(2016) Science and education, 10, 39-45. Odessa.

Sergey Guzun,
Head of the Department of Surgical Disciplines,
high level certificate teacher of Anesthesiology and Resuscitation Science,
Olga Guzun,
PhD (Candidate of Medical Sciences),
high level certificate physician, Ophthalmology teacher,
Odesa Regional Primary Medical College,
4, Pushkinska Str., Odesa, Ukraine

ANALYSIS OF PERFORMANCE OF MEDICAL COLLEGE STUDENTS WITH VEGETATIVE DYSFUNCTION IN SUBJECT “ANESTHESIOLOGY AND EMERGENCY MEDICINE” ON TOP OF VITAMIN THERAPY

Under modern conditions a number of factors of the environment, intensification and reconsideration of teaching methods, sedentary lifestyle, computerisation cause the increase of the number of diseases and functional disorders of organs and systems in students. The efficient professional training is impossible without their active involvement into the educational process, which requires mobilisation of will, psychophysical and spiritual forces. The article is aimed atanalyzing the performance of medical college students with vegetative dysfunction in subject “Anesthesiology and emergency medicine” in the course of taking dietary supplement “Nutrof®Total”. The experiment involved 2 groups of female medical college students (36 girls) aged from 18 to 20 years with asthenopic and asthenic complaints. The fe￾male students of the experimental group (17 girls) took the abovementioned dietary supplement during 4 months. Both groups of the surveyed were thoroughly examined (ophthalmologic, vegetative system examination, as well as the anal￾ysis of their study performance). It has been found that in the experimental group the students’ state of the vegetative system has become much better (60,1% of the surveyed). As a result of the improvement of the vegetative nervous system, general well-being and the decrease of the number of complaints their study performance has increased about 31,6%, as a result of the increase of their activity – about 15,7%, the improvement of their attentiveness and diligence – about 22,1%, the acquisition of knowledge – about 18,9%. The comparative analysis of study performance in both groups of students has shown that it is worse in the surveyed of the control group, who didn’t take any drugs. The im￾provement of study performance contributes to the development of students’ creative potential, forms their positive motivation, active professional and life attitude, which helps to improve the educational process efficiency.

 medical college students, subject “Anesthesiology and emergency medicine”, improvement of study performance, improvement of attention, vegetovascular dystonia, vitamin therapy.

1. Kazakov, V. N., Volosovets, A. P., Talalaenko, A. N., et. al. (2004). Vnedrenie informatsionnykh tekhnologiy obucheniya kak sredstvo optimizatsii kachestva podgotovki spetsialistov v meditsinskom VUZe [Implementation of information teaching technologies as a means for improving the quality of training students at medical higher educational institution]. Aktualnі pytannia pedahohіky vyshchoi shkoly: Zb. nauk. Prats – Topical issues of Pedagogy of higher education: collection of scientific works, (pp. 3-6). Donetsk [in Russian].
2. Manak, N. A., Gayduk, V. N. (2001). Svyaz mezhdu funktsionalnoy i organicheskoy patologiey v kardiologii [Bonds between functional and organic pa￾thology in cardiology]. Zdravookhranenie – Healthcare, 12, 24-26 [in Russian]. 2. Meredith, I. T., Currie, K. E., Anderson, T. J., et al (1996). Postischemic vasodilatation in human forearm in dependent on endothelium-derived nitric oxide [in English]. 3. Shatsberg, Alan F., Dzhonatan, O. Koul, Charlz, DeBattista. (2013). Rukovodstvo po klinicheskoy psikhofarmakologii [Study guide in clinical psychophar￾macology]. Smulevich, A. B., Ivanov, S. I. (Ed.). Mos￾cow: MEDpress-inform [in Russian].
 4. Grechko, T. Yu., Vasilieva, Yu. E. (2013). Vy￾yavlenie astenicheskikh rasstroystv sredi studentov, kak etap otsenki psikhicheskogo i somaticheskogo zdoroviya [Revealing asthenic disorders in students as a stage of psychological and somatic health assessment]. Zdo￾rovezberezhenie: teoriya i praktika. Materialy XXIII mezhregionalnoy nauchno-prakticheskoy konferentsii – Health protection: theory and practice. Proceedings of the 23rd interregional scientific conference. Lipetsk: OOO PK «Mistral-L» [in Russian].
5. Namazova, L. S., Gromova, O. A. (Eds.). (2003). Vitaminy i mineraly v sovremennoy klinicheskoy med￾itsine. Vozmozhnosti lechebnykh i profilakticheskikh tekhnologiy [Vitamins and minerals in modern clinical medicine. Opportunities of treating and preventing tech￾nologies]. Moscow [in Russian].
6. Veyn, A. M. (2003). Vegetativnye rasstroystva [Vegetative disorders]. Moscow [in Russian].
7. Solovieva, A. D., Danilov, A. B., Khaspekova, N. B. (2000). Metody issledovaniya vegetativnoy nervnoy sistemy [Methods of examining vegetative nervous sys￾tem]. Vegetativnye rasstroystva – Vegetative disorders, (pp. 44-86). Moscow [in Russian].

(2016) Science and education, 10, 45-51. Odessa.

Petro Dzhurynskyi,
Doctor of Pedagogy, professor, Head of the Department of
Theory and Methods of Physical Culture and Sport Disciplines,
Sofia Burdiuzha,
master-degree student majoring in Physical Culture,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

PEDAGOGICAL ASPECTS OF PREPARING FUTURE PHYSICAL CULTURE TEACHERS FOR PHYSICAL RECREATION ACTIVITIES

Physical recreation activities of a Physical Culture teacher involve implementation of physical recreation, sports, health￾saving, recreational and rehabilitation methods into the educational process, which contribute to strengthening, repairing and developing of school students’ health, increase of the level of physical fitness and are focused on the formation of physical recreation environment. The following components of training have been determined: motivational, content, technological, reflexive; physical recreation criteria: axiological, cognitive, organisational and activity, assessment and monitoring, physical and behavioural; levels of maturity: high, sufficient, basic, primary. The training process involves the following pedagogical conditions: formation of motivation to perform physical recreation activities; interdisciplinary bonds of physical recreational education and humanities, disciplines of social and economic sphere; implementation of interactive teaching methods into the educational process; involving students in physical recreation activities. The developed model of preparing future Physical Education teachers for physical recreation activities provided gradual implementation of the above mentioned pedagogical conditions. At the cognitive-formative stage students acquired knowledge about modern teaching methods and techniques concerning education of movements culture, health culture, personal and group hygiene, about the main concepts of physical culture and sports. At the reproductive and activity stage students mastered applied skills of physical recreation activities. The creative professional stage involved creative development of project, plans, sets of physical exercises, physical recreation teaching technologies. At the reflexive and assessment stage the acquired knowledge and developed skills of physical recrea￾tion activities by students during teaching practice, staying at recreational camps, during conduction extracurricular physical recreation events were put into action. As a result of the experiment the level of future Physical Education teachers' prepared￾ness for physical recreation activities has increased. At the final stage of the pedagogical experiment the obtained data were verified with the help of λ-criterion of Kolmohorov-Smyrnov. It has been found that the obtained results are statistically sig￾nificant; they confirm the purposefulness of the implementation of the developed experimental model and pedagogical condi￾tions of preparing future Physical Culture teachers for physical recreation activities into the educational process of a higher educational institution. 

physical recreation activities, physical recreation environment, physical recreation events, structure of training, educational process, experimental model, pedagogical conditions

1. Bobrytska, V. I. (2006). Teoretychni i metodychni osnovy formuvannia zdorovoho sposobu zhyttia u maibutnikh uchyteliv u protsesi vyvchennia pryrodnychykh nauk [Theoretical and methodological bases for the formation of healthy lifestyle in future teachers in the course of studying natural sciences]. Ex￾tended abstract of candidate’s thesis. Kyiv [in Ukrainian].
2. Vilchkovskyi, E. S. (2002). Profesiina spriamo￾vanist pidhotovky fakhivtsiv z fizychnoho vykhovannia [Professional orientation of training physical education teachers]. Rozvytok pedahohichnoi i psykholohichnoi nauk v Ukraini (1992-2002): zbirnyk nauk. prats do 10- richchia APN Ukrainy – Development of pedagogical and psychological sciences in Ukraine: collection of scientific works for 10th anniversary of APS of Ukraine. (pp. 301- 309). Kharkiv: OVS [in Ukrainian].
3. Horashchuk, V. P. (2003). Formirovanie kultury zdorovya shkolnikov (teoriya i praktika): monohrafiya [Formation of school students’ health culture: mono￾graph]. Luhansk: Alma-mater [in Russian].
4. Dzhurynskyi, P. B. (2012). Teoretychni i metodychni zasady pidhotovky maibutnikh uchyteliv fizychnoi kultury do zdoroviazberezhuvalnoi profesiinoi diialnosti: monohrafiia [Theoretical and methodical ba￾ses of preparing future physical education teachers for health-saving professional activities: monograph]. Odesa: V-vo TOV “Leradruk” [in Ukrainian].
5. Dolynskyi, B. T. (2010). Metodolohiia zdo￾roviazberihaiuchoi diialnosti maibutnoho vchytelia pochat￾kovoi shkoly: monohrafiia [Methodology of health-saving activities of a future primary school teacher: monograph]. Odesa: Vydavets M. P. Cherkasov [in Ukrainian].
6. Zakharina, Ye. A. (2008). Formuvannia motyvatsii do rukhovoi aktyvnosti u protsesi fizychnoho vykhovannia studentiv vyshchykh navchalnykh zakladiv [Forming motiva￾tion to physical activity of university students]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
7. Krutsevych, T. Yu. Teoriia i metodyka fizychno￾ho vykhovannia: pidruchnyk [Theory and methods of physical education: textbook]. (Vol. 1). Kyiv: Olimpiiska literatura [in Ukrainian].
8. Kuts, O. S., Lapychak, I. N. (2002). Novi tekhnolohii ta kryterii otsinky vlasne pedahohichnykh zdibnostei vchytelia fizychnoi kultury zahalnoosvitnoi shkoly [New technologies and assessment criteria of ped￾agogical skills of a Physical education teacher]. Fizychne vykhovannia, sport i kultura zdorovia u suchasnomu suspilstvi: zb. nauk. pr. – Physical education, sports and health culture in modern society (pp. 157-159). Lutsk [in Ukrainian].
9. Nosko, M. O., Kryvenko, A. P. (2000). Vplyv zaniat z fizychnoi kultury na stan zdorovia ta fizychnu pidhotovlenist studentskoi molodi [Impact of physical education lessons of students’ health and physical fitness]. Pedahohika, psykholo￾hiia ta medyko-biolohichni problemy fizychnoho vykhovannia i sportu : zb. nauk. pr. – Pedagogy, psychology and medico￾biological issues of physical education and sports: collection of scientific works, 22, 14-18. Yermakov, S. S. (Ed.). Kharkiv: XXPI [in Ukrainian].
10. Sushchenko, L. P. (2003). Teoretyko￾metodolohichni zasady profesiinoi pidhotovky maibut￾nikh fakhivtsiv fizychnoho vykhovannia ta sportu u vyshchykh navchalnykh zakladakh [Theoretical and me￾thodical bases of professional training of future physical education teachers at higher educational institutions]. Extended abstract of doctor’s thesis. Kyiv [in Ukrainian].
11. Kuramshin, Yu. F. (Ed.). (2010). Teoriya i metodika fizicheskoi kultury: uchebnyk [Theory and methods of physical culture: textbook]. 4th ed. rev. Mos￾cow: Sovetskyi sport [in Russian].
12. Tymoshenko, O. V., Sushchenko, L. P. (2005). Optymizatsiia profesiinoi pidhotovky vchyteliv fizychnoi kultury [Optimisation of professional training of physical culture teachers]. Realizatsiia zdorovoho sposobu zhyttia – suchasni pidkhody – Implementation of healthy lifestyle – modern approaches. (pp. 103-112). Lukianchenko, M, Shkrebtii, Yu., Boliakh, E., Matvieiev, A. (Eds.). Moscow. Drohobych: KOLO [in Ukrainian].

(2016) Science and education, 10, 52-58. Odessa.

Olena Novska,
PhD (Candidate of Pedagogical Sciences)
, senior lecturer, Department of Musical and Instrumental Training,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

TECHNIQUE OF SELF-PLANNING OF FUTURE MUSIC TEACHERS’ PROFESSIONAL DEVELOPMENT

The studied issue is relevant in terms of the modern educational demands, which require creative competitive spe￾cialists in all spheres of education and in the area of music arts in particular. Self-planning is a technology which makes it possible to meet these requirements due to its creative and developing potential. The article is aimed at substantiating the efficient method of self-planning of future Music teachers’ professional development in the process of studying at a pedagogical university. Self-planning of professional development is considered as personal axiological integrated creative and research activities of master-degree students, which provide the creation of the desired image of profes￾sional Self and designing of individual path to its achievement, as well as actualisation of their attitude towards profes￾sional self-perfection, efficient performance and pedagogical reflection, realisation of the creative potential. Basing on certain scientific approaches, principles and pedagogical conditions the essence of method of self-planning of future Music teachers’ professional activities has been described. It has been developed considering the specificity of music education within master-degree course at a pedagogical university. It is based on students’ getting thought the following stages in the process of music education, conditioned by the gradual character of the phenomenon of self-planning of professional activities’ development: conceptual, modeling, image, monitoring. Each of these four stages resulted in students’ presentation of the prepared projects. The carried out research results showed the increase of the indicators of self-planning of future Music teachers’ professional activities in the experimental group, which was caused by the im￾plementation of the developed author’s programme into the educational process. 

self-planning, professional development, self-planning of professional development, methodical sup￾port of self-planning of professional development

1. Bezrukova, V. S. (1999). Pedagogika. Proektivnaya pedagogika: uchebnoe posobie dlya inzhenerno-pedagogicheskikh institutov i industrialno￾pedagogicheskikh tekhnikumov [Pedagogy. Projective pedagogy: textbook for engineering pedagogical institu￾tions and industrial pedagogical technical schools]. Ekaterinburg : Delovaya kniga [in Russian].
2. Bielash, S. V., Lebid, L. I. (2013). Naukovo￾metodychnyi suprovid uprovadzhennia u navchalno￾vykhovnyi protses avtorskykh prohram [Scientific and methodical support of implementing author’s programs into the educational process]. Osvita ta rozvytok obdarovanoi osobystosti – Education and development of a gifted personality, 1(8), 88-90 [in Ukrainian].
3. Ivanova, O. I. (2011). Samoproektuvannia yak nevidiemna skladova samovdoskonalennia osobystosti [Self￾projecting as an essential component of personality self￾development]. Pedahohika formuvannia tvorchoi osobystosti u vyshchii i zahalnoosvitnii shkolakh : zb. nauk. pr. – Peda￾gogy of creative personality formation at schools and uni￾versities, 21 (74), 74-78. Sushchenko, T. I. (Ed.). Zaporizhzhia : Klasych. pryvat. un-t [in Ukrainian].
4. Krinitsyn, D. V. (2012). Etapy professionalnogo samoproektirovaniya kak sredstva formirovaniya konkurentosposobnosti budushchikh menedzherov v vuze [Stages of professional self-projecting as a means of forming future managers’ competitiveness at universities]. Sovremennye issledovaniya sotsialnykh problem – Modern studies of social problems. Krasnoyarsk: Nauchno￾innovatsionnyy tsentr. Retrieved from: http://sisp.nkras.rU/issues/2012/2/krinitsyn.pdf [in Russian].
5. Novska, O. R. (2015). Metodyka samoproektuvannia fakhovoho rozvytku studentiv mahistratury u protsesi muzychnoho navchannia v pedahohichnykh universytetakh [Methods of self￾projecting of master-degree students’ professional devel￾opment in the process of learning musical art at pedagogi￾cal universities]. Candidate’s thesis. Kyiv [in Ukrainian].
6. Ostapchuk, O. Ye. (2008). Tekhnolohii samoproektuvannia v systemi osvity obdarovanoi molodi [Technologies of self-projecting in the educational system of the gifted youth]. Navchannia, vykhovannia  obdarovanoi osobystosti: teoriia i praktyka [tobto Navchannia i vykhovannia obdarovanoi dytyny: teoriia i praktyka] : zb. nauk. pr. – Education of gifted youth: theory and practice: collection of scientific works, 1, 72- 79. Voloshchuk, I. S. (Ed.). Kyiv [in Ukrainian].
7. Padalka, H. M. (2008). Pedahohika mystetstva (Teoriia i metodyka vykladannia mystetskykh dystsyplin) [Pedagogy of mastership (theory and methods of teaching arts disciplines)]. Kyiv: Osvita Ukrainy [in Ukrainian].
8. Pustovalova, V. V. (2008). Samoproektirovanie upravlencheskoy deyatelnosti metodistov kak uslovie razvitiya olimpiadnogo dvizheniya [Self-projecting of management activities as a condition for the development of Olympic movement]. Vestnik Tomskogo gosudarstven￾nogo universiteta: obshchenauchnyy periodicheskiy zhur￾nal – Bulletin of Tomsk state university: scientific period￾ical journal, 307, 139-143 [in Russian].
9. Sapogova, E. E. (2003). Zhizn i sudba: postroenie individualnoy mifologii, samoproektirovanie i subkultura lichnosti [Life and destiny: building individual myphology, self-projecting and personality’s subculture]. Izvestiya TulGU – News of TulSU. Psychology, 3, 195- 214. Sapogova, E. E. (Ed.). Tula: TulGU [in Russian].
10. Tyunnikov, Yu. S. (2000). Sotsiokulturnoe i ped￾agogicheskoe proektirovanie: problemy vzaimodeystviya [Sociocultural and pedagogical projecting: problems of interaction]. Izvestiya vysshikh uchebnykh zavedeniy. Severo-Kavkazskiy region. Obshchestvennye nauki – News of higher educational institutions. South-Caucuses region. Social sciences, 1, 100-108 [in Russian].

(2016) Science and education, 10, 58-63. Odessa.

Inna Bohdanova,
Doctor of Pedagogy, professor, Head of the Department of Social Pedagogy,
Psychology and Pedagogical Innovations,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

ESSENCE OF PREPARING FUTURE SOCIAL WORKERS FOR WORK AT RECREATION INSTITUTIONS

The research relevance is explained by the requirements to future experts in the social sphere, who work at the recreation institutions. The understanding of the essence of modern training is provided by a set of methods aimed at restoration, replenishment and improvement of personal and social capabilities of future workers. The substantial com￾ponent of training is implemented by means of updating the academic disciplines with materials, in which a person is considered as a biopsychophysiological system capable of self-regulation and self-renewal. The ways of the optimisa￾tion of the adaptive capacities of pupils, students and teachers, taking into account their psychophysiological condition on the basis of the studies, conducted by the domestic scientist O. Kokun, have been discussed in the paper. The proce￾dural component of training is achieved by means of updating the content of socio-pedagogical practice with the aim of engaging students into the development and implementation of individual educational research tasks in recreational areas. The personal component of training is performed through the development and formation of such qualities as pedagogical intuition, readiness and energetic efficiency. Besides the academic achievements of students over the last three academic years have been reviewed with the aim of engaging them into recreational activities for self￾improvement. The following three levels of professional and mobilisation readiness have been considered: passive, normal and optimal. The results of the analysis have shown that most of students have totally passive and normal levels. The further studies involve searching for ways of improving future specialists training considering the development of their special knowledge, skills and personal qualities in terms of recreation. 

components of training: substantive, procedural, personal; recreational activities.

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2. Kokun, O. M. (2004). Optymizatsia adaptatsi￾inykh mozhlyvostei liudyny: psykhofiziolohichnyi aspect zabezpechennia dialnosti: monohrafiia [Optimisation of adaptive capabilities of a man: psychophysiological as￾pect of activities: monograph]. Kyiv: Minenium [in Ukrainian].
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