department physical training and sports

The traditions of the wide use of physical training means in the course of the educational process of cadets for the qualitative solution of the problems of training and education were laid down from the first days of the formation of our educational institution. School graduates defended our Motherland with honor during the Great Patriotic War, many of them in the post-war years passed on combat experience to cadets of military schools.
The fifties are marked by the rapid development of mass shooting sports in the course of field exercises. Dozens of cadets and officers became first-class. The national teams of the school at district competitions have always become prize-winners. 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 the methodology of teaching cadets firework.
In the field, the TRP standards were successfully 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 training 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 Far Eastern Higher Combined Arms Command School took part in competitions for the championship of the Armed Forces among military schools in the zone of Siberia and the Far East. The top ten strongest triathletes of the zone from our teams included cadets Tarasov V.N. 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 the winner of the Championship Armed Forces THE 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. As the colonel of the reserve V.I. Zamyatin: “The national teams in gymnastics, acrobatics, weightlifting, basketball, volleyball, cross-country skiing And speed skating. Cadet Eflagov A. becomes the champion and record holder of the Amur Region in 1965 in weightlifting, and the representative of the Mongolian People's Republic, cadet Lee Kong Sen, also became the strongest in the region. In the same year, cadet V. Kovalenko was awarded the title of "Master of Sports of the USSR" in acrobatics, cadet V. Shekhovtsev sets a regional record in javelin throwing (66 m). The school's athletics team set a regional record in the 4x400m relay - 3 minutes. 38.4 seconds, confirming the status of favorites in the relay disciplines. The strongest team A young teacher junior lieutenant Ignatov V. prepared the handball for the Amur Region and the Far East. The future deputy head of the institute, cadet Pavlov V.P., 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. No other team in our school has achieved such success. Under the leadership of junior lieutenant V. Ignatov, the ice hockey team of the school also achieved significant success.
In the course of physical training, much attention was paid to ski training and throwing grenades. In other sections, classes were held at the location of the company in the hall for construction, for which there were two pairs of bars and crossbars, a gymnastic horse, a platform for lifting weights and barbells, and 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 dealt with the organization and planning of physical training at the school, and the entire teaching load was carried out by the command link. In 1965, a cycle of physical training unfolded, and in 1966 the Department of Physical Training and Sports was formed. Major Shpolyansky K.S. became the first head of the department.
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 Zhilyaev P.A.
According to the results of the XIV review of the competition of sports work among the military schools of the Armed Forces of the USSR in 1972, the school took 5th place, and was awarded a diploma of the USSR Ministry of Defense.
The successes of V. Dorovskikh, a graduate of 1972 and I. Nikitin, a graduate of 1974, are especially proud. Nikitin Igor became the silver medalist of the XXII Olympic Games in Moscow in 1980, set 7 European and World records.
Beginning in 1959, reviews of sports work 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 school staff has held the first place in mass sports work in the Red Banner Far Eastern Military District. He constantly wins 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 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, was 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 four in the 1989-1990 academic year. The vast majority of students had sports ranks and was the badge of the VSK. In 1991, the combined team of the military triathlon school under the leadership of Major Zhilyaev P.A. became the bronze medalist of the Championship of universities of the Ground Forces of the Armed Forces Russian Federation, the cadets Koptev V. and Doronenko D. fulfilled the norm of the master of sports, they also became winners of the championships of universities and the Armed Forces in the individual competition in certain types. These successes were achieved largely due to the hard work of the teachers of the Department of Physical Training and Sports, Lieutenant Colonels Ivchenko V.N., Sidorov A.V., Minin S.V., Major Zhilyaev P.A. under the leadership of the head of the department, lieutenant colonel Kovez V.V.
There was a development and improvement of the material base of the department. A sports hall was built in 1981. At the end of the 80s, a wrestling and hand-to-hand combat hall was equipped, a training camp was built, a methodological class was equipped, visual agitation of the obstacle course and the hall was designed, playgrounds were built, company sports bases were created. A special merit in this belongs to the head of the department, Lieutenant Colonel Mikryukov L.A., who personally developed and installed gymnastic structures in the locations of the mouths and the sports hall of the school. A second hand-to-hand combat area has been equipped. The content of the methodical cabinet has been brought into 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 for unit commanders, sports organizers and foremen of companies have been developed.
The combined team of the school in officer triathlon performed successfully under the guidance of the teacher of the department, Lieutenant Colonel Kraev V.M. In 1993, Colonel Okhotnikov V.A. became the silver medalist of the Championship of the Higher Educational Institutions 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 "Master of Sports of Russia ".
IN last years Wrestlers and hand-to-hand fighters of the school achieved significant success. Under the guidance of the coach of the senior warrant officer Kolesnikov Yu.B. The school team has repeatedly become the champion of the KFVO. In addition, cadet Gladyshev M.M. became the strongest at the All-Russian tournament "Friendship" in 2002 in sambo wrestling and deservedly received the title of "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 gymnastics in an exercise on a horse, he was awarded the title of "Master of Sports of Russia".
Lecturer of the department Captain Chekanov R.V. - three-time champion of the KFVO in officer triathlon.
The national volleyball team traditionally performs strongly - a multiple champion of the region and the city, winner of numerous cups and tournaments. In 2003, they became the strongest at the Festival of Physical Culture and Sports among the higher educational institutions of the Far Eastern Federal District.
Do not lag behind volleyball players and football team under the guidance of coach Pomalyuk A.N. 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 - champions of the Far Eastern Military District and in 2004 won the Futsal Cup of the Far East.
A real forge of masters and champions has become the combined team of the kettlebell lifting. Since 1996, under the guidance of a coach the highest category teacher of the department major Rudnev S.L. 3 masters of sports trained international class, 25 masters of sports and more than 100 candidates for the master, more than 200 cadets fulfilled the standard of the candidate for the master of sports according to the military sports classification.
The personal successes of Major Rudnev S.L. are also impressive. - master of sports of international class, world champion in 2001, four-time winner of the Russian Cup, two-time champion Russia, record holder of Siberia and the Far East in the snatch, total and clean and jerk long cycle. Sergey Leonidovich is the author and performer of unique power tricks with kettlebells. The group he created power juggling always a success at various celebrations and sports holidays. Together with Major Lopatin E.V. developed an advanced methodology for training high-class kettlebell lifters. For success in work, Major Rudnev S.L. was awarded a diploma of the Ministry of Defense of the Russian Federation and presented to the honorary title "Honored Coach of Russia". Methodological developments formed the basis of the dissertation research of Major E.V. Lopatin. on the basics of training weightlifters of mass categories and higher qualifications in the conditions of 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 - of the first category according to 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 sportsmanship of the combined teams of the school, improving the skills of teachers of the department, organizing leisure time for the staff of the school, officers, employees and their families, propaganda healthy lifestyle life, the formation of patriotic feelings and pride in the high title of "Rokossian", the preservation and enhancement of the glorious sports traditions of the school.

Federal State Treasury Military educational institution higher education "Military Educational and Scientific 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 through the merger of the VUNTS Air Force "Air Force Academy named after Professor N.E. Zhukovsky and Yu.A . Gagarin (Monino, Moscow region) and the Military Aviation Engineering University (Voronezh).

The academy was created on the basis of the Military Aviation Engineering University (Voronezh), founded on January 1, 1950 in the hero city of Stalingrad and which has 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 prowess and high combat skills."

In Voronezh, the memory of the famous academies is carefully preserved: 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 accomplishments, which have forever gone down in the history of Russian military aviation. More than 280 employees of these universities have become laureates of the Lenin and State Prizes, 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 of the 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 female cosmonaut, Valentina Tereshkova; the first man to go 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 - Pham Tuan, Sigmund Yen, Vladimir Remek.

For excellent success in training personnel and developing research work, the famous academies were awarded state awards of the Soviet Union and a number of foreign states.

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 class. (NRB, 1970), the Order of Merit for the People and the Fatherland (in gold) (GDR, 1973), the Order of Friendship (Vietnam, 1977), the Commander's Cross with a 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 class. (NRB, 1970), the Order of Merit for the People and the Fatherland (in gold) (GDR, 1972), the Order of the Banner of Labor 1st Class (Poland, 1973), the Order of the Red Banner (Czechoslovakia, 1978), the Order Battle Red Banner (Mongolia, 1979), Order of Military Valor 1st class. (Vietnam, 1983), the Order of the Red Banner (Hungary, 1988), the medal "For Merit to the ChNA" 1st class. (Czechoslovakia, 1990), 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 the directive of the General Staff of the RF Armed Forces of June 25, 2012 No. 314/10/2801 state awards, insignia, awards of foreign countries of the Air Force Engineering Orders of Lenin and the October Revolution of the Red Banner Academy named after Professor N.E. Zhukovsky, Air Force Red Banner Order of Kutuzov Academy named after Yu.A. Gagarin, Military Aviation Engineering University transferred to VUNTS Air Force "Air Force Academy named after Professor N.E. Zhukovsky and Yu.A. Gagarin (Voronezh), as the successor of the famous universities of the Air Force.

The Military Educational and Scientific Center of the Air Force "VVA" absorbed the glorious traditions of the Air Force Academy named after Yu.A. Gagarin and the Air Force Engineering Academy named after Professor N.E. Zhukovsky, Military Aviation Engineering University (VAIU) (Voronezh), Military Institute of Radio Electronics (Voronezh), Irkutsk and Stavropol Higher Military Aviation Engineering Schools, Tambov Higher Aviation Engineering University of Radioelectronics, as well as the Federal State Research Testing Center for Electronic Warfare and evaluation of visibility reduction efficiency.

The Air Force Academy trains officers - students of the operational-tactical level of training (master's degree), as well as cadets - future officers (specialist).

In 2013, the first scientific company in the Armed Forces of the Russian Federation was created on the basis of the Air Force Academy.

On September 1, 2015, a cadet corps (engineering school) was created at the Air Force Academy for gifted children studying in grades 10-11.

Educational activities within the academy are carried out 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 courses. For the defense of candidate and doctoral dissertations, there are 8 dissertation councils in 18 scientific specialties. Targeted training of adjuncts from foreign countries is also carried out.

The scientific potential is made up of authoritative 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 VUNTS VVS "VVA" (Voronezh)

Higher education

(admission form)	Name of the specialty according to the Federal State Educational Standard	Qualification
	Meteorology special purpose
	Construction, operation, restoration and technical cover of roads, bridges and tunnels Specialization: Construction (reconstruction), operation and restoration of state aviation airfields
	Information security of automated systems Specialization: Information security of automated systems of critical facilities	Information protection specialist
	Radio-electronic systems and complexes Specialization: Operation of aviation radio-electronic systems and communication complexes
	Special radio systems Specialization: Means and complexes of electronic warfare Specialization: Radio engineering systems and aviation flight support Specialization: Operation of long-range radio navigation aids for aviation	Engineer of special radio engineering systems
	Application and operation of means and systems of special monitoring Specialization: Operation of ground means of aerial reconnaissance Specialization: Operation of ground facilities and systems of complexes with unmanned aerial vehicles Specialization: Operation of complexes with unmanned aerial vehicles
	Heat and power supply of special technical systems and facilities Specialization: Operation of power supply systems for special facilities
	Electronics and automation of physical installations Specialization: Automation systems for physical installations and their elements	Physicist engineer
	Special life support systems Specialization: Cryogenic equipment and special life support systems	Special Operations Engineer life support systems
	Special Purpose Vehicles Specialization: Ground vehicles and airfield technical support complexes for aviation flights
	Aircraft Integrated Systems Specialization: Robotic systems for aviation weapons
	Technical operation and restoration of combat aircraft and engines Specialization: Technical operation of unmanned aerial vehicles and engines	Aircraft Operations Engineer devices
	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 devices
	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
	Metrological support of weapons and military equipment Specialization: Metrological support of military aviation	Metrology engineer
	Logistics Specialization: Provision of troops (forces) with aviation equipment Specialization: Provision of troops (forces) with aviation weapons	Specialist
	Personnel management (Armed Forces of the Russian Federation, other troops, military formations and equivalent bodies of the Russian Federation)	Specialist in area management

VUNTS VVS "VVA" (branch, Syzran, Samara region)

Higher education

VUNTS VVS "VVA" (branch, Chelyabinsk)

The term of study in 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) according to the received military specialty, the possibility of service (career) growth, raising their educational and professional level, all rights, freedoms, benefits and benefits 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 selection committee of the VUNC VVS "VVA" in order to determine the ability of candidates to master educational programs of the appropriate level and includes:

a) determining the suitability of candidates for admission for health reasons (Appendix No. 1);

c) entrance examinations, consisting of:

• assessment of the level of general education of candidates based on the results of the USE;
• level assessment physical fitness candidates.

The professional selection of candidates for admission to the academy from among citizens who have completed and have not completed military service, and military personnel is carried out from July 1 to July 30: for engineering and technical specialties of training at VVA (Voronezh), for flight specialties of training at branches of VVA (Syzran and Chelyabinsk).

Assessment of the level of general education of candidates based on the results of the USE), according to the list entrance examinations:

a) for all specialties: mathematics (profile), physics, Russian language;

b) for specialties: "Meteorology for special purposes" - geography (profile), mathematics, Russian language; "Logistics", "Personnel Management" - mathematics (profile), computer science and information and communication technologies (ICT), Russian.

The results of the USE, confirming the successful completion of entrance examinations in general education subjects included in the list of entrance examinations for each main educational program of higher education, should not be lower than the minimum number of points established by the Federal Service for Supervision in Education and Science, the minimum number of points according to the results of the USE.

USE results obtained in 2014 and later are taken into account.

Decree 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 that graduates have mastered the basic general educational programs secondary general education:

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: pulling up on the crossbar, running 3000 meters, running 100 meters.

Cadets of the academy are considered to be valid military service and are provided with all kinds of allowances. The training time is counted towards the total service life in the personnel of the Armed Forces.

MILITARY EDUCATION V.Yu. Fadeev Doctor of Pedagogical Sciences, Professor of the Department of Physical Education of the VUNTS of the Navy Honored Worker of Physical Culture and...»

MILITARY EDUCATION

V.Yu. Fadeev

doctor of pedagogical sciences, professor

Professor of the Department of Physical Education VUNTS VMF

Honored Worker

physical culture and sports of Russia

G. Saint Petersburg

[email protected]

A.V. Bugaev

candidate of military sciences

[email protected]

Military applied and professional applied

physical training in the Navy

Forms of professional-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 Fundamental principle physical education is the connection of physical culture and sports with the 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 (SOT) in the forms of the so-called professional-applied physical training (PPPP) and military-applied physical training (VPPP).

applicability physical culture activities in relation to the main spheres of the life of the individual and society, it intuitively seems self-evident. However, in the interpretation of it often there are differences even among specialists. This is facilitated, in particular, by the oblivion of the fact that the very concept of appliedness has acquired an ambiguous meaning in the field of physical culture - wide and narrow.

In a broad sense, the applicability of physical culture means, in one way or another, the long-discovered fact of its suitability and outstanding 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 such applicability is the effectiveness of physical culture factors as a means of integrative increase in the functional capabilities of the body and the creation of a rich individual fund of vital motor skills and abilities. Due to the transfer of this effect of systematic physical 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 ones.

In such a broad sense, applicability is characteristic not of any one part or section of physical culture, but of all of it as a whole as one of its common 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 work and military service.

It is also noteworthy that the principle of applicability 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, as is well known, it is specified in detail in the sense of the connection between the physical culture movement and the labor and defense practices of society and has 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 implies, first of all, general physical training, which provides a comprehensive 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 above broad sense, the applicability of the social system of education does not in any way oppose the interests of the free development of the individual, if the principle of applicability is realized in unity and in subordination with the principle of all-round assistance to the comprehensive development of individual abilities.

See here an insurmountable conflict (to which lovers tend to oppose personal and public principles human existence) means not to notice the real dialectics in this sphere.

Professional-applied physical training in higher naval schools is designed to solve the following tasks:

1. To equip cadets with applied knowledge about the profession, about the physical qualities they need to successfully perform professional operations, for highly efficient work in the Navy.

2. To form in cadets motor skills that will contribute to the effectiveness of the performance of combat missions facing formations and units of the Navy, to maintain the required level of combat readiness of complex combat complexes and service systems in service.

3. To educate in them the physical and mental qualities necessary in their future professional activities.

4. Contribute to a better mastering of professional operations, accelerated training in the profession of a military sailor.

5. Teach how to use the tools active rest to combat fatigue, for a quick and complete recovery of strength.

6.Prevent and reduce injuries by increasing strength, speed, endurance, agility 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 PPPT and VPPT, teaching them some professional-applied physical exercises, methods of educating and self-educating 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 applied sports [2, 5].

To understand the tasks of PPFP, to master the necessary knowledge, skills and abilities, effective application In practice, it is important for them to learn to thoughtfully analyze the conditions of their military labor, 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.

At the same time, the physical burden of labor is understood as the total amount of physical effort during work. The neuropsychic tension of military labor is the degree of emotional stress during 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 actions are associated with significant muscular effort. Predominantly physical labor also includes sports activity in the vast majority of sports, especially in athletics, cycling, weightlifting, skiing, etc.

Examples of predominantly mental labor are the professions of computer operators and programmers, scientists, faculty and others, whose production activities make it possible to completely or partially eliminate the component of physical labor.

With the development of military technology, heavy production operations are more and more transferred directly to various mechanisms, while the functions of management (operator of the workplace) and control are increasingly left to the lot of a person.

With the development of automated control, physical loads on a serviceman in the process of work are constantly decreasing. However, the share of physical military labor of technicians for setting up, adjusting, installing, and repairing equipment is still quite large.

In addition, the development of automation, which are in service with complex combat complexes and service systems, requires resistance to mental stress, quick perception, and comprehension of a large flow of information about the qualitative characteristics of warships.

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 substantiated special methods for determining the work done by a person, his physical performance. To do this, measure heart rate or total pulse rates, 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 conditionally divided into very light, light, moderate, heavy and very heavy.

For example, very light work is characterized by an insignificant total daily energy expenditure, 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 expenditure of 4,000 to 6,000 kcal, and in some cases even more. The heart rate rises up to maximum values- 180-200 beats per minute. It is clear that only well-trained military personnel can perform such work, and even then for a short time.

If the severity of physical military labor is relatively easy to measure and evaluate, then it is much more difficult to measure and classify the emotional and mental intensity of mental labor. Direct methods that are used in measuring physical work are not applicable here.

Only the measurement of HR, the 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 pulse in critical situations rises to 200 beats per minute. The share of physical military labor is relatively small.

Mixed types of military labor (the vast majority of them in the navy) impose different requirements on the body of a serviceman, depending on the predominance of the components of physical severity or neuropsychic tension. TO mixed species military labor includes mainly the work of mid-level fleet specialists - graduates of secondary specialized military educational institutions.

Here are a few examples of the working conditions of specialists and the loads they carry. Let's take some typical professions, to which others can be equated, similar in the nature of the work performed, in physical severity and neuropsychic tension.

Military labor in a submarine campaign is accompanied by long movements and performance of labor operations in forced postures (bending, crouching, kneeling, lying down), solar starvation and oxygen deficiency, increased breathing resistance, air pollution, low light, vibrations, a large volume of various information (sound, light, etc.).

Fatigue is caused primarily by the physical burden of labor and its nervous tension, as well as by uncomfortable conditions, high humidity and air temperature. This nature of military labor requires the submariner to high level general and special physical training.

The military labor of seafarers 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 influence on the organism is one-sided.

This requires great attention to physical exercises 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 sailors are dexterity and coordination of movements, speed and accuracy of sensorimotor (sensory-motor) reactions, resistance to motion sickness, adaptation to climate change and thermal overload.

Of the moral and volitional qualities, discipline and collectivism, courage and determination, resourcefulness and initiative, and emotional stability are important.

The means of educating all these qualities of sailors are professionally applied and military applied physical training.

The work of specialists in automated control systems, computers has its own specifics associated with long-term monitoring and control of the operation of various systems and devices, with the reproduction and urgent processing of a large amount of information flow, with the performance of fast and accurate movements, work in which is associated with constant tension of the fingers and hands (telegraph operators, operators, etc.), often difficult to coordinate, with significant emotional and volitional stress.

Representatives of such professions often lead to pain in the muscles of the hands, tendons of the hand and fingers. Often the pain becomes chronic and forces a person to change their profession.

Under these conditions, the role of special physical exercises increases, aimed at eliminating the lack of motor activity of workers, self-massage, hardening, and their professionally applied physical training.

They contribute to the development of endurance, flexibility and mobility of the finger, increasing human performance.

In the given examples, descriptions of the conditions of military labor of fleet 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 in different professions. However, all military personnel must good health, high level of physical development.

It should also be noted that each military profession requires the primary development of one or more leading physical qualities from a soldier. So: the marine infantry advantage needs physical endurance, agility and strength; for a submariner - general and strength endurance, resistance to physical inactivity, for a pilot - agility and vestibular stability, etc.

Therefore, the means used to solve the particular tasks of the PPFP of specialists in various military professions are also diverse.

Let's consider some physical exercises and sports from the point of view of their use in PPFP by specialists of various military profiles.

Gymnastics. The health-improving, general developmental and professionally applied significance of gymnastics lies in the fact that its exercises bring up such physical qualities like agility, flexibility, muscle strength, etc.; aesthetically attractive forms of the body are formed, the ability to control one's 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 natural human movements: 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 neuromuscular, cardiovascular, respiratory, i.e. those who most ensure success in any kind of professional activity.

Various light exercise athletics instill in a person such important physical qualities as speed and endurance, dexterity and strength, as well as moral-volitional qualities, perseverance in achieving goals, the ability to overcome difficulties, willpower, etc.

skiing. Skiing skills are widely used in military affairs. 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, speed of movement on the ground in off-road conditions, and decisiveness of action.

This explains the wide general applicability of various types of skiing.

– racing and downhill skiing, slalom and other sports. Skiing finds direct application in a number of military professions, not to mention the military units, whose service takes place in places of permafrost and snowy regions.

Swimming. Everyone knows how important it is to be able to swim. But swimming is not only utilitarian. 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 reactions 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 places high demands on the speed of reaction and accuracy of movements of specialists servicing this equipment.

These qualities are necessary in the work of operators of computers and ACS consoles and other professions that require increased speed of response to the sudden appearance of an object, the urgency of choice and decision-making. For the education of these qualities, sports and outdoor games, various types of martial arts are the most useful.

Specially- applied types sports. In addition to the listed types, there are special applied sports for a number of professions. They help to develop professional skills and methods of work in specific conditions, in the specifics of this profession.

Specially applied sports do not yet exist for all professions, but there are quite a lot of individual exercises, elements of sports that have direct or indirect applied application in this profession.

In a creative search, they can be found not only by physical training teachers, but also by the cadets themselves.

Forms of organization of professional-applied physical training of military personnel to solve the problems of PPFP, theoretical and practical classes are applied.

Theoretical classes are held 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 fitness, the role of physical training and PPFP in improving the capacity of military personnel are being studied. Special attention is given to the means and methods of educating mental properties and physical qualities that are professionally important for a fleet specialist.

Practical classes are held in various forms: special training sessions on PPFP; massive sports events with professional-applied goal setting; individual self-study.

Training sessions. In these classes, students develop skills and abilities, improve professionally necessary physical qualities.

Mass sports events are held with the aim not only to strengthen physical qualities, but also to develop a competitive spirit. Professional orientation is reflected in the conditions of competitions, in the regulations on competitions. The competition program includes separate professionally applied types of 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 PPFP 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 trends in changing the processes and conditions of military labor.

In this regard, the following problems are put forward for specialists:

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 towards a progressive decrease in the proportion of significant muscular efforts in a number of types of professional military labor in many (but not in 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 the general increase in the level of functional capabilities of the cadet's body, the strengthening of health, the increase in the body's resistance to adverse effects, achieved through the use of physical culture factors, has a positive effect on any kind of professional activity and on 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 on present stage and in perspective.

In many cases, a significant increase in the “specific gravity” will be necessary.

general physical training as a factor of integrative provision of general capacity, health promotion and expansion of prerequisites for the development of changing forms of professional activity. In other words, in this respect, PPFP will obviously come close to general physical training.

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 everyone's knowledge and skills necessary for the independent use of its values ​​in order to increase the efficiency of professional activity, prevent and level the probable the negative impact of production loads and military labor conditions 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 according to different types professional activity.

Thus, obviously, the time has come instead of PPPP programs to introduce more comprehensive programs of professionally applied physical culture, which have an expanded cultural, educational and life-applied value, in particular, about the patterns of mutual influence of adaptive effects in the course of chronic adaptation to certain types of activity, the transfer of training, the interaction of motor skills 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 continuous education of youth: monograph - M.: Soviet sport, 2010. - P. 140-159.

2. Order of the Minister of Defense of the Russian Federation dated 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 up to 2020. and the Project of One educational complex Navy (VUNTS VMF "VMA" -2010).

4. Raevsky, R.T. Professional-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.M.: Gardariki, 1999.

5. Guidelines for physical training in the troops and forces of the Russian Navy - M.: MO RF, 2010 - 266s.

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Problems of training graduates of maritime higher educational institutions on issues of navigation and navigation safety Ensuring the safety of navigation (navigation) by increasing the efficiency of training watch officers (assistant) at the stage of training at a maritime higher educational institution.

The use of navigation simulators in order to prepare for the navigational watch. Scheme of training for keeping a navigational watch in conditions of shortage of study time for students in non-navigator specialties Key words: additional training; lack of work experience; safety of navigation;

formation of competence; permission to carry out a navigational watch; Scheme of training The problem of additional training of graduates of maritime higher educational institutions on the issues of navigation and navigation safety is typical for both the navy and civil navigation.

Analysis of the regulatory and legal framework, scientific literature, articles on the subject of ensuring the safety of navigation of ships and vessels allows us to conclude that the concept of navigation safety 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 from Illegal Acts against the Safety of Navigation (approved by Decree of the Government of the Russian Federation of April 11, 2000 N 324).

The main international legal document regulating the training of boatmasters is the International Convention STCW-78 (International STCW

Convention, 1978) as amended in 1995 and 2010, which states:

"The Contracting Governments undertake to comply with the measures previously taken or, if necessary, to take new measures to ensure that, from the point of view of the safety of life at sea, all ships are manned in the proper number and qualifications."

Thus, in ensuring the safety of navigation, one of the key places is occupied by the level of qualification of navigators, and in relation to the ships of the navy, the training of watch officers, in the future commanders of ships. The problem is that the commanders of the ships of the Navy, for the most part, are not navigators in the profile of training of higher professional education, and they are engaged in navigator training in the fleet after graduating from a naval higher educational institution, supplementing the knowledge gained at the educational institution.

Directly on the ship, the graduate passes tests and receives admission to independently carry out a navigational watch. The system of training of officers on duty of the Navy ships on issues of navigation and safety of navigation is multi-level and rather complex. It is regulated by various guiding documents of the navy and, like any complex system, is vulnerable to the influence of many factors. One of them can be considered human - in one connection the flagship navigator is more demanding, in the other - less.

In the civil navy, the unification of requirements for ship captains and watch officers has been carried out in practice, certification of navigators is being carried out with the issuance of relevant documents.

In the navy, where a commander - a navigator by education - is more an exception than a rule, there is a system of annual confirmation of admission to independent control of a ship for ship commanders, and admission to independent 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 admission for watch officers is exacerbated by the lack of time.

Practice shows that after graduating from a naval school, ship 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 technical means navigation on the ship, the maritime theater of navigation and the regime of navigation, including international legal.

Subjective factors include such as insufficient amount of study time for studying the basics of navigation, completion of the study of relevant disciplines a year before graduation from the university, relatively short time spent on training navigational watches at sea as an understudy officer of the watch.

The implementation of additional training of certified officers on navigation on ships, as is done today, taking into account the shortage of personnel and time, is a forced measure, causing an additional burden on military command and control.

This problem did not occur today. Back in 1951, Admiral of the Fleet of the Soviet Union S.G. Gorshkov noted that "the large turnover of ship commanders with the growing number of new ships arriving required the implementation of a more stringent system for obtaining permission to independently control the ship." The toughening of requirements for candidates for watch officers should be aimed primarily at stimulating the process of self-education, a creative approach to self-education of watch officers as future ship commanders, throughout their service.

Vocational education received by cadets within the walls of higher maritime educational institutions is aimed at acquiring by students in the process of mastering the main professional educational programs of knowledge, skills, and the formation of competence of a certain level and scope, allowing them to conduct professional activities in a certain area and (or) perform work on particular profession or specialty. The main focus of efforts to improve the quality of training of graduates in ship 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 training of maritime professionals. 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 watch officers "I know - I can - I do" in the conditions of a shortage of training time during training at the Naval Institute for cadets of non-navigation specialties, the use of specialized training complexes is extremely necessary.

Only the use of simulators makes it possible to develop the skills of a watch officer in managing a ship, in organizing the illumination of the external situation with technical means of observation, in fulfilling the duties of ensuring navigational safety of navigation, in the production and implementation of navigation and tactical calculations.

At the same time, simulator training allows for automated control of trainees' 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 students - in psychological terms. However, automated knowledge control increases the objectivity of the assessment with repeated use, as the probability of a random result is reduced.

When training cadets on navigation issues, the basic scheme of training watchmen may look like this (Fig. 1).

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 submitting questions of the training program for keeping a running watch for the final state certification.

3) The possibility of passing for admission to the conduct of a navigational watch at an intermediate certification in the relevant disciplines.

4) Possibility of practical working out of issues of keeping a running watch at ship practices and internships.

The admission to carry out a navigational watch for students in non-navigation specialties obtained at a higher naval educational institution has the following features:

1. It must be carried out by a commission with the participation of representatives of the fleet.

2. The wording must contain a clause about simple conditions swimming.

3. After obtaining admission, the graduate must take a practical exam at sea. This is due to the fact that he should study the means of navigation of a particular ship, the features of maneuvering control, the maritime theater and the sailing mode.

4. Teachers appointed to the commission must be responsible for the decision made.

Under 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 of additional training of the graduate.

The study and analysis of information flows, detailing the aspects of training, will allow building a training model based on the scheme. Taking into account the specific conditions and possibilities of the educational material base, the use of such a model will increase the effectiveness of training.

Applying the proposed training option, you can stimulate creative process 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 the skill and ability for self-learning and the correct 1) choice of a course of action.

Greater practical orientation in the training of graduates on 2) issues of navigation and navigation safety.

To solve these problems, you need to apply modern methods training, the latest simulators, and promptly responding 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 graduate training, and, as a result, reducing the risk of navigational accidents and improving the safety of navigation.

Literature

1. Balyko S. "Training of specialists of the Navy, problems and solutions."

Collection of scientific papers of the branch of the VUNC of the Navy "VMA" No. 8 / s, pp. 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 papers of the branch of the VUNC of the Navy "VMA" No. 8 / s, pp. 7-11, Kaliningrad, 2013.

3. I.V. Kasatonov. “I command the fleet”, Moscow, “Andreevsky flag”, 2004, p.253.

4. Materials 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 the method of interactive training of students (cadets) in the discipline "Fundamentals of Navy Tactics"

The modern science of education has approached the moment when there was a need 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 method of interactive training of listeners (cadets) will be the development and scientific justification of new, more interesting, more effective, from the point of view of pedagogy and education, interactive methods that include the features of training listeners (cadets) and gave the maximum result in the educational process. The main goal of interactive training of listeners (cadets) should be to achieve a high professional level of training of the future specialist officer.

Based on the study and analysis of practical issues of organizing the educational process using the forms and methods of interactive training of students (cadets), the stages of developing a methodology for interactive training are determined, and in order to quantify 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 scientifically grounded provisions will make it possible to determine the direction in the development of a methodology 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; Officer; learning indicators;

tactics; navy In pedagogical practice, the term "active methods and forms of learning" has long been used, which combines a group of pedagogical technologies to achieve a high level of activity in the learning activities of students. The modern science of education has approached the moment when there was a need 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, so it is very important when teaching students (cadets) to take into account the fact that modern information technologies are of paramount importance.

In the proposals for the modernization of education at the present stage, which were announced by the President of the Russian Federation V.V. Putin, along with the priority tasks: informatization of education occupies a special place.

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, becomes an important component of his professionalism.

The purpose of developing a methodology for interactive training of listeners (cadets) in the discipline is to develop new, more interesting, more effective, from the point of view of pedagogy and education, interactive methods so that they include the features of training listeners (cadets) and give maximum results in teaching and learning. educational process.

Methodological and theoretical basis The development of interactive learning methodology was served by works in the field of didactics and methods of higher professional education, curricula in the discipline, as well as research on the development of cognitive interests.

In addition, the study and analysis of pedagogical literature and current guidelines for 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 directions in the development of interactive teaching methods.

In modern pedagogical practice, several dozens of new strategies, methods and teaching methods, including interactive ones, have been developed and are being 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 the information culture of students (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 creative cognitive activity of students (cadets).

Conducting training sessions in an interactive form with the use of computer programs or models allows you to study the most complex processes or phenomena. Programs of computer testing and control will allow listeners (cadets) to master the material with the help of self-control or objectively test their knowledge using independent control.

To date, the most serious problem of training is optimization. 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, enables 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 methods, methods, techniques of pedagogical and managerial activities in the process of teaching and training listeners (cadets), including the most common methods and organizational forms used in the development of educational elements. Based on the definition of methodology, it is possible to formulate the concept of a methodology for interactive training of listeners (cadets), which will be understood as a set of techniques, forms, methods and methods by which an organized, planned and systematic educational process of mastering listeners (cadets) knowledge, skills, skills that ensure the achievement of the goal of training.

The analysis of the guidance documents on the organization of tactical training makes it possible to determine, in general, the content of the methodology for interactive training of listeners (cadets):

Forms of training that ensure the mastery of the content of educational material by listeners (cadets);

Methods, methods and techniques for the formation of specified levels of knowledge, skills and abilities and their control.

The direction of interactive training of listeners (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

- specialist.

The following can be attributed to the forms and methods of interactive learning:

conversation, presentations, discussions, "round table" method, "business game method", "practical work competitions" with their discussion, "role-playing games", "trainings", "collective solutions to various problems". Interactive learning increases the motivation and involvement of listeners (cadets) in solving the problems discussed, which gives an emotional impetus to subsequent search activity. In addition, interactive learning forms the ability to think outside the box, to see a problem situation in its own way, ways out of it; justify their positions; develops such traits as the ability to listen to a different point of view.

Based on the research and analysis of practical issues of organizing the educational process with the use of forms and methods of interactive training of listeners (cadets), the stages of developing an interactive training methodology are determined:

The first stage of developing an interactive teaching methodology does not cause any difficulties, since the goals and objectives of training listeners (cadets) in the discipline are quite clearly defined in the qualification requirements for graduate officers of higher military educational institutions. At the same time, the clarification of the goals of interactive training of listeners (cadets) will allow in the future to more reasonably form the content of interactive didactic educational material.

The second stage in the development of an interactive learning methodology is the definition of educational material and the distribution of study time in accordance with the curriculum and curriculum disciplines. A sufficiently confident decision on the selection of the necessary educational 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 training.

At the third stage of the work, it is necessary to determine the educational elements and set the requirements for the quality of knowledge, skills and abilities, 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 learning methodology are directly determined.

In order to quantitatively reflect the requirements for the level of knowledge, skills and abilities of listeners (cadets), the study introduces target indicators of training, which are divided into two groups: quantitative and qualitative.

These indicators have the following meanings and justifications:

1. The level of assimilation. In order to form 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 of students (cadets) and to grade, 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 listeners (cadets) should take place as follows. The listeners (cadets) have some basic knowledge obtained 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 undergo a preliminary knowledge test and, based on its results, a conclusion is made about their level of preparation. In the course of interactive training, with each study of new educational material, a check should be made of the assimilation of this material by listeners (cadets). If students (cadets) pass these control points, then they continue further education, etc.

2. Skills. The problem of establishing requirements for this element in the course of interactive training of listeners (cadets) is simplified by the fact that there is a list of special standards, which is determined by the governing documents.

The key point of the fourth stage of the formation of the interactive training program for trainees (cadets) is both the determination of the study time allocated for all types of training sessions in an interactive form, and the time for independent work of trainees (cadets) using new computer training and control tools.

3. Skills. Command and methodological skills and skills of educational work of listeners (cadets) should be worked out according to a separate plan and should be coordinated with the process of interactive training of listeners (cadets) in the discipline.

4. Complexity - depends on the level of presentation of educational material and its volume, which must be provided for study by listeners (cadets) in order to achieve the goal of training. Here it is advisable to apply the principle of learning "from simple to complex", which will mean the movement in the course of learning from the lowest level of presentation of educational material to the highest.

5. Difficulty. This concept is related to the level of assimilation of educational material and depends on the listeners (cadets) themselves, i.e. on the degree of his training and on his mental faculties.

Modern combat requires from personnel the ability to master military equipment and weapons, high moral stamina, and the ability to perform their functional duties under conditions of extremely high psychological stress. In this regard, in the developed methodology of interactive learning, the educational and educational processes of learning should be reasonably combined. To this end, in the methodology of interactive learning, it is necessary to determine the directions and procedure for developing command and methodological skills and skills of educational work, the directions and procedure for the formation of students (cadets) necessary qualities leader officer.

Thus, the planning and organization of interactive training of listeners (cadets) in the developed methodology should be based on the following principles:

The principle of scientific education;

Training in what is needed in the war;

visibility of learning;

Systematism, consistency and complexity in training;

Preparation at the level of available difficulty;

The strength of knowledge, skills and abilities.

At the same time, the principles form a system, an integral unity, fastened by a close relationship. The implementation of one principle is connected with the implementation of others: activity and systematicity - with strength, accessibility - with scientific character, etc. All together they reflect the main features of interactive learning and are implemented in the methods of teaching and training listeners (cadets) in the discipline.

The transition of the control and organization system of the Navy to a new look dictates its own requirements for the level of training of all categories of military personnel for solving a different range of everyday and combat missions. The main resource in new organization becomes a highly qualified and competent specialist officer, which invariably required the achievement of a new quality of higher education in military educational institutions.

The above scientifically substantiated provisions make it possible to determine the direction in the development of a methodology for interactive training of students (cadets) in the discipline "Fundamentals of Navy Tactics", which will meet modern requirements for higher professional education.

Literature

1. Ananiev B.G. New in the doctrine of the perception of space // Questions of psychology. -M., No. 1/ 1960.

2. Andreev A. A. Didactic foundations of distance learning in higher educational institutions:

Diss.. Dr. ped. Sciences M., 1999. - 289p.

3. Andreev V.I. Experience in computer diagnostics of creative abilities / Kazan, 1989.- 155 p.

4. Artemiev N.P., Mamaeva R.S., Fedorova SV. Center for Distance Education of the Institute for the Development of Education NORS, Organization of Distance Education for Teachers / Informatics and Education, 2000. No. 9. pp. 21-22.

5. Arkhangelsky S.I. Overview of the main directions of development of the system of educational process in higher education. Moscow: Knowledge, 1997.

6. Akhmetov K. Developers of multimedia products /U ComputerPress. 1997. No. 5. pp. 8-12.

7. Yu. Babaeva Yu. D., Voiskunsky A. E. Psychological consequences of informatization//Computer science and education. 1998. No. 1. pp. 89-90.

8. Babansky Yu. K., Zhuravlev V. I., Rozov V. K. et al. Introduction to Scientific research in Pedagogy: Proc. allowance for students ped. in-tov / Ed. IN AND. Zhuravleva, M.: Enlightenment, 1988. p.

9. Baidan M.A. Research work of students as a means of shaping their creative activity: Diss.

10. Bespalko V.P. Programmed learning. didactic foundations. -M.: Higher school, 1970. 300 p.

11. Bogdanov V., Fedorov A. EBook source of knowledge of the XXI century //ComputerPress. 2000.

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15. Gershunsky B.S. Computerization in education: Problems and prospects. -M.:

Pedagogy, 1987. 264 p.

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Diagnostics of the Moral-Psychological State of Naval Sailors During the Performance of the Tasks of Sea Voyages Some results of the diagnostics of the study of the influence of the characteristics of sea voyages on the moral and psychological state of military seamen are shown. Key words: military-political situation; psychological conditions for performing tasks;

long sea voyage; mental hunger; restriction of movements; restriction of communication;

rest restriction; climate change The main purpose of the Russian Navy is to ensure the security of the state in the maritime zones adjacent to it. To realize this mission, 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 performing the tasks of a long-distance sea voyage leave an imprint on the consciousness and behavior of a military sailor.

The military-political situation in the navigation areas has a profound and versatile influence on the personnel of the ship. Being far from the Russian shores, sailors feel more seriously their belonging to Russia, its strength and strength, they more clearly understand the political significance of the combat training tasks being solved 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 navigation areas stimulate the activity of seafarers.

Such military-political conditions develop the strength and stability of the convictions of a patriotic citizen, socially significant motives of behavior, will and demands on oneself. The combat readiness of military personnel is increasing, their responsibility for the assigned work is improving, 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, consciously and responsibly treat the performance of their duty. A vivid example of this is the performance in 2009-2012 by ships of the Navy (including the Baltic) of tasks to combat piracy in the Gulf of Aden.

The close proximity to the Russian warships of the ships of the Naval Forces of the NATO member countries leaves its mark on the morale of military sailors on a long voyage.

Russian sailors sometimes have to deal with 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 the Russian sailors, but, on the contrary, increases internal mobilization and vigilance, ensures the clarity of actions, and speeds up the process of improving combat skills.

The peculiarity of the military-moral conditions of the activity of the military personnel of the fleet, which has moral and psychological consequences, is associated with the peculiarities of the naval organization and unwritten, but existing in naval teams, moral norms of behavior. 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 F.F. Ushakov, P.S. Nakhimov, their heroic victories over the enemies; 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 the performance of combat service tasks, which have no analogies in the activities of servicemen of other branches of the Armed Forces, leave a special imprint on the morale and psychological state of military sailors.

Military service on a ship affects the human psyche, primarily with its difficulties and dangers.

The impact of these difficulties on the mental state of a 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 sailor who is on a long voyage is seriously affected by hazard factors associated primarily with unusual phenomena. sea ​​element. Thus, a change in the weather at sea attracts attention and causes certain emotional reactions. The strengthening of the wind and, as a result, the waves of the sea may give some sailors the idea of ​​​​the danger of this natural phenomenon for human life. However, experienced sailors in these conditions awaken increased activity and readiness for trials and difficulties.

Rolling has the strongest effect on sailors. As a result of rolling and pitching, vertical movement of the ship, a person experiences various accelerations.

Such effects are especially great on surface ships of small displacement:

small missile ships, small anti-submarine ships, base and offshore minesweepers. They cause unusual sensations in a person due to movements. internal organs. The habitual system of perception of a person is disturbed. 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 a full recovery of strength. It causes a deterioration in performance, leads to a decrease in the quality of work and overload.

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, to a greater extent, it changes for the worse: perception, representation and attention.

The monotony of the effects on the psyche of sailors is the third characteristic factor of long sea voyages. The monotony of the seascape, the space of the ship, the lighting, the color, the smell, and the surrounding faces leads to the saturation of mental activity with certain sensations and the lack of other sensations.

To the main features given state"mental hunger", which is called mental deprivation, can be attributed to: tension, fatigue, boredom, melancholy, anxiety, decreased emotional tone and mental abilities, the appearance of auditory and visual illusions, intermittent sleep, motor anxiety.

Sensory deprivation leads to: negligence in actions and errors on the part of radiotelegraph operators, acousticians, mechanics, that is, those specialists who require increased attention and well-developed motor qualities; weakening vigilance and reducing readiness to act in extreme conditions.

The monotony that is characteristic of the activities of some ship specialists on long voyages can also cause another negative mental state - dullness. Monotony external conditions and the content of the work, repeated repetition of the same simple actions that do not require creative effort, contribute to the strengthening of the same mental processes.

There is a freezing of mental activity at one, stable, but low level of activity.

Such a mental state provides a high quality of standard actions, but narrows the attention, memory and thinking of a person, leads him to commit mechanical, thoughtless actions.

A peculiar physiological and psychological factor during the performance of long-distance expeditions is the restriction of mobility.

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.

At a rate of human movement on foot of 8-10 kilometers per day, military sailors on long-distance voyages have a daily dose of foot load not exceeding 800-1000 meters.

With the development of physical inactivity, there is a violation of both the biological functions of the body: obesity, increased fatigue, jumps blood pressure; as well as psychological. Attention worsens, the speed of reactions, the number of errors in the performance of mental actions increases, irritability develops. A person feels general weakness, more and more begins to show indifference in the performance of his functional duties.

Limiting the circle of people with whom sailors communicate for a long time and closely during a trip is, like the previous ones, a negative psychological factor.

For several months of combat service, sailors begin to annoy each other:

they get annoyed over trifles, often break into screams and even sometimes go as far as physically insulting each other.

A characteristic feature of sea voyages is the long separation of a ship's serviceman from his family, relatives and close people. Not being able to see relatives 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 from a soldier and even provoke an interpersonal conflict. The seafarers who have little experience of independent family life endure the separation the hardest.

Any long-distance 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 continuously adjust and adjust to a certain climate.

Swimming in unusual climatic zones is always associated with increased psychological difficulties.

When sailing in the polar latitudes, the danger of collision with ice floes, the possibility of icing, difficulties in maintaining the material part and armament of the ship, limited visibility and its abrupt changes, especially the use of radio engineering and navigation aids, also give rise to certain psychological difficulties in performing long-distance cruises.

Acclimatization and activities of people also have certain difficulties when swimming in tropical latitudes. This is due to the long-term exposure of seafarers to high temperatures in the absence of night cooling, intense solar radiation, increased heat load when on duty at the heated equipment and mechanisms in the ship's premises. The tropical zone is characterized by a low percentage of oxygen in the air, reduced pressure, lack of wind and high humidity. All this leads to dehydration of the body, psychological apathy, lethargy and uncertainty in movements.

In the tropics, the work of some ship specialists becomes more difficult 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 military sailors. Workplaces and places of rest for military personnel practically do not differ from each other. During swimming, the variety of forms of recreation narrows, and many of them are not feasible at all. Sleep conditions are also difficult on ships, due to rolling, noise and vibration.

All the features of long-distance sea voyages discussed above and their influence 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 select appropriate forms and methods of activity to reduce the negative impact on the nature and behavior of these subordinate 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.-St. Petersburg, 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.

MO RF "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 the differences between role-playing games and traditional teaching methods in the preparation of cadets as part of calculations on simulators and training boats was made. Key words: role-playing games; combat calculation; teaching methods; management decision;

teamwork; calculation of the main command post; practical exercise The accident rate of ships at sea is an objective reality, the existence of which is due to the complex nature of external and internal factors associated with navigation and the very nature of human activity. Complete elimination of accidents is not possible.

Accident reduction is a combination of using technological advances and taking into account the “human factor”, in particular, such psychophysiological indicators as fatigue, information load, perception and human intelligence.

The current state of development of technical means and methods of navigation requires a change in the approach to the professional training of navigators.

Increasing the 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.

Improving 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 officer of the watch - navigator must possess, among others, the following qualities:

- the ability to recognize what poses the greatest danger;

- the ability to prevent the negative development of events in an extreme situation;

- the ability to take responsibility for a decision made or not made;

- the ability to focus on the important, despite 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 efficient work camp watch;

- the ability to involve different sources of information for analysis;

- the ability to anticipate scenarios.

Conducting classes in the form of a 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 environment, when solving problems that do not have an unambiguous ethical solutions and creating an environment of friendliness and mutual understanding.

The educational role-playing game differs from traditional, recommended teaching methods by the following features:

- when using a role-playing game, the learning process is as close as possible to real practical activity, since in the course of its implementation a model of the activity of one - two or more real-life officials is worked out;

- in a role-playing game, all participants in the game act in specific roles (combat crew) and make management decisions in the course of the game, in accordance with the interest of their role.

Due to the fact that the interests for different roles do not coincide, the players have to make these decisions in a conflict situation;

- educational role-playing game, being a collective method of learning, involves the development and implementation of collective decisions;

- in the 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 goals;

- the special significance of the role-playing game lies in the fact that it allows you to work out the military-professional activities of various categories of officers, in this case a watch officer as a direct executor of his duties, both from the position of performing certain actions and calculations, and from the position of control over activities of subordinates;

- educational role-playing game instills the ability to interact in a team in the development of management decisions and their implementation in the performance of tasks.

Practical exercises in the form of a role-playing game are held during the ship's all-sea practice on training boats, where the actions of cadets in controlling the maneuvers of the boat and using communications equipment are practiced on actual outings 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.

During basic training, practical exercises in the form of a role-playing game are conducted with cadets on the Bridge 2000 integrated simulator, which allows for the preparation of the Main Command Post (GCP) crew in the main areas:

- control and maneuvering of the ship (vessel),

- control of the main power plant,

- control of the main power plant,

– organization of navigational watch,

– radar surveillance and laying,

– use of ARPA.

When conducting a practical lesson in the form of an educational role-playing game in a training group, the leader, after an introductory speech and checking the readiness of students, performs:

- dividing 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), watch officer, watch navigator, watch helmsman, watch radiometer navigator, numbers on the machine telegraph, communication numbers, signalmen;

- assignment of one of the calculations - the calculation of "participants", the second and third calculations - the calculations of "experts".

- determination of the time allocated for solving problems on introductory and submitting introductory calculations of "participants" and "experts" according to the plan.

Having understood the task, the calculation of the “participants” independently proceeds to develop the correct solution for the input on the main bridge of the simulator. In parallel, the crews of the "experts" perform similar actions on the 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 a 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 cadet evaluates the actions according to the role assigned to him by the leader. In the future, the teacher changes the status of calculations, the role of cadets within the calculation and continues the lesson according to the same scheme.

Thus, the participation of all study group in decision-making on all introductory classes and the visibility of the correct actions of the entire calculation for the assigned roles. Cadets not only see how it should be, but they themselves act as executors of the right decision.

Conducting practical classes in the form of an educational role-playing game allows you to arouse interest in the issues being studied, activate cognitive activity, work out command and methodological skills and, thereby, improve the quality of education.

Literature

1. Abstracts of the speech of the Secretary of State - Deputy Minister of Defense of the Russian Federation General of the Army 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 system of military education in the Russian Federation for the period up to 2010" (Decree of the Government of the Russian Federation of May 27, 2002 No. 352).

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The Department of Physical Training as an independent unit was formed on the basis of the Order of the Ministry of Internal Affairs of Russia dated 06.09.93 No. 405 "On the abolition of the department of combat, physical and tactical-special training" and the Orders for the Voronezh Higher School of the Ministry of Internal Affairs of Russia dated 10.09.93 No. 416 " On the unification of the list of changes in the staff of the school”, dated September 22, 1993, No. 439 “On the composition of the departments, the OSVO cycle and the appointments of teachers”, the department of physical training was formed. The new unit was headed by a candidate of pedagogical sciences, master of sports of the USSR in judo, bronze medalist championship of the USSR in 1979, Vladislav Vladimirovich Fedorov.

At the time of foundation, the staff of the department was 5 certified and 2 civilian employees.

From July 2007 to January 2009, the department was headed by a 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 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 Aleksey Ivanovich Lyapin.

To date, the staff of the Department of Physical Training is 23 employees: the head is the 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 Trainer of Russia, retired police colonel I.N. Yaroshevich; senior lecturers: 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 master of sports of Russia in cross-country skiing, police lieutenant colonel A.A. Obukhov, police lieutenant colonel I.N. Salikov; master of sports of international class in kickboxing, police lieutenant colonel I.V. Bityutsky; 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 master of sports in boxing, police captain V.G. Amirkhanyan, master of sports in sambo and judo wrestling, police lieutenant I.A. Fomichev, candidate 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 oriental martial arts, Senior Police Lieutenant S.A. Nosov; head of the cabinet, 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 training, education and service and combat training of cadets, trainees and permanent staff.

The department organizes and conducts training sessions in physical training with certified employees and carries out the educational process in such disciplines as "Physical training", " Physical Culture”, “Professional-applied physical training” at 5 faculties: radio engineering, law, vocational training, retraining and advanced training, distance learning. Moreover, the staff of the department carries out sports and health-improving and sports-mass work among the variable and permanent staff of the institute. All educational, educational-training, sports-mass and physical-health-improving work of the department is aimed at solving several important tasks at once.

Firstly, it is a comprehensive development and improvement of students' 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 cadets' education of a conscious attitude to systematic physical exercises and sports in order to maintain high performance not only for the period of study, but also in future professional activities. Cadets receive the necessary knowledge on the basics of the methodology for organizing both independent physical within the division.

IN sports sections in the sports cultivated in the system of the Ministry of Internal Affairs of Russia, cadets, students and employees of the institute improve their sportsmanship. Training sessions in sports groups held on a separate schedule. The formation of groups is carried out by the teaching staff of the department. Branches currently operating: wrestling, martial arts, service-applied all-around, football, judo section, sambo wrestling, boxing, athletics, basketball and volleyball. The results of wrestling on the face. For the period from 1993 to 2018, the staff of the department prepared and educated 4 masters of sports of Russia of international class; 47 masters of sports, 132 candidates for master of sports, 320 first-class athletes, as well as more than 800 athletes who received 2nd and 3rd 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, losing only to the Moscow University of the Ministry of Internal Affairs of Russia.

The department has a methodical section, which includes the most experienced teachers. In its work, the section is guided by the Regulations on the methodological section of the department, in force in the VI of the Ministry of Internal Affairs of Russia, as well as in accordance with the work plan of the section for the academic year. At the sessions of the section, the most pressing issues of improving the methodology of teaching academic disciplines, preparing teaching and methodological complexes by disciplines by teachers, improving academic performance and educating cadets, listeners are discussed, educational and methodological materials developed by the staff of the department, book supply in disciplines and special courses, preparation by teachers of stock lectures on disciplines of the department, etc.

Every year, teachers of the department take part in methodological competitions held at the institute, the submitted 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 basis of the review competition of the methodological work of the 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 teacher 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 methodical publication";

in the 2017-2018 academic year, the department took second place in the competition "The best educational and methodical publication";

in the 2017-2018 academic year, the department took second place in the competition "Best Video Film";

Methodical work at the department is aimed at the quality assurance of the educational process teaching materials. The department implements the educational process in the academic disciplines: "Physical training", "Physical culture", "Professional and applied physical training" within the framework of educational programs of higher and secondary vocational education in the specialties: 05.40.01 - "Legal support of national security", 40.05. 02 - "Law enforcement", 10.05.02 - "Information security of telecommunication systems", 11.05.02 "Special radio 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, teachers of the department have trained more than 27 teaching aids and recommendations, 6 e-books, 6 educational videos and 2 presentation videos.

On this moment 4 employees have the academic title of candidate of sciences at the department: A.I. Lyapin, S.K. Tolstykh, V.V. Fedorov, Yu.V. Gorshkov; Doctor of Pedagogical Sciences I.A. Sabirov.

In accordance with the order No. 150 of March 18, 2015 “On the organization of scientific support and the application 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 staff of the department carries 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 regulatory documents for the organization of research work.

The material and technical base consists of 2 large gyms(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 sq.m.; No. 2 with an area of ​​97.1 sq.m.; No. 3 with an area of ​​76.2 sq.m.; No. 4 with an area of ​​134.5 sq.m.; No. 5 with an area of ​​629.2 sq.m.); boxing hall (70.9 sq.m.); athletic gymnastics hall (73.1 sq.m.); gym(area 80.6 sq.m.); football field(with an area of ​​4680 sq.m.); running tracks (with an area of ​​1665 sq.m.).

The institute has planar sports grounds with multi-span projectiles (beams, parallel bars, manual walk), obstacle course in two directions, open areas with artificial turf for sports games. In addition, the out-of-town educational base has playing sports grounds with a clay surface for playing basketball, mini-football, volleyball, and badminton.