ATHLETIC TECHNICAL SKILLS OF STUDENTS AS TRAINING EFFICIENCY INDICATOR

The purpose of the study is to evaluate the effectiveness of training sessions among the 1st-3rd year students of the general physical training (GPT) volleyball groups. Materials and methods. The athletic technical skills (ATS) have been tested by results of tests on upper and lower passes and serves. ATS testing of students from GPT volleyball groups was carried out at the beginning and at the end of the spring semester, in which 45 of the 1st year students (2 study groups), 60 of the 2nd year students (3 groups), 33 of the 3rd year students (2 groups) took part. The same students took part in the testing at the beginning and at the end of the semester (pairwise comparison). Research result. The method to evaluate the effectiveness of practical training for the Program of “Physical Culture” has been developed. Special aspects of ATS indicators dynamics of the 1st-3rd year students of GPT educational groups with sports orientation (volleyball) from the beginning to the end of spring semester were revealed. Conclusion. The highest efficiency of training sessions was observed among the 2nd year students. It is characterized by an increase in the number of students who successfully passed the tests on upper and lower passes by 5%, and 12%, respectively. The number of students who successfully passed the tests on serves increased by 11%, and a performance level grew from middle at the beginning of the semester to high at the end of the semester. The lowest effectiveness of training sessions was observed among the 1st year students. The outcome indicator of volleyball basic training corresponds to medium level at the beginning and at the end of the spring semester. The change in the number of students who successfully passed the tests on upper passes (–2%), lower passes (–2%), and serves (+2%) was insignificant from the beginning to the end of the semester.

The main problem in the university physical education management is a lack of information providing a feedback between subjects (Semenov & Mironova, 2006;Anikieiev, 2015).
Assessment of a physical education state among students is a leading factor in the pedagogical process. It promotes a growth of athletic and technical skills of students (Sidorova, 2009) and contributes to increasing interest in a physical activity (Baka, 2010;Druz, Iermakov, Artemyeva, Puhach, & Muszkieta, 2017).
It is established that an athletic technique training increases the interest in practicing of a physical culture by students significantly (Sisova & Semiglazova, 2015;Surikova & Kozhanova, 2016;Bakuradze, 2020).
Tests to assess an athletic exercise technique in accordance with the athletic theory (Demchishin & Pilipchuk, 1979;Zhelezniak, 1988;Zhelezniak & Kunyansky, 2000;Sharafeeva, 2009) are widely used in a volleyball practice (Zatsiorsky, 1982;Godick, 1988). Akhmerov, Akhmerov, and Shiryaev (2004) presented the results of theoretical and experimental studies that allow objectively characterize the testometric level of physical and theoretical fitness of volleyball players. Tests must meet two basic requirements: they must be reliable and informative.
The literature offers tests that are developed for qualified athletes, not suitable for non-athletes and do not have a sufficient bandwidth.
The literature review didn't identify any tests and standards to evaluate technical skills of volleyball players among students of non-sports universities (Scherbakov, et al., 2010).
There are following tests to assess volleyball technical fitness of beginner athletes (9-13 years old) of sports schools such as upper and lower passes, (above and in front, respectively), serve, attack and block (Pashkova, 2009;Gulyayeva, 2013).
There were tests developed to assess athletic and technical skills of the 1st through 3rd year students of general physical training groups (GPT) with a specialization in volleyball (Barantsev, Naidyonova, & Sarycheva, 2009). Three tests were tested; they included upper/lower passes and serve. They became more complex from 1st through a 3rd study year. It has been established that testing allows to objectively analyze a training level in volleyball playing basic technical skills among students of 1-3 study year and to evaluate athletic and technical fitness of GPT student groups.
Male and female 1st year students from the physical education groups, with a different sports specialization, showed significant differences in the development of general athletic fitness, both in the dynamics of average values and in comparing deviations (changes) in athletic fitness indicators from the beginning to the end of the school year. Female 1st year students from the GPT-aerobics group showed the highest level in a development of general physical fitness (6 points). In the GPT-athletics and GPT-volleyball groups the effectiveness is slightly lower (5 and 4 points, respectively). It corresponds to two points in the GPT athletics group (Grunina, Yermakov, Logacheva, & Naidyonova, 2009). The development of basic physical skills during a "Physical Culture" practice reaches 5 points among young men of GPT-boxing group. The effectiveness is slightly lower among GTP-basketball group students (3 points). In the GPT-football groups, the effectiveness of classes is the lowest (1 point) (Barantsev, Kolesnikov, Pekhterev, & Skorodumov, 2010).
We studied the dynamics and developed standards for assessing athletic and technical skills among the 1st year students of GPT-volleyball groups (Barantsev, Katilin, Naidyonova, & Sarycheva, 2012). It was established that the use of the above tests in the educational process allows to objectively analyze a level of training among 1st and 2nd year students in basic technical methods of playing volleyball and to evaluate the athletic and technical skills of students of GPT-volleyball groups (Barantsev, Vedisheva, & Naidyonova, 2013). Barantsev and Naydenov (2017) presented a methodology and standards to assess an athletic and technical fitness among 1st-3rd year students of the GPT-volleyball groups.
It was established that the indicators of the athletic and technical skills decrease significantly from the 3rd to 4th semester among non-athletic students of the 2nd study year from the GPT-volleyball groups. The reason is the decrease in the number of practical classes (from 40 in the 3rd semester to 24 in the 4th semester) (Barantsev, Chicherin, Naidyonova, & Bychkova, 2019).
The literature review didn't show any studies evaluating the effectiveness of practical classes based on indicators of athletic and technical skills among students from the GPTvolleyball groups.
The purpose of the study is to evaluate the effectiveness of training sessions among the 1st-3rd year students of the GPT-volleyball groups.
The objectives are: 1. To identify specifics of the test results among the 1st-3rd year students from the GPT-volleyball groups during the spring semester.
2. Based on the ATS dynamics during a semester, evaluate the effectiveness of training sessions among the 1st-3rd year students from the GPT-volleyball groups. Table 1 summarizes tests we developed to evaluate ATS among 1st-3rd year students from the GPT-volleyball groups (Barantsev et al., 2009).

Materials and methods
Detailed recommendations for testing are presented in the monograph  and the manual (Barantsev, 2020). The height of an upper and lower serve is 1.5-2.0 m. A subject has three attempts to perform a test during one class. The test is performed a required number of times, non-stop. For each test, students get a "pass" or "failure" grade. Then, a study group training level is assessed for the first (test No. 1), second (test No. 2) and the third exercise (test No. 3). Table 2 presents standards we developed to evaluate indicators of an athletic performance among GPT-volleyball groups (Barantsev & Naydenova, 2017). The standards are the same for female and male students of the same study year.
Students who regularly attended practical classes and participated in testing were included into a study cohort as 100%. A proportion of students who completed either upper or lower serve are considered 100%.
Statistical analysis methods were employed to analyze the results.
ТМФВ, 2020, том 20, № 3 Barantsev, S., Naidyonova, E., Serygina, V., Merkulova, I., & Myshyakov, V. (2020). Athletic Technical Skills of Students as Training Efficiency Indicator  Study design ATS testing of students from GPT-volleyball groups was carried out at the beginning and at the end of the spring semester, in which 45 of the 1st year students (2 study groups), 60 of the 2nd year students (3 groups), 33 of the 3rd year students (2 groups) took part. The same students took part in the testing at the beginning and at the end of the semester (pairwise comparison).
Students enrolled in study groups at the beginning of each semester at will. Therefore, their ability to play volleyball was different. In this regard, if a student did not play volleyball at all or took classes for just one semester, then he was tested according to the 1st study year program; if he took 2-3 semesters of classes then he was tested according to the 2nd study year program; 4-5 semesters -according to the 3rd study year program.
The curriculum of the training sessions for students of the GPT-volleyball groups is presented in the manual (Barantsev, 2015). Students in these groups are mainly engaged in a general physical training and improving volleyball skills. A practical training methodology is based on a modern knowledge about volleyball playing technical skills among the 1st-3rd study year students from the GPT-volleyball groups (Zheleznyk, 1989;Sharafeeva, 2009).
There were 24 practical trainings conducted with the 1st, 2nd, 3rd study year students from the Main Department during a spring semester. Students neither from the Specialized department (students who had health problems) nor from the Sports Department (students who have a sports qualification and regularly participate in student sports competitions such as Moscow student games) didn't participate in the study. Health wise, all study participants belong to the core medical group.

Study results
Based on the test results, the teacher of the study group determines a proportion of students who pass the testing. Results are compared with the standards for assessing ATS indicators (Table 2). Table 3 presents the dynamics of ATS indicators of the 1st, 2nd and 3rd study year students during a spring semester.
A column on the left shows an academic semester and num-ber of students in a study group who participated in the testing. The middle column represents a percentage of students who completed the test and reached a passing grade. The right column summarizes a final average test result for three tests.
Two groups of the 1st year students were tested in a spring semester. The trends in average performance indicators among 1st year students from the GPT-volleyball groups are presented in Figure 1.
The outcome indicator for students who completed upper and lower passes for a "pass" decreased by 2 percent, but still remained at the average level for training of these technical skills. The number of students who passed the testing increased by 2%. At the same time, a number of students performing upper pass increased by 7% (Table 3), which is indicating the effectiveness of the volleyball technique training among 1st year students. Three 2nd year groups of students were tested at the beginning and at the end of a spring semester. The Figure 2 depicts trends in performance indicators of the 2nd year students from GPT-volleyball groups.
The upper pass training rate increased by 5%, the lower one -by 12% and remained at the medium level of training for both. The number of students who passed the testing increased by 11%. The levels of these skills were medium at the beginning of the semester, and became higher at the ТМФВ, 2020, том 20, № 3 ISSN 1993-7989 (print). ISSN 1993-7997 (online). Теорія та методика фізичного виховання. Том 20, № 3 end of the semester. The outcome indicator for three tests increased by 9%, but remained at the medium level. The following proves a high efficiency of training sessions with the 2nd year students.
Two 3rd year student groups were tested at the beginning and at the end of the spring semester. Trends in performance technical methods increased by 4%. Therefore, 3rd year students showed an improvement in the lower pass performing technique, and stabilizing in the upper pass and serves performing techniques during the semester. The outcome indicator of training in three volleyball technical methods remains at the medium level.

Discussion
The article presents the method to evaluate the effectiveness of practical training for the Program of "Physical Culture". It is based on the ATS indicators among 1st-3rd year students from the GPT-volleyball groups. It proposes the following: • testing of volleyball basic techniques among students at the beginning and at the end of the semester; * In a parentheses is an assessment of testing results among GPT students of each academic group -high (letter "h"), medium -"m" and low -"l" (Table 2).  Figure 3. The number of students who passed the test on upper pass decreased by 2%, but remained at medium level. Those ones who passed the test on lower pass and serve increased by 12% and 2%, respectively. Although, this number remained at the medium level of training in these technical skills. The outcome indicator of training in three volleyball playing ТМФВ, 2020, том 20, № 3 Barantsev, S., Naidyonova, E., Serygina, V., Merkulova, I., & Myshyakov, V. (2020). Athletic Technical Skills of Students as Training Efficiency Indicator • generalization of test results by study groups and study year; • determining the percentage of students who successfully passed tests; • determining the outcome test indicators of study groups by a study year; • evaluation of test results of study groups according to developed standards; • analysis of trends in ATS among students by a study year. This methodology is designed for physical culture coaches. Therefore the simplified statistical analysis such as a percentage and average calculation is used to evaluate test results. The proportion of students who successfully passed tests is compared with the ATS assessment standards. This methodology is simple and it is widely used in our practice.
The study results showed that reliable differences correspond to the ATS indicators change among students from GPT-volleyball groups by 7% or more . Moreover, a high efficiency volleyball technical training is determined by moving from a lower to a higher level of training.
For example, the number of the 2nd year students who successfully passed tests increased by 11%. At the same time, the level of training has increased from medium at the beginning of the semester to high at the end of the semester. The most efficient training sessions for the 2nd year students are characterized by a 12% increase in the number of students who successfully passed lower passes. In this case, the result at the end of the semester is only 1% less than the top boundary of medium level.
Similar trends in performance of lower passes are seen among 3rd year students -low level of training at the beginning of the semester reached medium one by the end of the semester. The performance increased by 12%.
In one of 1st year training groups, the test results of upper and lower passes decreased by 4% but the test results of serves increased by 4%. This case shows downward trend in a technical skills development and an improvement in serve performance.
Study groups are formed according to student interests. The attendance, student commitment during trainings differs. Therefore, instructor's performance during a semester should be evaluated according to average outcome indicators.
The study results showed that the assessment of training effectiveness is the most accurate when the same students from the GPT-volleyball groups are tested at the beginning and at the end of the semester. The ATS testing at the end of a semester only, characterizes the effectiveness of practical classes less accurately. This is negatively affected by a long winter session, exams, and a winter break; as well as students enrollment to specific groups at will in the beginning of each semester. Additionally, student ATS testing at the end of the semester only, does not allow to evaluate trends in testing indicators in the fall semester.
The standards we developed to evaluate ATS of the 1st-3rd year students have three levels: high, medium and low level of training in basic volleyball techniques. Currently, statistical material to develop standards with additional educational levels is being compiled.

Conclusion
ATS testing results are one of the objective indicators to evaluate the effectiveness of practical classes and improve-ment of technical skills among the 1st-3rd year students from GPT-volleyball groups; The highest efficiency of training sessions was observed among the 2nd year students. It is characterized by an increase in a number of students who successfully passed the test on upper and lower passes by 5%, and 12%, respectively. The number of students who successfully passed the test on serves increased by 11%, and a performance level grew from medium at the beginning of the semester to a high at the end of the semester.
Less effective training sessions were observed among 3rd year students. It is characterized by a 12% increase in a number of students who successfully passed the test on lower passes, and maintaining the same percentage of students who completed successfully passed the test on upper passes and serves. The outcome indicator of a training in three volleyball technical skills corresponded to medium level; The lowest effectiveness of training sessions was observed among 1st year students. The outcome indicator of volleyball basic training corresponds to medium level at the beginning and at the end of the spring semester. The change in a number of students who successfully passed the test on upper passes (-2%), lower passes (-2%), and serves (+2%) was insignificant from the beginning to the end of the semester.