DEVELOPMENT DYNAMIC OF HEALTHY LIFE STYLE PERSONALITY COMPONENT IN RELATIVELY HEALTHY STUDENTS

Purpose: to determine effectiveness of different physical culture trainings for development of students’ healthy life style personality components. Material: 1st – 3rd year students, trained at physical culture lessons, participated in the research. All students related to main health group (students, having no health problems). In total 803 students participated in the research. The testing was conducted in periods from 2001 to 2005 and from 2010 to 2015. Results: positive changes of different personality’s component of healthy life style were observed. Parameters of emotional stability and tolerance were found. Teaching in last years develops personality’s components to less extent. The highest changes were determined in 3rd year students, independent on the program of their training. We did not find differences in degree of trainings’ influence of specialized and typical classes. Conclusions: at trainings it is necessary to pay more attention to development personality’s components of healthy life style, especially emotional stability and tolerance in respect to other people.

attend classes as per schedule of the chosen direction.Such approach permitted to increase students' interest to trainings, their responsibility; decrease missing of classes.However the influence of such trainings' organization on development of relatively healthy students' HLS personality components still remains to be an open question.
Recent years rather a high number of scientific works on different kinds of sports and health related systems has appeared [6,30,39,43].Some works are devoted to training of physical [9,31,33] and psychophysical [9,38,40,41] abilities of different specialties students.But development of HLS personality components in the process of study at HEE is not regarded in these works.Some authors study formation of professionally significant qualities in different specialties' students by means of physical culture and sports (the works by N.A. Aleshev are the closest to us by topics) [2]).However, these authors do not study the problem of students' personality development (and more over -about development of their HLS personality components) in conditions of different PC organization: by typical program or by specializations.
In the course of our research we found the following main contradictions: -Between active propaganda of healthy life style theory and practice and main directions of physical culture trainings' substantiation in modern society.It is connected with searching and opening new effective health related technologies and directions; -Between theoretical substantiation of demand in strengthening students' motivation for healthy life style and actual situation as on to day.It is connected with insufficient quantity of physical culture motivated trainings; -Between declaration healthy life style different elements' implementation in physical culture discipline and absence of specially worked out for students training programs.Such programs shall be based on application modern means for student' health improvement.Such programs shall facilitate actual increment of students, practicing healthy life style.
Recent years there have been observed unsubstantiated reduction of time for physical culture and quantity of youth, preferring sports or physical exercises to passive leisure [3,35,36,42].In this aspect we can mark out several works on the following problems: positive changes in students' personality [16,17,34]; HLS personality components in students of different health groups [14,15,37].But some problems of dynamic of HLS personality components' development in students, trained by PC typical program and by specialization are being still unsolved.Besides, it is necessary to seek more effective variants of students' PC training.
The purpose of the work is to substantiate and perfect approaches to development of students' HLS personality components by means of physical culture trainings during three years of heir study.
The tasks of the research: 1.To fulfill comparative analysis of positive changes in HLS personality components of relatively healthy students, who are trained by at 1 st -3 rd years: a) by typical program (PC specialization); b) by specialization programs (PS (practicing sports) specialization).
2. To fulfill comparative analysis of HLS personality components' changes in relatively healthy students in periods from 2001-2005 and from 2010 to 2015.

Material and methods
Participants: 1 st -3 rd year students, trained at physical culture lessons, participated in the research.All students related to main health group (students, having no health problems).For participation in the research we selected students, who actively attended physical culture classes.The students were combined in different groups: Organization of the research: The questioning was conducted in academic groups of 1 st -3 rd year students at the end of academic year.Questionnaires consisted of personality's main positive characteristics, located in free order.Students assessed (by scale from 0 to 10 points) the degree of every characteristic in them at the beginning and at the end of study period [19].
Statistical analysis: confidence of differences between values was assessed by Student's t-criterion (at significance level less than 0.05).The differences were interpreted as tendency at significance level more than 0.05, but less than 0.15 (in the table below such cases are marked with *).The received data were processed with the help of Microsoft Exсel program.

Results of the research
The main results of students' questioning are given in summarizing table.
Notes: in the last two columns sign «`» marks the data of average increment of points for personality qualities of appropriate year students.Indices«1» and «2» after main symbol of group mean accordingly 2001-2005» and «2010-2015».
Questioning of 1 st -3 rd year students about five personality components at the end of academic year showed the following: 1. Students had positive changes of HLS personality components (in both time ranges).For three personality components of all years' students (except emotional stability and tolerance of 1 st and 2 nd years students) final progress was significantly higher than initial.Final tolerance level of 1 st and 2 nd year students did not differ significantly from initial.Concerning 3 rd year students of PC specialization, their final tolerance was significantly higher than initial (in both time ranges).
2. Positive changes of four HLS personality components (except self-confidence in 2010-2015) in all RHS groups of 1 st and 2 nd years differ insignificantly (in both time ranges).Positive change of self-confidence in RHS of 2 nd year was significantly higher than in RHS of 1 st year students.Further, these indicators did not change for students of PC specialization in 2010-2015.For 4 HLS personality components (except emotional stability) increment of personality components in 3 rd year PHS of PS specialization (in both time ranges) was much higher than in 1 st and 2 nd year students.For students of PS specialization such correlation was observed for 3 HLS personality components: positive state, self-confidence and activity.
3. Two HLS personality components (emotional stability and tolerance in respect to other people) in PS specialization students do not change during all period of study.In students of PC specialization emotional stability also does not change during first three years of study.In this category of students significant increment is observed only after 3 years of study (only in growth of self-assessment for tolerance to other people).
4. For specializations PC and PS we did not find significant difference for 4 personality components.Concerning fifth HLS component (self-confidence) in students of PC specialization after 2 nd year of study there appears a tendency of higher assessment of its level.In the aspect of HLS personality components' development PC trainings does not differ from typical classes by effectiveness.
5. Comparing of 2001-2005 and 2010-2015 data points at negative dynamic of HLS personality components development: in 3 rd year students -for all qualities of personality; in 1 st year students -for positive state and self-confidence.To larger extent it concerns 3 rd year students of specialization.It means that recent years training develops HLS personality components of most students less than 10 years ago.Besides, it was found that PC specialized trainings do not have advantages in development of student's personality in this direction.

Discussion
V.M. Rozin especially underlines: "Health can not be formed or built as a building.It can only grow but not without our efforts" [26].
At present time still more intensive application of health related technologies for students' HLS personality indicators prove the relevance of the present research.In this connection it is necessary to actualize solution of problems, hindering development of healthy life style personality components in students' education.Besides, it is necessary to take all measures for improvement of students' health components.
Students shall be offered clear steps to preservation optimal health; to keep positive mood [11]; to control the system of personal values; to creation of personal image, including physical, emotional and intellectual principles of young person's personality; to enrich practical philosophy of health, paying attention to mental and body development [8].In every physical culture training it is necessary to strengthen students' motivation for healthy life style [28].
It is necessary to pay attention to the fact that physical culture and sports practicing are means of health improvement as well as physical perfection and rational leisure; mean of social activity rising.Such approach substantially influences on other sides of human activity: labor, moral and intellectual qualities.
Indeed, physical culture is one of main kinds of human culture.Its specificity is that this kind is profiled in direction of physical condition's optimization and individual's development in integrity with his/her psychic development.The basis of it are rational and effective usage of own motor functioning in combination with other cultural values [29].
The validity of the received results and approaches to creation of youth's healthy life style foundations is proved by works of other authors:  About influence of sorts on personality's development [12];  About morality, culture and youth's to-day's attitude to life problems' solution [4];  About physical culture, as kind of human activity, specific features [1];  Setting for creation of youth's healthy life style foundations [25].
Conception of human harmonious development shall also include unity, concordance and proportionality of "out-of-body", intrinsic only to human being qualities (will power, super-will power, morality, aesthetic, intellect) with all these in body and spirit integrity [12].Modern students spend nearly all their time in virtual reality, where in different social sites they see ideal, handsome bodies of famous and ordinary people [4].From this it follows that sport is now understood as fashion as compulsory component of healthy life style.As on to day sports have become one of fashionable directions of physical culture.However, it does not influence positively on students' attendance of learning and sport classes in higher educational establishments.Overloading with academic material requires significant strength, nervous and time losses from students.It forces students to neglect physical culture and sports as well as facilitates students' not seeing significance of physical development.In such cases students pay dominant attention to natural and humanitarian sciences.That is why the problem is to over-persuade students.It is necessary to prove that personality's development and directly human activity are impossible without successful physical development and physical fitness.
In context of the present work a relevant task is: formation of vitally important physical and motor qualities; perfection of psychic processes at levels: psycho-motor skills, thinking and imagination.It will be genuine care about youth; their personality's indictors, health and future professional workability.
The statement about possibility of students' character's development and hardening through physical culture and sports' practicing is undoubted.Such active position of sport-practicing and relatively healthy young It is important to form attitude to sports [5, 7, and 22] as one of the main and integral values of young people's HLS.It will distract them from various harmful habits [19,21].Inculcation of such approach to youth's minds is important just at physical culture classes.[5,20,23].It will result in active mastering personal values of physical culture practicing as well as facilitate practicing fashionable and useful healthy life style [10, 22, and 28].

Conclusions
1.In any variant of physical culture classes personality qualities of young people have tendency to certain development.
2. Correlation of HLS personality components with period of study is not linear.To larger extent their development is observed at first and third years of study.The highest changes of HLS personality components are observed in 3 rd year students.These changes do not depend on the program of their training.
3. Trainings by specializations PC and PS influence approximately equally on development of students' HLS personality components.
4. At PC classes it is necessary to pay more attention to development of students' HLS personality components.Especially it concerns emotional stability and tolerance towards other people.
and strengthens spirit.Comprehensively developed personality adapts to various modern conditions and successful future professional functioning quicker.

Table .
Average increment of students' HLS personality componentsТ for study period