Physical education based on specific sport as a new vector of organization of physical activity of children
Фотографии:
ˑ:
D.N. Boldyshev, postgraduate
I.A. Rissamakina, postgraduate. Velikie Luki state academy of physical culture and sport, Velikie Luki. E.A. Mavrenkova, postgraduate. Smolensk state academy of physical culture, sport and tourism, Smolensk
Introduction. The modern educational system in the sphere of physical culture and sport is characterized by seeking effective approaches to organization of physical education of the rising generation. This process is focused on meeting the requirements of the effective state standard, based on various educational concepts, setting relative qualification rules in the content of the educational process. Various, including alternative, conceptual approaches available, determining the conceptual; core of the educational process, are objectively actualizing the leading role of a teacher. Numerous physical education curricula are an accomplished fact: teacher is to decide what program to choose. Teacher has a right to design his own, author’s, curriculum, classify it “Recommended…” at the level of regional control of education and apply it in his work. This circumstance makes high qualification requirements to a physical education teacher which can be realized in case of thorough scientific interpretation of the essence of the subject “Physical culture” and choosing the curriculum for students on this basis. The ground condition of this problem should be the availability within the curriculum chosen by a teacher of the methodology of solving problems prescribed in the curriculum, correlated with conditions of activity of a physical education teacher. Students are to be suggested a system of training classes in compliance with general methodological principles and principles, expressing specific rules of organization of physical education, purposeful development of motor actions, formation of special knowledge in physical culture and conscious need for sports classes. The indicated system is especially developed in sport technology, conditioning and recreational trainings. Adapted, science-based penetration to physical education of the elements, a set of factors (means, methods, conditions), providing for directed influencing athlete’s development and ensuring the due level of his readiness for sports achievements, is one of the ways to improve physical education and sport. Obviously, first of all, we should talk on high science-intensive technologies of stimulated development of human physical potential, practiced in elite sport and in the system of reserve training [1].
The literature contains objections concerning such a judgment, based on the fact that elite sport in its aims and objectives is far from the goals and objectives of mass sport and physical education [2]. Undoubtedly, goals and objectives are different, but in this case the scientific interpretation of the technological process of problem solving, stimulated human psychophysical development, applied in elite sport are of primary importance. High sports training technologies related to sports practice play not just the leading, but somehow enriching role, provide advanced experience for mass sport and physical education. Understanding of the logics of necessary essential intercommunication of training exposures and their effects, various components of the content of sports training, phases of training process and the course of development of fitness, ensuring maximum sport result are necessary to create a system of effective educational exposures in physical education of the rising generation. The elements of high technologies of sports training should be converted within the organizational-methodological conditions and the specifics of construction of classes in various forms of sports practice, and primarily in the method of arranging a set of physical education lessons, serving as the basic school forms of studies. Since 18,6% of students are involved in extracurricular classes in the system of education [3], a teacher has to implement the tasks, provided by the curriculum, at a physical education lesson. Time and organizational-methodological capabilities of school physical education lessons do not ensure the required multiple cumulation of effects from exercises, necessary for adaptive changes, leading to improved functionalities, limiting the display of motor qualities [4].
But the current task is to design a system of educational exposures, ensuring succession of effects at learning single types of movement. The practical realization of the stipulated guideline is based on the understanding of the fact that motor memory, like theoretical knowledge on the technique of motor action, lasts quite long and ensures creating the cumulative training effect within school physical education classes. Effectiveness of the organized system, providing succession of educative effects when mastering motor actions, is significantly related to the considered rules of the educational process on formation of technical skills during the long-term physical training from beginner to master.
In view of the fundamentals of control of athlete's long-term physical training, such as specialization and continuity of the training process, there is marked a lack of methodological solutions concerning formation of the required coordination mechanisms when teaching motor actions in 3-5 physical education lessons, via the subject method of learning the material which involves big breaks in learning the technique of motor actions from different sports. So, it can last 7 months in track and field athletics and 1 year in skiing training. Hence, when a teacher organizes the process of teaching motor actions within school physical education lessons using the subject method of learning the material based on the integrated physical education curriculum for 1-11-formers, schoolchildren fail to acquire useful skills and abilities, notwithstanding the long-term process of mastering of some exercises. Obviously, the lack of the target orientation (specialization) makes it impossible to implement the continuity principle of the training process in solution of technical educational tasks.
The organization is completely different in the educational process, intended to solve technical educational tasks at physical education classes, when a teacher designs a system of educational exposures based on the in-depth study of specific sport throughout the period of learning the subject "Physical education". In this case the long-term (1-11 forms) and consistent trend to development of motor actions, peculiar to specific sport, ensures optimization of the volume of educational material and provides time enough to form the necessary coordinations of practiced motor actions by applying the continuity principle when teaching motor actions, ensuring necessary cumulation of educative effects. The conversion penetration of the elements of sports culture to the school lesson of physical education via creation of the system of educational effects based on specific sport stipulates for successful implementation of the effective educational standard. Therefore, this approach to organization of the content of school physical education and physical education lessons in particular is popular among physical education teachers in various regions of the country [4].
Conversion of the elements of high technologies of sports training based on specific sport in a school physical education lesson can be useful in solving not only a set of educational tasks of school physical education, but also lay the basis for effective training of teaching staff in sports university conditions. Involvement of a graduate student specializing in 032101 - "Physical culture and sport" or 034 300 - "Physical culture within long-term physical training based on specific sport" is a fundamental condition of his qualitative training.
The purpose of the study was theoretical substantiation of the problem of the sports-centered method of physical education of children, teenagers and youth in conditions of organization of education in the field of physical culture.
Results and discussion. The specialization “Theory and methods of physical education” was introduced in VLSAPhC in the early 90-s within the speciality “Physical culture and sport”. The curriculum on this discipline was worked mainly based on the ideas of the same educational concept that lays the basis of development of the content of the integrated curriculum on physical education for 1-11-formers. The goal of the curriculum was to train a modern specialist, capable of solving relevant tasks of physical education of children and youth in preschool institutions, comprehensive schools, specialized secondary schools and universities. The number of classes and forms of studies on the specialization “Theory and methods of physical education” are similar to those in other specializations of the speciality “Physical culture and sport”. The principle difference is in the fact that professional motor and methodological training within the specialization “Theory and methods of physical education” is being carried out on the basis of alternate learning of basic sports. The first year of study – track and field athletics, gymnastics, sport games (basketball), the second year – skiing training, gymnastics, swimming, the third year – track and field athletics, gymnastics, skiing training, sport games (voleyball), the fourth year - track and field athletics, gymnastics, skiing training, sport games, the fifth year – swimming. Teachers hold classes in the specialization groups in basic sports.
In other specializations of the speciality “Physical culture and sport” professional motor and methodological training were carried out based on the advanced study of specific sport throughout five years of study.
In the first years the competition to the specialization “Theory and methods of physical education” was the highest compared with other specializations of the speciality “Physical culture and sport”. There were formed both full-fledged state-subsidized learning groups and the intake of students on a fee-paying basis. But then the situation has principally changed, there were big problems with admission and no admission in 2009. The admission to other specializations of the speciality “Physical culture and sport” was held on a regular basis. In 2010 only 3 entrants agreed to apply for the specialization “Theory and methods of physical education”.
In 2012 the academic rating of students of the speciality 032101 – “Physical culture and sport” was determined in compliance with the provision “On score-rating appraisal plan of activity of students in Velikie Luki state academy of physical culture and sport” developed in VLSAPhC. In this rating the indices of students of the specialization “Theory and methods of physical education” were determined by the 55, 80, 88th places and below. Students, specializing in specific sports were on the top of the rating. Herewith, it is to be marked that, students with a good level of theoretical training were among the graduates of the specialization “Theory and methods of physical education”, who showed high sports results and worked and still work as physical education teachers after graduation, take part in professional contests and place high. But when studying in the university these graduates were the members of the university team in specific sport and specialized in this sport or attended sport sections and extra classes in learning groups on sport games or various martial arts, were involved in the long-term physical training in a specific sport. Clearly, the involvement in the long-term process of training and competitions based on specific sport ensures organization of the educational process in compliance with the common methodological principles and approaches representing specific patterns of organization of physical education, where students show effective educational patterns related to formation of motor and methodological training.
Conclusion. The long-term process of training and competitions in specific sport involves the one who trains in the educational system promoting efficient continuity of tasks, means, methods and organizational forms of training according the common methodological principles and approaches representing specific patterns of organization of physical education. Specific knowledge in physical culture, technical skills to learn motor actions and stimulated development of qualities based on the cumulation of effects of physical exercising are given and consolidated in the person involved in the quoted process via formation of the insight of the strategy of control of long-term physical training based on specific sport. Sports specialization facilitates learning by sports university graduates of effective educational patterns of training of a physically developed personality. Based on the given patterns, the teacher can offer to his students an appropriate method of solution of the tasks on fulfillment of the requirements of the state standard in force. The indicated approach does not mean imposing of specific sport upon a schoolchild. What we mean is that in conditions of school physical education the pattern of sports classes based on specific sport with conversional penetration of the elements of high technologies of sports training promotes capacities for a physical education teacher to achieve learning, educational and training effects from exercising.
Modernization of the system of physical education of the rising generation can be successful in case of the necessary political, information, legal, financial and material and technical support of the methodologically proved regulations and conceptual solutions on reforming of physical activity of children, teenagers and youth. In the methodological sense the conversional penetration of the elements of high technologies of stimulated development of human physical potential, applied in elite sport, is a proved perspective direction of development of the subject “Physical culture” and the system of continuous physical education.
References
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Author’s contacts: Spirin_vk@mail.ru
