Application of Functional All-Around Methods Based on Kettlebell Sport Training Tools in the Process of Student Physical Training in Russian Ministry of Internal Affairs Educational Institutions

Kolesnichenko Dmitrii Aleksandrovich PhD in Economics Senior Educator, Department of Physical Training, Vladimir Kikot' Moscow University of the Ministry of Internal Affairs of Russia (Ryazan Branch) 390043, Russia, Ryazan region, Ryazan, Krasnaya str., 18, office 114 kolesnichenko.fp@mail.ru Other publications by this author

This article was previously published in Russian in the journal Pedagogy and Education, available at this link: https://nbpublish.com/ppmag/contents_2024.html.

Introduction

Physical education among cadets and trainees studying in Russia’s Ministry of Internal Affairs’ educational institutions is characterized by qualitative specifics due to the need for comprehensive physical development, both in terms of strength, endurance, speed, and dexterity and in relation to mastering the skills of tactical and technical training. Such skills are a prerequisite for the lawful use of physical force by an employee of the internal affairs bodies (hereinafter referred to as ATS) (particularly, fighting techniques). For this reason, the staff of the departments responsible for physical training face a special task: to ensure the harmonious development of not only the physical but also the tactical qualities of students.

It should be noted that the mechanism for solving this problem is laid down in the Order of the Ministry of Internal Affairs of Russia No. 44 dated February 02, 2024 "On Approval of the procedure for organizing personnel training to fill positions in the internal Affairs bodies of the Russian Federation," the content of which sets out the types of physical exercises aimed at developing the physical qualities necessary in the professional activity of a Department of Internal Affairs employee. Since checking students' physical development is carried out in accordance with this regulatory legal act, primary attention in the educational process is traditionally given to the physical exercises mentioned in it. Limiting the means of physical education of cadets and trainees of educational organizations of Russia’s Ministry of Internal Affairs to standard physical exercises is neither strictly mandatory nor does it meet the needs of the physical development of police officers at this present stage.

On the contrary, the scientific substantiation of such approaches to the organization of physical training, which could combine modern programming options for training, ensuring a high interest of students in the development and improvement of physical qualities, and regulatory requirements for the quality of training of police officers, is of particular relevance. It is important to remember that diversifying the training process is not always necessary to resort to complex logistics (equipment). In particular, sports equipment such as a kettlebell can be considered one of the most accessible and effective tools for developing physical qualities. Currently, the field of its practical application is not limited to kettlebell lifting; in particular, a significant number of training complexes (systems) using kettlebells have been proposed ^{[2, p. 396]}; ^{[12, p. 90]}; ^{[15, p. 425]}. A classic kettlebell can have the following weight characteristics: 16 kg, 24 kg, and 32 kg.

From the perspective of physical education opportunities for students, using kettlebells as sports equipment has several advantages. In particular, this piece of equipment is compact, and its use in training does not require special space organization. The equipment used is minimal: it includes a crossbar, a platform of 10 by 10 meters, and paired kettlebells weighing 16, 24, and 32 kg.

Considering the above, the purpose of this study is to test the hypothesis that ensuring the development of students' physical qualities to the level necessary for the professional activity of an interior ministry employee is possible in a short time, in conditions of limited space and logistical support, through the use of functional all-around techniques based on kettlebell training equipment.

With the correct construction of the training process based on such techniques, the corresponding indicators increase significantly compared to the traditional approach to students' physical training of students. The research aims to develop and improve students' physical qualities. The subject of the study is the methods of functional, all-around kettlebell training equipment, adopted for implementation in the educational process with cadets and students (using the example of the Ryazan branch of the Moscow University of the Ministry of Internal Affairs of Russia named after V. Ya. Kikot).

Research methodology

During the research, observation methods, generalization of independent characteristics, study of advanced pedagogical experience, experiments, generalization, and concretization were applied. The result is a set of indicators confirming the effectiveness of using functional, all-around programming systems with elements of kettlebell lifting to develop student strength and endurance.

Two groups of students were formed to conduct the study: Group A and Group B.

Group A trained using the kettlebell program, which was based on the principles of programming the training process in a functional, all-around manner. In group B, physical training classes were organized according to traditional methods of developing police officers' physical qualities.

In group A, the students performed the following special tasks:

Task 1. Complete three rounds:

1.1. 20 squats with a kettlebell on the chest of 16 kg.

1.2. 40 body lifts on the press while lying on the floor.

This task involved extensive work in which it was allowed to break up the repetitions until the required amount was set in the movements. The task was to work in the same high-speed mode. The weight of the kettlebell in this assignment was heavy (taking into account the level of training, weight, and well-being of the trainee).

Task 2. Complete six laps:

2.1. 7 burpees with a 24 kg kettlebell swing.

2.2. 10 pushes of a 24 kg kettlebell.

This task required performing it in one high-speed mode without maximum effort. The weight of the kettlebell varied depending on the trainee's training, weight, and well-being.

Task 3. Complete three rounds, during which 120 repetitions are scored—mahi kettlebell.

For this task, it was necessary to work all three rounds without putting the kettlebell on the floor while changing hands at random. The kettlebell is light in weight.

Task 4. Complete the ladder for the time 11-10-9-8-7...1:

4.1. Burpees.

4.2. Mach weights 24/32 kg.

Task four was a milestone control carried out at the beginning and end of the experiment (see the results in Appendix No. 1).

Special tasks were performed in group A either at the end of the lesson or in its central part. They involved developing complex technical actions, such as fighting techniques.

In the second part of the experiment, training process programming systems developed in the functional all-around system were used, such as AMRAP (as many rounds as possible or as many as you can complete), EMOM (every minute on the minute), Metcon (metabolic conditioning workout—training in metabolic conditioning).

Special tasks in group A in the second part of the experiment included:

Task 1:

Perform AMP for 5 minutes.

1.1 Demonstration of wrestling techniques—one technique (depending on the lesson's topic).

1.2 10 kettlebell thrusts (five with the right hand and five with the left hand without placing the kettlebell on the floor).

This task aimed to gain as many kettlebell thrusts as possible in five minutes without losing quality in performing combat techniques.

Task 2. Complete EMOM 10:

2.1. Demonstration of wrestling techniques—one technique (depending on the lesson's topic) plus six kettlebell swings (three with the right hand, three with the left hand).

Task 3. Tabata 20 rounds:

3.1. Speed fighting techniques (depending on the lesson's topic).

3.2. Jerk the kettlebell with your right hand.

3.3. Jerk the kettlebell with your left hand.

3.4. Push with the left hand.

3.5. Push with the right hand.

The results of the study and their discussion

Table No. 1. Group A boundary control tests

Table No. 2. Comparative analysis of the intermediate certification of groups A and B

Analyzing the data from the experiment, it should be noted a significant increase in both the strength qualities and endurance of the students of group A compared to the students of group B according to Table No. 1. In the experimental group, there is also an increase in the quality of the application of technical actions, and, consequently, a higher level of development of such physical qualities as speed and coordination (Table No. 2). It should be assumed that the detected positive effect is due not only to the effectiveness of functional all-around systems in comparison with traditional methods of developing physical qualities in general, but also to the fact that the variety, visibility and simplicity of the organization of the training process, qualitative improvement of body structure in a short time additionally motivate cadets and students of educational organizations of the Ministry of Internal Affairs of Russia to targeted physical improvement.

Comparing the results obtained with other approaches proposed in doctrinal sources, it is impossible not to pay attention to the fact that, in recent years, very significant attention has been paid to applying functional all-around techniques in Russia's Ministry of Internal Affairs's system. At the same time, the use of elements of the training process programming systems developed in this sport is recommended as a means of educating a harmoniously developed student's personality ^{[1, p. 115]}, forming psychological stability, creating conditions for independent physical improvement and maintaining the necessary level of physical fitness ^{[5, p. 7]}; ^{[7, c. 105]}; ^{[8, p. 247]}. At the same time, when arguing for the need for such use, specific training complexes are either not given at all ^{[6, p. 218]}, or they are justified with meaningful content that does not take into account the regulatory requirements for the activities of police officers (including their level of physical fitness and the procedure for verifying compliance with their position in this part), organizational and technical conditions of activity of Russia's Ministry of Internal Affairs' educational organizations.

For example, for physical training classes with cadets and trainees, using training complexes that include barbell exercises performed individually by each student, exercises using a rowing machine, etc., is recommended ^{[3, p. 75]}; ^{[9, p. 136]}; ^{[11, p. 24]}; ^{[13, p. 322]}. Another problem is the availability of numerous recommendations for implementing complex coordination exercises in the students' independent work process. In particular, we are talking about the elements of weightlifting (push, jerk, etc.), gymnastics (forceful exits, hand walking), etc. exercises that require lengthy preliminary training under the guidance and supervision of a personal trainer ^{[4, p. 106]}; ^{[10, p. 219]}; ^{[14, p. 85]}; ^{[16, p. 333]}. These recommendations, although they correspond to the idea of functional all-around as a complex sport that includes elements of several different sports disciplines, are almost impossible in terms of safety requirements, lack of opportunities for individual monitoring of each student in the process of independent work, as well as the need to develop, in addition to physical qualities, unique skills and abilities in the field of applying wrestling and combat techniques.

Conclusion

Considering the above, the private methodology presented in this article, which has been tested in the educational process and has proven highly effective, compares favorably with other proposed options. With its help, achieving the goal of developing physical qualities at the level necessary in the professional activities of an internal affairs officer becomes possible in the conditions of a limited budget of time allocated to developing the physical qualities of students (compared with the time allocated to mastering combat techniques of wrestling), and with a minimal amount of special equipment. The novelty of the research is determined by the content of the proven methodology and the justification of the effectiveness of its application in the given conditions. The obtained results also allow us to identify several areas for further research, including substantiation of options for using elements of the training process programming systems AMRAP, EMOM, Metcon in the educational process with cadets and students of universities of the Ministry of Internal Affairs of Russia based on existing physical education and sports equipment (its varieties), and evaluation of the effectiveness of such use in terms of regulatory requirements for the level of development of individual physical qualities of police officers (strength, speed, endurance).