Federal State Treasury Military Educational Institution of Higher Education "Military Training and Research Center of the Air Force" Air Force Academy named after professor N.E. Zhukovsky and Yu.A. Gagarin "(Voronezh)" ("VVA") was formed on the basis of the order of the Government of the Russian Federation dated April 23, 2012 No. 609-r by merging the VUNC of the Air Force "Air Force Academy named after Professor N.Ye. Zhukovsky and Yu.A. ... Gagarin ”(Monino, Moscow region) and the Military Aviation Engineering University (Voronezh).
The Academy was founded on the basis of the Military Aviation Engineering University (Voronezh), founded on January 1, 1950 in the hero-city of Stalingrad and evolved from a military aviation technical school of the Air Force to one of the best educational institutions of the Ministry of Defense of the Russian Federation, awarded the pennant of the Minister of Defense Russia "For courage, military valor and high combat training."
Voronezh carefully preserves the memory of the famous academies: the Air Force Engineering Academy named after Professor N.E. Zhukovsky and the Air Force Academy named after Yu.A. Gagarin, about their successes and achievements, which forever went down in the history of Russian military aviation. More than 280 employees of these universities became laureates of the Lenin and State Prizes, and were awarded the title of Hero of Socialist Labor. They are proud of their graduates, more than 1.5 thousand of whom were awarded the title of Hero Soviet Union 90 of them - twice, and Air Marshal Ivan Nikitich Kozhedub was awarded this title three times. Among the graduates of the academies are the first cosmonaut Yuri Gagarin; the first woman-cosmonaut Valentina Tereshkova; the first man to walk into outer space, Alexei Leonov; famous aircraft designers: Sergey Ilyushin, Artem Mikoyan, Alexander Yakovlev; more than 10 pilots - cosmonauts of Russia, as well as foreign cosmonauts - FamTuan, Sigmund Yen, Vladimir Remek.
The renowned academies were awarded state awards of the Soviet Union and a number of foreign states for excellent success in training personnel and developing scientific research work.
Air Force Engineering Academy named after Professor N.E. Zhukovsky was awarded the Order of Lenin (1933), the Order of the Red Banner (1945), the Order of the October Revolution (1970), the Order of the People's Republic of Bulgaria, 1st century. (NRB, 1970), the Order of Merit to the People and the Fatherland (in gold) (GDR, 1973), the Order of Friendship (Vietnam, 1977), the Commander's Cross with the Star of the Order of Merit of the Polish People's Republic (Poland, 1978), Order of the Red Star (Hungary, 1985).
Air Force Academy named after Yu.A. Gagarina was awarded the Order of the Red Banner (1945), the Order of Kutuzov, 1st class. (1968), Order of the People's Republic of Bulgaria, 1st Art. (NRB, 1970), the Order For Services to the People and the Fatherland (in Gold) (GDR, 1972), the Order of the 1st Class Labor Banner (Poland, 1973), the Order of the Red Banner (Czechoslovakia, 1978), the Order Combat Red Banner (Mongolia, 1979), Order of Military Valor 1st Art. (Vietnam, 1983), the Order of the Red Banner (Hungary, 1988), the medal "For Services to the ChNA" 1st Art. (Czechoslovakia, 1990), the Order of Antonio Maceo (Cuba, 1991).
August 1, 2012 in accordance with the order of the Minister of Defense of the Russian Federation of June 16, 2012 No. 1515 and directive General Staff RF Armed Forces of June 25, 2012 No. 314/10/2801 state awards, insignia, awards of foreign states of the Air Force Engineering Orders of Lenin and the October Revolution of the Red Banner Academy named after Professor N.E. Zhukovsky, Red Banner Air Force Order of Kutuzov Academy named after Yu.A. Gagarin, the Military Aviation Engineering University were transferred to the VUNC Air Force "Air Force Academy named after Professor N.Ye. Zhukovsky and Yu.A. Gagarin "(Voronezh), as the successor to the famous Air Force universities.
The Military Training and Research Center of the Air Force "VVA" has absorbed the glorious traditions of the Yu.A. Gagarin and the Air Force Engineering Academy named after Professor N.E. Zhukovsky, the Military Aviation Engineering University (VAIU) (Voronezh), the Military Institute of Radio Electronics (Voronezh), the Irkutsk and Stavropol Higher Military Aviation Engineering Schools, the Tambov Higher VAIU of Radio Electronics, as well as the Federal State Research Testing Center for Electronic Warfare and evaluating the effectiveness of reducing visibility
The Air Force Academy trains officers - students of the operational-tactical level of training (magistracy), as well as cadets - future officers (specialty).
In 2013, the first scientific company in the Armed Forces of the Russian Federation was created on the basis of the Air Force Academy.
Since September 1, 2015, a cadet corps (engineering school) has been created at the Air Force Academy for gifted children studying in grades 10-11.
Educational activities within the academy are conducted by 21 faculties, 89 departments located in Voronezh and branches in Chelyabinsk and Syzran, research centers and other structural divisions.
The academy has doctoral and postgraduate studies. To defend candidate and doctoral dissertations, there are 8 dissertation councils in 18 scientific specialties. Also, targeted training of adjuncts of foreign states is carried out.
The scientific potential is made up of reputable scientists - honored scientists and workers of higher education, who head 22 scientific and scientific-pedagogical schools. Among them: doctors of sciences and professors - 156 people, candidates of sciences - 1075, associate professors - 582 people.
List of training specialties VUNC VVS "VVA" (Voronezh)
Higher education
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(admission form) |
Specialty name according to the Federal State Educational Standard |
Qualification |
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Special meteorology |
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Construction, operation, restoration and technical cover of highways, bridges and tunnels Specialization: Construction (reconstruction), operation and restoration of airfields of state aviation |
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Information security of automated systems Specialization: Information security of automated systems of critical facilities |
Information protection specialist |
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Electronic systems and complexes Specialization: Operation of aviation radio-electronic systems and communication complexes |
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Special radio engineering systems Specialization: Means and complexes of electronic warfare Specialization: Radio engineering systems and means of aviation flight support Specialization: Operation of means of long-range radio navigation of aviation |
Engineer of special radio engineering systems |
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Application and operation of special monitoring tools and systems Specialization: Operation of ground-based aerial reconnaissance assets Specialization: Operation of ground vehicles and systems of complexes with unmanned aerial vehicles Specialization: Operation of complexes with unmanned aerial vehicles |
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Heat and power supply of special technical systems and facilities Specialization: Operation of power supply systems for special facilities |
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Electronics and automation of physical installations Specialization: Automation systems for physical installations and their elements |
Engineer-physicist |
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Special life support systems Specialization: Cryogenic technology and special life support systems |
Specialist Maintenance Engineer life support systems |
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Special purpose vehicles Specialization: Ground vehicles and complexes of aerodrome technical support for aviation flights |
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Integrated aircraft systems Specialization: Robotic systems of aircraft weapons |
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Technical operation and restoration of combat aircraft and engines Specialization: Technical operation of unmanned aerial vehicles and engines |
Aircraft Maintenance Engineer apparatus |
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Technical operation and restoration of electrical systems and flight and navigation systems of combat aircraft |
Engineer for the operation of electrical systems and electronic automation of aircraft apparatus |
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Technical operation of transport radio equipment Specialization: Technical operation of radio-electronic equipment of aircraft and airports Specialization: Technical operation of radio-electronic equipment of complexes with unmanned aerial vehicles |
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Metrological support of weapons and military equipment Specialization: Metrological support of military aviation |
Metrology engineer |
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Logistics support Specialization: Providing troops (forces) with aviation technical equipment Specialization: Providing troops (forces) with aviation weapons |
Specialist |
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Personnel management (RF Armed Forces, other troops, military formations and equivalent bodies of the RF) |
Specialist in the area of management |
VUNC VVS "VVA" (branch, Syzran, Samara region)
Higher education
VUNC VVS "VVA" (branch, Chelyabinsk)
The term of study for all specialties of higher education is 5 years.
Those who graduate from the academy are awarded the military rank of "lieutenant" and a diploma of higher education is issued.
Graduates, along with the military, receive a civilian specialty (in accordance with the federal state educational standard), guaranteed distribution (employment) in the received military specialty, the possibility of service (career) growth, increasing their educational and professional level, all the rights, freedoms, benefits and advantages established by the Constitution and Federal laws of the Russian Federation for military personnel.
The professional selection of candidates entering the academy for training as cadets is carried out by the admissions committee of the VUNC VVS VVA in order to determine the ability of candidates to master educational programs of the corresponding level and includes:
a) determining the eligibility of candidates for admission for health reasons (Appendix No. 1);
c) entrance tests, consisting of:
- assessing the level of general education of candidates based on the results of the USE;
- assessing the level of physical fitness of candidates.
Professional selection of candidates for admission to the academy from among citizens who have passed and have not completed military service, and military personnel is carried out from July 1 to July 30: in engineering and technical specialties of training in "VVA" (Voronezh), in flight training in branches "VVA" (Syzran and Chelyabinsk).
Assessment of the level of general education of candidates according to the results of the exam), according to the list entrance examinations:
a) for all specialties: mathematics (profile), physics, Russian;
b) for specialties: "Meteorology for special purposes" - geography (profile), mathematics, Russian; "Logistics", "Personnel management" - mathematics (profile), computer science and information and communication technologies (ICT), Russian.
The results of the exam, confirming the successful completion of the entrance examinations in general subjects included in the list of entrance examinations for each basic educational program of higher education, must not be lower than the minimum number of points established by the Federal Service for Supervision in Education and Science, according to the results of the exam.
The USE results obtained in 2014 and later are taken into account.
The order of the Federal Service for Supervision in Education and Science of 2016 No. 1967 established the minimum number of USE scores in general subjects, confirming the development of the basic general education programs of secondary general education by graduates:
Russian language - 36 points.
Mathematics (profile level) - 27 points.
Physics - 36 points.
Geography - 37 points.
Informatics and information and communication technologies (ICT) - 40 points.
Checking the physical fitness of candidates is carried out according to the exercises: pull-up on the crossbar, running 3000 meters, running 100 meters.
Academy cadets are considered valid military service and are provided with all kinds of allowances. The training time is included in the total service life in the personnel of the Armed Forces.
Department physical fitness as an independent unit, it was formed on the basis of the Order of the Ministry of Internal Affairs of Russia dated 09/06/93, No. 405 "On the abolition of the department of combat, physical and tactical-special training" and Orders for the Voronezh Higher School of the Ministry of Internal Affairs of Russia dated 09/10/93, No. 416 "On the unification of the list changes in the staff of the school ", from 22.09.93, № 439" On the composition of departments, the cycle of OSVO and appointments of teachers ", a department of physical training was formed. The new division was headed by Vladislav Vladimirovich Fedorov, candidate of pedagogical sciences, master of sports of the USSR in judo, bronze medalist of the 1979 USSR championship.
At the time of foundation, the staff of the department consisted of 5 certified and 2 civilian employees.
From July 2007 to January 2009, the department was headed by the candidate of pedagogical sciences, associate professor, honored trainer of Russia, police colonel Vladimir Viktorovich Kadurin.
From January 2009 to June 2015, the department was headed by the candidate of pedagogical sciences, associate professor, police colonel Sergei Konstantinovich Tolstykh.
Since July 2015, the head of the department has been appointed candidate of pedagogical sciences, police colonel Lyapin Aleksey Ivanovich.
To date, the staff of the department of physical training is 23 employees: head - master of sports of Russia in sambo and judo wrestling, candidate of pedagogical sciences, police colonel A.I. Lyapin; Deputy Chiefs - Master of Sports of Russia in Judo, Police Colonel G.I. Gruzdev, master of sports of international class in kickboxing, candidate of pedagogical sciences, police colonel Yu.V. Gorshkov; Professor of the department, Doctor of Pedagogical Sciences I.A. Sabirov; associate professors of the department - candidate of pedagogical sciences, associate professor, retired police colonel V.V. Fedorov, candidate of pedagogical sciences, associate professor, retired police colonel S.K. Tolstykh, honored coach of Russia, retired police colonel I.N. Yaroshevich; senior teachers: police lieutenant colonel V.E. Baev; Master of Sports of Russia in cross-country skiing, Police Lieutenant Colonel A.E. Nasonov, master of sports of Russia in hand-to-hand combat, police lieutenant colonel V.M. Makarov, master of sports of Russia in sambo and judo wrestling, police captain A.V. Bereznev, police lieutenant colonel A.A. Zhuravlev, candidate for master of sports of Russia in cross-country skiing, police lieutenant colonel A.A. Obukhov, police lieutenant colonel I.N. Salikov; international master of sports in kickboxing, police lieutenant colonel I.V. Bitutsky; master of sports in freestyle wrestling, police lieutenant colonel S.S. Tyutin, master of sports of Russia in sambo wrestling, police major A.A. Karpov, teachers: master of sports of Russia in sambo and judo wrestling, police captain I.N. Marchenko, candidate for master of sports in boxing, police captain V.G. Amirkhanyan, master of sports in sambo and judo wrestling, police lieutenant I.A. Fomichev, candidate for master of sports of Russia in athletics, police lieutenant A.V. Lysenko, master of sports of Russia in hand-to-hand combat, candidate for master of sports in universal combat, candidate for master of sports in eastern martial arts, senior police lieutenant S.A. Nosov; head of the office, police captain A.P. Voronenkov; technician I.A. Kuznetsova.
Physical training at the Voronezh Institute of the Ministry of Internal Affairs of Russia is an integral part of the process of education, upbringing and service-combat training of cadets, students and permanent staff.
The department organizes and conducts physical training classes with certified employees and carries out the educational process in such disciplines as "Physical training", "Physical culture", "Professionally applied physical training" at 5 faculties: radio engineering, law, vocational training faculty, faculty retraining and advanced training, faculty of distance learning. Moreover, the staff of the department carries out health-improving and sports-mass work among the variable and permanent staff of the institute. All educational, educational, training, mass sports and physical culture and health-improving work of the department is aimed at solving several important tasks at once.
Firstly, it is all-round development and improvement in the audience. motor skills, the formation of special knowledge, professional skills and abilities that contribute to the successful performance of service and operational tasks without reducing professional performance.
Secondly, the upbringing of cadets' conscious attitude to systematic physical exercises and sports to maintain high working capacity not only for the period of study, but also in future professional activities, Cadets receive the necessary knowledge on the basics of the organization methodology of both independent physical training classes as part of a unit.
Cadets, students and employees of the institute improve their sports skills in sports clubs by types of sports cultivated in the system of the Ministry of Internal Affairs of Russia. Training sessions in sports groups are held on a separate schedule. The formation of groups is carried out by the teaching staff of the department. Currently there are branches: wrestling, martial arts, service and applied all-around, football, judo section, sambo wrestling, boxing, athletics, basketball and volleyball. The results of wrestling are obvious. For the period from 1993 to 2018, the staff of the department prepared and educated 4 Russian masters of sports of international class; 47 masters of sports, 132 candidates for masters of sports, 320 first-class athletes, as well as more than 800 athletes who received 2 and 3 categories in various sports.
According to the results of the Spartakiad of the Ministry of Internal Affairs of Russia for 2014 in service and applied sports among 16 educational organizations The Voronezh Institute took 2nd place, behind only the Moscow University of the Ministry of Internal Affairs of Russia.
The department has a methodological section, which includes the most experienced teachers. In its work, the section is guided by the Regulations on the methodological section of the department, acting in the VI Ministry of Internal Affairs of Russia, as well as in accordance with the section's work plan for the academic year. At the sessions of the section, the most pressing issues of improving the teaching methods of academic disciplines, the preparation of educational-methodical complexes by disciplines by teachers, improving the academic performance and education of cadets, listeners are discussed, developed by the staff of the department are discussed teaching materials, book availability in disciplines and special courses, preparation by teachers of stock lectures on the disciplines of the department, etc.
Every year, the teachers of the department take part in methodological competitions held at the institute, the presented works are highly appreciated by the members of the commission:
in the 2010-2011 academic year, the second place in the competition "The best demonstrative lesson";
in the 2011-2012 academic year, the department took first place among 24 departments on the results of the review-competition methodical work departments;
in the 2012-2013 academic year, the department took second place according to the results of the review-competition of the methodological work of the departments;
in the 2013-2014 academic year, the first place in the competition of the Institute "Teacher of the Year" was taken by the senior lecturer of the department, candidate of pedagogical sciences, police lieutenant colonel Gorshkov Yu.V.;
in the 2015-2016 academic year, the department took first place in the competition "The best educational and educational-methodical publication";
in the 2016-2017 academic year, the department took first place in the competition "The best educational and methodological publication";
in the 2017-2018 academic year, the department took second place in the competition "The best educational and methodological publication";
in the 2017-2018 academic year, the department took second place in the "Best Video" competition;
Methodical work at the department is aimed at high-quality provision of the educational process teaching materials... The department implements the educational process in academic disciplines: "Physical training", "Physical culture", "Professionally applied physical training" in the framework of educational programs of higher and secondary vocational education in the specialties: 40.05.01 - "Legal support of national security", 40.05. 02 - "Law enforcement", 10.05.02- "Information security of telecommunication systems", 11.05.02 "Special radio engineering systems", 11.05.04- "Infocommunication technologies and special communication systems", 09.05.01- "Application and operation of automated systems special purpose "; 05/10/01 - "Computer Security".
Over the past 10 years, the teachers of the department have prepared more than 27 methodological manuals and recommendations, 6 electronic publications, 6 educational videos and 2 presentation videos.
At the moment, 4 employees of the department have the academic title of Candidate of Sciences: A.I. Lyapin, S.K. Tolstykh, V.V. Fedorov, Yu.V. Gorshkov; Doctor of Pedagogical Sciences I.A. Sabirova.
In accordance with order No. 150 of 03/18/15 "On the organization of scientific support and the use of positive experience in the internal affairs bodies of the Russian Federation and the internal troops of the Ministry of Internal Affairs of Russia", the department staff carry out research work.
Every year, the Department of Physical Training holds round tables at the Voronezh Institute of the Ministry of Internal Affairs of Russia, and also takes an active part in seminars, round tables, conferences at various levels.
The research work carried out by the teachers corresponds to the profile of the department and is carried out in accordance with the normative documents on the organization of research work.
The material and technical base consists of 2 large sports halls (No. 1 with an area of 508.9 sq.m., No. 2 with an area of 563.2 sq.m.); 5 wrestling halls (No. 1 with an area of 119.7 square meters; No. 2 with an area of 97.1 square meters; No. 3 with an area of 76, 2 square meters; No. 4 with an area of 134.5 square meters; No. 5 area 629.2 sq.m.); boxing hall (70.9 sq.m.); hall athletic gymnastics(area 73.1 sq.m.); gym(area 80.6 sq.m.); football field (area 4680 sq.m.); treadmills (area 1665 sq.m.).
The institute has flat sports grounds with multi-span projectiles (crossbeams, parallel beams, hand bars), an obstacle course in two directions, and outdoor areas with artificial turf for sports games. In addition, the suburban training base has unpaved playgrounds for playing basketball, mini-football, volleyball, badminton.
"MILITARY EDUCATION V.Yu. Fadeev Doctor of Pedagogical Sciences, Professor of the Department of Physical Education of the All-Union Scientific Center of the Navy Honored Worker physical culture and..."
MILITARY EDUCATION
V.Yu. Fadeev
Doctor of Pedagogy, Professor
Professor of the Department of Physical Education of the All-Union Scientific Center of the Navy
Honored worker
physical culture and sports of Russia
St. Petersburg
A.V. Bugaev
candidate of military sciences
Military applied and professional applied
physical training in the navy
The forms of professionally applied physical training are considered.
(PPFP) and military-applied physical training (VPFP) in the educational process of higher naval schools of the Russian Navy Key words: physical training; education; applied training;
factors; education and self-education; military labor; profession The fundamental principle of physical education is the connection of physical culture and sports with labor and defense activities of people. In practice, this is expressed in the use of physical culture and sports in the scientific organization of labor (STO) in the forms of the so-called professionally applied physical training (PPFP) and military-applied physical training (VPFP).
The applicability of physical culture activity in relation to the main spheres of life of the individual and society seems intuitively self-evident. Nevertheless, in the interpretation of it, discrepancies often arise even among specialists. This is facilitated, in particular, by the oblivion of the fact that the very concept of application has acquired an ambiguous meaning in the field of physical culture - broad and narrow.
In a broad sense, the application of physical culture means, one way or another, the fact of its suitability and extraordinary usefulness in preparing an individual for life practice and optimizing his capacity in relation to the requirements of the chosen main professional activity.
The basis of this application is the effectiveness of the factors of physical culture as a means of integratively increasing the functional capabilities of the body and creating a rich individual fund of vital motor skills and abilities. Due to the transfer of this effect of systematic physical culture activity beyond its limits, it turns out to be useful for mastering and increasing the effectiveness of a number of other types of activity, including professional.
In such a broad sense, application is inherent not in any one part or section of physical culture, but in all of it as a whole as one of its general essential properties. It is no coincidence that researchers of the genesis of this branch of culture agree that its formation and development is due, among other things, to the massive use of its inherent factors to ensure the physical fitness of future fleet specialists for labor and military service.
It is also noteworthy that the principle of application has been established as one of the fundamental starting points of the developed social systems of physical education. In the domestic system of physical education, it is, as is well known, detailed in detail in the sense of the connection of physical culture movement with the labor and defense practice of society and received a detailed program-normative embodiment in the military sports complex (VSK).
Applied orientation here is by no means reduced to highly specialized physical training for one chosen activity, on the contrary, it presupposes, first of all, general physical training, which ensures the complex development of qualities that determine individual physical condition, and thereby creates universal prerequisites for readiness for the most diverse types of motor activity. ...
In the stated broad sense, the application of the social education system does not in any way oppose the interests of the free development of the individual, if the principle of application is realized in unity and in subordination with the principle of all-round assistance to the comprehensive development of individual abilities.
To see an insurmountable collision here (to which amateurs are inclined to oppose the personal and social principles of human existence) means not to notice the real dialectics in this area.
Applied vocational physical training in higher naval schools is designed to solve the following problems:
1. To equip cadets with applied knowledge about the profession, about the physical qualities necessary for them to successfully perform professional operations, for highly efficient work in the fleet.
2. To form cadets' motor skills and abilities that will contribute to the effectiveness of the combat missions facing the formations and units of the Navy, to maintain the required level of combat readiness of the complex combat complexes and service systems in service.
3. To educate in them the physical and mental qualities necessary in future professional activities.
4. To promote better mastery of professional operations, accelerated training of the profession of a naval sailor.
5. To teach to use means of active recreation to combat fatigue, for a quick and complete recovery of strength.
6. To prevent and reduce injuries by increasing strength, speed, endurance, dexterity and flexibility when performing professional operations, in the process of life.
The physical training program for military institutes provides for familiarization of cadets with the theoretical foundations of PAPP and PAPP, teaching them some professionally applied physical exercises, ways of educating and self-education of the basic physical qualities necessary for a specialist of one or another profile of a military specialty, preparing them for participation in the simplest competitions in professional and applied sports [2, 5].
To understand the tasks of the PPFP, to master the necessary knowledge, skills and abilities, to effectively apply them in practice, it is important to learn to analyze thoughtfully the conditions of their military work, the requirements for their physical fitness.
To characterize various types of military activity, the concepts of its physical severity and neuropsychic tension are most often used.
In this case, the physical severity of labor is understood as the total volume of physical efforts during the work. The neuropsychic tension of military labor is the degree of emotional stress in the performance of work.
Depending on the severity of labor and its neuropsychic tension, military labor is divided into physical and mental, and various combinations of these two main types of military labor make it possible to distinguish a third type - mixed military labor.
Examples of predominantly physical labor are the professions of miners, steelworkers and others, whose labor activities are associated with significant muscular efforts. Predominantly physical labor also includes sports activities in the overwhelming number of sports, especially in athletics, cycling, weightlifting, skiing, etc.
Examples of predominantly mental work are the professions of computer operators and programmers, scientists, faculty and others, whose production activity allows you to completely or partially exclude the component of manual labor.
With the development of military technology, heavy production operations are increasingly shifted directly onto various mechanisms, while the functions of management (operator of the workplace) and control are increasingly left to the person's share.
With the development of automated control, the physical load on a soldier in the process of work is constantly decreasing. However, the share of physical military labor of technicians in setting up, adjusting, installing, and repairing equipment is still quite large.
In addition, the development of automatics in service with complex combat complexes and service systems requires resistance to mental stress, quick perception, comprehension of a large flow of information. quality characteristics combat ships.
To measure the volume and power of the physical work performed, various quantitative measures are used: the mass of the lifted load, the distance traveled, the time spent on work, etc.
More accurate, scientifically grounded special methods for determining the work done by a person, his physical working capacity have been proposed and implemented. To do this, measure the heart rate or total pulse indicators, oxygen consumption by the body per unit of time and for the entire period of work, energy costs for this work (in kcal, kJ), etc.
The results obtained using these methods make it possible to judge the severity of physical military labor. It is conventionally divided into very light, light, medium, heavy and very heavy.
For example, very light work is characterized by an insignificant total daily energy consumption, only slightly (by 500 kcal or less) exceeding the average basal metabolic rate (about 2300 kcal per day), and the heart rate does not rise, as a rule, above 80 beats per minute.
In contrast to this, very hard work, physical labor, requires a maximum daily energy consumption of 4000 to 6000 kcal, and in some cases even more. At the same time, the heart rate increases to maximum values - 180-200 beats per minute. It is clear that such work can only be performed by well-trained military personnel, and even then for a short time.
While the severity of physical military labor is relatively easy to measure and assess, it is much more difficult to measure and classify the emotional and mental intensity of mental labor. The direct methods used to measure physical work are not applicable here.
Only the measurement of NPhS, determination of energy consumption per unit of time, and some other indirect indicators can give an approximate estimate of this tension. For example, it is known that a test pilot in one hour of flight on a new machine often loses from 3 to 4 kg of body weight, and his heart rate in critical situations rises to 200 beats per minute. The share of physical military labor in this case is relatively small.
Mixed types of military labor (in the navy there are an overwhelming majority) make different demands on the body of a serviceman, depending on the predominance of components of physical severity or neuropsychic tension. The mixed types of military labor include mainly the work of mid-level naval specialists - graduates of specialized secondary military educational institutions.
Here are some examples of the working conditions of specialists and the loads they endure. Let us take some typical professions, to which others can be equated, which are close in the nature of the labor operations performed, in physical severity and neuropsychic tension.
Military labor in a submarine campaign is accompanied by long movements and the performance of labor operations in forced positions (bending, squatting, kneeling, lying), solar starvation and oxygen deficiency, increased breathing resistance, air pollution, low illumination, vibrations, large volumes of various information (sound, light, etc.).
Fatigue is caused mainly by the physical severity of labor and its nervous tension, as well as the discomfort of conditions, high humidity and air temperature. This nature of military work requires a high level of general and special physical training from the submariner.
The military labor of shipboard personnel in ship conditions is characterized by the fact that with the growth of automation and mechanization of ship work, the share of physical labor decreases, the work of many ship specialists is not associated with systematic physical activity; if the latter take place, then their effect on the body is one-sided.
This requires great attention to physical exercise as a means of compensating for the lack of physical activity in the work and life of seafarers. An important applied skill for sailors is: swimming, diving, jumping into the water, rowing and other activities in the water, on the water, near the water.
The necessary physical qualities for seafarers are agility and coordination of movements, speed and accuracy of sensorimotor (sensitive motor) reactions, resistance to motion sickness, adaptation to climate change and thermal stress.
Of the moral and volitional qualities, discipline and collectivism, courage and decisiveness, resourcefulness and initiative, emotional stability are important.
The means of training all these qualities of seamen are professional and applied military physical training.
The work of specialists of ACS, computers has its own specifics associated with long-term observation and control over the operation of various systems and devices, with reproduction and urgent processing of a large amount of information flow, with the execution of fast and accurate movements, work in which is associated with constant tension of the fingers and hands (telegraph operators, operators, etc.), often difficult in coordination, with significant emotional and volitional stress.
People in these professions often cause pain in the muscles of the hands, tendons of the hand and fingers. Often, pains become chronic and force a person to change their profession.
Under these conditions, the role of special physical exercises, aimed at eliminating the deficit of motor activity of workers, self-massage, hardening, and their professionally applied physical training, increases.
They contribute to the development of endurance, flexibility and mobility of the finger, increasing the human performance.
In the above examples, descriptions of the conditions of military labor of naval specialists, there are common features, elements of similarity.
The above examples show that there are significant differences in the conditions of military labor of specialists of different professions. However, good health is essential for all military personnel, high level physical development.
It should also be noted that each military profession requires from a soldier the preferential development of one or more leading physical qualities. So: a Marine needs physical endurance, agility and strength to the advantage; submariner - general and strength endurance, resistance to physical inactivity, the pilot - agility and vestibular stability, etc.
Therefore, the means used to solve the particular tasks of the PPFP of specialists of different military professions are also diverse.
Let us consider some physical exercises and sports from the point of view of their use in PPFP by specialists of different military profiles.
Gymnastics. The recreational, general developmental and professional-applied significance of gymnastics lies in the fact that its exercises bring up such physical qualities like agility, flexibility, muscle strength and etc.; aesthetically attractive body shapes are formed, the ability to control your body in space, maintain and restore balance with a varied and changing support, perform precise movements with individual parts of the body; to educate moral and volitional qualities - courage, self-control, decisiveness with justified risk. All these qualities and properties are professionally necessary for military pilots and marines.
Athletics. Athletics exercises, which are based on the natural movements of a person: walking, running, jumping and throwing, contribute to the improvement of these vital skills and abilities. In addition, they increase the functionality of all organs and systems, especially the neuromuscular, cardiovascular, respiratory, i.e. those who to the greatest extent ensure success in any kind of professional activity.
Various easy exercise athletes educate in a person such important physical qualities as speed and endurance, agility and strength, as well as moral qualities, persistence in achieving goals, the ability to overcome difficulties, willpower, etc.
skiing... Skiing skills are widely used in military science. The physical qualities brought up by a soldier in the course of skiing, contribute to the successful implementation of such cases in which a person needs endurance and hardening to the cold, quick movement on the ground in off-road conditions, and decisive action.
This explains the broad general application of various types of skiing.
- racing and downhill, slalom and other sports. Skiing finds direct application in a number of military professions, not to mention military units, whose service takes place in permafrost and snowy regions.
Swimming. Everyone knows how important it is to be able to swim. But swimming has more than just a utilitarian meaning. There are a large number of military professions associated with work in the water and on the water. For these professionals, the ability to swim is an integral part of their professional training.
Sport games. In the course of sports games, optimal motor responses to various stimuli are brought up - light, sound, tactile (sensitive), etc.
This is of great importance in adapting a person to work on modern machines and mechanisms, since new technology makes high demands on the speed of reaction and accuracy of movements of the specialists serving this technology.
These qualities are necessary in the work of operators of computers and ACS consoles and other professions, where an increased speed of responses to the sudden appearance of an object, the urgency of choice and decision-making is required. For the upbringing of these qualities, sports and outdoor games, various types of combat sports are the most useful.
Specialized sports. In addition to the listed types, there are special applied sports for a number of professions. They help develop professional skills and methods of work in specific conditions, in the specificity of the profession.
Special-applied sports do not yet exist for all professions, but there are a lot of individual exercises, elements of sports that have direct or indirect applied application in this profession.
With a creative search, they can be found not only by physical training teachers, but also by the cadets themselves.
Forms of organization of professionally-applied physical training of servicemen for solving the problems of PAPP, theoretical and practical lessons are used.
Theoretical classes are conducted in the form of conversations and independent study of literary sources. The conditions of military labor of specialists of this profession, the requirements for their psychophysical preparedness, the role of physical training and PPPP in improving the operational capacity of military personnel are being studied. Special attention is paid to the means and methods of training mental properties and physical qualities that are professionally important for a fleet specialist.
Practical classes are held in various forms: special training sessions on PPAP; massive sporting events with professionally applied target setting; individual self-study.
Educational and training sessions. In these classes, students practice their skills and abilities, improve professionally necessary physical qualities.
Mass sports events are held with the aim of not only strengthening physical qualities, but also developing a competitive spirit. The professional orientation is reflected in the conditions of competitions, in the regulations on competitions. The competition program includes certain professionally applied exercises and special sports.
Individual self-study of students in professionally applied physical exercises, elements of specially applied sports is a promising form of organizing PAPP for future specialists of the Navy.
At the same time, it seems necessary to ensure positive changes in the previously established elements of the content and forms of organization of professionally applied physical culture, taking into account the considered tendencies of changes in the processes and conditions of military labor.
In this regard, specialists are faced with the following problems:
First, to clearly define how the ratio of the direct and indirect application of physical culture in the field of military labor should change.
The trend of a progressive decrease in the proportion of significant muscle efforts in a number of types of professional military labor in many (but not all!) Cases reduces the likelihood of a direct "transfer" of the effect of physical exercises on the sphere of professional activity ("transfer" of motor skills and selective shifts in the development of physical qualities ).
But this does not exclude the possibility of another "transfer" here, which is expressed in the fact that general increase the level of functional capabilities of the cadet's organism, strengthening of health, an increase in the body's resistance to unfavorable influences, achieved through the use of factors of physical culture, have a positive effect on any type of professional activity and on the consequences of its impact on the performer.
It is necessary to specifically determine the ratio of the factors of general and special physical training required to optimize various types of professional activity at the present stage and in the future.
In many cases it will be necessary to significantly increase the "specific gravity"
general physical fitness as a factor of integrative provision of general capacity, strengthening health and expanding the prerequisites for the development of changing forms of professional activity. In other words, in this respect, the TFP will obviously approach the general physical fitness.
Secondly, to determine in detail what exactly should enrich the content of professionally applied physical culture in order to increase its importance in the formation of knowledge and skills necessary for the independent use of its values in everyone in order to increase the effectiveness of professional activity, prevent and level the probable the negative impact of production loads and conditions of military labor on general state, capacity and health of the individual.
We are talking about the need for in-depth development and implementation of specific physical education programs, profiled for various types of professional activities.
Thus, it is obvious that the time has come, instead of PPAP programs, to introduce more capacious programs of professional-applied physical culture, which have an expanded cultural-educational and life-applied value, in particular, about the patterns of mutual influence of adaptation effects in the course of chronic adaptation to certain types of activity, transfer of training, interaction of motor skills and abilities acquired and improved in the process of training and mastering the profession.
Literature
1. Kabachkov V.A., Polievsky S.A., Burov A.E. Professional physical culture in the system of lifelong education of youth: monograph - M .: Soviet sport, 2010. - S. 140-159.
2. Order of the Minister of Defense of the Russian Federation of April 21, 2009, No. 200 "On approval of the Manual on physical training in the Armed Forces of the Russian Federation" (Registered in the Ministry of Justice of the Russian Federation on June 30, 2009, No. 14175).
3. Program for the improvement of naval education for the period until 2020. and the Project of the Unified Educational Complex of the Navy (VUNC of the Navy "VMA" -2010).
4. Raevsky, R.T. Professionally applied physical training of students of technical universities: Textbook / R.T. Raevsky. ... A textbook for university students. / Under the general editorship of V.I. Ilyinich, Moscow: Gardariki, 1999.
5. Manual on physical training in the troops and forces of the Navy of the Russian Federation - M .: Ministry of Defense of the Russian Federation, 2010– 266s.
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Problems of training graduates of maritime higher educational institutions on the issues of navigation and navigation safety Ensuring the safety of navigation (navigation) by increasing the efficiency of training of officers of the watch (assistants) at the stage of training at a maritime higher educational institution.
Use of navigation simulators to prepare for navigational watch. Scheme of preparation for keeping a navigational watch in conditions of a shortage of study time for students in non-navigational specialties Key words: additional training; lack of work experience; navigation safety;
formation of competence; admission to keeping a navigational watch; training scheme The problem of additional training of graduates of maritime higher educational institutions on the issues of navigation and navigation safety is characteristic of both the navy and civilian navigation.
Analysis of the regulatory and legal framework, scientific literature, articles on the topic of ensuring the safety of navigation of ships and vessels allows us to conclude that the concept of safety of navigation can be divided into two main components:
safety of navigation and safety of navigation.
The safety of navigation is regulated by international legal acts and documents of national governments. An example at the level of the Government of the Russian Federation is the Regulation on the Federal System for the Protection of Maritime Navigation Against Unlawful Acts Against the Safety of Navigation (approved by Resolution of the Government of the Russian Federation No. 324 of April 11, 2000).
The main international legal document regulating the training of boatmasters is the International STCW-78 Convention (International STCW
Convention, 1978) as amended in 1995 and 2010, which states:
“The Contracting Governments undertake to abide by previous measures, or, if necessary, to take new measures, in order to ensure that, from the point of view of the safety of life at sea, all ships are manned with adequate numbers and skills.”
Thus, in ensuring the safety of navigation, one of the key places is occupied by the issue of the skill level of navigators, and in relation to the ships of the navy, the training of watch officers, in the future, ship commanders. The problem is that the commanders of naval ships for the most part are not navigators in the field of higher professional education, and they are engaged in navigational training in the navy after graduating from a naval higher educational institution, supplementing the knowledge gained at the educational institution.
Directly on the ship, the graduate passes the tests and receives admission to independently maintaining a navigational watch. The system of training officers of watch for naval ships in matters of navigation and navigation safety is multilevel and rather complicated. It is regulated by various governing documents of the Navy and, like any complex system, is vulnerable to the effects of many factors. One of them can be considered human - in one compound the flagship navigator is more demanding, in the other - less.
In the civilian marine fleet, the unification of requirements for ship masters and watch officers has been implemented in practice, certification of boatmasters is carried out with the issuance of relevant documents.
In the navy, where the commander is a navigator by education, this is more the exception than the rule, there is a system of annual confirmation of admission to independent control of a ship for ship commanders, and admission to independently maintaining navigational and navigational watch for watch officers.
However, it should be noted that most of the training of watch officers is carried out by them independently according to established programs and takes a long time.
Therefore, the problem of obtaining security clearance for watch officers is exacerbated by the lack of time.
Practice shows that after graduation from the naval school, naval officers who must be allowed to carry out a navigational watch need additional training. The reasons for this are a number of objective and subjective factors. The objective can be attributed to such as the need to study specific samples of technical means of navigation on a ship, the maritime theater of navigation and the mode of navigation, including international legal.
Subjective factors include such as an insufficient amount of study time to study the basics of navigation, the completion of the study of the relevant disciplines a year before graduation from the university, a relatively short time spent on training navigational watches at sea as a backup for a watch officer.
The implementation of additional training of certified officers in matters of navigation on ships, as is done today, taking into account the shortage of personnel and time, is a forced measure, causing additional load on military command and control bodies.
This problem did not arise today. Back in 1951, Admiral of the Fleet of the Soviet Union S.G. Gorshkov noted that “the large turnover of commanders of ships with an increasing number of incoming new ships required the implementation of a more stringent system of obtaining a permit for self-management by ship ". The toughening of the requirements for candidates for watch officers should be aimed primarily at stimulating the process of self-training, a creative approach to self-education of watch officers as future ship commanders, throughout their service.
The professional education received by cadets within the walls of higher maritime educational institutions is aimed at acquiring by students in the process of mastering basic professional educational programs of knowledge, skills, skills and the formation of competence of a certain level and volume, allowing them to conduct professional activities in a certain area and (or) perform work on specific profession or specialty. The main focus of efforts to improve the quality of training graduates in navigation (navigation) should be to strengthen the role and responsibility of higher educational institutions for the quality of training.
The International Convention on the Training, Certification and Watchkeeping of Seafarers, 1978, as amended in 1995 (STCW-78/95), established a set of specific requirements for the training and means of education of maritime specialists. Along with shipboard equipment, the Convention allows the use of simulators as a means of training and assessing the competence of ship crew members.
In order to comply with the principle of training officers of watch “I know - I can - I do” in conditions of a shortage of training time during training at the Naval Institute for cadets of non-navigational specialties, the use of specialized training complexes is extremely necessary.
Only the use of simulators makes it possible to work out the skills of a watch officer in controlling the ship, in organizing lighting of the external situation with technical means of observation, in fulfilling duties to ensure the navigational safety of navigation, in the production and implementation of navigational tactical calculations.
At the same time, simulator training allows for automated control of students' knowledge. Testing the knowledge, skills and abilities of trainees is a difficult stage in the learning process. For a teacher, it is difficult in theoretical, methodological and organizational terms, and for trainees, psychologically. Nevertheless, automated control of knowledge increases the objectivity of the assessment with repeated use, since the likelihood of an accidental result is reduced.
When teaching cadets on the issues of navigation, the schematic diagram of the training of watchmen may look as follows (Fig. 1) This scheme is built for the option of preparing cadets for keeping a navigational watch, according to the training profile, having a different specialty.
This takes into account the following:
1) The presence in the daily routine of mandatory hours of self-study and scheduled consultations.
2) The possibility of bringing the issues of the training program for keeping a navigational watch for the final state certification.
3) Possibility of passing for admission to keeping a navigational watch at intermediate certification in the relevant disciplines.
4) Possibility of practical development of issues of keeping a navigational watch on ship practices and internships.
The admission to conduct a navigational watch for students in non-navigational specialties, obtained at a higher naval educational institution, has the following features:
1. It should be carried out by a commission with the participation of representatives of the fleet.
2. The wording must contain a clause on simple sailing conditions.
3. After obtaining admission, the graduate must take a practical examination at sea. This is due to the fact that he should study the navigation aids of a particular ship, features of maneuvering control, sea theater and navigation mode.
4. Teachers appointed to the committee should be held accountable for the decision.
In modern conditions, it is objectively impossible to prepare a graduate of a naval educational institution to independently carry out a navigational watch directly at a higher naval educational institution.
The proposed scheme will significantly reduce the time for additional training of a graduate.
The study and analysis of information flows, detailing the aspects of training, will make it possible to build a training model on the basis of the scheme. Taking into account the specific conditions and capabilities of the training material base, the use of such a model will increase the effectiveness of training.
Applying the proposed training option, you can stimulate the creative process of self-training of cadets in a specific area of training.
There is no doubt that the problem caused by the lack of work experience of young specialists for their intended purpose can be solved in two ways:
Formation of skill and ability to self-study and correct 1) choice of options for action.
More practical orientation of the training of graduates on 2) issues of navigation and navigation safety.
To solve these problems, it is necessary to apply modern teaching methods, the latest simulators, and promptly respond to the requirements for graduates of maritime higher educational institutions. This puts forward additional requirements for the teaching staff, but is the only possible option for improving the quality of training of graduates, and, as a result, reducing the risk of navigational accidents and increasing the safety of navigation.
Literature
1. Balyko S. "Training of specialists of the Navy, problems and solutions."
Collection of scientific works of the branch of the All-Union Scientific Center of the Navy "VMA" No. 8 / s, p. 5-7, Kaliningrad, 2013.
2. Bartyshev A. .. "Requirements of guidelines for the training of watch officers and their implementation in the qualification requirements of the Navy, problems and solutions."
Collection of scientific works of the branch of the All-Union Scientific Center of the Navy "VMA" No. 8 / s, p. 7-11, Kaliningrad, 2013.
3. IV Kasatonov. "I am in command of the fleet", Moscow, "Andreevsky flag", 2004, p. 253.
4. Proceedings of the interuniversity scientific and methodological conference "Trends in the development of naval education and requirements for the training of officers", St. Petersburg, April 24-26, 2001, Naval Engineering Institute, 2001, p. 208.
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Theoretical foundations of methods of interactive teaching of students (cadets) in the discipline "Fundamentals of tactics of the Navy"
The modern science of education has approached the moment when the need arose to create pedagogical technologies that provide the most important thing in the educational process - the development of the personality of each student. The basis of the methodology for interactive teaching of students (cadets) will be the development and scientific substantiation of new, more interesting, more effective, from the point of view of pedagogy and education, interactive methods, which include the features of training listeners (cadets) and give the maximum result in the educational process. The main goal of interactive training of trainees (cadets) should be to achieve a high professional level of training of a future officer-specialist.
Based on research and analysis practical issues the organization of the educational process using forms and methods of interactive teaching of students (cadets), the stages of developing an interactive teaching methodology are determined, and in order to quantitatively reflect the requirements for the level of knowledge, skills and abilities of listeners (cadets), the study introduces target learning indicators, which are divided into two groups: quantitative and qualitative. These scientifically grounded provisions will help determine the direction in the development of methods for interactive training of students (cadets) in the discipline "Fundamentals of Navy tactics", which will meet modern requirements for higher professional education. Key words: methodology; interactive learning; cadet; the officer; learning indicators;
tactics; navy In pedagogical practice, the term "active methods and forms of education" has long been used, which unites a group of pedagogical technologies to achieve a high level of activity of students' educational activities. The modern science of education has approached the moment when the need arose to create pedagogical technologies that provide the most important thing in the educational process - the development of the personality of each student, his activity. Modern learning conditions dictate the requirements for the minimum computer knowledge of each student in a higher educational institution, therefore, it is very important when teaching students (cadets) to take into account the fact that modern information technologies are becoming of paramount importance.
In the proposals for the modernization of education at the present stage, which were voiced by the President of the Russian Federation V.V. Putin, along with the primary tasks: a special place is occupied by the informatization of education.
Informatization of education is the process of providing the education sector with methodology and practice for the development and optimal use of modern or, information technologies focused on the implementation of the pedagogical goals of training and education.
In the conditions of modern society, the information and communication competence of a teacher, his ability to solve professional pedagogical problems with the involvement of information and communication technologies, is becoming an important component of his professionalism.
The purpose of developing a methodology for interactive teaching of students (cadets) in the discipline is to develop new, more interesting, more effective, in terms of pedagogy and education, interactive methods, so that they include the features of training listeners (cadets) and give the maximum result in educational educational process.
Methodological and theoretical basis the development of methods of interactive learning were the works in the field of didactics and methods of higher professional education, curricula for the discipline, as well as research on the problems of the development of cognitive interests.
In addition, the study and analysis of pedagogical literature and current guidance documents on special training, analysis of the content of various didactic material, observation of the educational activities of students (cadets) in various types of training sessions made it possible to scientifically substantiate and determine the directions in the development of interactive teaching methods.
In modern pedagogical practice, several dozen new strategies, methods and techniques of teaching, including interactive ones, have been developed and applied.
A modern teacher, regardless of the academic discipline, must possess the necessary "arsenal" of interactive teaching methods and be able to use them in the educational process.
In this regard, one of the main goals of interactive learning is the formation of information culture of listeners (cadets). The main characteristics of the use of modern information technologies are the possibility of differentiation and individualization of training, as well as the possibility of developing the creative cognitive activity of listeners (cadets).
Conducting training sessions in an interactive form using computer programs or models allows you to study the most complex processes or phenomena without significant costs. Computer testing and control programs will allow students (cadets) to master the material through self-control or objectively test their knowledge when using independent control.
To date, the most serious problem of training is the optimization of the educational process. In this regard, the teacher must be ready to master the process of integrating various subjects and technologies, must understand and accept the unlimited possibilities that a computer and high-quality software provide.
The use of new information technologies in the educational process makes it possible to differentiate the learning process of students (cadets), taking into account their individual characteristics, makes it possible for a creatively working teacher to exercise flexible management of the educational process, is socially significant and relevant.
The methodology is defined as a description of specific techniques, methods, techniques of pedagogical and management activities in the process of teaching and training students (cadets), which includes the most general methods and organizational forms used in the development of educational elements. Based on the definition of the methodology, it is possible to formulate the concept of a methodology for interactive teaching of students (cadets), which will be understood as a set of techniques, forms, methods and ways by which an organized, systematic and systematic educational process of mastering by students (cadets) knowledge, skills, skills, ensuring the achievement of the set learning goal.
The analysis of the guiding documents on the organization of tactical training allows us to determine, in general, the content of the interactive training methodology for students (cadets):
Forms of training, ensuring the mastering of the content of the educational material by the listeners (cadets);
Methods, methods and techniques for the formation of the specified levels of knowledge, skills and abilities and their control.
The focus of interactive training of students (cadets) in the course of the educational process should be determined by qualification requirements and competencies.
The main goal of interactive training of students (cadets) should be to achieve a high professional level of training of the future officer
- a specialist.
The forms and methods of interactive learning include the following:
conversation, presentations, discussions, "round table" method, "business game method", "practical work contests" with their discussion, "role-playing games", "trainings", "collective solutions to various problems." Interactive learning increases the motivation and involvement of students (cadets) in solving the discussed problems, which gives an emotional impetus to subsequent search activity. In addition, interactive learning forms the ability to think out of the ordinary, to see a problem situation in your own way, ways out of it; justify their positions; develops traits such as the ability to listen to a different point of view.
On the basis of research and analysis of practical issues of organizing the educational process using forms and methods of interactive teaching of students (cadets), the stages of developing an interactive teaching methodology are determined:
The first stage of developing an interactive teaching methodology does not cause any difficulties, since the goals and objectives of training students (cadets) in the discipline are quite clearly defined in the qualification requirements for officers-graduates of higher military educational institutions. At the same time, clarification of the goals of interactive teaching of students (cadets) will allow in the future to more reasonably form the content of interactive didactic educational material.
The second stage in the development of interactive teaching methods is the definition of educational material and the distribution of study time in accordance with the curriculum and curriculum of the discipline. A fairly confident decision on the selection of the necessary training material for the personnel of the ships can be made on the basis of the totality of the content of the course for passing the discipline and the developed model of interactive learning.
At the third stage of the work, it is necessary to determine the educational elements and set the requirements for the quality of knowledge, abilities and skills, it is necessary to determine the organization of control and learning outcomes of students (cadets) in the discipline.
At the fourth stage, the structure and content of the interactive teaching methodology is directly determined.
In order to quantitatively reflect the requirements for the level of knowledge, skills and abilities of students (cadets), the study introduces learning targets, which are divided into two groups: quantitative and qualitative.
These indicators have the following meanings and rationales:
1. The level of assimilation. In order to formulate the requirements for the quality of training in students (cadets), it is necessary to determine the level of assimilation, which can be used to assess the quality of knowledge among students (cadets) and to assess, as well as to measure the degree of mastery of educational material during computer testing.
Based on the above provisions, the process of interactive training of students (cadets) should be as follows. The trainees (cadets) have some basic knowledge gained both as a result of training before entering higher military educational institutions, and as a result of training in related and related disciplines in it, therefore, they must pass a preliminary knowledge test and, based on its results, a conclusion is made about their level of training. In the course of interactive training, with each study of a new educational material, the mastery of this material by the listeners (cadets) should be checked. If the listeners (cadets) pass these control points, then they continue further training, etc.
2. Skills. The problem of establishing requirements for this element in the course of interactive training of students (cadets) is simplified by the fact that there is a list of special standards, which is determined by the guidelines.
The key point of the fourth stage of the formation of the interactive training program for students (cadets) is both the definition of the study time allotted for all types of training sessions in an interactive form, and the time for independent work of students (cadets) using new computer training and control tools.
3. Skills. Team-methodical skills and educational work skills of students (cadets) should be worked out according to a separate plan and must be coordinated with the process of interactive teaching of students (cadets) in the discipline.
4. Complexity - depends on the level of presentation of the educational material and its volume, which must be provided for study to listeners (cadets) to achieve the learning goal. Here it is advisable to apply the principle of teaching "from simple to complex", which will mean movement in the course of learning from the lowest level of presentation of educational material to the highest.
5. Difficulty. This concept is associated with the level of mastering the educational material and depends on the listeners (cadets) themselves, i.e. on the degree of his training and on his mental abilities.
Modern combat requires from personnel the ability to wield military equipment and weapons, high moral stability, the ability to perform their functional duties under conditions of extremely high psychological stress. In this regard, in the developed methodology of interactive teaching, educational and educational processes of teaching should be reasonably combined. For this purpose, in the method of interactive teaching, it is necessary to determine the directions and procedure for developing command and methodological skills and educational work skills, directions and order of formation among students (cadets) necessary qualities a leader officer.
Thus, the planning and organization of interactive training for students (cadets) in the developed methodology should be based on the following principles:
The principle of scientific teaching;
Learning what is needed in war;
Visibility of teaching;
Consistency, consistency and complexity in training;
Preparation at the level of available difficulty;
Strength of knowledge, abilities, skills.
At the same time, the principles form a system, an integral unity, fastened by a close relationship. The implementation of one principle is associated with the implementation of others: activity and systematicity - with strength, accessibility - with scientific character, etc. Together, they reflect the main features of interactive learning and are implemented in the methods of teaching and training students (cadets) in the discipline.
The transition of the command and control system and organization of the Navy to a new look dictates its requirements for the level of training of all categories of servicemen for solving a different spectrum of daily and combat missions. The main resource in the new organization is becoming a highly qualified and competent officer-specialist, which invariably required the achievement of a new quality of higher education in military educational institutions.
The above scientifically grounded provisions make it possible to determine the direction in the development of methods for interactive training of students (cadets) in the discipline "Fundamentals of Navy tactics", which will meet modern requirements for higher professional education.
Literature
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Diagnostics of the moral and psychological state of military sailors during the period of fulfillment of the tasks of sea voyages. Separate results of diagnostics of the study of the influence of the peculiarities of sea campaigns on the moral and psychological state of sailors are shown. psychological conditions for completing tasks;
long sea voyage; mental hunger; restriction of movement; restriction of communication;
restriction of rest; climate change The main purpose of the Russian Navy is to ensure the security of the state in the adjacent maritime zones. To realize this purpose, warships and fleet support vessels perform tasks during sea voyages, the main form of which is combat service.
During the period of being at sea, the military-political situation in the navigation areas, the moral and psychological conditions for fulfilling the tasks of a long sea voyage leave an imprint on the consciousness and behavior of a naval sailor.
The military-political situation in the navigation areas has a profound and versatile influence on the ship's personnel. Being far from the Russian shores, the sailors feel more seriously that they belong to Russia, its strength and strength, they more clearly understand the political significance of the combat training tasks and their activities for the security of the Fatherland. Staying away from home, visiting foreign ports, military and political events taking place in or near the navigation areas stimulate the activity of sailors.
Such military-political conditions develop the strength and stability of the convictions of the citizen-patriot, socially significant motives of behavior, will and self-exactingness. The combat readiness of servicemen is increasing, their responsibility for the assigned task is increasing, and discipline is improving.
The study and analysis of the experience of the combat service of the ships of the Baltic Fleet over the past 10 years makes it possible to assert that the sailors are proud of the responsible tasks entrusted to them and trust, they consciously and responsibly relate to the fulfillment of their duty. A striking example of this is the performance in 2009-2012 by the ships of the Navy (including the Baltic) of the tasks of combating piracy in the Gulf of Aden.
The morale of naval sailors on long voyages is affected by the close proximity to Russian warships of the ships of the Naval Forces of NATO member countries.
Russian sailors sometimes have to face moral and psychological pressure on their own consciousness of foreign special information warfare units.
However, this does not destabilize the moral and psychological state of Russian sailors, but on the contrary increases internal mobilization and vigilance, ensures clarity of actions, and accelerates the process of improving combat skills.
The originality of the military-moral conditions of the activities of the naval servicemen, which has moral and psychological consequences, is associated with the peculiarities of the naval organization and the unwritten moral norms of behavior that exist in naval collectives. Service in the Navy has long been considered honorable among the people.
The idea of the Russian fleet is associated with the images of the famous naval commanders FF Ushakov, P.S. Nakhimov, their heroic victories over enemies; the heroism of Russian and Soviet sailors in the Gangut, Grengam, Sinop, Chesme battles and during the Great Patriotic War of 1941-1945.
The psychological conditions for fulfilling the tasks of combat service, which have no analogies in the activities of servicemen of other branches of the Armed Forces, leave a special imprint on the moral and psychological state of military sailors.
Military service on a ship affects the human psyche, primarily by its difficulties and dangers.
The impact of these difficulties on the mental state of a naval sailor was described in detail in their textbooks and monographs by well-known researchers in the field of naval psychology G.A. Bronevitsky, Yu.P. Zuev, A.G. Maklakov, I.A. Sapov, A.S. Solodkov, A.M. Stolyarenko.
The mental state of a naval sailor on a long voyage is seriously influenced by hazard factors associated primarily with the unusual phenomena of the sea. Thus, a change in the weather at sea draws attention to itself and causes certain emotional reactions. Strengthening of the wind and, as a consequence of this, the roughness of the sea can give rise to some sailors the idea of the danger of this natural phenomenon for human life. However, experienced sailors under these conditions awaken increased activity and readiness for trials and difficulties.
The pitching has the strongest effect on sailors. As a result of rolling and pitching, vertical movement of the ship, a person experiences various accelerations.
Such impacts are especially great on surface ships of small displacement:
small missile ships, small anti-submarine ships, base and raid minesweepers. They cause unusual sensations in a person due to the movements of internal organs. The habitual system of human perception is disrupted. All this leads to the phenomenon of motion sickness ("seasickness").
The degree and signs of motion sickness can be different: with severe motion sickness - frequent vomiting, temporary loss of working capacity, apathy; with a lesser degree of motion sickness - headache, dizziness, nausea, deterioration in appetite, sleep and mood, involuntary switching of attention to internal sensations, weakening of memory and loss of interest, difficulty in performing mental operations.
The sailor's psyche is negatively affected by the duration of sea voyages without sufficient conditions for full recuperation. It causes a deterioration in performance, leads to a decrease in the quality of work and overloads.
Fatigue, from a psychological point of view, manifests itself in a feeling of heaviness in the head, a decrease in the performance of the musculoskeletal, auditory and visual apparatus of a person. Of the mental cognitive processes, it mostly changes for the worse: perception, presentation and attention.
The monotony of influences on the psyche of sailors is the third characteristic factor of long sea voyages. The monotony of the seascape, the premises of the ship, lighting, color, smell and the surrounding persons leads to a satiety of mental activity with some sensations and a lack of other sensations.
The main signs of this state of "mental hunger", which is called mental deprivation, include: tension, fatigue, boredom, melancholy, anxiety, decreased emotional tone and mental abilities, the appearance of auditory and visual illusions, interrupted sleep, motor restlessness.
Sensory deprivation leads to: negligence in actions and mistakes on the part of radiotelegraph operators, acoustics, minders, that is, those specialists who require increased attention and well-developed motor qualities; weakened vigilance and decreased readiness to act in extreme conditions.
The monotony characteristic of the activity of some ship specialists on long voyages can also cause another negative mental state - dullness. The monotony of the external conditions and content of the work, the repeated repetition of the same simple actions that do not require creative efforts, contribute to the consolidation of the same mental processes.
Mental activity freezes at one, stable, but low level of activity.
This mental state provides high quality standard actions, but narrows the attention, memory and thinking of a person, leads him to commit mechanical, rash actions.
Limitation of mobility is a peculiar physiological and psychological factor during the period of fulfillment of tasks of long-distance trips.
The human body, like the body of any animal, needs not only food and water, but also motor activity. A decrease in the required number of movements leads to functional disorders in the body, called hypodynamia.
With the normal movement of a person on foot at 8-10 kilometers per day, military sailors on long voyages have a daily dose of foot traffic that does not exceed 800-1000 meters.
With the development of hypodynamia, there is a violation of both the biological functions of the body: obesity, increased fatigue, surges in blood pressure; and psychological. Attention and reaction speed deteriorate, the number of errors in the performance of mental actions increases, and irritability develops. A person feels a general weakness, more and more begins to show indifference in the performance of his functional duties.
Limiting the circle of persons with whom sailors communicate for a long time and closely on a voyage is, like the previous ones, a negative psychological factor.
For several months of combat service, sailors begin to bore each other:
get annoyed over trifles, often break into shouts and sometimes even go so far as to physically insult each other.
A characteristic feature of sea voyages is the long separation of the ship's serviceman from his family, relatives and friends. Not being able to see family and friends, a sailor often becomes withdrawn and absent-minded, and any not only negative, but even neutral judgments of others regarding family life can cause negative reactions of a soldier and even provoke an interpersonal conflict. The seamen who have little experience of independent family life endure the separation the hardest.
Any long sea voyage is accompanied by a change in climatic zones and seasons, unfavorable climatic conditions.
As a result of these shifts, the body of sailors is forced to constantly tune in and rebuild to a certain climate.
Swimming in unusual climatic zones is always associated with increased psychological difficulties.
When sailing in polar latitudes, the danger of collision with ice floes, the possibility of icing, difficulties in servicing the material and weapons of the ship, limited visibility and its sharp changes, the particular use of radio and navigation aids, also give rise to certain psychological difficulties in performing the tasks of long voyages.
Has certain difficulties acclimatization and activities of people and when swimming in tropical latitudes. This is due to the prolonged exposure of the sailors to high temperatures in the absence of night cooling, intense solar radiation, increased heat load while keeping watch at the heated equipment and mechanisms in the premises of the ship. The tropical zone is characterized by a low percentage of oxygen in the air, low pressure, no wind and high humidity. All this leads to dehydration of the body, psychological apathy, lethargy and lack of confidence in movements.
In the tropics, the work of some naval specialists becomes more complicated due to the need to adapt to unusual conditions, which manifest themselves in the form of mirages, refractions, and changes in the conditions for the passage of radio waves.
Limited opportunities for rest when performing combat service tasks is another factor that negatively affects the moral and psychological state of sailors. Workplaces and places of rest for servicemen practically do not differ from each other. During swimming, the variety of forms of recreation is narrowed, and many of them are not at all feasible. Sleep conditions are also difficult on ships, due to rolling, noise and vibration.
All the above considered features of long-distance sea voyages and their impact on the moral and psychological state of sailors are directly related not only to the military personnel of the Navy, but also to representatives of other maritime professions.
It is important that these features are actively taken into account in the work of the command staff of ships and vessels, and that they also choose the appropriate forms and methods of activity to reduce the negative impact on the character and behavior of the subordinate features of these features.
Literature
1. Bronevitsky G.A., Zuev Yu.P., Stolyarenko A.M. Fundamentals of Naval Psychology / ed. V.M.
Grishanova.-M., Military publishing house, 1977, pp. 20-36, 193-217.
Bronevitsky G.A. Psychology of military sailors: mental states.-SPb, publishing house 2.
"Education-Culture", 2001, pp. 99-126.
Kalyuzhny A.A. Principles, forms and methods of training and education of military personnel.-M., Magazine 3.
Ministry of Defense of the Russian Federation "Landmark", 2007, No. 2.
Smuglin F.S. On the state of the fighting spirit of the personnel of the Navy.-M., Almanac 4.
"Mars", 2007, No. 5.
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Simulator training is a way to improve the safety of navigation The analysis of differences between role-playing games and traditional teaching methods in training cadets as part of calculations on simulators and training boats is carried out. Key words: role-playing games; combat crew; teaching methods; management decision;
teamwork; calculation of the main command post; practical lesson The accident of ships at sea is an objective reality, the existence of which is due to the complex nature of external and internal factors accompanying navigation and the very nature of human activity. Complete exclusion of accidents is impossible.
Reducing accidents is a combination of the use of technical advances and taking into account the "human factor", in particular, such psychophysiological indicators as fatigue, information load, characteristics of human perception and intelligence.
The current state of development of technical means and methods of navigation requires a change in the approach to professional training of navigators.
Increasing requirements for the quality of maritime education, determined by the requirements at the level of the International Maritime Organization (IMO), focuses on improving the approach to the educational process in all professions, including the leading maritime profession - the profession of a navigator.
Improvement of the means and methods of navigation aimed at improving the professional training of navigators and research in this area is an urgent problem, the solution of which contributes to a stable increase in the safety of navigation.
A trained navigator of the watch should have, among others, the following qualities:
- the ability to recognize what poses the greatest danger;
- the ability to prevent negative developments in an extreme situation;
- the ability to take responsibility for a decision made or not;
- the ability to focus on what is important, despite the distractions;
- the ability to retain in memory the information necessary for the current work;
- the ability to maintain high performance of mental activity in a situation of limited time;
- ability to organize effective work field watch;
- the ability to involve different sources of information for analysis;
- the ability to anticipate scenarios.
Conducting classes in the form of an educational role-playing game is most relevant for cadets, whose further service involves the performance of official duties as part of various combat crews, where the end result is a decision based on the actions of the entire crew in a complex and unclear situation, when solving problems that do not have an unambiguous ethical solutions and an environment of friendliness and understanding.
The role-playing game differs from traditional, recommended teaching methods by the following features:
- when using an educational role-playing game, the learning process is as close as possible to real practical activity, since in the course of its implementation, the model of the activity of one or two or more really existing officials is being worked out;
- in an educational role-playing game, all the participants in the game play specific roles (combat crew) and during the game make managerial decisions in accordance with the interest of their role.
Due to the fact that interests for different roles do not coincide, players have to make these decisions in a conflict situation;
- educational role-playing game, being a collective teaching method, involves the development and implementation of collective decisions;
- in an educational role-playing game, special means create not only a complex and instructive environment for students, but also a certain emotional mood of the players, the maintenance of which, in combination with the above features, makes it possible to significantly activate and intensify the learning process to achieve the set goals;
- the special significance of the role-playing game lies in the fact that it allows you to practice the military-professional activities of various categories of officers, in this case the officer of the watch as a direct executor of his duties, both from the position of performing certain actions and calculations, and from the position of monitoring activities of subordinates;
- educational role-playing game instills the ability to interact in a team in the development of managerial decisions and their implementation in the performance of assigned tasks.
Practical exercises in the form of a role-playing game are held during the general sea practice on training boats, where the actions of cadets in controlling boat maneuvers and using communication means are practiced on actual exits to the sea under the guidance of the head of the practice. The general sea practice is preceded by basic training within the walls of the institute.
In the course of basic training, practical exercises in the form of an educational role-playing game are conducted with cadets on the "Bridge 2000" complex simulator, which allows the preparation of the calculation of the Main Command Post (GKP) in the main areas:
- control and maneuvering of a ship (vessel),
- control of the main power plant,
- control of the main power plant,
- organization of a navigational watch,
- radar surveillance and laying,
- the use of ARPA.
When conducting a practical lesson in the form of an educational role-playing game in a study group, the leader, after an introductory speech and checking the readiness of students, makes:
- division of the group into three calculations and the distribution of roles within the calculations in accordance with the topic of the practical lesson. The list of training positions for conducting classes includes the positions of the ship's commander (captain), officer of the watch, navigator of the watch, helmsman of the watch, navigator of the watch radio operator, numbers on the machine telegraph, communication numbers, signalmen;
- appointment of one of the calculations - by the calculation of "participants", the second and third calculations - by the calculations of "experts".
- determination of the time allotted for solving the problems of introductory and submission of introductory calculations of "participants" and "experts" according to the plan.
Having understood the problem, the calculation of the "participants" independently proceeds to develop the correct solution to the input on the main bridge of the simulator. In parallel, the calculations of "experts" perform similar actions on small bridges No. 2 and No. 3 of the simulator under the guidance of trained instructors. The correct decision in relation to the topic of the practical lesson is a certain sequence of commands, actions and reports.
After the report of the decision, the calculations of the "experts" evaluate its correctness and indicate the main shortcomings, and each student evaluates the actions according to the role assigned to him by the leader. In the future, the teacher changes the statuses of calculations, the roles of cadets within the calculation and continues the lesson according to the same scheme.
Thus, the participation of all study group in making decisions on all introductory classes and visibility of the correct actions of the entire calculation for the assigned roles. The cadets not only see how it should be, but they themselves act as executors of the correct decision.
Conducting practical exercises in the form of an educational role-playing game allows you to arouse interest in the issues under study, intensify cognitive activity, work out command-methodological skills and, thereby, improve the quality of education.
Literature
1. Theses of the speech of the Secretary of State - Deputy Minister of Defense of the Russian Federation, General of the Army of the NA. Pankov at a meeting of the press club of military observers of the Ministry of Defense of the Russian Federation on January 21, 2009 (www.mil.ru).
2. Federal program "Reforming the military education system in the Russian Federation for the period up to 2010" (Resolution of the Government of the Russian Federation of May 27, 2002 No. 352).
Knowledge Volume 35 Moscow Cheboksary UDC 008 (470 + 571 + 520) +140.8 BBK 87.2 (2 Ros) Ш 75 K.I.Shilin. RUSSIAN CHUVASH. ECOSOPHY OF THE FUTURE. Ethnopedagogy as the basis for improving ethnocultural ... "
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The traditions of widespread use of physical training means in the course of the educational process of cadets for the qualitative solution of the problems of teaching and upbringing were laid from the first days of the formation of our educational institution. Graduates of the school defended our Motherland with honor during the Great Patriotic War, many of them passed on their combat experience to the cadets of military schools in the postwar years.
The fifties are marked by the rapid development of mass shooting sports during field training. Dozens of cadets and officers became first-grade students. The combined teams of the school have always become prize-winners at district competitions. In February 1955, a shooting conference was held at the school. Master of Sports of the USSR in rifle shooting, Major Klimok I.A. shared his experience of conducting well-aimed fire, gave advice on methods of teaching cadets to firepower.
In the field, the TRP standards were effectively passed. 95 percent of the cadets fulfilled the norms in various sports, and approached the transfer and state exams with high sports results. It should be noted that physical fitness was included in the state exam. This circumstance largely determined the priorities in the training of future officers, the high level of physical development of graduates.
In 1959, sports teams of the Far Eastern Higher Combined Arms Command School took part in competitions for the championship of the Armed Forces among military schools in the Siberian and Far East zones. The ten strongest triathletes of the zone from our teams included cadets V.N. Tarasov. and Pyanzin V.P. The first places were taken by sports teams in bullet shooting, grenade throwing and athletics. These teams were awarded the challenge prize of the USSR Minister of Defense. In the same year, Lieutenant Shabarshin F.I. one of the first in the Amur region to fulfill the norm of the USSR master of sports in bullet shooting and became a prize-winner of the Championship Armed Forces USSR.
The sixties are characterized by the massive participation of the combined teams of the school in the championships and championships of the city and region. Colonel of the reserve V.I. Zamyatin: “The national teams in gymnastics, acrobatics, weightlifting, basketball, volleyball, cross-country skiing and speed skating... Cadet A. Eflagov becomes the champion and record holder of the Amur Region in 1965 in weightlifting, and the representative of the Mongolian People's Republic, cadet Li Kon Sen, also became the strongest in the region. In the same year, cadet V. Kovalenko was awarded the title "Master of Sports of the USSR" in acrobatics, cadet V. Shekhovtsev sets a regional record in javelin throw (66 m). The school's track and field team set an area record in the relay race 4 x 400 m - 3 min. 38.4 seconds, confirming the status of favorites in the relay disciplines. The strongest handball team of the Amur region and the Far Eastern region was prepared by a young teacher, junior lieutenant V. Ignatov. In this legendary team, the future deputy head of the institute, cadet V.P. Pavlov, future teacher, cadet Andryushchenko S.N., shone in this legendary team. Our handball players took the honorable 4th place at the championship of higher educational institutions of the Soviet Union, having previously won the championship of higher educational institutions of the RSFSR. Not a single team of our school has achieved such success. Under the leadership of junior lieutenant V. Ignatov, the school's national ice hockey team also achieved significant success.
During physical training sessions great attention was given ski training and throwing grenades. In other sections, classes were held at the company location in the building hall, for which there were two pairs of bars and crossbars, a gymnastic horse, a platform for lifting weights and a barbell, gymnastic mats. "
It should be noted that all physical training sessions with cadets were conducted by platoon commanders. The head of physical training and sports was involved in the organization and planning of physical training at the school, and the entire teaching load was carried out by the command link. In 1965, the cycle of physical training began, and in 1966 the Department of Physical Training and Sports was formed. The first head of the department was Major Shpolyansky K.S.
Over the years, the heads of the department were: Major Shpolyansky K.S., Lieutenant Colonel Kobets A.N., Lieutenant Colonel Maksimov A.P., Lieutenant Colonel Gavrilov E.Ya., Lieutenant Colonel Mikryukov L.A., Lieutenant Colonel Koveza V.V., Colonel Zamyatin V.I., Lieutenant Colonel Minin S.V. Currently, the head of the department is Lieutenant Colonel P.A. Zhilyaev.
Following the results of the XIV review of the competition sports work among the military schools of the Armed Forces of the USSR in 1972, the school took the 5th place, and was awarded a diploma of the Ministry of Defense of the USSR.
We are especially proud of the successes of V. Dorovskikh, a 1972 graduate, and I. Nikitin, a 1974 graduate. In 1979, V. Dorovskikh became the champion of the 7th Summer Spartakiad of the Peoples of the USSR in walking 50 km and the winner of the unofficial World Championship - the Lugano Cup at the same distance. Nikitin Igor became a silver medalist XXII Olympic games in Moscow in 1980, set 7 records in Europe and the World.
Since 1959, sports performance reviews have been held annually in the Soviet Armed Forces with the aim of developing mass sports in units and military educational institutions. Since 1984, the staff of the school has held the first place in mass sports work in the Red Banner Far Eastern Military District. He constantly takes prizes in competitions for the championship of the city of Blagoveshchensk and the Amur region.
In 1987, in the XXIV review of mass sports work in the Armed Forces of the USSR, the school took the sixth place among the universities of the Ground Forces, and was awarded a diploma of the Commander-in-Chief of the Ground Forces, and in 1991 the school took 1st place among the universities of the Ground Forces, awarded the Cup.
In 1987, three cadets of the school became masters of sports of the USSR, in 1988 two more masters of sports of the USSR were trained, and in the 1989-1990 academic year - four. The overwhelming majority of cadets had sports categories and were badges of the VSK. In 1991, the combined team of the school in military triathlon under the leadership of Major Zhilyaev P.A. became the bronze medalist of the Championship of universities of the Land Forces of the Armed Forces of the Russian Federation, cadets V. Koptev and D. Doronenko fulfilled the master of sports norm, they also became prize-winners of the championships of universities and the Armed Forces in individual competitions. These successes were achieved largely thanks to the painstaking work of the teachers of the Department of Physical Training and Sports, Lieutenant Colonels V.N. Ivchenko, A.V. Sidorov, S.V. Minin, Major P.A.Zhilyaev. under the leadership of the head of the department, Lieutenant Colonel V.V.
The development and improvement of the material base of the department went on. A sports hall was built in 1981. At the end of the 80s, a wrestling and hand-to-hand fighting hall was equipped, a training camp was built, a methodological class was equipped, visual agitation of an obstacle course and a hall was carried out, playgrounds were built, company sports bases were created. A special merit in this belongs to the head of the department, Lieutenant Colonel L.A. Mikryukov, who personally developed and installed gymnastic structures in the locations of the companies and the gymnasium of the school. A second hand-to-hand combat area has been equipped. The content of the methodological office has been brought in line with the new requirements of the Manual on Physical Training (NFP - 2001). Over the past 4 years, the teachers of the department have introduced more than ten rationalization proposals to improve the educational and training process. Methodological manuals on various sections of physical training have been developed for unit commanders, sports organizers and company foremen.
The team of the school in officer triathlon under the guidance of the teacher of the department, Lieutenant Colonel V.M. Kraev, performed successfully. In 1993, Colonel Okhotnikov V.A. became the silver medalist of the Championship of universities of the Land Forces of the Armed Forces of the Russian Federation in his age category and fulfilled the norm of the master of sports of Russia in officer triathlon, in 1995 Lieutenant Chesnokov D.A. became the bronze medalist at the same competitions, he was also awarded the title of Master of Sports of Russia ".
In recent years, the school's wrestlers and hand-to-hand fighters have achieved significant success. Under the guidance of the trainer senior warrant officer Kolesnikov Yu.B. the combined team of the school has repeatedly become the champion of the KDVO. In addition, cadet Gladyshev M.M. became the strongest on all-Russian tournament"Druzhba" in 2002 in sambo wrestling and deservedly received the title "Master of Sports of Russia", he is also the champion of the Far East in 2001.
Cadet Petrov D.A. became the silver medalist of the 2001 Russian Championship in artistic gymnastics in exercise on horseback, he was awarded the title of "Master of Sports of Russia".
Lecturer of the department Captain R.V. Chekanov - three-time champion of the KDVO in officer triathlon.
Traditionally, the national volleyball team performs well - multiple champion regions and cities, winner of numerous cups and tournaments. In 2003, they became the strongest at the Festival of Physical Culture and Sports among higher educational institutions of the Far Eastern Federal District.
Keeps up with volleyball players and football team under the guidance of coach A.N. Pomalyuk. In 2001, the team became the champion of the city of Blagoveshchensk, in 2003 it took 2nd place in the open Cup of the Amur Region, in 2001-2004 - the champions of the Far Eastern Military District and in 2004 won the Far East Futsal Cup.
The school's national team has become a real forge of masters and champions. kettlebell lifting... Since 1996, under the guidance of the coach of the highest category, the teacher of the department, Major S.L. Rudnev. 3 masters of sports of international class, 25 masters of sports and more than 100 candidates for masters have been prepared, more than 200 cadets have fulfilled the norm of a candidate for master of sports in military-sports classification.
The personal successes of Major S.L. Rudnev are also impressive. - master of sports of international class, world champion in 2001, four-time winner of the Russian Cup, two-time champion Russia, the record holder of Siberia and the Far East in snatch, double event and clean and jerk on long cycle... Sergey Leonidovich is the author and performer of unique power tricks with kettlebells. The power juggling group he created is invariably popular at various celebrations and sports events. Together with Major E.V. Lopatin developed an advanced methodology for training high-class kettlebell lifters. Major Rudnev S.L. awarded a diploma of the Ministry of Defense of the Russian Federation and nominated for the honorary title "Honored Trainer of Russia". Methodical developments formed the basis of the dissertation research of Major E.V. Lopatin. on the basics of training weight lifters of mass categories and higher qualifications in a higher military educational institution.
According to the results of correspondence competitions in kettlebell lifting for the prizes of the Ministry of Defense of the Russian Federation and the Krasnaya Zvezda newspaper, 118 cadets of the institute fulfilled the norm of a candidate for master of sports, 158 - the first category in the military-sports classification.
Today, the department of physical training and sports solves the problems of training future officers, improving the educational and material base, increasing the sports skills of the combined teams of the school, improving the qualifications of teachers of the department, organizing the leisure of the staff of the school, officers, employees and their families, propaganda healthy way life, the formation of patriotic feelings and pride in the high title of "rokossovets", the preservation and enhancement of the glorious sports traditions of the school.