ó㳺í³÷í³ îñîáëèâîñò³ õàð÷óâàííÿ ä³â÷àò ç íàäëèøêîâîþ ìàñîþ ò³ëà ï³ä ÷àñ îçäîðîâ÷èõ çàíÿòü øåéï³íãîì

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ó㳺í³÷í³ îñîáëèâîñò³ õàð÷óâàííÿ ä³â÷àò ç íàäëèøêîâîþ ìàñîþ ò³ëà ï³ä ÷àñ îçäîðîâ÷èõ çàíÿòü øåéï³íãîì

×åðí³é Âàëåíòèíà Ïåòð³âíà -

êàíäèäàò ïåäàãîã³÷íèõ íàóê, äîöåíò, äîöåíò êàôåäðè òåî𳿠³ ìåòîäèêè ô³çè÷íîãî âèõîâàííÿ Öåíòðàëüíîóêðà¿íñüêîãî äåðæàâíîãî ïåäàãîã³÷íîãî óí³âåðñèòåòó ³ìåí³ Âîëîäèìèðà Âèííè÷åíêà

ØÅÂ×ÅÍÊÎ Îëüãà Âîëîäèìèð³âíà - êàíäèäàò ïåäàãîã³÷íèõ íàóê, äîöåíò,

çàâ³äóâà÷êà êàôåäðè òåî𳿠³ ìåòîäèêè ô³çè÷íîãî âèõîâàííÿ

Öåíòðàëüíîóêðà¿íñüêîãî äåðæàâíîãî ïåäàãîã³÷íîãî

óí³âåðñèòåòó ³ìåí³ Âîëîäèìèðà Âèííè÷åíêà

Ó ñòàòò³ òåîðåòè÷íî òà åêñïåðèìåíòàëüíî îá´ðóíòîâàíî ã³ã³ºí³÷í³ îñîáëèâîñò³ õàð÷óâàííÿ ï³ä ÷àñ îçäîðîâ÷èõ çàíÿòü øåéï³íãîì ñïðÿìîâàíèõ íà íîðìàë³çàö³þ ìàñè ò³ëà â äîñë³äæóâàíèõ îñ³á. Îñíîâíà ìåòà çàïðîïîíîâàíî¿ ìåòîäèêè ïîëÿãàëà ó íîðìàë³çàö³¿ âàãè ñòóäåíòîê, çì³öíåíí³ ¿õíüîãî çäîðîâ'ÿ, ï³äâèùåíí³ çàö³êàâëåíîñò³ òà çàëó÷åíí³ ä³â÷àò äî ðåãóëÿðíèõ ô³çêóëüòóðíî-îçäîðîâ÷èõ çàíÿòü øëÿõîì çàñòîñóâàííÿ çàñîá³â øåéï³íãó. Âñòàíîâëåíî íåîáõ³äí³ñòü âíåñåííÿ ïåâíèõ êîðåêòèâ ó ðàö³îí õàð÷óâàííÿ ñòóäåíòîê ç óðàõóâàííÿì ô³ç³îëîã³÷íèõ ïîòðåá ¿õíüîãî îðãàí³çìó, äîòðèìàííÿì ã³ã³ºí³÷íèõ âèìîã äî ðàö³îíàëüíîãî õàð÷óâàííÿ äîñë³äæóâàíèõ.

Åôåêòèâí³ñòü âèêîðèñòàííÿ çàíÿòü øåéï³íãîì ³ç äîòðèìàííÿì êîðåêö³¿ õàð÷óâàííÿ ñòóäåíòîê, ÿê³ ìàþòü íàäëèøêîâó ìàñó ò³ëà, ï³äòâåðäæåíà åêñïåðèìåíòàëüíî, ùî âèÿâèëîñü ó ïîçèòèâí³é äèíàì³ö³ â àíòðîïîìåòðè÷íèõ ïîêàçíèêàõ ä³â÷àò. õàð÷óâàííÿ øåéï³íã êîðåêö³ÿ ìàñà ò³ëà

Êëþ÷îâ³ ñëîâà: ã³ã³ºíà õàð÷óâàííÿ, íàäëèøêîâà ìàñà ò³ëà, îçäîðîâ÷³ çàíÿòòÿ, ñòóäåíòêè, øåéï³íã.

CHERNII Valentyna Petrivna, SHEVCHENKO Olha Volodymyrivna, NIEVOROVA Olena Valeriivna. HYGIENIC FEATURES OF NUTRITION OF GIRLS WITH EXCESS BODY WEIGHT DURING HEALTHY SHAPING CLASSES

The article theoretically and experimentally substantiates the hygienic value of nutrition during health shaping classes aimed at normalizing body weight in the studied persons. The main goal of the proposed method was to normalize the weight of female students, strengthen their health, increase interest and involve female students in regular physical education and health classes through the use of shaping tools.

The need to make certain corrections in the diet of female students, considering the physiological needs of their bodies, observing the hygienic requirements for the rational nutrition of the subjects, was established. An own version of the correction of the actual diet of the researched subjects is given, using the example of the daily diet of female students, taking into account the identified shortcomings.

A comparative analysis of the anthropometric indicators of the studied female students was carried out. The anthropometric research data obtained at the beginning of the experiment, namely the determination and analysis of body weight, body mass index, waist-thigh index, abdominal circumference, body fat content by body mass index level, revealed the presence of excess body weight in the studied female students.

The analysis of the data obtained in the course of scientific research made it possible to draw the following conclusions. Deficiencies in the nutrition of the studied girls were revealed. The need to make certain corrections in the diet of female students, considering the physiological needs of their bodies, observing the hygienic requirements for the rational nutrition of the subjects, was established.

An own version of the correction of the actual diet of the researched subjects is presented, using the example of the daily diet of female students, considering the identified shortcomings.

The effectiveness of the use of shaping classes with the observance of nutritional correction offemale students who have excess body weight has been confirmed experimentally, which was manifested in positive dynamics in the anthropometric indicators of girls. We observe positive changes in indicators: body weight; total thickness of subcutaneous fat folds; body fat content according to body mass index.

Key words: food hygiene, excess body weight, health classes, female students, shaping.

Ïîñòàíîâêà òà îá´ðóíòóâàííÿ àêòóàëüíîñò³ ïðîáëåìè

Íàäëèøêîâà ìàñà ò³ëà é îæèð³ííÿ º îäíèìè ³ç âàæëèâèõ ìåäèêî- ñîö³àëüíèõ ïðîáëåì ñó÷àñíîñò³ ó çâ'ÿçêó ç³ çðîñòàþ÷îþ ïîøèðåí³ñòþ ñåðåä íàñåëåííÿ óñ³õ êðà¿í ñâ³òó, íåçàëåæíî â³ä ñòàò³, ðàñè é ñîö³àëüíî¿ ïðèíàëåæíîñò³, êîìïëåêñíèì âïëèâîì íà çäîðîâ'ÿ, çá³ëüøåííÿì âèòðàò íà íàäàííÿ ìåäè÷íî¿ äîïîìîãè, çíèæåííÿì ïðàöåçäàòíîñò³ òà ñêîðî÷åííÿì çàãàëüíî¿ òðèâàëîñò³ æèòòÿ [7; 11]. Îäí³ºþ ç óðàçëèâèõ êàòåãîð³é äëÿ âèíèêíåííÿ íàäëèøêîâî¿ ìàñè ò³ëà º ñòóäåíòñüêà ìîëîäü. Öå ïîâ'ÿçàíà ç òèì, ùî ñïîñ³á æèòòÿ ñòóäåíò³â íàñè÷åíèé ôàêòîðàìè, ÿê³ ìîæóòü ìàòè ïîòåíö³éíî íåãàòèâíèé âïëèâ íà çäîðîâ'ÿ, ïðîâîêóþ÷è âèíèêíåííÿ íàäëèøêîâî¿ ìàñè ò³ëà, îæèð³ííÿ, ùî ñòâîðþº çðîñòàþ÷ó çàãðîçó äëÿ çäîðîâ'ÿ íàñòóïíîãî ïîêîë³ííÿ [3; 11].

ßê ïîêàçóþòü äîñë³äæåííÿ ïðîâ³äíèõ íàóêîâö³â [2; 3; 6; 7; 11] ó ñó÷àñíî¿ ìîëîä³ ñïîñòåð³ãàºòüñÿ çì³íà ñòðóêòóðè îñîáèñò³ñíèõ ìîòèâàö³é, çíèæåííÿ çàö³êàâëåíîñò³ äî ô³çêóëüòóðíèõ çàíÿòü, ÿê íàñë³äîê, çíèæåííÿ ð³âíÿ ðóõîâî¿ àêòèâíîñò³, ïðîáëåìè ç íàäëèøêîâîþ ìàñîþ ò³ëà ó ìîëîäèõ ëþäåé. Îñíîâíîþ ïðè÷èíîþ ïîÿâè íàäëèøêîâî¿ ìàñè ò³ëà ó ñòóäåíò³â º ïîçèòèâíèé åíåðãåòè÷íèé áàëàíñ, ÿêèé ðîçâèâàºòüñÿ çà ñèòóàö³¿, êîëè íàäõîäæåííÿ åíåð㳿 â îðãàí³çì ïåðåâèùóº ¿¿ âèòðàòè. Òîæ îäíèì ³ç îñíîâíèõ êîìïîíåíò³â íîðìàë³çàö³¿ ìàñè ò³ëà â ìîëîäèõ ëþäåé âèñòóïຠäîâ³ëüíà ðóõîâà àêòèâí³ñòü òà ðàö³îíàëüíå õàð÷óâàííÿ.

Àíàë³ç îñòàíí³õ äîñë³äæåíü ³ ïóáë³êàö³é

Íà ñüîãîäí³ â íàóêîâî-ìåòîäè÷í³é ë³òåðàòóð³ íàêîïè÷åíî ÷èìàëî äàíèõ ïðî ïîçèòèâíèé åôåêò ìåòîäèê îçäîðîâëåííÿ ñòóäåíò³â çàñîáàìè ô³çè÷íîãî âèõîâàííÿ. Îñîáëèâîãî çíà÷åííÿ ó âèêîðèñòàíí³ çàñîá³â îçäîðîâ÷îãî òðåíóâàííÿ â çìåíøåíí³ íàäëèøêîâî¿ ìàñè ò³ëà ó ìîëîä³ íàóêîâö³ íàäàþòü çàíÿòòÿì øåéï³ãîì.

Êîíöåïö³ÿ øåéï³íãó º âèñîêîåôåêòèâíîþ é äîñòóïíîþ ñòóäåíòàì ôîðìîþ ðóõîâî¿ àêòèâíîñò³, ³ííîâàö³éíèì íàïðÿìêîì îçäîðîâ÷î¿ô³çè÷íî¿ êóëüòóðè,ñóêóïí³ñòþ ïåðåäîâèõ òåõíîëîã³é, çàñîá³â, ìåòîä³â, ôîðì ³ ñó÷àñíîãîîáëàäíàííÿ, ÿê³ ñïðèÿþòü îçäîðîâëåííþ,ï³äâèùåííþ ô³çè÷íî¿ ïðàöåçäàòíîñò³ ìîëîä³ [4; 8; 9].

 îñòàíí³õ íàóêîâèõ äîñë³äæåííÿõ çíàõîäèìî øèðîêå çàñòîñóâàííÿ çàñîá³â øåéï³íãó äëÿ çìåíøåííÿ íàäì³ðíî¿ ìàñè ò³ëà ó ð³çíèõ ãðóï íàñåëåííÿ, â ÿêèõ íàãîëîøåíî íà òîìó, ùîàêòèâí³ çàíÿòòÿ ðèòì³÷íîþ ã³ìíàñòèêîþ ç óðàõóâàííÿì õàð÷îâîãî ñòàòóñó ñòóäåíò³â ñïðèÿþòü íîðìàë³çàö³¿ ìàñè ò³ëà, ³íäåêñó ìàñè ò³ëà òà çìåíøåííþ â³äñîòêîâîãî âì³ñòó æèðó â îðãàí³çì³ ëþäèíè. Ó çâ'ÿçêó ç öèì àêòóàëüíèìè º ðåçóëüòàòè äîñë³äæåíü Î.Àíäðººâî¿ [1], ². Áèñòðî¿, Í. Ãàâðèëîâî¿, Ê. Ëèòâèíîâî¿ [2], À. Áóõâàëà [3], Â. Ãóìåíà [4], Ë. Äðàï³íñüêî¿, Ó. Øåâö³â, Í. Ñåìàëü [5], Ò. Êðóöåâè÷ [7], Ì. Ëèíöÿ [8], Î. Øåâ÷åíêî [9], S. Barr [12], Ê. Belogianni, À. Ooms, À. Lykou, Í. Moir [13] òà ³í.

Ìåòà ñòàòò³ - ïîëÿãຠâ òåîðåòè÷íîìó òà åêñïåðèìåíòàëüíîìó îá´ðóíòóâàíí³ ã³ã³ºí³÷íèõ îñîáëèâîñòåé õàð÷óâàííÿ ï³ä ÷àñ îçäîðîâ÷èõ çàíÿòü øåéï³íãîì ç ä³â÷àòàìè ç íàäëèøêîâîþ ìàñîþ ò³ëà.

Âèêëàäîñíîâíîãîìàòåð³àëó äîñë³äæåííÿ

Äëÿ äîñë³äæåííÿ áóëè â³ä³áðàí³ ñòóäåíòêè ñïåö³àëüíîñòåé 014.04 Ñåðåäíÿ îñâ³òà (Ìàòåìàòèêà) òà 014.10 Ñåðåäíÿ îñâ³òà (Òðóäîâå íàâ÷àííÿ òà òåõíîëî㳿) ôàêóëüòåòó ìàòåìàòèêè, ïðèðîäíè÷èõ íàóê òà òåõíîëîã³é ÖÄÏÓ ³ì. Â. Âèííè÷åíêà, 18 ä³â÷àò ³ç çàéâîþ âàãîþ ò³ëà ó â³ö³ 17-18 ðîê³â, ÿêèì ïðîâîäèëè äîñë³äæåííÿ àíòðîïîìåòðè÷íèõ ïàðàìåòð³â çà ñòàíäàðòíèìèìåòîäèêàìè(âèì³ðþâàííÿ çðîñòó, âàãè, îáâîä³â òà볿 òà ñòåãîí).

Îñíîâíà ìåòà çàïðîïîíîâàíî¿ ìåòîäèêè ïîëÿãàëà ó íîðìàë³çàö³¿ âàãè ñòóäåíòîê, çì³öíåíí³ ¿õíüîãî çäîðîâ'ÿ, ï³äâèùåíí³ çàö³êàâëåíîñò³òà çàëó÷åíí³ñòóäåíòîê äî

ðåãóëÿðíèõ ô³çêóëüòóðíî-îçäîðîâ÷èõ çàíÿòü øëÿõîì çàñòîñóâàííÿ çàñîá³â øåéï³íãó. Ñèñòåìà øåéï³íãó ñïðèÿº âèïðàâëåííþ äåôåêò³â ô³çè÷íî¿ çîâí³øíîñò³, ùî ñïðè÷èíåí³ íåäîë³êàìèáóäîâè ò³ëà,çà ðàõóíîê ö³ëåñïðÿìîâàíîãî äîáîðó ô³çè÷íèõ âïðàâ, ðåæèìó ¿õíüîãî âèêîíàííÿ, 䳺òè òà ðåæèìó õàð÷óâàííÿ.

Âàæëèâèì ìîìåíòîì ï³ä ÷àñ ñêëàäàííÿ ïðîãðàìè ô³çêóëüòóðíî-îçäîðîâ÷èõ çàíÿòü øåéï³íãîì äëÿ äîñë³äæóâàíèõ ä³â÷àò º ñêëàäàííÿ òðåíóâàëüíèõ ïðîãðàì. Ïðè ñêëàäàíí³ ïðîãðàì ìè êåðóâàëèñÿ ñõåìîþ, âðàõîâóþ÷è, ÿêó ÷àñòèíó ò³ëà ïåðåäáà÷àºòüñÿ êîðèãóâàòè. Ñõåìà âïðàâ - öå ê³ëüê³ñòü ï³äõîä³â, äîçóâàííÿ, òåìï. Íà ïåðøîìó åòàï³ äîñë³äæåííÿ ê³ëüê³ñòü ï³äõîä³â ñêëàäàëà - 1-3, íà ôîðìóâàëüíîìó åòàï³ åêñïåðèìåíòó - 3-5. Äîçóâàííÿ âïëèâó íà îðãàí³çì ä³â÷àò áóëî çàïðîïîíîâàíî â íàñòóïí³é ïîñë³äîâíîñò³:

• ìàëå äîçóâàííÿ -1-3 ïîâòîðåííÿ.

Âèêîðèñòîâóâàëîñÿ äëÿ ³íòåíñèâíîãî ôîðìóâàííÿ ì'ÿç³â ³ ðîçâèòêó ñèëè.

• ñåðåäíº -6-10ïîâòîðåíü, º íàéðàö³îíàëüí³øèì äëÿ ðîçâèíåííÿ ì'ÿçîâî¿ ñèëè;

• âåëèêå - 15-20 ³ á³ëüøå ïîâòîðåíü. Çä³éñíþâàâñÿ ðîçâèòîê ñèëîâî¿ âèòðèâàëîñò³, à ñàìå ïîçáàâëåííÿ æèðîâèõ â³äêëàäåíü òà ñïðèÿííÿ ôîðìóâàííþ ì'ÿçîâîãî êîðñåòó.

Ñòðóêòóðà çàíÿòü ñêëàäàëàñÿ ç òðüîõ ÷àñòèí - ï³äãîòîâ÷î¿, îñíîâíî¿ òà çàêëþ÷íî¿. ϳäãîòîâ÷à ÷àñòèíà çàíÿòü ïðîõîäèëà çà âèäîì àåðîáíî¿ ã³ìíàñòèêè ³ òðèâàëà 10-15 õâ. Âèêîðèñòîâóâàëèñÿ îêðåì³ òà íåñêëàäí³ êîìïëåêñí³ âïðàâè äëÿ âåëèêèõ ãðóï ì'ÿç³â, ùî âèêîíóþòüñÿ ñòîÿ÷è. Çàâäàííÿ ö³º¿ ÷àñòèíè çàíÿòü çä³éñíþâàëàñü ï³äãîòîâêà îðãàí³çìó äî íàñòóïíîãî íàâàíòàæåííÿ. Îñíîâíà ÷àñòèíà çàíÿòü òðèâàëà 30-40 õâ. ³ ñïðÿìîâóâàëàñü íà ðîçâèòîê ð³çíèõ ì'ÿçîâèõ ãðóï ³ ô³çè÷íèõ ÿêîñòåé. ²íòåíñèâí³ñòü íàâàíòàæåííÿ âèñîêà. Âïðàâè ñòàòè÷íîãî õàðàêòåðó ïîºäíóâàëèñÿ ç äèíàì³÷íèìè. Çàêëþ÷íà ÷àñòèíà òðèâàëà 5 õâ. ³ ñïðÿìîâóâàëàñü íà çíèæåííÿ íàâàíòàæåííÿ òà â³äíîâëåííÿ ôóíêö³é îðãàí³çìó. Âèêîíóâàëèñÿ âïðàâè íà ðîçñëàáëåííÿ, â³äíîâëåííÿ äèõàííÿ, îêðåì³ àñàíè éîãè òà ïñèõîðåãóëþâàëüíå òðåíóâàííÿ [9, ñ. 30].

Îñîáëèâà óâàãà ïðèä³ëÿëàñü õàð÷óâàííþ äîñë³äæóâàíèõ îñ³á ï³ä ÷àñ îçäîðîâ÷î- òðåíóâàëüíèõ çàíÿòü øåéï³íãîì. Äëÿ îö³íêè ê³ëüê³ñíî¿àäåêâàòíîñò³õàð÷óâàííÿ

äîñë³äæóâàíèõ âèçíà÷àëèñü â³äïîâ³äí³ñòü äîáîâèõ åíåðãîâèòðàò êàëîð³éíîñò³ äîáîâîìó ðàö³îíó õàð÷óâàííÿ ñòóäåíò³â õðîíîìåòðàæíî- òàáëè÷íèììåòîäîì (íàîñíîâ³ äàíèõ

0. Ìîë÷àíîâî¿, Á. Êðàâ÷èíñüêîãî, Î. Ìóõ³íà òà ³í.) [10]. ßê³ñíó õàðàêòåðèñòèêó õàð÷óâàííÿ äîñë³äæóâàíèõ ìè âèçíà÷àëè ðîçðàõóíêîâèì ìåòîäîì çà äîïîìîãîþ äîâ³äíèê³â õ³ì³÷íîãî ñêëàäó õàð÷îâèõ ïðîäóêò³â (çà äàíèìè

1. Ñêóðèõ³íà, Ì. Âîëãàðºâà òà ³í.) [10].

Ñòóäåíòêè çä³éñíþâàëè àíàë³ç òà ïîð³âíÿííÿâ³äïîâ³äíîñò³õàðàêòåðèñòèê äîáîâîãî ðàö³îíó (ê³ëüê³ñòü õàð÷îâèõ ðå÷îâèí, ¿õíÿ åíåðãîö³íí³ñòü, â³äñîòêîâèé ðîçïîä³ë ìàñè ³ êàëîð³éíîñò³ çà îêðåìèìè ïðèéîìàìè ¿æ³, ñï³ââ³äíîøåííÿ á³ëê³â, æèð³â, âóãëåâîä³â) ç ôàêòè÷íèìè ïîòðåáàìè âëàñíîãî îðãàí³çìó òà íàóêîâèìè ðåêîìåíäàö³ÿìè. Äî òîãî æ, îñîáëèâà óâàãà äîñë³äæóâàíèõ çâåðòàëàñü íà òå, ùî êàëîð³éí³ñòü äîáîâîãî ðàö³îíó ïîâèííà â³äïîâ³äàòè äîáîâ³é âèòðàò³ åíåð㳿 ñòóäåíòêàìè. Îòæå, äîñë³äæóâàí³ ìàëè çìîãó âèðàõóâàòè äåô³öèò ÷è íàäëèøîê õàð÷îâèõ ðå÷îâèí òà ¿õíüî¿ åíåðãåòè÷íî¿ ö³ííîñò³ é âíåñòè ïåâí³ êîðåêòèâè ó âëàñíèé ðàö³îí õàð÷óâàííÿ. Âàð³àíò òàêî¿ êîðåêö³¿ ìè çä³éñíèëè íà ïðèêëàä³ ñêëàäåíîãî â³äïîâ³äíî äî íàóêîâèõ âèìîã îð³ºíòîâíîãî äîáîâîãî ðàö³îíó õàð÷óâàííÿ ñòóäåíò³â [10].

Îäåðæàí³ íà ïî÷àòêó åêñïåðèìåíòó äàí³ àíòðîïîìåòðè÷íîãî äîñë³äæåííÿ, à ñàìå âèçíà÷åííÿ òà àíàë³ç ìàñè ò³ëà, ³íäåêñó ìàñè ò³ëà (²ÌÒ), ³íäåêñó «òàë³ÿ-ñòåãíî» (²ÒÑ), îáâîäó æèâîòà, âì³ñò æèðó â îðãàí³çì³ çà ð³âíåì ²ÌÒ, ñâ³ä÷àòü ïðî íàÿâí³ñòü íàäëèøêîâî¿ ìàñè ò³ëà ó äîñë³äæóâàíèõ ä³â÷àò (òàáë. 1).

Òàáëèöÿ 1.

Äèíàì³êà àíòðîïîìåòðè÷íèõ ïîêàçíèê³â äîñë³äæóâàíèõ ä³â÷àò, ±ñ.

Ïðèì³òêè: * - â³äì³ííîñò³ ñòàòèñòè÷íî äîñòîâ³ðí³ â³äíîñíî âèõ³äíèõ äàíèõ (ð<0,05).

Ðåçóëüòàòè ïðîâåäåíîãî åêñïåðèìåíòó ïåðåêîíëèâîïîêàçàëè åôåêòèâí³ñòü çàñòîñóâàííÿ çàíÿòü øåéï³íãîì ³ç äîòðèìàííÿì êîðåêö³¿ õàð÷óâàííÿ ñòóäåíòîê ó íîðìàë³çàö³¿ ìàñè ò³ëà, ³íäåêñó ìàñè ò³ëà òà çìåíøåííþ â³äñîòêîâîãî âì³ñòó æèðó â îðãàí³çì³ äîñë³äæóâàíèõ ä³â÷àò (òàáë. 1).

Çà äàíèìè àíòðîïîìåò𳿠íà ïî÷àòêó äîñë³äæåííÿ âèÿâëåíî, ùî ³íäåêñ ìàñè ò³ëà ó äîñë³äæóâàíèõ ä³â÷àò ñêëàâ 28,27±0,86 , êã/ì², ùî ñâ³ä÷èòü ïðî âì³ñò æèðó â îðãàí³çì³ «âèùå ñåðåäíüîãî» - íà ð³âí³ 26-31% (òàáë. 1).

ϳä âïëèâîì ñèñòåìàòè÷íèõ çàíÿòü øåéï³íãîì òà êîðåêö³¿ õàð÷óâàííÿ â³äáóëèñÿ ïîçèòèâí³ çì³íè ó àíòðîïîìåòðè÷íèõ ïîêàçíèêàõ äîñë³äæóâàíèõ ñòóäåíòîê. Íàéá³ëüø³ çðóøåííÿ ñïîñòåð³ãàëèñü ó íàñòóïíèõ ïîêàçíèêàõ: ìàñè ò³ëà - íà 9,94 %; ²ÌÒ - 15,14 %; ²ÒÑ - íà 9,38 %

Âèñíîâêè òà ïåðñïåêòèâè ïîäàëüøèõ ðîçâ³äîê íàïðÿìó

Ïðîâåäåíèé àíàë³ç îäåðæàíèõ â õîä³ íàóêîâîãî äîñë³äæåííÿ äàíèõ, äîçâîëèâ çðîáèòè íàñòóïí³ âèñíîâêè. Âèÿâëåíî íåäîë³êè ó õàð÷óâàíí³ äîñë³äæóâàíèõ ä³â÷àò. Âñòàíîâëåíî íåîáõ³äí³ñòü âíåñåííÿ ïåâíèõ êîðåêòèâ ó ðàö³îí õàð÷óâàííÿ ñòóäåíòîê ç óðàõóâàííÿì ô³ç³îëîã³÷íèõ ïîòðåá ¿õíüîãî îðãàí³çìó, äîòðèìàííÿì ã³ã³ºí³÷íèõ âèìîã äî ðàö³îíàëüíîãî õàð÷óâàííÿ äîñë³äæóâàíèõ.

Íàâåäåíî âëàñíèé âàð³àíò êîðåêö³¿ ôàêòè÷íîãî ðàö³îíó õàð÷óâàííÿ äîñë³äæóâàíèõ íà ïðèêëàä³ ñêëàäåíîãî äîáîâîãî ðàö³îíó õàð÷óâàííÿ ñòóäåíòîê ç óðàõóâàííÿì âèÿâëåíèõ íåäîë³ê³â.

Åôåêòèâí³ñòü âèêîðèñòàííÿ çàíÿòü øåéï³íãîì ³ç äîòðèìàííÿì êîðåêö³¿ õàð÷óâàííÿ ñòóäåíòîê, ÿê³ ìàþòü íàäëèøêîâó ìàñó ò³ëà, ï³äòâåðäæåíà åêñïåðèìåíòàëüíî, ùî âèÿâèëîñü ó ïîçèòèâí³é äèíàì³ö³ â àíòðîïîìåòðè÷íèõ ïîêàçíèêàõ ä³â÷àò. Ñïîñòåð³ãàºìî ïîçèòèâí³ çðóøåííÿ ó ïîêàçíèêàõ: ìàñè ò³ëà - íà 9,94 %; ²ÌÒ - 15,14 %; ²ÒÑ - íà 9,38 %; ñóìàðíî¿ òîâùèíè ï³äøê³ðíèõ æèðîâèõ ñêëàäîê - 7,5 %; âì³ñòó æèðó â îðãàí³çì³ çà ð³âíåì ²ÌÒ - 6,58 %.

Ïåðñïåêòèâè ïîäàëüøèõ äîñë³äæåíü ïîâ'ÿçàí³ ç íàóêîâèì îá´ðóíòóâàííÿì òà ðîçðîáêîþ îçäîðîâ÷î¿ ïðîãðàìè äëÿ îïòèì³çàö³¿ ìàñè ò³ëà â ó÷í³â ç óðàõóâàííÿì ãåíäåðíèõ â³äì³ííîñòåé.

ÑÏÈÑÎÊ ÄÆÅÐÅË

1. Àíäðååâà Î. Â. Òåõíîëîã³ÿ ðîçðîáêè ðåêðåàö³éíî-îçäîðîâ÷èõ ïðîãðàì. Ñëîáîæàíñüêèé íàóêîâî-ñïîðòèâíèé â³ñíèê. 2011. ¹ 4. Ñ. 216-219.

2. Áèñòðà ². Ãàâðèëîâà Í., Ëèòâèíîâà Ê. Êîðåêö³ÿ ìàñè ò³ëà ä³òåé çàñîáàìè çàíÿòü ç îçäîðîâ÷îãî ô³òíåñó. Ñïîðòèâíà íàóêà Óêðà¿íè. 2017. ¹ 2. Ñ. 3-8.

3. Áóõâàë À. Â. Îçäîðîâ÷å ô³çè÷íå òðåíóâàííÿ ÿê åôåêòèâíèé çàñ³á ïðîòè îæèð³ííÿ. [Åëåêòðîííèé

ðåñóðñ] URL:https://cutt.ly/mYFnxam (äàòà

çâåðíåííÿ: 21.02.2022).

4. Ãóìåí Â. Øåéï³íã-ïðîãðàìà äëÿ óðî÷íèõ çàíÿòü ç ô³çè÷íîãî âèõîâàííÿ ñòóäåíòîê. Ïåäàãîã³êà, ïñèõîëîã³ÿ òà ìåäèêî-á³îëîã³÷í³ ïðîáëåìè ô³çè÷íîãî âèõîâàííÿ ³ ñïîðòó. Õàðê³â, 2006. ¹ 7. Ñ. 19-23.

5. Äðàï³íñüêà Ë., Øåâö³â Ó., Ñåìàëü Í. Îñîáëèâîñò³ âèêîðèñòàííÿ øåéï³íãó ó ô³çè÷íîìó âèõîâàíí³ ñòóäåíòñüêî¿ ìîëîä³. Ñïîðòèâíà íàóêà Óêðà¿íè. 2016. ¹ 6(76). Ñ. 9-15.

6. Êîïî÷èíñüêà Þ. Â. Çíà÷åííÿ ô³çè÷íèõ âïðàâ â ïîïåðåäæåíí³ òà ïðîô³ëàêòèö³ íàäëèøêîâî¿ ìàñè ò³ëà òà îæèð³ííÿ. Ô³çè÷íà êóëüòóðà, ñïîðò òà çäîðîâ'ÿ íàö³¿. ³ííèöÿ, 2011. Âèï. 12. Ò. 1. Ñ. 198202.

7. Êðóöåâè÷ Ò. Þ., Áåçâåðõíÿ Ã. Â. Ðåêðåàö³ÿ ó ô³çè÷í³é êóëüòóð³ ð³çíèõ ãðóï íàñåëåííÿ : íàâ÷. ïîñ³á. Êè¿â : Îë³ìï³éñüêà ë³òåðàòóðà, 2010. 248 ñ.

8. Ëèíåöü Ì., Ãóìåí Â. Ãîðä³é÷óê Ñ. Øåéï³íã ó ñèñòåì³ ô³çè÷íîãî âèõîâàííÿ ñòóäåíòîê. Òåîð³ÿ ³ ìåòîäèêà ô³çè÷íîãî âèõîâàííÿ ³ ñïîðòó. 2002. ¹ 2/3.Ñ. 134-137.

9. Øåâ÷åíêî Î. Â., Âèíîãðàäîâà Ë. Ñ. Îñíîâè øåéï³íãó : íàâ÷. ïîñ³á. Õàðê³â: ÏÏ Îçåðîâ, 2013. 156 ñ.

10. Ýíöèêëîïåäèÿ ïèòàíèÿ : â 10 ò. Ò. 2 :

Íóòðèåíòû ïèùåâûõ ïðîäóêòîâ / Ïîä îáù. ðåä. À. È. ×åðåâêî,Â. Ì. Ìèõàéëîâà;ñîñò.:

Ì. Á. Êîëåñíèêîâà è äð. 2013. 353 ñ.

11. Þøêîâñüêà Î. Ïðè÷èíè òà îñîáëèâîñò³

âèíèêíåííÿ íàäëèøêîâî¿ ìàñè ò³ëà ó ñòóäåíò³â ç óðàõóâàííÿìòåíäåðíèõâ³äì³ííîñòåé.

Ñëîáîæàíñüêèé íàóêîâî-ñïîðòèâíèé â³ñíèê. 2017. ¹ 1(57). Ñ 127-131.

12. Barr, S. (1987). Nutrition knowledge of female varsity athletes and university students. J Am Diet Assoc. Dec; 87(12). 660.

13. Belogianni, K., Ooms, A., Lykou, A.,&

Moir, H. (2021). Nutrition knowledge among university students in the UK: A cross-sectional study. Public HealthNutrition, 1-8.

doi:10.1017/S1368980021004754.

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doi:10.1017/S1368980021004754.

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