Pedagogy of physical culture and sports. Pedagogy of physical culture and sports, the textbook is recommended by the educational and methodological association for education in the field of physical culture and sports as a training manual. Management of the pedagogical process in

-- [ Page 1 ] --

PEDAGOGY

PHYSICAL CULTURE

physical culture and sports as a teaching aid for

students of higher educational institutions studying in specialties

“Physical culture and sports” and

"Recreation and sports and health tourism"

Stavropol

2014 Pedagogy of physical culture and sports: Textbook / – Stavropol: Publishing House of North Caucasian Federal University, 2014. – 265 p.

The textbook is compiled on the basis of modern scientific data, advanced practical experience in the field of pedagogy of physical culture and sports, as well as the requirements of state educational standards. It contains lectures, questions and tasks for self-test, a list of references, and a glossary. Designed for students studying in the specialties “Physical Education and Sports” and “Recreation and Sports and Health Tourism”.

Magin V.A. – Doctor of Pedagogical Sciences, Professor Sivolobova N.A. – Candidate of Pedagogy, Associate Professor Reviewers:

Belyaev A.V. – Doctor of Pedagogical Sciences, Professor Lukyanenko V.P. – Doctor of Pedagogical Sciences, Professor CONTENTS INTRODUCTION SECTION I INTRODUCTION TO PEDAGOGY OF PHYSICAL EDUCATION AND SPORTS Chapter 1 Fundamentals of pedagogy of physical education and sports Subject and categories of pedagogy 1.1. The emergence and development of physical pedagogy 1.2.

culture and sports as the art of raising and teaching children Physical culture and sports as components 1.3.

educational process Questions and tasks for self-test SECTION II PEDAGOGICAL PROCESS AS A SYSTEM AND AN INTEGRAL PHENOMENON Chapter 2 Essential characteristics of the concept of “pedagogical process” The essence of the pedagogical process 2.1. Structure and components of the pedagogical process 2.2. The driving forces of the pedagogical process are 2.3.

patterns and principles Pedagogical interaction and its types 2.4. Questions and tasks for self-test Chapter 3 Forms of organization of physical education classes Forms of training and their classification.

3.1. Lesson – the main form of physical education 3.2.

schoolchildren Extracurricular forms of physical education 3.3. Questions and tasks for self-test Chapter 4 Teaching aids Typology and characteristics of didactic means 4.1. Modern technical teaching aids 4.2. Specifics of using didactic tools in 4.3.

during physical education classes Questions and tasks for self-test Chapter 5 Teaching methods The concept of teaching methods and their classification 5.1. Verbal teaching methods 5.2. Practical teaching methods 5.3. Visual teaching methods 5.4. Principles of application of teaching methods in the process 5.5.

physical education classes Questions and tasks for self-test Chapter 6 Physical abilities: essence, structure, development factors The essence of the main dominant concepts of the general theory 6.1.

abilities. Classification of types of abilities Essence, structure of physical abilities of an individual 6.2. Main factors in the development of physical abilities and 6.3.

suitability for various sports Questions and tasks for self-test Chapter 7 Personality education in classes in the subject “Physical Education” The essence of the education process 7.1. General methods, means and techniques of education 7.2. Interpersonal relationships in a team 7.3. Questions and tasks for self-test Chapter 8 Cultivation of personal qualities of those involved in physical exercises The role and place of physical education in the formation 8.1.

personal qualities Objectives, content and ways of education in classes according to 8.2.

subject “Physical Education” Questions and tasks for self-test Chapter 9 Features of self-education by means of physical culture and sports Self-education as an integral part of general education 9.1. Self-knowledge and self-esteem as motivators 9.2.

self-improvement Stages and means of self-education for older adolescents 9.3.

schoolchildren Typical mistakes in self-education 9.4. Tasks of a physical education teacher according to guidelines 9.5.

self-education of students Questions and tasks for self-test Chapter 10 Concept of innovation and innovative technologies Innovation and innovative education 10.1. Pedagogical and innovative technologies 10.2. Questions and tasks for self-test Chapter 11 Innovative technologies in education in the subject “Physical Education” Technology of sports-oriented physical 11.1.

education Technology of Olympic education 11.2. Spartan technology of spiritual and physical 11.3.

health improvement for children and youth (“SpArt”) Technology for the formation of a healthy lifestyle 11.4. Technology for organizing “Presidential competitions”

11.5. Technology for organizing condition monitoring 11.6.

physical health of the population, physical development of children, adolescents and youth DROZD technology

11.7. Questions and tasks for self-test SECTION III PEDAGOGICAL ACTIVITY OF A PHYSICAL EDUCATION TEACHER Chapter 12 Pedagogical aspects of the activity of a physical education teacher Features of pedagogical activity 12.1. General characteristics of the teacher's activities 12.2.

physical culture Characteristics of various styles of activity 12.3.

physical education teachers Leadership styles of physical education teachers 12.4. Questions and tasks for self-test Chapter 13 Creativity in the pedagogical activity of a teacher in the subject “Physical Education” Pedagogical creativity: levels, signs, conditions 13.1. Types of pedagogical creativity 13.2. Pedagogical skills of the teacher in the subject 13.3.

“Physical culture” Questions and tasks for self-test Chapter 14 Possibilities of pedagogical diagnostics in the activities of specialists in the field of physical culture and sports Pedagogical diagnostics: essence and content 14.1. Methods of pedagogical diagnostics and their possibility 14.2.

application in the activities of a specialist in the field of physical culture and sports Questions and tasks for self-test Chapter 15 Readiness of a specialist in the field of physical culture and sports for professional activities General concept of readiness for professional 15.1.

activities Requirements for a modern specialist in the field 15.2.

physical culture and sports Structure and content of professional readiness 15.3.

specialists in the field of physical culture and sports Questions and tasks for self-test SECTION IV MANAGEMENT OF THE PEDAGOGICAL PROCESS Chapter 16 Scientific foundations of pedagogical management Management theory as a science and its methodological 16.1.

management Questions and tasks for self-test Chapter 17 Fundamentals of planning in an educational institution Theoretical aspects of planning 17.1.

Essence, purpose, objectives of educational planning 17.1.1.

establishment Principles and conditions of planning 17.1.2. Types and forms of planning 17.2.

Structure and content of the annual plan 17.2.1.

educational institution. Requirements for the annual plan 17.2.2. Technology for planning educational work 17.2.3.

institution for the year (action algorithm) Criteria for analyzing the annual plan 17.2.4. Questions and tasks for self-test Chapter 18 Control system in an educational institution Theoretical aspects of control 18.1.

Control: its essence, tasks and objects 18.1.1. Principles and functions of control 18.1.2. Types, forms and methods of control 18.1.3. Methodological aspects of control 18.2.

Algorithm of actions of an educational manager 18.2.1.

institutions when carrying out a certain type of control Ethics of control 18.2.2. Structure of the analytical report 18.2.3. Questions and tasks for self-test Chapter 19 Organization of methodological service in educational institutions Structure, purpose, tasks and functions of methodological service 19.1.

services. Analysis of the structural-functional model of the school's methodological service Content and forms of the school's methodological work 19.2. The pedagogical council as the highest collective body 19.3.

school management: functions, types, forms and methods of implementation Structure, stages of preparation of the pedagogical council 19.4. Questions and tasks for self-test GLOSSARY INTRODUCTION In modern Russia, education has become one of the most extensive areas of human activity. The ongoing processes of modernization of the domestic education system are aimed both at taking into account global trends and at preserving all the positive things that have been accumulated by domestic education in the process of its historical development.

Dynamic changes in society require the development of the education system, compliance of its quality with the rapidly changing needs of both the individual and the demands of society and the state as a whole.

Education in the field of physical education and sports is no exception.

Its actualization and development is due to a number of needs:

1) in the training of highly qualified and competent specialists capable of solving problems of health improvement for all categories of the population;

2) expansion of the market for educational, health, physical education, sports, and tourism services;

3) transition from teaching to the logic of culture;

One of the main types of professional activity of specialists in physical culture and sports, recreation and sports and health tourism is teaching.

Pedagogy is the science of education. Physical education, as a type of education and the active side of physical culture, is directly related to the development and education of a person. It is significant in the formation and preparation of children, adolescents and young people for life along with mental, moral, labor and aesthetic education.

Pedagogy of physical culture and sports is the subject development by a person of the space of physical culture and sports activities, implemented in the processes of training and education.

A specialist in the field of physical education and sports is, first of all, a teacher. And a teacher is, of course, a teacher, a coach. And the teacher, in the words of Academician B.S. Gershunsky, this is a thinker who feels the fullness of the sacred responsibility entrusted to him for the fate of the person entrusted and trusted in him, for his spiritual, intellectual and physical health, for the future of his country and the whole world, the entire human civilization.

The proposed study guide contains four sections. The first section covers the subject and categories of pedagogy, the basics of pedagogy of physical culture and sports. The second section is devoted to the pedagogical process as a system and a holistic phenomenon. Its chapters reveal the essence of the pedagogical process, consider the forms, means and methods of organizing and conducting classes in the subject “Physical Education”, including the use of innovative technologies, and highlight the issues of developing physical abilities and nurturing personal qualities. The third section of the textbook presents chapters that reveal the characteristics, character and readiness for teaching activities of a physical education teacher. The fourth section is entirely devoted to the issues of managing the pedagogical process, providing future specialists with competencies of this nature.

SECTION I INTRODUCTION TO PEDAGOGY OF PHYSICAL EDUCATION AND SPORTS Chapter 1. Fundamentals of pedagogy of physical education and sports 1.1. Subject and categories of pedagogy The subject of pedagogy is the process of development, training and education of people in the progressive interests of personal and public life.

Pedagogy has its own thesaurus and operates with a number of basic and auxiliary concepts. Development, training, education, upbringing are basic and have the nature of pedagogical categories. What is the meaning of these concepts?

Human development from a philosophical point of view is understood as a multidirectional and natural change in matter and consciousness, as a result of which a new qualitative state of an object arises. The process can follow an ascending (progressive) or descending (regressive) line. In the latter case, the object degrades - it loses its positive properties without acquiring new ones. From a pedagogical point of view, development is a purposeful, systematic and continuous process of improving the mental, moral and physical activity of students through the content of the taught educational material and a certain organization of the way of life. There are intellectual, mental, and physical development of a person.

Intellectual (mental) development is associated with education and upbringing, which requires significant efforts of the teacher, who is faced with the task of teaching students to analyze, generalize and specify reality, and, if necessary, be able to think outside the box when making decisions. Intellectual development is based on the creative thinking of an educated and cultured person.

Mental development is the development of elementary reactions and coordination, as well as emotional-volitional stability. In sports pedagogy and military pedagogy, where activities are associated with overcoming extreme situations, the basic concepts include psychological training, understood as a purposeful process of developing in students a strong attitude towards unfavorable factors of social manifestations (ill will, deception, cruelty, etc.) , internal readiness to overcome difficulties (hunger, thirst, cold, heat, etc.) and hardships (debilitating physical stress, pain, etc.), active desire to master the art of communicating with people against the background of high personal endurance and appropriate emotional-volitional stability. Psychological preparation as a process and result of mental development is carried out in the process of a certain way of life, as well as with the help of special forms, means and methods of influencing a person, among which the most effective are combat operations and sports competitions.

Physical development means improving the functioning of a person’s internal organs, strengthening his muscles, ligaments and supporting apparatus. Harmony and beauty determine a person’s desire for physical development.

The ability to maximally mobilize physical and spiritual forces at the right time is always present in him. Therefore, the process of physical development involves not only the improvement of physical qualities, but also the emergence of new psychological structures in a person, which is especially clearly manifested when people actively engage in sports. In the theory of physical culture, the term “development” is used in relation to physical qualities. For example, to develop explosive strength in an athlete. The verb “form” should generally be used in relation to a motor skill. Using the term “formation” (giving something a certain completeness) as a synonym for the term “development” is possible only in certain cases.

Training is a mutually dependent, purposeful, organized, systematic and systematically carried out process of transfer by a teacher of certain knowledge, skills, abilities and their mastery by students. Education is the main way a person receives fundamental education. During the training, the teacher must not only present the content of knowledge on the subject, but be able to arouse interest in knowledge, teach students to carry out independent creative search in their chosen field. The benefit of learning is to acquire the ability to think. A person must study in order to correctly navigate in life and manage his life activities.

The most lasting knowledge is that which we actively obtain ourselves. Education is interconnected with education. It is always educational to one degree or another.

Education (Latin – to pull out, to grow). The word educare, which has the root “to nourish,” corresponds to the verb “to feed.” In Old Russian writing, the words “upbringing” and “feeding” are synonyms. Democritus expressed the essence of education as follows: “Nature and education are similar. Namely, education rebuilds a person and, transforming, creates a second nature for him.”

The term “education” can be used in a broad social sense, as well as in a narrower pedagogical meaning.

In a broad sense, education is a process of systematic and purposeful influence of society on the spiritual and physical development of the individual by creating conditions for the productive, social and cultural activities of its members. The goals, content and organization of social education are determined by the prevailing social relations of the country. In a pedagogical sense, education should be understood as a purposeful, organized system of influences on students in the interests of developing in them certain ideological positions, moral ideals, norms and relationships, aesthetic perception, high aspirations, as well as the need for systematic work. “People become good more from exercise than from nature,” said Democritus. In a narrower sense, education is understood as special pedagogical work or activity devoted to any aspect of education (moral, legal, environmental, physical, etc.).

Education is the process of mastering a system of scientific knowledge, cognitive abilities and skills. On their basis, the worldview, moral qualities of the individual, and creative abilities are formed. At the same time, education also refers to the result of learning. The word “education” has a double meaning: the first is the actual process of a person’s assimilation of a certain system of knowledge, skills and abilities;

the second is the result of this process, expressed by different levels of creative and practical preparedness of a person.

Self-education involves a person’s purposeful and purposeful work related to the search and assimilation of knowledge in an area of ​​interest, including listening to special programs on radio and television, working “in pairs” with a personal computer (PC), and searching for information on the Internet.

In the theory and practice of education in the field of physical culture, such concepts as “physical education”, “physical education”, “education in the field of physical culture”, “physical education” are very often used. Also P.F. Lesgaft considered the prerogative of physical education to be moral qualities and its volitional manifestations, that is, the development of character in a person through physical exercise.

Physical education from P.F. Lesgaft's range and depth of understanding correspond to the modern understanding of educational teaching. “Mental growth and development,” wrote P.F. Lesgaft, “require appropriate physical development.” His system of physical education, solving the problems of human health and hygiene, put into practice the connection between physical education and mental development, moral and aesthetic education. It was entirely aimed at preparing young people for productive work.

If we return to the terminology itself, the phrase “physical education” is incorrect in semantic, logical and professional terms. The term “physical education” is also not entirely correct (“physical culture education”). Therefore, it seems most correct to use the term “education in the field of physical culture.”

There are complex and contradictory relationships between learning, development, education and upbringing. At the semantic level, there is a numerous conceptual apparatus for describing them in pedagogy. Some of the most frequently encountered concepts include the following: knowledge, skills, techniques, means, methods, forms, pedagogical technologies, pedagogical patterns, etc. This series is constantly updated with new concepts and definitions. There is a constant process of development of pedagogical theory and practice.

The emergence and development of physical education pedagogy and 1.2.

sport as the art of raising and teaching children The term “pedagogy of physical culture and sports”, used to designate an independent scientific discipline, is relatively young, although some of the most important problems and directions of this science arose, in principle, a very long time ago.

Their first traces are found in ancient philosophy. Along with Aristotle, Plato paid especially great attention to the issues of pedagogy; within the framework of his extensive philosophical system, he formulated thoughts that, right up to our time, have significantly contributed to the development of pedagogy, connecting it with general philosophical views on life and the world. Based on his philosophical and pedagogical system, Plato, in balanced, carefully thought out and in some cases formulations that are extremely close to our modern times, proves the need for “sports education”, without, of course, using the very concepts of “sport” and “sports education”.

No, he was talking about gymnastics and gymnastics education. Even without resorting to detailed argumentation, one can see that Plato’s works, mainly in the Republic, Laws, Meno, contain deep statements about the relationship between gymnastics, education and the needs of the body, carnal life, putting the implementation of some of the tasks he set is directly dependent on gymnastics education.

The ideas of Aristotle and, above all, Plato in modern times were “transplanted” onto completely different soil. Jean-Jacques Rousseau played a decisive role in this process. This happened, of course, not by accident, for it was Rousseau who became the godfather of pedagogy as a modern science, turning it to the human personality, although he himself was not the founder of this scientific discipline.

J.J. Rousseau - and this is his undeniable merit in the field of pedagogy - asks the question about the goals of education itself as such, without considering it as a means for carrying out extra-pedagogical tasks.

At the same time, he is interested, first of all, in the period of childhood, for which enthusiastic reviews were and still are heard in his address, glorifying him as the pioneer of this phase of human life. He considers the child - in contrast to the practice that has prevailed for centuries - not as an incomplete caricature of an adult, but as a full-fledged being. This attitude towards the child provides for respect for him as an independent person with his own world of feelings. The child is given equal rights with an adult; he is, to a certain extent, “emancipated.”

For Rousseau, a passionate fighter for human freedom, this is almost a matter of course.

But that’s not all - having discovered the child, Rousseau reveals both the youth, the young man (“the second birth is the beginning of youth”), and at the same time the bodily nature of man.

Although it was known before Rousseau that man is a creature possessing not only spirit and reason, but also sensitivity, Rousseau was the first to proclaim and substantiate the idea of ​​the urgent need for physical education in the context of the pedagogical theory of modern times.

Particularly impressive evidence of this is his utopian educational novel “Emile” (1762), where he outlined the theory of “natural education”, which, he hoped, among other things, would heal the evils of his time.

The most characteristic distinguishing feature of his version of “natural education” is the division of a person’s life path into various age segments, stages delimited from each other, each of which has certain characteristics and, because of this, has the right to claim independent existence. The theory of natural education developed by Rousseau, considered in this aspect, coincides with the theory of age stages, within the framework of which the place and role of the sensory-bodily nature of man and physical education are assessed. According to this theory, truly human development would be incomplete without taking into account the bodily nature of people. After the publication of the novel “Emil,” the idea of ​​the need for physical education gained a solid foundation.

The enthusiasm with which Rousseau’s views were perceived, disseminated, developed, classified, transformed and partly misunderstood is evidenced, first of all, by the activities of the so-called “philanthropists” of the late 18th century, who became his most zealous and faithful successors. Philanthropists, representatives of pedagogy based on the ideas of the Enlightenment, were truly filled with the joy of experimentation, thanks to which, without the slightest hesitation, they can be called the first pedagogical reformers of the New Age.

Outstanding figures from the galaxy of philanthropists include, along with Guts-Muts, Basedow and Kampe, primarily Salzman, Fit and Vuillaume. Despite all the differences that existed between them, philanthropists were united - and this is especially important for the course of our reasoning - by the assessment that they gave to physical exercise. They unconditionally attached great pedagogical importance to these exercises, recognizing their undoubted pedagogical value. The need for physical exercise was deeply justified by the general goal of education to help a person achieve the most complete, perfect development of his personality. According to the views of philanthropists, such a lofty goal is unattainable without physical education. It is the most important component of the process of transforming a person into a happy, perfect and, thus, from the point of view of philanthropists, always a socially useful being.

So, the historical and systemic scientific merits of philanthropists consist, first of all, in the fact that they were the first to formulate the principles of the theory of physical education.

Guts-Muts played a significant role in this, achieving truly unprecedented popularity, creating, if you like, the first “bestsellers” in the field of pedagogical problems of physical education. His most important work is undoubtedly Gymnastics for Youth (1793). In addition, his books “Games for exercising and developing the body and spirit of youth” (1796) and “Small textbook on the art of swimming for self-education” (1778) are of considerable importance.

Like philanthropists, Jan (1778–1852) showed great interest in the dissemination of pedagogically sound physical education, which also needs to be mentioned. He is the author of two major works: “The German National Character” (1810, co-authored with Eisels) and “German Gymnastic Art” (1816). Both books are a kind of manual on national education, and their titles, moreover, clearly speak of national ambitions. The highest goals of physical education in these books were declared to be the development of love for the fatherland, patriotism, spiritual and physical ability to defend the country.

For Jan, gymnastics was not only a patriotic-national cause, but to no lesser extent it also pursued universal, supra-regional goals. Gymnastic art is “a universal human activity that should be carried out wherever mortals inhabit the earth.” It is not surprising, therefore, that Jan’s ideas were taken up in other countries by different peoples. After the liberation wars with Napoleon, gymnastics fans, due to their liberal democratic sentiments, began to arouse suspicion among the then government, to which they found themselves in opposition. Very quickly, the spread of gymnastic teaching as a movement detrimental to the state was limited in most German states, and prohibited in Prussia. After the abolition of restrictions and prohibitions, which, however, were not observed very strictly, a new stage in the development of physical education began.

This phase was different in that physical education was included in the general school education system. The traditional school curriculum was expanded and a new subject was introduced - gymnastics. As a result, two needs arose - on the one hand, it was necessary to legitimize “gymnastics” as a school discipline, on the other, to prepare pedagogically experienced specialists who could teach this subject.

The introduction of gymnastics teaching into the school curriculum and an attempt to train scientifically qualified teachers gave rise to the need to create an appropriate scientifically based theoretical base. It was necessary to ensure the fulfillment of two tasks:

convincingly justify the feasibility of teaching gymnastics and give the future generation of gymnastics teachers solid scientific knowledge.

These tasks were posed in Spies's work “The Teaching of Gymnastic Art” (1840). By his own admission, he sought to make gymnastics “convenient for teaching in school” and at the same time prepare “a scientific basis for the system and methodology of teaching gymnastic art.”

It is thanks to this activity that Shpis (1816-1858) is often respectfully called the “founder” of school gymnastics.

Regarding what the goals and objectives of school gymnastics should be, he expresses the following very definite point of view:

“First of all... every gymnastics school must be a school of strict discipline and order, an institution for the natural development of energy and the will to action, a school for preparing a citizen of the state for any work in the peaceful field and for any hardships of war.”

Many of Spies's contemporaries and descendants did not agree with his overtly pragmatic attitudes, for the pragmatism of his principles consisted in adapting the goals and objectives of physical education to the prevailing trends of the era and the goals of school education. The main drawback of this concept was seen in the fact that it subordinated physical education to the tasks of spiritual education.

Widespread dissatisfaction with Spies's methodology was also caused by the fact that his theory of gymnastics education was based on the principle of strict discipline and drill, and not the free acquisition of educational skills. This dissatisfaction manifested itself with particular force and brightness in the reformist pedagogy that arose at the end of the 19th century. and soon turned into a widespread international movement.

As the very name of this movement suggests, its supporters opposed the spirit of rationalism that was dominant in the society of that time, against any manifestations of intellectualism, as well as against the school system, ossified in mechanism and schematism, a system that its opponents heretically castigated as “bookish” and “scholarly.” "

The ideas of reformist pedagogy, which ultimately influenced the change in all life relationships and interconnections in society, could not but find a wide response among physical education teachers. The defining principle for them was the principle of “natural gymnastics”, which was also the brainchild of reformist pedagogy and reflected universally expressed proposals for reforms in a specific area - in the field of physical education. “Natural gymnastics” received a particularly thorough justification in the work of the Austrian scientists Gaulhofer and Streicher, “Basic principles of teaching gymnastics in the Austrian school” According to (1927).

To the idea of ​​“natural gymnastics”, the source of its teaching was declared to be nature. “Any art, including gymnastics, must learn from nature, because it is there that all the wisdom is hidden, there you can get the necessary education, and gymnastics that is so close to nature, in contrast to all sorts of artificial tricks that readily pass themselves off as gymnastics, we we call it natural."

It is in this regard that the views of representatives of “natural gymnastics” come close to the ideas of Rousseau, who tirelessly promoted the principle of free movement. Here you can also see the motive of Guts-Muts’s reasoning, imbued with a critical attitude, who saw in gymnastics a certain corrective to the ever-increasing intellectualization and rationalization in the life of society.

In accordance with this point of view, the pedagogical value of gymnastics lies in the fact that it contributes to the comprehensive development of a free, self-reliant personality. This is truly a lofty goal!

Some reformer teachers were sometimes ready to show unlimited confidence in the teaching of gymnastics. This is evidenced, in particular, by Kindermann (1926), who not only advocated the equality of physical education among other subjects of the canonical school curriculum, but also hoped that physical education would lead to a reform of all school education.

Within the framework of this concept, physical education prepared the way for the reform of the entire school system. If Spies called for the unconditional subordination of physical education to the spirit prevailing in a traditional school, here the position is completely opposite.

From here, in particular, it follows that there are many arguments in favor of justifying physical education as a school discipline.

The “prehistory” of modern pedagogy of physical culture and sports also proves with irrefutable clarity that the justification and implementation of the goals of physical education are possible only to the extent that they meet the requirements of certain political systems or are recognized by these systems. As soon as a conflict arises with the dominant political system, these goals are doomed to failure, no matter how good intentions they may be associated with and no matter how convincingly justified from a pedagogical point of view. This fate befell the enthusiasts of reform pedagogy with all their plans and intentions. The national socialist movement that emerged in the 20s of our century, which led to the collapse of the Weimar Republic, put a sudden and violent end to the reform trend in pedagogy.

From now on, politics dictated the tasks and goals of physical education even more obviously than ever before. Subservient to Hitler, Beumler and Wetzel acted as the main ideologists of the political justification of the goals and objectives of physical education. It was thanks to their efforts that physical education became the focus, the core of political education, subordinating the whole person. Admiration for the irrational principle went along with the rejection of science, which began to be considered something optional, interfering with physical education, imbued with political ambitions. In what sense pedagogy was then spoken of is expressed more clearly and weightily in the following statement by Hitler than in all other formulations: “My pedagogy is harsh.

Weakness must be thrown away. In my order's castles, young people will grow up before whom the world will tremble. I need fierce, powerful, fearless youth. This is exactly how she should be... There should be nothing weak or effete about her. The sparkle of a free beast of prey should light up in her eyes again. I want my youth to be strong and beautiful. I will make her improve in all sports. I need athletic youth. This is the first and most important thing. I cross out thousands of years of human domestication. I see before me the pure, noble material of nature. This way I can create something new. I don't need intellectual education. I will only spoil the youth with knowledge."

The task now was not to treat each individual as an individual, but to elevate physical education to the rank of “body politics.”

From this purge of pedagogy, the theory of physical education recovered at a very slow pace. After the Second World War, Karl Diem took the first important initiatives to create a new theoretical basis and further develop the pedagogy of physical culture and sports. He also did a lot in the field of organizational design of the independent science of physical culture and sports.

A clear result of these efforts was the founding of the German Sports Institute in Kln (1947).

Further important “restoration work” that contributed to the establishment of physical education and sports pedagogy as it exists today was carried out by Altrock, Mester, L. Dim, Hanebut, Burnett, Schmitz, E. Meinberg and others in Germany. Grol, Rekla and others in Austria. L.P.

Matveev, V.N. Platonov, Yu.V. Verkhoshansky, A.A. Guzhalovsky, V. Lyakh, V.P. Filin, A.V. Rodionov, S.D. Neverkovich and others in the USSR and Russia. All of them have made and are making efforts to strengthen the position of physical education and sports in the system of sciences.

1.3. Physical culture and sports as components of the educational process Physical culture is one of the most important disciplines in the comprehensive development of students in the process of their education and upbringing.

Implementing the comprehensive development of students during physical education and sports involves:

Health promotion;

Mastering the knowledge of the basics of physical culture and a healthy lifestyle;

Achieving an optimal level of physical and psychological qualities;

The ability to use experience in physical culture and sports activities to achieve life and professional goals.

The desire to solve the problems of comprehensive development of students in the learning process led to the search and formation of new approaches to teaching physical education in educational institutions.

The conceptual focus of the educational process in physical culture is the implementation of the interests of the state, the demands of society for the physical improvement of citizens, preparing them for skilled work and a socially active life.

The education of youth is achieved through democratization, differentiation and humanization of the educational process, taking into account cultural, natural, regional and other factors that affect all areas of activity of teachers and students.

The implementation of the teaching and educational process in physical education is a logical connection between the educational goal, the content of training, and the interaction of teachers and students.

The implementation of these tasks is carried out in accordance with the curriculum for the subject “Physical Education”, certain requirements of the state standard, regulatory and methodological documents.

The effectiveness of training and education is achieved thanks to the high professionalism of teachers and their skillful conduct of all types of educational and extracurricular activities.

Teaching and educating students is a multifaceted process. Its content and forms change during different periods of study and depend on the dynamics of living conditions and activities, and age-related changes in students.

The significance of the learning process is manifested through the harmonization of spiritual and physical strength, the formation of high indicators of health, mental stability, and physical perfection.

The main functions of physical culture and sports pedagogy are educational, educational and developmental, ensuring the sociocultural development of the individual.

Physical culture is an organic part of the general culture of the individual and society, which is a set of material and spiritual values ​​created and used by society for the physical improvement of people.

Sport is a multifaceted social phenomenon that constitutes an integral element of the physical culture of society, the specific content of which is competitive activity and preparation for it.

The main goal of physical education is to promote the comprehensive and harmonious development of the individual through the use of physical education means.

In the training and education of students, a complex of means, methods and forms of physical culture are currently used, aimed at the comprehensive development and physical improvement of students in accordance with the requirements for the modern educational process.

Training in the subject “Physical Education” involves:

mastering the basics of knowledge in the field of physical culture;

formation of vital physical qualities, abilities and skills;

development of conditioning and coordination abilities;

developing skills for independent physical education, health and sports activities;

development of mental abilities, volitional and moral qualities.

To effectively master the subject “Physical Education” by students, teachers in their practice use various ways to enhance learning activities:

individualization, differentiation, optimization and intensification of training based on the use of innovative technologies;

activity approach to the formation of sports-oriented personal qualities of students.

Individualization involves a partial, temporary change in the immediate tasks and individual aspects of the content of educational work, constant variation of methods and organizational forms, taking into account the general and special in the personality of each student to ensure its comprehensive development.

Differentiation (from the Latin differentia difference), in relation to the learning process, we understand as an action whose task is to separate students in the learning process in order to achieve the main goal of learning and take into account the characteristics of each student.

Optimization and intensification of the pedagogical process means:

increasing the focus of learning and strengthening motivation for physical education and sports;

application of creative methods and forms of teaching;

use of modern innovative teaching tools;

increasing attention to the issues of diagnosing and assessing the knowledge, skills and abilities of students.

The most important requirement for successful mastery of knowledge in the subject “Physical Education” is the implementation of an activity-based approach to teaching.

The essence of the activity approach is that the teacher (teacher, coach) during classes focuses the student not only on mastering ready-made knowledge and skills, but also on developing a creative approach to completing an educational task (exercise).

When implementing the activity approach, the teacher needs to coordinate his actions with the student’s capabilities and abilities to perform certain types of physical education and sports activities.

The implementation of this approach is largely determined by the relevant documents, which establish the responsibility of officials for creating optimal conditions for physical education and sports.

The requirements for the education system in the field of physical culture and sports are aimed at the formation of a harmoniously developed personality, taking into account the personal characteristics of the student.

Practice shows that modern educational institutions have every opportunity to train physically developed students.

However, the intensification of the educational process, its computerization, and the introduction of new academic disciplines often lead to an increase in neuropsychic stress and a decrease in motor activity.

In the educational system, physical culture and sports are a mandatory and integral part of training and education, inextricably linked with the implementation of the basic concepts of pedagogy. This process of unification with general pedagogy is expressed in the use of means and methods of interaction between the teacher and students.

Training and education in the field of physical culture are characterized by general and specific patterns of pedagogical activity, as well as specific features. Thus, during classes, the age and gender characteristics of students, sensitive periods of development of physical qualities, level and state of health, physical development and physical preparedness must be taken into account. The teacher is obliged to use specific means, forms and methods of teaching inherent in the field of physical education and sports.

At the same time, it is necessary to take into account the direct connection between physical education and psychology, since physical health directly depends on the psyche of students.

The pedagogical process of improving the physical abilities of students is associated with a direct impact on the biological nature of man. The effectiveness of this process is achieved if the use of certain means, forms and methods of training is based on knowledge of the biological characteristics and patterns of the growing human body and the requirements of sports medicine.

Systematic physical education and sports classes allow students to:

maintain health and physical fitness in good and excellent condition;

better assimilate a large amount of knowledge in other subjects;

increase motivation for success in other areas of activity.

Thus, in the educational system, physical culture is in close unity with general pedagogy. Complementing each other, they realize the achievement of the goal, which is specified in the following tasks:

Formation of the necessary level of assimilation of systematized knowledge about the physical culture of the individual and skills in maintaining a healthy and sports lifestyle, which will determine the adaptation of students to further education and life;

development of interests, abilities, thinking, attention, determination, memory, feelings, will, cognitive and practical skills;

Formation of worldview, moral, aesthetic and other values ​​and qualities;

Formation of abilities and needs for self-education, self-development and self-improvement;

Questions and tasks for self-test 1. Define and show the relationship and correlation of the categories “training”, “upbringing”, “education” and “development” in relation to pedagogical activities in the field of physical culture and sports.

2. Describe the main stages of the emergence and development of physical education and sports pedagogy.

3. Name the main goal of physical education for students.

4. What is the essence of individualization, differentiation, optimization and intensification of training in the subject “Physical Education”?

5. Explain the essence of the activity approach to teaching in the subject “Physical Education”.

Main literature:

1. Goloshchapov, B. R. History of physical culture and sports: textbook. allowance / B. R. Goloshchapov. – M.: Akdemia, 2005. – 312 p.

4. Kaynova, E.B. General pedagogy of physical culture and sports: textbook / E.B. Kaynova. – M.: Publishing House “FORUM”, 2007. – 208 p.

5. Lukyanenko, V.P. Terminological support for the development of physical culture in modern society: monograph / V.P. Lukyanenko. – M.:

Soviet sport, 2008. – 168 p.

Additional literature:

1. Kraevsky, V.V. Upbringing or education / V.V. Kraevsky // Pedagogy. – 2001. – No. 3. – P. 3–10.

2. Methodology of modern general and sports pedagogy // All-Russian Materials. scientific conf. – M., 2004. – 372 p.

3. Developmental education. T.1. Dialogue with V.V. Davydov. – M.: APK and PRO, 2002. – 254 p.

4. Slastenin, V. A., Kashirin, V. P. Psychology and pedagogy: textbook. allowance / V. A. Slastenin, V. P. Kashirin. – M.: Academy, 2006. – 480 p.

5. Theory and methodology of physical culture: textbook. manual / ed.

SECTION II PEDAGOGICAL PROCESS AS A SYSTEM AND AN INTEGRAL PHENOMENON Chapter 2. Essential characteristics of the concept of “pedagogical process”

2.1. The essence of the pedagogical process The pedagogical process is a holistic educational process of unity and interconnection of education and training, characterized by joint activity, cooperation and co-creation of its subjects, promoting the most complete development and self-realization of the individual.

What should be understood by integrity?

In pedagogical science, there is no unambiguous interpretation of this concept yet. In the general philosophical understanding, integrity is interpreted as the internal unity of an object, its relative autonomy, independence from the environment;

on the other hand, integrity is understood as the unity of all components included in the pedagogical process. Integrity is an objective, but not constant, property of them.

Integrity can arise at one stage of the pedagogical process and disappear at another. This is typical for both pedagogical science and practice. The integrity of pedagogical objects is built purposefully.

The components of the holistic pedagogical process are the processes of: education, training, development (Figure 1).

PROCESS PROCESS TRAINING PROCESS EDUCATIONAL DEVELOPMENT Unity of principles, connection with practice, unified system of education Fig. 1. Holistic pedagogical process.

Thus, the integrity of the pedagogical process means the subordination of all the processes that form it to the main and single goal - the comprehensive, harmonious and holistic development of the individual.

The integrity of the pedagogical process is manifested:

In the unity of the processes of training, education and development;

In the subordination of these processes;

There is a general preservation of the specificity of these processes.

The pedagogical process is a multifunctional process.

The functions of the pedagogical process are: educational, educational, developmental.

Educational:

is implemented primarily in the learning process;

in extracurricular activities;

in the activities of additional education institutions.

Educational (manifests itself in everything):

in the space and process of interaction between teacher and student;

in the personality and professionalism of the teacher;

in curricula and programs, forms, methods and means used in the educational process.

Developmental:

In the intellectual, physical and mental activity of a person, in the formation of new knowledge, qualities, abilities and skills.

The pedagogical process has a number of properties:

the holistic pedagogical process strengthens its constituent processes;

a holistic pedagogical process creates opportunities for the penetration of teaching and educational methods;

the holistic pedagogical process leads to the merging of teaching and student teams into a single common team.

FUNCTIONS Educational Developmental Educational Formation Formation and Formation of motivation for learning - development of individual qualities, cognitive, intellectual, properties and relationships of activity;

physical and practical experience and personality.

mental qualities of a creative personality.

activities;

Mastering value orientations;

Building relationships.

Rice. 2. Functions of the pedagogical process.

2.2. Structure and components of the pedagogical process Structure is the arrangement of elements in the system. The structure of the system consists of components selected according to a certain criterion, as well as the connections between them.

The structure of the pedagogical process consists of the following components:

Stimulus-motivational component, when the teacher 1) stimulates the cognitive interest of students, which causes their needs and motives for educational and cognitive activities.

This component is characterized by:

emotional relationships between its subjects (teachers-students, teachers-teachers, students-students, teachers-parents, parents-parents);

motives of their activities (motives of students);

the formation of motives in the right direction, the stimulation of socially valuable and personally significant motives, which largely determines the effectiveness of the pedagogical process.

The target component is the teacher’s awareness and 2) students’ acceptance of the goals and objectives of educational and cognitive activity.

This component includes the whole variety of goals and objectives of pedagogical activity from the general goal - “comprehensive harmonious development of the individual” to specific tasks of the formation of individual qualities.

determines the entire set of formed relationships, value orientations, experience of activity and communication, knowledge.

The operational-effective component - most fully 4) reflects the procedural side of the educational process (methods, techniques, means, forms of organization).

Characterizes the interaction between teachers and students and is associated with the organization and management of the process. Means and methods, depending on the characteristics of educational situations, develop into certain forms of joint activity between teachers and students. This is how the desired goals are achieved.

The control and regulatory component includes – 5) a combination of self-control and control on the part of the teacher.

The reflective component is self-analysis, self-assessment taking into account 6) the assessment of others and determining the further level of educational activities by students and teaching activities by the teacher.

Driving forces of the pedagogical process, its patterns and 2.3.

principles The condition for any development and movement is the resolution of contradictions that arise within the system itself and during its interaction with the external environment.

The pedagogical process is characterized by contradictions that arise between its components. These contradictions can be divided into external and internal.

Table Contradictions between the components of the pedagogical process External contradictions:

External influences, Internal readiness to meet their requirements Purposeful and Disordered influence of the social orderliness of the educational environment of the process Increasing flow of information Limited opportunities to cover it in the educational process Generalized experience presented Individual life experience in the content of education and the individual and upbringing New educational and Current level of education and educational tasks of the child’s training Collective forms of education and the Individual nature of mastering learning values ​​Regulation of the educational process The student’s own activity of the educational process Internal contradictions (contradictions of a specific individual):

Personal knowledge is moral - Level of formation of aesthetic norms and rules of corresponding skills and habits and behavior in society Formed ideal of personality Real behavior Teachers identify the following patterns of the educational process:

1. Social conditioning of the goals, content and methods of the pedagogical process. This pattern reveals the objective process of the determining influence of social relations and the social system on the formation of all elements of education and training. The point is to use this law to fully and optimally transfer the social order to the level of pedagogical means and methods.

Interdependence of training, education, development and 2.

student activities. This pattern reveals the relationship between pedagogical guidance and the development of students’ own activity, between the ways of organizing the process and its results.

3. Dependence of the content, methods, forms of the pedagogical process on its goals and objectives.

4. The pattern of dynamics of the pedagogical process. The magnitude of all subsequent changes depends on the magnitude of the changes at the previous stage. This means that the pedagogical process, as a developing interaction between the teacher and the student, is gradual. The higher the intermediate movements, the more significant the final result: a student with higher intermediate results also has higher overall achievements.

5. The pattern of personality development in the pedagogical process.

The pace and achieved level of personal development depend on:

Heredity;

Educational and learning environment;

The means and methods of pedagogical influence and interaction used.

6. The pattern of unity of the sensory, logical and practice in the pedagogical process. The effectiveness of the pedagogical process depends on:

Intensity and quality of sensory perception;

Logical understanding of what is perceived;

Practical application of meaningful.

7. Pattern of stimulation. The productivity of the pedagogical process depends on:

Actions of internal incentives (motives) of pedagogical activity;

Intensity, nature and timeliness of external (social, moral, material and other) incentives.

When organizing the pedagogical process, these patterns must be known and taken into account. The principles of the pedagogical process, those fundamental requirements, the observance of which affects the effectiveness of this process, follow from the identified patterns.

Modern teachers highlight the principles of organization and principles of management of the pedagogical process.

The principles of organizing the functioning of the pedagogical process include:

The principle of scientificity;

Socially significant target orientation of the pedagogical process;

An integrated approach to organizing various types of activities of subjects of the pedagogical process;

The principle of activity of subjects of the pedagogical process;

The principle of interdependence and interdependence of all structural components of the pedagogical process;

The principle of gradual development of subjects of the pedagogical process;

Unity of exactingness and respect for the subjects of the pedagogical process;

taking into account the age and individual characteristics of the subjects of the pedagogical process;

The principle of stimulating the activity, initiative and creativity of subjects of the pedagogical process;

Creating a comfortable psychological climate;

The principle of comprehensive assessment of the activities of subjects of the pedagogical process.

Pedagogical interaction and its types 2.4.

Pedagogical interaction is a universal characteristic of the pedagogical process. It is much broader than the category “pedagogical influence”, which reduces the pedagogical process to subject-object relations.

Even a superficial analysis of real teaching practice draws attention to a wide range of interactions: “student – ​​student”, “student – ​​team”, “student – ​​teacher”, “students - object of learning”, etc.

The main relationship of the pedagogical process is the relationship between “pedagogical activity and the activity of the student.” However, the initial one, which ultimately determines its results, is the relationship “pupil - object of assimilation.”

This is the very specificity of pedagogical tasks. They can be solved and are being solved only through the activity of students led by the teacher, their activities. D..B. Elkonin noted that the main difference between a learning task and any others is that its goal and result is to change the acting subject himself, which consists in mastering certain methods of action. Thus, the pedagogical process as a special case of a social relationship expresses the interaction of two subjects, mediated by the object of assimilation, i.e. content of education.

It is customary to distinguish between different types of pedagogical interactions, and therefore relationships: pedagogical (relationships between teachers and students);

mutual (relationships with adults, peers, juniors);

subject (relationships of pupils with objects of material culture);

relationship to oneself. It is important to emphasize that educational interactions also arise when students, even without the participation of educators in everyday life, come into contact with people and objects around them.

Pedagogical interaction always has two sides, two interdependent components: pedagogical interaction and the student’s response. Impacts can be direct and indirect, differ in direction, content and forms of presentation, in the presence or absence of a goal, the nature of feedback (controlled, uncontrollable), etc. The responses of pupils are just as diverse: active perception, processing of information, ignoring or opposition, emotional experience or indifference, actions, deeds, activities, etc.

Questions and tasks for self-test 1. What is the “pedagogical process”?

2. How is the integrity of the pedagogical process manifested through its laws and patterns?

3. Name and reveal the essence of the basic principles of organizing an integral pedagogical process.

4. Describe the types of pedagogical interaction.

Main literature:

1. Kaynova, E. B. General pedagogy of physical culture and sports: textbook / E. B. Kaynova. – M.: Publishing House “FORUM”, 2007. – 208 p.

2. Pedagogy of physical culture and sports: textbook / ed. S.D.

Neverkovich. – M.: “Physical Culture”, 2006. – 528 p.

3. Pedagogy of physical culture: textbook for universities / Prokhorova M.V., Sidorov A.A., Sinyukhin B. - M.: Alliance, 2007. - 287 p.

4. Pedagogy: A textbook for students of pedagogical educational institutions / V. A. Slastenin, I. F. Isaev, A. I. Mishchenko, E. N. Shiyanov. – M.: Academy, 2008. - 576 p.

Additional literature:

1. Methodology of modern general and sports pedagogy // Materials of the All-Russian Federation. scientific conferences. – M.: Evsti, 2004. – 372 p.

2. Developmental education. T.1. Dialogue with V.V. Davydov. – M.: APK and PRO, 2002. – 254 p.

3. Slastenin, V. A., Kashirin, V. P. Psychology and pedagogy: textbook. Manual / V. A. Slastenin, V. P. Kashirin. – M.: Academy, 2006. – 480 p.

4. Theory and methodology of physical culture: textbook. manual / ed.

Kuramshina Yu. V. – M.: Soviet sport, 2007. – 463 p.

Chapter 3. Forms of organization of physical education classes Forms of training and their classification 3.1.

One of the elements of the pedagogical system is organizational forms of training. This category denotes the external side of the organization of the learning process, determining when, where, who and how learns.

Forms of teaching are understood as ways of organizing joint activities between teachers and students to master program material, taking place in a special mode with a certain number of students.

Scientists have identified the following grounds for classifying forms of education: the number and composition of students, place of study, duration of educational work. For these reasons, forms of training are divided into individual, group and collective;

classroom and extracurricular;

school and extracurricular. This classification is not strictly scientific, but it allows us to somewhat streamline their diversity.

In the history of pedagogy, there have been various forms of teaching. Even in primitive society, a system of individual training and education took shape as the transfer of experience from one person to another, from older to younger. This form was used in ancient times, during the Middle Ages, and in some countries it was used until the beginning of the 18th century. The essence of this was that students studied individually in the home of a teacher or student. The teacher's help came either directly or indirectly when the student independently studied the textbook material. In different historical periods of the development of civilization, the individual form of education dominated in the practice of family education of wealthy strata of society.

Starting from the 16th century, the importance of the individual form of education has been steadily declining, and it is gradually giving way to the individual group form of organizing the educational process. More advanced organizational design of the educational process is reflected in the concept of a classroom-lesson teaching system, scientifically substantiated in the 17th century by Ya.A. Komensky. After Y.A. Comenius, his classical teaching was developed by F.A. Diesterweg, K.D. Ushinsky and other teachers. Currently, this form of education is predominant in all schools in the world.

Currently, during the period of modernization of the domestic education system, a search is underway for new organizational forms of training.

However, the main form of learning is still the lesson. It is organically complemented by other forms of training organization.

The lesson is the main form of physical education for schoolchildren 3.2.

Until now, the prevailing opinion in pedagogical science is that a lesson is a systematically used form of organizing the activities of a permanent staff of teachers and students in a certain period of time to solve the problems of teaching, educating and developing students. Lessons are the most economical and effective form of organizing systematic physical exercise.

A lesson is a form of organizing training with a group of students of the same age, a permanent composition, according to a schedule and with a uniform training program for all. This form presents all components of the educational process: goal, content, means, methods, organization and management activities and all its didactic elements. The essence and purpose of a lesson in the learning process as an integral dynamic system comes down to the collective-individual interaction between the teacher and students, as a result of which students acquire knowledge, acquire skills and abilities, develop their abilities, experience, communication and relationships, as well as improve their pedagogical skills teachers. The structure of the lesson and the forms of organization of educational work are of fundamental importance in the theory and practice of modern education, since they largely determine the effectiveness and efficiency of training.

The main goal and focus of the subject “Physical Education”

is to provide general (non-specialized) physical education in unity with the diversified development of motor abilities, promoting health, and improving physique.

The main features that elevate a lesson to the rank of the most important form of physical education for schoolchildren are:

Mandatory for all students (except for those temporarily released for health reasons or assigned to a special medical group);

A permanent composition of students and their age homogeneity;

The leadership role of the teacher (teacher, coach), aimed at training, education and development of students;

The purpose, objectives and content of the lessons are determined by the State Standard and the state program developed on its basis;

A pronounced didactic orientation (didactics is the theory of learning), due to the priority solution of educational problems.

The last of the listed distinctive features is the most significant factor determining the leading role of the lesson in the system of forms of physical education for students. It is the educational orientation that elevates the lesson to the rank of the main and irreplaceable form. Without this trait, the lesson ceases to be a lesson itself and turns from a basic to an ordinary form.

Each lesson should be closely connected with previous and subsequent ones, forming a system of lessons. When learning new material, schoolchildren need to repeat and consolidate what they have previously learned and prepare to master what follows. Such a system provides a consistent solution to narrow educational tasks.

The modern lesson is distinguished by good organization of students’ independent learning activities. The teacher consistently equips them with the skills and abilities of academic work, methods of self-education and self-control, achieves the formation of a culture of movement, thereby cultivating the need for systematic physical exercise. All this is based on a conscious work discipline, which provides for broad initiative and creativity of students.

Indicative of a modern lesson is the variety of organization of activities of students, means, methods and techniques used by the teacher. Classes cannot be built according to a once and for all chosen template.

An indispensable condition for effectiveness is the need to achieve optimal motor activity for all students throughout the entire duration of each lesson.

The teacher should ensure the functioning of a system for monitoring students’ knowledge, skills and abilities at each lesson, which should organically fit into each part of it and be used to assess the progress and results of the learning process and the development of physical qualities.

Lessons must be conducted in accordance with hygienic standards and provided with modern educational equipment and supplies.

Depending on the predominant solution of problems, lessons are divided into educational, training, control and mixed (combined).

During training lessons, the main attention is paid to the correct execution of exercises. The teacher, having discovered errors, takes measures to correct them, provides insurance and teaches children self-insurance techniques. All this leaves an imprint on the technology of organizing and conducting a lesson. Mutual teaching is widely used here, theoretical information is communicated, and a variety of techniques are used to activate students.

Training lessons are aimed primarily at improving the material studied and developing physical qualities.

The group method of organizing student activities is mainly used here. In such lessons, the volume and intensity of the load increases, which places increased demands on the discipline of students. Many lessons are conducted in natural conditions. The teacher is required to demonstrate creativity, which increases interest in classes.

Control lessons solve primarily the problems of monitoring the progress of mastering the material being studied, as well as conducting initial and final tests in order to determine the levels of physical development and physical fitness of students.

At the same time, control lessons have a great educational and training effect. It is known that in order to develop physical qualities, it is necessary to place increased demands on the body, that is, to perform exercises against a background of fatigue and maximum effort. Such conditions are precisely created during control lessons. As for the learning effect, we should point out the mobilization of student activity, their increased desire to understand what is not clear, to get to the essence of what is being studied. Often in control lessons there is a spirit of mutual assistance and mutual assistance.

In the practice of physical education, purely educational, control or training lessons are rare. Each lesson contains elements of education, control and training. Therefore, you should always remember that under each specific name of the lessons we understand the primary solution to the problems of teaching, training or control.

A reliable mechanism for managing students in a lesson is a timely and clear command or order. In addition to verbal commands, various sound or light signals are used. Using one or another method of presenting a signal, the teacher must be confident in the correctness of its impact, and the student must know how to react to it.

Typically, a sound signal is used when it is necessary to suddenly stop the activities of those involved.

Achieving high efficiency of each lesson is facilitated by a deep knowledge of the theory and methodology of the lesson. Creative understanding of the theory will allow the teacher to use all the wealth of physical exercises, numerous methods of teaching and upbringing in accordance with specific conditions, educational tasks and the real motor capabilities of students.

Extracurricular forms of physical education 3.3.

A characteristic feature of extracurricular activities is their voluntary nature. Even with the functioning of a comprehensive physical education program, most of the forms are optional for schoolchildren to attend. Therefore, the organizers of these classes must take care to arouse students' interest in them.

This is achieved primarily by their high emotionality. It is very important that every student can express himself regardless of his level of preparedness. It is no coincidence that the level of pedagogical skill of the teacher is more evident when organizing extracurricular activities. If attendance at these classes is good, it means that the teacher knows the methods and techniques of conducting classes and their organization.

The main function of extracurricular forms of classes is to make physical education a process of continuous action, to create the best conditions for developing the habit of systematic exercise. In extracurricular activities, physical exercises and acquired knowledge learned in lessons are consolidated and improved. In extracurricular activities, special attention should be paid to the implementation by schoolchildren in everyday life of the knowledge, skills and abilities acquired in the lessons. All forms share common goals and objectives. Each of them, while contributing to the solution of general problems, also solves specific ones.

Physical education as a general education subject at school requires systematic assimilation of the curriculum not only in the classroom, but also through homework assignments. Homework in physical education has its own specifics, which is determined by the conditions for completing the tasks and their content. Currently, there is no uniform form of homework. Many teachers, summing up the lesson, give assignments orally. It is very difficult to control such tasks; in this case, the teacher entrusts control over the completion of homework to the parents.

An important link in the system of physical education of students is mass sports work at school. It is organized and conducted in accordance with the general goal and objectives of physical education, promotes the targeted development of physical and mental qualities and personality traits of schoolchildren. At the same time, physical education lessons, organized physical exercise classes during the day, and mass sports work have their own specific tasks, therefore, they are endowed with specific content and perform certain functions in the system of physical education of schoolchildren. With the help of various forms of mass sports work, they primarily solve the problems of meeting the needs of schoolchildren in regular physical exercise and the desire to demonstrate their physical potential in competitions.

In this regard, mass sports work at school is built in two interrelated directions. The first direction is characterized by organizing regular physical exercises based on the needs and interests of schoolchildren. Here there are such forms of classes as sections on sports, physical education clubs. The second direction is related to the holding of sports competitions, mass physical education events (health days, themed sports festivals, etc.).

The use of various forms of physical education helps solve the problem of introducing physical education into the everyday life of students.

Questions and tasks for self-test 1. List the main organizational forms of training in the subject “Physical Education”.

2. What is the basis for the feasibility of using a classroom-based teaching system in a modern school?

3. What are the pedagogical conditions for organizing educational and extracurricular activities of students in the subject “Physical Education”?

4. List the main extracurricular forms of physical education and sports.

Main literature:

1. Kaynova, E. B. General pedagogy of physical culture and sports: textbook / E. B. Kaynova. – M.: FORUM, 2007. - 208 p.

2. Likhachev, B. T. Pedagogy / B. T. Likhachev. – M.: Prometheus, 2003. – 514 p.

3. Pedagogy of physical culture and sports: textbook / ed.

Neverkovich S.D. – M.: Physical culture, 2006.- 528 p.

4. Slastenin, V. A. Pedagogy: Textbook for students of pedagogical educational institutions / V. A. Slastenin, I. F. Isaev, A. I.

Mishchenko, E. N. Shiyanov. – M.: Academy, 2008. – 457 p.

Additional literature:

1. Morozov, A.V., Chernilevsky, D.V. Creative pedagogy and asychology:

textbook / A. V. Morozov, D. V. Chernilevsky. – M.: Academic Project, 2004. – 560 p.

2. Nikitushkin, V. G., Germanov, G. N. Athletics at school: Textbook / V. G. Nikitushkin, G. N. Germanov. – Voronezh: Publishing house. “Origins”, 2007. 603 p.

3. Pidkasisty, P. I. Independent cognitive activity of schoolchildren in education / P. I. Pidkasisty. - M.: Vlados, 2005. – 319 p.

4. Stankin, M. I. Psychological and pedagogical foundations of physical education: a manual for teachers / M. I. Stankin. – M.: Education, 1987.

5. Kharlamov, I. F. Pedagogy / I. F. Kharlamov. – M.: Higher School, 2005.

Chapter 4. Teaching aids 4.1. Typology and characteristics of didactic means Didactic means include special equipment used in the educational process to form in students a system of strong and meaningful scientific knowledge, a scientific worldview, acquisition of the necessary skills and abilities, education of physical, moral, aesthetic qualities, development of the creative abilities of the individual . Didactic tools are divided into three groups.

I. Natural remedies that directly represent reality itself.

Technical means that indirectly display II.

reality. This group includes visual, auditory, audiovisual, manipulative, automatic means and models.

III. Symbolic means that represent reality using appropriate symbols, for example, living and printed words, sounds, technical drawings, graphs, etc.

Another classification divides didactic tools into six categories:

I. Simple remedies. These include:

Verbal means: textbooks and other printed texts;

visual aids: original objects, models, paintings, diagrams, maps, etc.

II. Complex means. These include:

Mechanical visual aids that allow image transmission using technical devices, such as a camera, microscope, telescope;

Auditory means that allow the transmission of sounds and noises - using a tape recorder or radio;

Audiovisual media combining image and sound:

sound film or television;

© Interregional Academy of Security and Survival, 2016

* * *

Lecture 1. Means and methods of pedagogical influence on personality

Subject of pedagogy

Each generation of people solves three major problems. Firstly, to master the experience of previous generations, secondly, to enrich and increase this experience, and thirdly, to pass it on to the next generation. Social progress became possible only because each new generation mastered the experience of its ancestors, enriched it and passed it on to its descendants.

What is pedagogy? The science that studies the patterns of transmission by the older generation and the active assimilation by younger generations of social experience necessary for life and work is called pedagogy.

In Ancient Greece, a teacher was a slave assigned to a student, accompanying him to school, serving him in and outside of class. The Greek word “peidagogos” (“peida” - child, “goges” - lead) can be translated as “schoolmaster”, “children’s leader”. Thus, “pedagogy” literally translated from Greek means child rearing. The main categories of pedagogy are: development, upbringing, education, training.

Human development- this is the process of formation of his personality under the influence of external and internal, controlled and uncontrollable social and natural factors.

Upbringing in a broad sense, it is a purposeful process of forming the intellect, physical and spiritual strength of the individual, preparing him for life, active participation in work. Education in the narrow sense of the word is the systematic and purposeful influence of the educator on the pupils in order to form in them the desired attitude towards people and phenomena of the world around them.

Education– the process and result of mastering a certain system of knowledge and ensuring, on this basis, an appropriate level of personal development. Education is obtained mainly through the process of training and education in educational institutions under the guidance of teachers. However, self-education, i.e., acquiring a system of knowledge on one’s own, also plays an increasingly important role.

Education is a purposeful process of bilateral activity between the teacher and students to transfer and assimilate knowledge. The activity of the teacher is called teaching, and the activity of students is called learning. Therefore, learning can be defined this way: learning is teaching and learning taken together. In light of the above, pedagogy appears as the science of education (meaning “education” in the broad sense); is a science that studies the laws of upbringing, education and training (here “upbringing” is used in a narrow sense).

Subject of pedagogy- the process of directed development and formation of the human personality in the conditions of its training, education, upbringing, or, more briefly, is the upbringing of a person as a special function of society.

Belief

A variety of methods of the teaching and educational process The implementation of the goals of upbringing and education is called the pedagogical process. The system of educational and educational means that characterize the joint activities of teachers and pupils (students) is called the method of education or the method of teaching. The division of means and methods into educational and educational is very arbitrary, and sometimes even artificial, so in the future we will use the universal concepts of “means of influencing the individual” and “methods of influencing the individual.”

Technological diagram of the pedagogical process looks something like this. First of all, the teacher convinces the student (student) of the importance and expediency of solving a specific problem, then he must teach the student, that is, ensure that he acquires a certain amount of knowledge necessary to solve the problem. At the next stage, it is necessary to formulate the student’s skills and abilities. At all these stages, it is useful to constantly stimulate the diligence of students, monitor and evaluate the stages and results of the work.

For the proper functioning of the pedagogical process, at least five groups of methods of influencing the individual are needed:

1. belief;

2. exercises and training;

3. training;

4. stimulation;

5. control and evaluation.

Methods of influencing the individual have a complex impact on students and are extremely rarely used in isolation, without connection with each other. That is why any grouping (classification) of methods is conditional, and consideration of each of them separately is given only for the convenience of analysis and highlighting their characteristic features. It should also be noted that in Russian and world pedagogy there is a problem of methods of influencing the individual, since there is no unity of views on their selection, quantity, nomenclature and the grounds on which they should be classified.

In the theory and practice of the pedagogical process, such a concept as technique is also used. The technique acts as an elementary link in the pedagogical process, as a practical act of implementing a particular method in various pedagogical situations. Heart-to-heart conversation, debate, clarification are examples of persuasion techniques. Approval, praise, gratitude - methods of encouragement.

Let us clarify the concept of method in light of the above. Method of influence on the individual - this is a system of pedagogical techniques that allow solving certain pedagogical problems. Another important concept in this series is the form of organization of pedagogical influence. The following are the most important forms of organizing pedagogical influence:

1) educational process;

2) extracurricular, extracurricular work;

3) family education;

4) educational activities of children's and youth organizations;

5) educational activities of cultural, art and media institutions (to the extent that they are available to students).

Let us briefly consider the above methods of influencing the individual.

Belief- this is a versatile influence on the mind, feelings and will of a person in order to form the desired qualities in him. Depending on the direction of the pedagogical influence, persuasion can act as evidence, as suggestion, or as a combination of both. If we want to convince a student of the truth of some scientific position, then we appeal to his mind, and in this case it is necessary to build a logically impeccable chain of arguments, which will be the proof.

If we want to cultivate love for the Motherland, for the mother, a proper attitude towards the masterpiece of artistic culture, in a word, towards the High and Beautiful in all their possible forms, then it is necessary to appeal to the feelings of the pupil. In this case, persuasion acts as suggestion. Most often, the teacher appeals simultaneously to both the mind and feelings of the student, since evidence and suggestion in their organic unity complement each other.

How can one person convince another person? In word, deed, example, including personal ones. The most important role in persuasion with the help of words is played by such techniques as conversation, lecture, debate.

Conversation. The main function of the conversation is to attract students themselves to evaluate events, actions, and phenomena of life and, on this basis, form in them the desired attitude towards the surrounding reality, towards their civic and moral responsibilities. Sometimes students commit offenses without attaching much importance to them, without realizing their harm. A group of teenagers laugh infectiously as they watch one of them copy the gait of an elderly disabled person who passed by. Subsuming this and similar cases under general moral principles, the meaning of which does not raise doubts among students, can help them form the correct attitude towards their behavior.

It is known from psychology that the younger the students, the greater the lag in their awareness of their own qualities compared to the awareness of the qualities of other people. The teacher can reveal the meaning of an offense by comparing it with other similar offenses. Tell me, what kind of person could commit such and such acts? Only very bad. But isn’t your crime one of the same kind? Such a conversation is almost always effective, especially with younger students.

The reason and plot outline of the conversation can be facts that reveal the social, moral or aesthetic content of certain aspects of life. Such facts (positive or negative) can be the activity of a certain person or his individual property enshrined in a word, as well as a moral rule, a generalized literary image, a real or conventional pedagogical model. The form of conversation can be very diverse, but it must certainly lead students to think, the results of which should be a diagnosis and assessment of the qualities of the personality behind certain deeds and actions.

Lecture. A lecture is a detailed, lengthy and systematic presentation of the essence of a particular educational, scientific, educational or other problem. The basis of the lecture is a theoretical generalization, and the specific facts that form the basis of the conversation serve only as an illustration or starting point in the lecture. Students respond especially sensitively to the lecturer’s bright, independent style of thinking, to his ability to separate fact from thinking about fact, and to express his personal attitude to the material of the topic. The lecture should be a school of thought for the student. Only then does knowledge acquire personal meaning and become not a passive component of mental baggage, but a guide to action. Convincing evidence and arguments, validity of conclusions, a clear personal position, and most importantly, psychological contact with the audience from beginning to end - these are the main components of the success of the lecture.

Dispute. The clash of opinions for the purpose of forming judgments about assessments, which distinguishes a debate from a conversation and a lecture, perfectly meets the acute need of adolescents and young people for self-affirmation, the desire to seek meaning in life, not to take anything for granted, to judge everything by the most maximalist standards. Dispute teaches the ability to defend one’s views, convince other people of them, and at the same time requires the courage to abandon a false point of view, the restraint not to deviate from ethical standards and requirements, although sometimes this is so desired in polemical fervor. The debate is also valuable because the knowledge obtained in the course of a clash of opinions is distinguished by a high degree of generality, depth, strength and consciousness of assimilation. The debate requires careful preparation from the teacher. It is extremely important that the questions that are brought up for discussion contain an issue that is meaningful to the students and truly concerns them. At the same time, the dispute is a review of all the pedagogical qualities of the teacher and his teaching qualifications. According to A. S. Makarenko, a teacher at a debate must be able to speak in such a way that students feel his will, culture, and personality in his words. A real teacher is in no hurry to reject erroneous judgments, will not allow himself to rudely interfere in a dispute, or categorically impose his point of view. He must be delicate and patient, calm and ironic. A position of silence and prohibition is completely unacceptable.

Young teachers often ask how far one can let go of the pedagogical “reins,” and what, exactly, is the pedagogical leadership of a debate? You can let go of the “reins” completely, but you can’t let go of the “compass” from your hands. The main task of the teacher at the debate is to monitor the correctness of the evaluation criteria and judgments. If the criteria are correct, then no matter what storms the ship of dispute carries, it will set out on the right course. The role of the teacher at the debate - continuing the comparison - is to be a navigator, and young captains should alternately steer the ship.

Example. Even the ancient Roman philosopher Seneca argued: “It is difficult to lead to good by moral teaching, easy by example.” And the great teacher Jan Amos Comenius, in his work “The Great Didactics,” emphasized that children learn to “imitate rather than learn,” and if we add to this the opinion of L. N. Tolstoy that all education comes down to a good example, let us remember everyone knows the proverb “whoever you get along with...”, then it can be argued that the pedagogical power and knowledge of example is understood and recognized by literally everyone.

An example as a method of pedagogical influence is based on the desire of students to imitate, but its psychological and pedagogical effect is not limited to stimulating their adaptive activity. It has long been known that words teach, but examples lead. By peering into other people, observing and analyzing living examples of high morality, patriotism, hard work, skill, fidelity to duty, etc., the student understands more deeply and clearly the essence and content of social and moral relations.

For all its merits and possibilities, the word does not have the influence that living concrete examples of living concrete people have in all the richness of their relationships. Examples of worthy imitation can be older brothers and sisters, mother and father, grandfather and grandmother, fellow students, scientists and cultural figures, outstanding actors and athletes, statesmen and literary heroes, and finally, the pupil himself (for example, Vanya “yesterday” according to attitude towards Vanya “today”).

The personal example of the teacher-educator is of particular importance.

The educational impact of a teacher’s personal example directly depends on his authority among students. “A teacher is impossible without authority,” said A. S. Makarenko in one of his lectures. The teacher must, first of all, himself correspond to everything that he demands from his pupils, what he aims them at and what he calls them to.

Pedagogical requirements for the use of persuasion methods. The effectiveness of persuasion methods depends on compliance with a number of pedagogical requirements. Let's look at the most important of them.

1. High authority of the teacher among students. Every person knows from personal experience that even a word accidentally dropped by an authoritative person is sometimes remembered for life and becomes a life principle, a guiding star. And, on the contrary, the beliefs and maxims of a disrespected person, impeccable from the point of view of methodology, only cause irritation and a desire to do the opposite. The highest form of pedagogical authority is the love of students. A teacher whom students love succeeds in everything.

Such love is not only the highest reward for a master, but also a powerful technological factor in the pedagogical process. That is why those teachers who say: “I don’t care whether they love me or not” are wrong.” True, serious doubts arise about their sincerity. If the teacher is haunted by persistent lack of authority among his students, then this is a very serious reason for changing his profession.

2. Reliance on the life experience of students. The teacher’s word takes on a specific meaning if it touches on the personal experience of the students. Here the pedagogical possibilities of verbal persuasion naturally merge with the persuasive power of an example, and an example that is not proposed by the teacher, but extracted from the student’s memory.

3. Sincerity, specificity and accessibility of persuasion. You should never convince students of something that the teacher himself is not convinced of. Falsity, insincerity, and artificiality are easily recognized even by younger students, which not only guarantees failure in solving a specific pedagogical task, but is also fraught with strategic losses, since the authority of the teacher is undermined.

4. A combination of persuasion and practical training. The greatest successes in education are achieved when verbal influence is combined with the organization of various practical activities. Moreover, one should not always go from consciousness to experience. Experience may precede the formation of consciousness. V. A. Sukhomlinsky has repeatedly pointed out the importance of combining persuasion and practical training: “The mastery of moral education lies in the fact that a child, from the first steps of his school life, is convinced first of all by his own actions, so that in the words of the teacher he finds echoes of his own thoughts and experiences , also born in the process of active activity.”

5. Taking into account the age and individual characteristics of pupils. When choosing forms of methods and techniques of persuasion, it is always necessary to take into account the age and individual characteristics of students. Parents especially often complain that their child has stopped responding to what previously worked flawlessly. But the child has simply grown up, changed, and the methods of influencing him must change accordingly. It is also important to take into account the individual characteristics of students. Some are very responsive to trust and requests, while others are more affected by demands and orders. The psychological structure of the student’s personality, his character and temperament must be taken into account when choosing methods, forms and means of persuasion.

Control questions

1. Define the concepts of “method” and “technique” of pedagogical influence.

2. What groups can methods of pedagogical influence be divided into?

3. What is a belief?

4. What forms and techniques of persuasion do you know?

5. How does a conversation differ from a lecture?

6. What are the features of dispute as a method of persuasion?

7. What is the importance of example in persuasion?

8. What role does the teacher’s personal example play in persuasion?

9. What pedagogical requirements for using the persuasion method do you know?

Exercise and training

Exercise- this is the systematically organized implementation by pupils of various actions and practical affairs with the aim of forming and developing their personality.

Training- this is the organization of systematic and regular performance by pupils of certain actions in order to form good habits. Or to put it another way: habituation is the exercise of developing good habits. Habits, as noted by K. D. Ushinsky, are ingrained by repeating an action until “an inclination towards this action is established. Repetition of the same actions is, therefore, a necessary condition for the formation of a habit.” A. S. Makarenko called for “striving to ensure that children develop good habits as firmly as possible, and for this purpose the most important thing is constant exercise in doing the right thing.”

Exercise occupies an important place in training, as it underlies the formation of skills and the development of skills at all its practical and practical-theoretical stages. Exercise (training) as a method of pedagogical influence is used to solve a wide variety of problems of civil, moral, physical and aesthetic perception and development. Without the systematic use of intelligently designed exercises, it is impossible to achieve the effectiveness of educational work.

“Try,” said A. S. Makarenko, “seriously, sincerely, passionately set the goal of raising a courageous person. After all, in this case it will no longer be possible to limit ourselves to soul-saving conversations. It will be impossible to close the window, cover the child with cotton wool and tell him about Papanin’s feat. It will not be possible because the result for your sensitive conscience in this case is clear: you are raising a cynical observer, for whom someone else’s feat is only an object for gazing, an entertaining moment.

It is impossible to raise a courageous person if you do not put him in such conditions where he could show courage - no matter what - in restraint, in direct open speech, in some deprivation, in patience, in courage. In the practice of educational work, mainly three types of beliefs are used:

1) exercises in useful activities;

2) routine exercises;

3) special exercises.

Exercises in various useful activities are aimed at developing habits in work, in the communication of students with elders and with each other. The main thing in this type of exercise is that its benefits are recognized by the student, so that he, experiencing joy and satisfaction from the result, gets used to asserting himself in and through work.

Regular exercises- these are exercises, the main pedagogical effect of which comes not from the result, but from a well-organized process - a regime. Compliance with the optimal regime in the family and educational institution leads to the synchronization of the psycho-physiological reactions of the body with external requirements, which has a beneficial effect on the health, physical and intellectual capabilities of the student and, as a consequence, on the results of his activities.

Any violation of the regime of the pedagogical process is not only visible damage (for example, a disrupted or deformed lesson, a failed excursion, lateness that has become a habit, etc.), but it is also the cultivation of disrespect for the educational process, the cultivation of optionality and laxity. All exercises in an educational institution must be strictly controlled, and each case of violation of the rules must be considered an emergency.

Special exercises– these are training exercises aimed at developing and consolidating skills and abilities. In the educational process, all exercises are special, and in educational work they are training to comply with basic rules of behavior associated with external culture. Thus, first-graders are “trained” to stand up when the teacher enters, young soldiers are trained to properly wrap footcloths, make the bed according to established rules, greet senior ranks, etc. Special exercises are also used to overcome shortcomings. Thus, the violator of discipline is made responsible for order, the unkempt one is entrusted with the duties of an orderly, and the most selfish one is asked on behalf of everyone to visit a sick comrade.

Thus, the exercises are aimed primarily at organizing and directing the activities and behavior of students. Only in the earliest stages can the exercise be considered as simple repetition. In the future, the exercise is an improvement that is cumulative. Just as the rehearsal of a performance is not its simple repetition, but a stage of ever closer approach to the state that materializes the director’s plan, a stage of improvement on the way to the standard. That is why the translation of the Latin proverb repetito est mater stadirum as repetition is the mother of learning cannot be considered successful. The Latin word repetito does not mean repetition, but training, exercise. Therefore, the well-known proverb in Russian should sound like this: “Exercise is the mother of learning.” If you want to learn, practice! Don’t mindlessly repeat, but practice, train, trying to do better each time than the previous one.

Control questions

1. What are the similarities and differences between exercise and training?

2. What types of exercises do you know?

3. In what cases are special exercises used?

4. What exercises are called routine exercises?

5. What goals does the exercise method achieve?

Transcript

1 pedagogy of physical education Under the general editorship of V.I. Krilichevsky, A.G. Semyonova, S.N. Bekasova Recommended by the Educational Institution of Universities of the Russian Federation for education in the field of physical culture as a textbook for educational institutions of higher professional education in the direction of “Physical Culture”

2 UDC 796.0(075.8) BBK 74.6ya73 P24 Reviewers: V.U. Ageevets, honored scientist of the Russian Federation, president of the National State University of Physical Culture, Sports and Health named after. P.F. Les Gafta, St. Petersburg”, Dr. ped. Sciences, Prof., G.N. Ponomarev, honorable Worker of Physical Culture of the Russian Federation, Dean of the Faculty of Physical Culture of the Russian State Pedagogical University named after. A.I. Herzen, Dr. ped. sciences, prof. P24 Pedagogy of physical education: textbook / team of authors; under general ed. IN AND. Krilichevsky, A.G. Semyonova, S.N. Bekasova. M.: KNORUS, p. ISBN Developed in accordance with the new curriculum for universities in the discipline “Pedagogy of Physical Culture”, documents of the State Educational Standard of Higher Professional Education of the Russian Federation and taking into account the established requirements for the content and level of training of graduates in the specialty “Physical Culture”. Current trends in the development of psychological and pedagogical sciences, advances in information technology in teaching, domestic and foreign research in the field of physical education, sports training and recreational physical education, as well as many years of experience of the staff of the Department of Pedagogy of NSU named after N.V. P.F. Lesgafta, St. Petersburg", in particular V.V. Belorusova, I.N. Resheten, M.V. Prokhorova, A.A. Sidorov, B.A. Karpushina, A.V. Romanova, E.A. Zdanovskaya. For students of academies, institutes, physical education departments of pedagogical universities and universities, as well as for graduate students and teachers of physical education departments. UDC 796.0(075.8) BBK 74.6ya73 PEDAGOGY OF PHYSICAL EDUCATION Certificate of Conformity ROSS RU. AE51. N from Ed. Signed for printing Format 60 90/16. Headset "PetersburgC". Offset printing. Conditional oven l. 20.0. Uch. ed. l. 16.00. Circulation 2000 copies. Ordered by KnoRus LLC, Moscow, Prospekt Mira, 105, building 1. Tel.: (495) E mail: Printed by OJSC TATMEDIA. Printing and publishing complex "Idel-Press", Republic of Tatarstan, Kazan, st. Dekabristov, 2. Team of authors, 2012 ISBN KnoRus LLC, 2012

3 CONTENTS Preface... 7 Introduction... 9 Chapter 1. PEDAGOGY AS A FIELD OF KNOWLEDGE ABOUT PEOPLE'S EDUCATION 1.1. The socio-historical nature of pedagogy, its methodological foundations Subject and categories of pedagogy Branches of pedagogy Methods of scientific and pedagogical research Chapter 2. EDUCATIONAL PROCESS 2.1. The main components and patterns of the educational process Stages of periodization in the educational process Planning and control of the educational process Pedagogical conditions for improving the educational process Chapter 3. PEDAGOGICAL CULTURE 3.1. Structure and content of pedagogical culture Pedagogical skills of a sports teacher Pedagogical abilities Pedagogical ethics Speech culture of a teacher-trainer Style of pedagogical communication and leadership Personal maturity of a sports teacher and his professional pedagogical competence Chapter 4. STRUCTURE OF THE TRAINING PROCESS 4.1. Essence, functions, categories, types and objectives of training Regularities and principles of training Organizational forms of training Options for classification and content of teaching methods Independent work of students Chapter 5. THEORIES OF HUMAN LEARNING AND INNOVATIONS IN TRAINING 5.1. Psychological and pedagogical theories of human learning Pedagogical technologies

4 5.3. The theory of the gradual formation of mental actions Problem-based learning and innovations in teaching Active teaching methods Chapter 6. PEDAGOGICAL MANAGEMENT AND OPTIMIZATION OF THE TRAINING PROCESS 6.1. Basic concepts of pedagogical cybernetics Components and functions of pedagogical management Integration of teaching and educational influences Private methodology and its design in physical education Chapter 7. STRUCTURE OF THE EDUCATIONAL PROCESS 7.1. The essence of education, its aspects and tasks Regularities, principles and means of education General methods of education Chapter 8. CONTENT OF COMPONENTS OF EDUCATION 8.1. Mental education Civil and labor education Moral and ethical education Aesthetic education Valueological education Physical education Chapter 9. PERSONALITY, REFERENCE GROUP AND COLLECTIVE 9.1. Fundamentals of the theory of reference groups Formation of a team Education of the individual in a team Workshop Dictionary of terms and concepts of sports pedagogical theory Literature Applications

5 Team of authors T.E. Baeva, Ph.D. ped. Sciences, Associate Professor paragraph 3.7 S.N. Bekasova, Ph.D. ped. Sciences, Associate Professor paragraph 1.1 E.A. Zdanovskaya, Ph.D. ped. Sciences, Professor paragraph 8.1 S.V. Kim, Dr. Ped. Sciences, Professor paragraph 8.4 N.V. Kozhevnikova, Ph.D. ped. Sciences, Associate Professor paragraph 5.5 N.V. Kozhevnikova, Ph.D. ped. Sciences, Associate Professor; E.I. Belogorodtseva, Ph.D. ped. Sciences, Associate Professor paragraphs 3.4, 8.3 N.V. Kozhevnikova, Ph.D. ped. Sciences, Associate Professor; I.P. Gomzyakova, Ph.D. ped. Sciences, Art. teacher paragraph 3.3 N.N. Kraft, Ph.D. ped. Sciences, Associate Professor paragraph 4.5 V.I. Krilichevsky, Dr. Ped. Sciences, professor paragraphs 2.1, 2.2, 5.1, 5.3, 5.4 T.V. Kubyshkina, Ph.D. ped. Sciences, Art. teacher; E.N. Perfilyeva, Ph.D. psychol. Sciences, Associate Professor paragraph 3.5 E.F. Orekhov, Ph.D. ped. Sciences, professor paragraphs 2.3, 2.4 M.V. Prokhorova, Dr. Ped. Sciences, Professor paragraphs 3.1, 3.2, 3.6 M.V. Prokhorova, Dr. Ped. sciences, professor; A.G. Semyonov, Dr. Ped. Sciences, professor paragraphs 1.2, 1.3, 1.4, 4.1, 4.2, 4.3, 4.4 M.V. Prokhorova, Dr. Ped. sciences, professor; A.A. Sidorov, Dr. Ped. Sciences, Professor paragraphs 7.1, 7.2, 7.3 A.V. Romanova, Dr. Ped. sciences, professor; O.I. Dranyuk, Ph.D. ped. Sciences, Associate Professor paragraph 5.2 A.A. Sidorov, Dr. Ped. Sciences, professor paragraph, 8.2,

6 In loving memory of professors M.V. Prokhorova, A.A. Sidorova, V.V. Belorusova and I.N. Resheten is dedicated Preface The basis for writing a textbook on physical education pedagogy is a textbook published in 2006 by a group of authors: M.V. Prokhorova, A.A. Sidorov, B.D. Sinyukhin, A.G. Semyonov. The textbook on pedagogy was written taking into account the fundamental changes that have occurred over the past decade in the social life of Russia, in the sphere of its culture and education system. The purpose of the textbook is to present the basics of fundamental pedagogical knowledge that are necessary for specialists with higher education for their successful subsequent professional activities. It reflects modern pedagogical development trends in the field of the theory of human learning based on the achievements of classical pedagogy. The textbook includes a traditional triad of sections: fundamentals of pedagogy, theory of learning, theory of education. Particular attention is paid to issues of pedagogy of physical culture and sports, which are included in the general context of the textbook. The interdisciplinary level of consideration of pedagogical phenomena is expressed by their interconnectedness with the provisions of the general theory of systems and the theory of optimal control. The didactic value of the textbook lies in the selection and problematic presentation of educational material, which is an effective means of shaping the creative thinking of students, as well as a powerful incentive that encourages students to deeply study the material of the curriculum. Original diagrams and tables that complement the text of the textbook enhance its clarity and act as reference signals for a more solid assimilation of the material. The system of creative tasks for performing independent work gives the textbook the status of an information complex on the organization of 7

7 tions of cognitive and practical activities of students. The ability to exercise self-control over the assimilation of educational material, as well as feedback through written student work, will improve the content of the textbook. The principle of scientificity and novelty of the material is implemented in all sections of the textbook. The authors pursue the idea of ​​designing effective pedagogical systems, taking into account the factor of pedagogical competence and depending on the set goals of training, development and education. The productivity of using the methodology of general systems theory and computers in managing the learning process is shown. In the interests of a more solid assimilation of theoretical material, students are asked to complete a number of independent works on various topics, taking into account the evaluation of the results of the answers using a point rating system. The textbook on pedagogy was prepared by a team of authors from the department of pedagogy of the oldest university in the country, the National State University of Physical Culture, Sports and Health. P.F. Lesgafta, St. Petersburg" under the general editorship of Dr. ped. Sciences, Professor V.I. Krilichevsky, Dr. Ped. Sciences, Professor A.G. Semyonova, Ph.D. ped. Sciences, Associate Professor S.N. Bekasova. Individual chapters and programs were written by Ph.D. ped. Sciences, Associate Professor T.E. Baeva; Ph.D. ped. Sciences, Associate Professor S.N. Bekasova; Ph.D. ped. Sciences, Associate Professor E.I. Belogorodtseva; Ph.D. ped. sciences., art. teacher I.P. Gomzyakova; Ph.D. ped. Sciences, Associate Professor O.I. Dranyuk; Ph.D. ped. Sciences, Professor E.A. Zdanovskaya; Dr. ped. Sciences, Professor S.V. Kim; Ph.D. ped. Sciences, Associate Professor N.V. Kozhevnikova; Ph.D. ped. Sciences, Associate Professor N.N. Craft; Ph.D. ped. Sciences, Art. teacher T.V. Kubyshkina; Vice-Rector for Academic Affairs and Educational Work E.F. Orekhov; Dr. ped. Sciences, Professor M.V. Prokhorova; Ph.D. ped. Sciences, Professor A.V. Romanova; Dr. ped. Sciences, Professor A.G. Semyonov; Dr. ped. Sciences, Professor A.A. Sidorov. President of the National State University of Physical Culture, Sports and Health named after. P.F. Lesgafta, St. Petersburg,” Dr. Ped. Sciences, Professor V.U. Ageevets

8 Introduction The textbook offered to the reader is being published in its fourth edition, supplemented and revised taking into account the comments and constructive suggestions received. The educational tasks offered for independent work have been significantly expanded and systematized, new materials have been introduced on pedagogical ethics, independent work of students, pedagogical technologies, active teaching methods, etc. The textbook on pedagogy in the discipline “Pedagogy of Physical Culture” consists of a preface, introduction, ten chapters , applications, figures and tables, glossary of terms, list of references. The first chapter examines pedagogy as a field of knowledge about education, reveals the socio-historical nature of pedagogy, its methodological foundations, the subject and categories of pedagogy, branches of pedagogy, methods of scientific and pedagogical research. The second chapter presents material on the main components and patterns of the educational process, the stages of periodization in the educational process, planning and control of the educational process, pedagogical conditions for improving the educational process. The third chapter examines the concept of pedagogical culture, its structure and content, the pedagogical skills of a sports teacher, pedagogical abilities, pedagogical ethics, speech culture, the style of pedagogical communication and leadership, the personal maturity of a sports teacher and his pedagogical competence. The fourth chapter gives the structure of the learning process, the essence, functions, categories, types and objectives of learning, patterns and principles of learning, organizational forms of learning, options for the classification and content of teaching methods, and examines the independent work of students. The fifth chapter is devoted to the theory of human learning and innovations in teaching, the theories of human learning are revealed, 9

9 pedagogical technologies, theory of the gradual formation of mental actions, problem-based learning and innovations in teaching, active learning methods. The sixth chapter discusses pedagogical management and optimization of the learning process, components and functions of pedagogical management, integration of teaching and educational influences, private methodology and its design in physical culture. The seventh chapter reveals the structure of the educational process, the essence of education, its aspects and tasks, patterns, principles and means of education, general methods of education. The eighth chapter gives the content of the components of education, examines mental education, civic and labor education, moral and ethical education, aesthetic education, valeological education, physical education in physical culture. The ninth chapter discusses the basic theories of reference groups, the formation of a team, and the education of individuals in a team. The textbook contains a workshop that includes educational tasks for independent work on the material presented and a dictionary of complex terms and concepts that allows you to expand your professional pedagogical vocabulary. All tables referenced in the text are included in the appendices. At the end of the textbook there is literature used by the authors and recommended for more in-depth study.

T.Yu. KOVALEVA PRACTICUM ON THE THEORY OF STATISTICS Approved by the Council of the Educational and Methodological Association for Education in Management as an educational and practical aid in the specialty “Management”

FINANCIAL UNIVERSITY UNDER THE GOVERNMENT OF THE RUSSIAN FEDERATION V.I. PETROV ASSESSMENT OF THE VALUE OF LAND Edited by Doctor of Economic Sciences, Professor M.A. Fedotova Recommended by UMO for Education

S.A. Shapiro organizational behavior Approved by the Educational and Methodological Association of Russian Universities for Education in Management as a teaching aid for students of higher educational institutions studying

Edited by Doctor of Economic Sciences, Professor E.A. Arustamova Recommended by the UMO for education in management as a textbook for students of higher educational institutions KNORUS MOSCOW 2013

B A K A L A V R I A T N.V. Fedorova, O.Yu. Minchenkova PERSONNEL MANAGEMENT Recommended by the UMO Council on Education in Management as a textbook for students of higher educational institutions studying

Federal State Budgetary Institution of Higher Professional Education "Financial University under the Government of the Russian Federation" Edited by Doctor of Economic Sciences, Professor O.I. Lavrushina Approved by the Ministry of Education and Science of the Russian Federation as educational

B A K A L A V R I A T Textbook Second edition, stereotypical KNORUS MOSCOW 2013 UDC 35(075.8) BBK 66.033.141.3ya73 A68 Annenkov V.I. A68 Civil service: organization of management activities

N.V. Fedorova, O.Yu. Minchenkova PERSONNEL MANAGEMENT OF AN ORGANIZATION Recommended by the Council of Educational Institutions of Russian Universities on Education in the Field of Management as a textbook in the specialty “Organization Management”

B A K A L A V R I A T Institute of State and Law of the Russian Academy of Sciences Saratov branch THEORY OF STATE AND LAW TEXTBOOK Responsible editor Doctor of Law, Professor A.V. Malko Admitted

MODERN EDUCATIONAL TECHNOLOGIES Edited by Academician of RAO N.V. Bordovskaya Recommended by the Scientific and Methodological Council of the Ministry of Education and Science on Psychology and Pedagogy as an educational

T.N. PARAMONOVA, I.N. KRASYUK Edited by Professor T.N. Paramonova Approved by the Ministry of Education and Science of the Russian Federation as a teaching aid for students of secondary vocational educational institutions

B A C A L A V R I A T and M A G I S T R A T U R A FGOBU HPE “Financial University under the Government of the Russian Federation” banking risks Edited by Doctor of Economics, Professor O.I. Lavrushina

B A K A L A V R I A T Edited by Professor V.V. Mishchenko Approved by the UMO in classical university education as a teaching aid in the discipline of the regional component for higher education students

B A K A L A V R I A T N.I. LAKHMETKINA INVESTMENT STRATEGY OF THE ENTERPRISE Recommended by the UMO for education in the field of finance, accounting and global economics as a textbook for students studying

FINANCIAL LAW OF THE RUSSIAN FEDERATION Edited by Doctor of Law, Professor M.V. Karaseva Textbook UDC 347.73(075.8) BBK 67.402я73 F59 Reviewers: D.A. Endovitsky, Doctor of Economics. sciences, prof.; OK.

E.V. Kharchenko, Yu.V. Vertakova State regulation of the national economy Recommended by the Educational and Methodological Center “Classical Textbook” as a teaching aid for higher education students

B A C A L A V R I A T STATE REGULATION OF THE ECONOMY Edited by Doctor of Economic Sciences, Professor I. E. Risin Recommended by the Council of Educational Institutions of Russian Universities for Management Education

Under the general editorship of Doctor of Geographical Sciences, Professor V.G. Glushkova Recommended by the Educational Institution for Education in Finance, Accounting and World Economy as a teaching aid for the regional component

L.A. Gorshkova, M.V. Gorbunova Fundamentals of organization management Workshop using active learning methods Edited by Doctor of Economic Sciences L.A. Gorshkova Recommended by the Council of Educational and Methodological

UDC 332(075.8) BBK 65.04ya73 F32 F32 Reviewers: E.V. Chernetsova, prof. Department of Economics and Crisis Management of the Federal State Educational Institution of Higher Professional Education "Financial Academy under the Government of the Russian Federation", Ph.D. econ. Sciences, B.P. Suprunovich,

SERVICE FIELD: ECONOMY, MANAGEMENT, MARKETING PRACTICUM Edited by Doctor of Economic Sciences, Professor T.D. Burmenko Recommended by the Educational and Methodological Center "Classical Textbook" as an educational

M.A. Goncharov BASICS OF MARKETING AND CONSULTING IN THE FIELD OF EDUCATION Recommended by educational educational institutions in the specialties of teacher education as a teaching aid for students of the additional pedagogical system

B A K A L A V R I A T R.G. OLKHOVA BANKING: MANAGEMENT IN A MODERN BANK Recommended by UMO for education in the field of finance, accounting and global economics as a textbook for students,

FINANCIAL UNIVERSITY UNDER THE GOVERNMENT OF THE RUSSIAN FEDERATION I.V. Osipova THEORY OF ACCOUNTING Collection of problems Recommended by the UMO for education in the field of finance, accounting and world economy as

B A C A L A V R I A T FINANCE AND CREDIT Edited by Professor T.M. Kovaleva Recommended by the educational educational institution of Russian universities for education in the field of economics and economic theory as a textbook for students

SECONDARY PROFESSIONAL EDUCATION A.Ya. Kibanov Personnel Management Approved by the Ministry of Education and Science of Russia as a teaching aid for students of educational institutions of secondary vocational education,

MODERN MACROECONOMIC PROBLEMS OF RUSSIA Edited by Doctor of Economic Sciences, Professor S.S. Nosovoy Textbook for bachelors and masters KNORUS MOSCOW 2017 UDC 330(470+571)(075.8)

Federal State Budgetary Institution of Higher Professional Education "Financial University under the Government of the Russian Federation" TAX LAW Under the general leadership of the rector of the Federal State Budgetary Educational Institution of Higher Professional Education "Financial University under the Government of the Russian Federation" Doctor of Economics.

V.F. Tarasova M.V. Vladyka T.V. Saprykina L.N. Semykina TAXES AND TAXATION Under the general editorship of V.F. Tarasova Recommended by UMO for education in the field of finance, accounting and global economics as

AND I. Kibanov, V.G. Konovalova, M.V. Ushakova PERSONNEL MANAGEMENT SERVICE Edited by Doctor of Economic Sciences, Professor A. Ya. Kibanov Approved by the Council of the Educational and Methodological Association for Education

B A C A L A V R I A T FINANCE AND CREDIT Recommended by UMO for education in the field of finance, accounting and world economy as a textbook for students studying in the specialty “Finance and Credit”

B A K A L A V R I A T Yu.V. Taranukha, D.N. Zemlyakov Approved by the Council of the Educational and Methodological Association of Russian Universities for Education in Management as a textbook in the specialty “Organization Management”

B A K A L A V R I A T Foreign investments Edited by Doctor of Economic Sciences, Professor A.P. Kosintseva Recommended by UMO for education in the field of finance, accounting and global economics as

SECONDARY PROFESSIONAL EDUCATION V.P. Kokhanovsky, T.P. Matyash, V.P. Yakovlev, L.V. Zharov FUNDAMENTALS OF PHILOSOPHY Edited by V.P. Kokhanovsky Recommended by FGAU "FIRO" as a textbook for use

E.A. MARKARYAN, G.P. GERASIMENKO, S.E. MARKARYAN FINANCIAL ANALYSIS Recommended by UMO for education in the field of finance, accounting and global economics as a textbook for students studying

B A C A L A V R I A T FGOBU HPE “Financial University under the Government of the Russian Federation” Mathematics for economists and managers Edited by Professor N.Sh. Kremer Recommended by the Ministry

Lending as the most important factor in the development of small businesses in Russia Edited by N.E. Sokolinskaya and L.M. Ku p r i a n o w Monograph UDC 336.7 BBK 65.262.24 K79 K79 Reviewers: Usmanova T.Kh.,

B A K A L A V R I A T V.M. Barshai, V.N. Kurys, I.B. Pavlov Gymnastics Recommended by the UMO in the specialties of teacher education as a textbook for university students studying in the specialty

B A K A L A V R I A T M.A. Eskindarov, I.Yu. Belyaeva, A.Yu. Zhdanov, M.M. Pukhova THEORY OF MERGERS AND ACQUISITIONS (IN DIAGRAMS AND TABLES) Recommended by UMO for education in finance, accounting and global economics

St. Petersburg State University of Service and Economics V.V. VOROSHILOV MODERN PRESS SERVICE Recommended by the Educational and Methodological Association for Education in Management as

HE. Belenov, A.A. Anuchin COMPETITIVENESS OF COUNTRIES AND REGIONS Recommended by UMO for education in the field of finance, accounting and world economy as a textbook for students studying in

State University of Management A.Ya. Kibanov, I.B. Durakova Recommended by educational educational institutions of Russian universities in the field of management as a teaching aid for students of higher educational institutions studying in

B A C A L A V R I A T FINANCE, MONEY, CREDIT, BANKS Edited by T.M. Kovaleva Recommended by the Educational Institution of Russian Universities for education in the field of finance, accounting and global economics as a textbook for students,

V.V. Kuznetsova, O.I. Larina Banking Workshop Recommended by UMO for education in the field of finance, accounting and global economics as a textbook for students studying in the specialty

SOCIAL WORK WITH DIFFERENT POPULATION GROUPS Edited by Doctor of Pedagogical Sciences, Professor N.F. Basova Recommended by UMO for education in the field of social work as a teaching aid

SECONDARY VOCATIONAL EDUCATION R.V. Medvedeva, V.P. Melnikov MEANS OF MEASUREMENT Edited by Professor R.V. Medvedeva Recommended by the Federal State Institution "Federal Institute for Educational Development" as

B A K A L A V R I A T V.V. Bondarenko, V.A. Yudina, O.F. Alyokhina ORGANIZATIONAL MANAGEMENT INTRODUCTION TO THE SPECIALTY Approved by the Council of the Educational and Methodological Association of Russian Universities for Management Education

B A K A L A V R I A T V.V. Yanov, I.Yu. Bubnova money, credit, banks Recommended by the Federal State Budgetary Educational Institution of Higher Professional Education "State University of Management" as a textbook for university students studying in the field of

B A K A L A V R I A T Yu.I. Rastova S.A. Firsova ECONOMICS OF ORGANIZATION (ENTERPRISE) Approved by UMO for education in the field of production management as a teaching aid for higher education students

B A K A L A V R I A T M.A. Pomorina FINANCIAL MANAGEMENT IN A COMMERCIAL BANK Recommended by the UMO for education in the field of finance, accounting and global economics as a textbook for students,

B A K A L A V R I A T I.v. Dodonova, O.V. Kabanova AUTOMATED PROCESSING OF BANKING INFORMATION Recommended by UMO for education in the field of finance, accounting and world economy as a training

General Sociology Edited by Doctor of Economic Sciences, Professor M.M. Vyshegorodtseva Recommended by the Federal State Institution “Federal Institute for Educational Development” as a teaching aid for use in educational

G.S. STAROVEROVA, A.YU. MEDVEDEV, I.V. SOROKINA ECONOMIC ASSESSMENT OF INVESTMENTS Approved by UMO for education in the field of production management as a teaching aid for students studying

B A C A L A V R I A T X. A. Arustamov COLLECTION OF PROBLEMS ON DESCRIPTION GEOMETRY WITH SOLUTIONS TO STANDARD PROBLEMS Approved by the Ministry of Education and Science of the Russian Federation as a teaching aid for

N.V. Mikhailova NATIONAL HISTORY Approved by the Ministry of Education and Science of the Russian Federation as a teaching aid for students of higher educational institutions studying in the humanities KNORUS

SECONDARY PROFESSIONAL EDUCATION V.P. GALAGANOV Recommended by the Federal State Institution “Federal Institute for Educational Development” as a textbook for students of educational institutions

B A K A L A V R I A T A.V. TYURIN INVESTMENTS PRACTICUM Recommended by the State Educational Institution of Higher Professional Education "State University of Management" as a textbook for students of economic universities studying in the field of

N. I. GUSEVA, N. S. DENISOVA, O. Y. TESLYA Collection of problems in geometry in 2 parts Part I Recommended by UMO in the specialties of teacher education as a teaching aid for higher education students

B A C A L A V R I A T POLITICAL SCIENCE Edited by Doctor of Political Sciences, Professor V.I. Burenko Approved by the Scientific and Methodological Council for Political Science of the Ministry of Education of the Russian Federation as

B A C A L A V R I A T FEDERAL DISTRICTS OF RUSSIA REGIONAL ECONOMY Edited by Doctor of Geographical Sciences, Professor V.G. Glushkova and Candidate of Geographical Sciences, Associate Professor Yu.A. Simagina Recommended

B A K A L A V R I A T N.D. Guskova, I.N. Krakovskaya, Yu.Yu. Slushkina, V.I. Makolov INVESTMENT MANAGEMENT Approved by the Council of Educational Institutions of Russian Universities for Education in the Field of Management as a textbook on

B A K A L A V R I A T ECONOMIC ANALYSIS Edited by N.V. Parushina Recommended by UMO for education in the field of finance, accounting and global economics as a teaching aid for students studying

Ministry of Education and Science of the Russian Federation Federal Agency for Education Pacific State Economic University Far Eastern Regional Branch of the Russian Academy

B A K A L A V R I A T A.G. Ivasenko, Ya.I. Nikonova Foreign Investment Recommended by the Educational Institution for Education in the field of finance, accounting and global economics as a teaching aid for students studying

Topic No. 1. Introduction to physical education pedagogy .

Lecture No. 1. Introduction to the problems of modern pedagogy of physical culture and sports.

Lecture No. 2. Pedagogy of physical culture and sports as a new branch of pedagogical science

Lecture No. 3. Methods of physical training.

Topic No.2. Methodological foundations of the process of developing sportsmanship.

Lecture No. 4. Dialectical aspects of sports pedagogy

Lecture No. 5. Development of the organism's adaptive capabilities on the dialectical basis of contradictions between the organism and the environment.

Lecture No. 6. Dialectical unity of physical and technical preparedness of athletes

Topic No. 3. Fundamentals of sports psychopedagogy

Lecture No. 7. Main directions of the discipline.

Lecture No. 8. General directions in the study of the athlete .

Lecture No. 9. Psychodiagnostics of athlete conditions .

Lecture No. 10. Signs of mental stress in the training process.

Lecture No. 11. Pre-competitive and competitive mental stress, its dynamics and causes.

Lecture No. 12. Correction of mental states in preparation for competitions.

Lecture No. 13. Crisis situations in the lives of athletes and methods for overcoming them.

Topic No. 4. Methods of personality education.

Lecture No. 14. Physical culture and sport as a specific environment for the formation of a person’s personality.

Lecture No. 15. Formation of an athlete's personality

Topic No.5. Education and self-education in sports activities.

Lecture No. 16. Athlete motivation in the training process

Lecture No. 17. Psychological atmosphere as a psychophysiological phenomenon in elite sports.

Lecture No. 18. Types, forms and methods of educational work in the field of physical education.

Pedagogy of sports. Subject. Introduction to physical education pedagogy.

Lecture№1

Introduction to the problems of modern pedagogy of physical culture and sports.

The academic discipline “Pedagogy of Physical Culture and Sports” is a major general professional discipline in the system of professional physical education. The major and leading position of this discipline is justified by the fact that the activities of a specialist in physical education and physical education have primarily a pedagogical focus: the study and improvement of a person’s physical, mental and functional capabilities, the development and approval of the principles of an active and healthy lifestyle, their practical implementation by means of physical culture and sports, the formation of personality, its introduction to universal human values, the values ​​of physical culture and sports.

Purpose of the discipline: to significantly strengthen the professional training of students of I.F.K. and S., providing in-depth knowledge of the pedagogy of physical culture and sports, teaching technology, developing in students the skills of practical implementation of acquired knowledge in various educational institutions and sports organizations, that is, at the place of future work of graduates . ^ Objectives of the discipline:

To study the specifics of the application of general pedagogical principles in physical education;

Consider the main aspects of pedagogical technology for teaching the subject “Physical Education”;

To give an idea of ​​the patterns of formation of professional skills of a physical education and sports teacher;

To teach students to independently work with scientific and methodological literature, to instill interest and the need for constant self-education.

Repeat and consolidate knowledge on the theory and methodology of physical education and sports, general pedagogy acquired earlier.

Modern practice of education, training and retraining of personnel for various sectors of the country's national economy requires constant creative improvement of higher education teaching staff, ensuring the solution of this educational problem. This circumstance, in turn, places new demands on the structure and content of education in various educational institutions in the infrastructure of physical culture and sports. Physical culture is part of the culture of society, the defining aspect of which is the spiritual human function associated with the development of thinking, imagination, feelings, creativity. And also the general cultural functions include: educational, educational and health-improving, which are realized through motor activity. Sports activities instill in a person: will, hard work, courage, honesty, develop humanistic beliefs, respect for an opponent, form social activity, patriotism, sports honor, dedication to one's work. During sports activities, an educational process also occurs: new types of movements are studied, special literature is read, educational videos are watched, instructor and judge certificates are obtained, in-depth knowledge of the chosen activity is achieved, etc. Physical culture and sports are part of the health system that contributes to the prevention and reduction of diseases, rehabilitation of physically injured people, their return to sports and work activities, life expectancy and satisfaction of people in active recreation, etc.

Modern training in sports, especially in elite sports, is a complex multifunctional and multiparametric system, requiring in its implementation the training of specialists who have a special design type of thinking, the ability to think. We constantly encounter this phenomenon in the practice of physical education and sports activities. The basis of the ability to think was, is and will be a reflexive-critical attitude towards a worldview. Finding your place in it, transforming and cultivating it through deeds and actions. To help preserve and further develop this ability and its basis in future specialists in the field of physical culture and sports - this means forming in every student a philosopher-teacher, philosopher-manager, philosopher-trainer, etc. Usually, knowledge of the culture of philosophy of development and formation of thinking determines the basis for the formation of each person’s philosophical position, for example, a coach acquires specific features through penetration into the essence and content of the philosophy of a particular sport. The development of the philosophy of a coach, teacher, or manager includes two tasks. The first is to develop a greater awareness of the need to know oneself. The second task is to decide and determine the goals of one’s own professional activity, which will set precise guidelines in understanding the role of a specialist and predetermine much in behavior and the performance of one’s functions.

The interests of management practice in the field of physical culture and sports dictate the need to resolve the issue of organizing a training system for physical culture and sports personnel on the basis of the developed concept of adult education, in which the tasks of increasing the effectiveness of education correspond to only a theory that takes into account the developmental role of training and education in the formation of personality and is focused on finding those psychological and pedagogical means with the help of which one can have a significant impact on both the overall development of the individual and the development of creative abilities.

In sports pedagogical work, teachers have to deal with people of different nationalities, different education, temperament and characters, so they have to deal with the emergence of conflict situations. Therefore, an important task of a sports educator or physical education teacher is not only the prevention and elimination of conflict, but also the ability to manage them.

ü Answer the questions:

1. In what year did the UN General Assembly adopt the Convention on the Rights of the Child?

2. According to the Convention on the Rights of the Child, a child is every human being up to the age of

1.16 years of age;

2.18 years of age;

3.14 years of age;

4.12 years of age.

3. In accordance with the Unified Qualification Guide for Positions of Education Workers, the teacher carries out control and evaluation activities using:

1. electronic journal;

2. electronic diary;

3. electronic forms of educational documentation;

4. all answers are correct.

4. Is it allowed to involve students, pupils of civil educational institutions in work not provided for by the educational program, without the consent of students, pupils and their parents (legal representatives)?

3. In special cases, by order of higher authorities;

4. Allowed occasionally due to production needs.

5. Do students and pupils of civil educational institutions have the right to freely attend events not provided for by the curriculum?

3. In special cases, if there are good reasons

4. Yes, in agreement with the administration of the institution.

6. Which of the ancient Greek philosophers considered movement “the healing part of medicine”?

1. Aristotle;

2. Plato;

3. Pythagoras;

1) J.-J. Rousseau;

2) Plato;

3) F. Frebel;

1) J.-J. Rousseau

2) J. Locke

3) Y.A. Komensky

4) I.G. Pestalozzi

9 . What principle did J. Locke form the basis for selecting the content of a child’s education?

a) freedom

b) coercion

c) conformity with nature

d) utilitarianism

10. Which country is the birthplace of the Olympic Games?

3. Ancient Greece;

4. Italy.

11. In what year did the first ancient Olympic Games take place?

1. In 906 BC;

2. In 1201;.

3. In 776 BC;

4. In 792 BC.

12. In what year and where was the International Olympic Committee created?

1. In 1894 in Paris;

2. In 1896 in London;

3. In 1905 in Greece;

4. In 1908 in London.

13. What is the Olympic Charter?

1. The title of an ode to sport written by Pierre de Coubertin;

2. Code of laws according to which the Olympic movement is carried out;

3. Rules of competitions included in the program of the Olympic Games;

4. Athlete's oath.

14. How is the Olympic motto translated: “Sitius, altius, fortius”?

2. “Stronger, more beautiful, more accurate”;

3. “Faster, higher, stronger”;

15. Who is the founder of the physical education system, the basis of which was the “harmonious, comprehensive development of the activity of the human body”?

1. L.P. Matveev;

2. G.G. Benezet;

3. P.F. Lesgaft;

4. N.A. Semashko.

16. What changes in the development of physical culture and sports took place in Russia after the revolution?

1. Popularization of oriental types of gymnastics and wrestling;

2. Creation of military sports clubs and physical education circles;

3. The emergence of health systems “fitness” and water aerobics.

4. Creation of federations for sports.

17. Who was the first in Russia to develop the theory of preschool education and substantiate the content, means and methods of physical education in school?

1. N.G. Chernyshevsky;

2. Jan Amos Kamensky;

3. P.F. Lesgaft;

4. A.V. Lunacharsky.

18. In what year was the Russian Olympic Committee created?

1. In 1896;

2. In 1911;

3. In 1960;

4. In 1973.

19. Indicate the main principles of the Fair Play code of sports honor.

1. Do not strive to win at any cost; maintain honor and nobility on the sports field;

2. The combination of physical perfection with high morality.

3. Self-esteem, honesty, respect - for opponents, judges, spectators;

4. Strict compliance with competition rules.

20. What indicators characterize physical development?

1. Heredity, constitution, anthropometric indicators;

2. Height and weight indicators;

3. Body type, development of physical qualities, state of health;

4. Physical fitness.

21. Physical exercise is usually called...

1. repeated repetition of motor actions;

2. movements that improve performance;

3. motor actions organized in a certain way;

4. a set of gymnastic exercises.

22. Basic physical education is primarily focused on providing...

1. a person’s physical preparedness for life;;

2. preparation for professional activity.

3. restoration of the body after illnesses, injuries, overwork.

4. preparation for sports activities.

23. Three groups of tasks solved in the process of physical education -

1. Developmental, corrective, specific.

2. Educational, health-improving, educational.

3. General pedagogical, compensatory, hygienic.

4. Developmental, health-improving, hygienic.

24. What is the main specific means of physical education?

1. Natural properties of nature;

2. Physical exercise;

3. Sanitary and hygienic factors;

4. Competitive activity.

25. A method of performing a motor action that allows solving a motor task more expediently and efficiently is called...

1. Physical exercise technique;

2. Motor skill;

3. Motor skills;

4. Motor “stereotype”.

26. The composition and sequence of actions, links, efforts necessary to solve a motor task in a certain way are usually called...

1. Equipment parts;

2. The main link of technology;

3. The basis of technology;

4. The structure of motor activity.

27. The optimal measure of comprehensive physical fitness and harmonious physical development, meeting the requirements of labor and other spheres of life, reflects...

1. physical perfection of a person;

2. physical development of a person;

3. physical condition of a person;

4. physical form of a person.

28. What is the main criterion for a person’s physical perfection?

1. The quality of theoretical knowledge about physical culture.

2. Level of development of physical capabilities.

3. State of health.

4. Socialization of the individual.

29. The objectively inherent properties of physical culture that make it possible to influence a person and human relationships, satisfy and develop certain needs of the individual and society are called...

1. Functions of physical culture;

2. Principles of physical culture;

3. Methods of physical culture;

4. By means of physical culture.

30. The results achieved in the physical improvement of a person and the degree of use of acquired motor qualities, skills and special knowledge in everyday life characterize...

1. Physical education of the subject;

2. Physical culture of the individual;

3. Physical development of the individual;

4. Physical perfection of a person.

31. Name the main indicators of the development of a person’s physical culture.

1. A culture of movement and a wide range of vital motor skills (running, jumping, throwing, swimming, skiing);

2. Hygienic skills and habits of taking care of your health on a daily basis, strengthening the body, and physical fitness;

3. Level of physical qualities; knowledge in the field of physical culture; motives and interests for physical improvement; maintaining hygiene and routine;

4. Height and weight indicators.

32. Which document reflects the moral rules of sports activities?

1. Olympic Charter;

2. Olympic Charter;

3. Olympic Oath;

4. Competition rules.

33. What tasks of students’ mental development are solved in the process of physical education?

1. Expansion and deepening of special knowledge in the field of physical culture.

2. Enrichment with special knowledge related to the field of physical culture and sports; development of cognitive and creative abilities.

3. Promotion of creative manifestations of the individual, including in self-knowledge and self-education, through the means of physical culture and sports.

4. Formation of a meaningful attitude towards physical education.

34. Name the tasks of developing the aesthetic sphere of a person’s personality in the process of physical education and sports activities.

1. Cultivating the ability to deeply feel and appreciate beauty in the field of physical culture and sports and in other areas of its manifestation;

2. Cultivating the ability to sensitively perceive and appreciate beauty in the field of physical education; formation of aesthetics of behavior and relationships;

3. Development of an active position in the affirmation of beauty;

4. Intransigence towards the ugly in all its manifestations.

35. What is included in the content of the intellectual values ​​of physical culture?

1. Knowledge of methods and means of developing a person’s physical potential;

2. A set of methodological guidelines, practical recommendations, manuals;

3. Ability to rationally organize time, composure;

4. Development of thinking and logic.

36. What is meant by the mobilization values ​​of physical culture?

1. Everything that has been developed by specialists to ensure the process of physical and sports training for those involved;

2. Personal achievements in a person’s motor fitness;

3. The ability to rationally organize time, internal discipline, composure, speed of assessing the situation and making decisions, perseverance;

4. Development of the need for physical improvement.

37. What refers to the means of physical education?

1. Outdoor games, gymnastics, sports games, tourism, swimming, ski training;

2. Compliance with sanitary and hygienic standards, daily routine, nutrition, rest, personal hygiene;

3. Physical exercise, natural forces of nature and hygiene factors;

4. Sun, air, water.

38. What is meant by forms of physical exercise?

1. Methods of organizing the educational process;

2. Types of lessons;

3. Types of physical education and health work;

4. Structure of classes.

39. Classes conducted by a teacher (trainer) with a permanent staff of students include...

1. Physical education lessons and sports training sessions.

2. Aerobics, shaping, callanetics, athletic gymnastics;

3. Championships, championships, sports days, qualifying competitions, etc.;

4. Hiking trips.

40. What is the structure of lesson forms?

1. Introductory, warm-up, recovery parts;

2. Preparatory, main, final parts;

3. Organizational, independent, low-intensity parts;

4. Introductory, basic, recreational.

41. How are physical education lessons classified based on their main focus?

1. Lessons in mastering new material, lessons in consolidating and improving educational material, control and mixed (complex) lessons;

2. General physical training, professionally applied physical training, sports training lessons, methodological and practical classes;

3. Lessons in gymnastics, athletics, swimming, ski training, outdoor and sports games, etc.

4. Health lesson, sports-oriented lesson;

42. In what areas does basic physical culture manifest itself?

1. Physical education in preschool institutions and general education institutions of primary, general and secondary education;

2. Physical education in institutions of primary, secondary and higher vocational education;

3. Physical culture, presented as an academic subject in the education and upbringing system; physical culture of the adult population;

4. Physical education as an independent type of activity.

43. The main result of the use of basic physical culture in the general system of education and upbringing is...

1. Increasing the level of physical fitness, long-term preservation of health, creative longevity and capacity, organization of a healthy lifestyle.

2. Acquiring the necessary level of education in the field of physical education.

3. Mastery of vital motor skills.

4. All of the above.

44. What is the main goal of mass sports?

1. Achieving the highest possible sports results;

2. Restoration of physical performance;

3. Increasing and maintaining general physical fitness;

4. Increasing the number of people involved in sports.

45. What determines the orientation of professional-applied physical education (PPFC)?

1. The need for military-applied training of young people for upcoming military service;

2. The need of society for special training of a person for a specific professional activity;

3. The need for social adaptation of the individual in society;

4. Development of certain stereotypes of performing exercises.

46. ​​What is the essence and purpose of health and rehabilitation physical culture?

1. The use of physical exercise as factors in the prevention and treatment of various diseases, recovery, and combating fatigue;

2. Application of methods of therapeutic physical culture after injuries and diseases in a hospital setting, for rehabilitation purposes;

3. Organization of disease prevention among the population;

4. Boosting the body's immune system.

47. In what varieties are the “background” types of physical culture presented?

1. Hygienic and recreational physical culture;

2. Tourism, hunting, fishing;

3. Physical education and sports entertainment and recreational and mass events;

4. Therapeutic physical culture.

48. The process aimed at developing motor (physical) qualities, abilities necessary in life and sports activities is called...

1. The training process;

2. The educational process;

3. Physical training;

4. Physical development.

49. The process aimed at the versatile education of a person’s physical qualities, ensuring the formation from childhood of a physically strong young generation with harmonious development, is called...

1. General physical training;

2. Special physical training;

3. Harmonic physical training;

4. General development.

50. What is the main method for increasing physical strength?

1. Circuit training method with strength exercises performed at 8-10 stations.

2. Variable method, which allows you to vary the rest intervals between approaches to the apparatus, change the weight and number of repetitions.

3. Repeated exercise method using non-limiting weights in exercises performed to failure.

4. Variable continuous exercise method.