Под общей редакцией В.В. Столбова. – М.: Радуга, 1982. – 398 с.

4. Цвек С. Фізичне виховання молодших школярів / С.Ф. Цвек. – К.: Рад. Школа, 1985. – 125 с.; Чермит К. теория и методика физической культуры: опорные схемы. – М.: Советский спорт, 2005. – 272 с.

5. Шиян Б. Теорія і методика фізичного виховання школярів. Частина 2 / Богдан Шиян – Тернопіль: Навчальна книга – Богдан, 2004. – 248 с.