PhD S.V. Bakulin¹
Dr.Hab., Professor T.I. Shukshina¹
PhD E.A. Bakulina¹
PhD, Associate Professor V.I. Laptun^1
1Mordovian State Pedagogical Institute named after M.E. Evsevyev, Saransk

Keywords: practice-prioritizing training, future teacher, teenagers, off-class health sport service, competence, individual success

Background. Progress of the modern Russian society is largely driven by to the individual professional careers and accomplishments in every economic sector. Individual achievements are often interpreted by the research community as the outcomes of the personality development agendas in the cognitive, emotional, motivational, self-fulfillment, self-management, physical and mental progress domains (L.S. Ilyushin, A.S. Belkin et al.). It should be mentioned that many researchers (V.S. Mukhina, G.A. Zukerman, D.B. Elkonin et al.) believe that the most sensitive period for the personality development agenda is the junior adolescent age with its specific challenges and conflicts when the children realize and explore their educational and communicative motivations, needs, gifts and interests.
Modern off-class health sport service models open up new opportunities for the teenage personality development agendas and accomplishments. These models may be widely variable in the practical training, communication, school sport clubbing and grouping aspects, competitive activity, conferences, excursions, mass health/ sport events etc. making an emphasis on the informal communication, self-assertion and reflection of teenagers to facilitate healthy lifestyle formation efforts in the relevant physical, mental and spiritual progress contexts [5].
Teacher is known to potentially play a tremendous role in the teenage personality development process by the relevant educational and cultural tools and the personal commitment. An analysis of the study reports on the age-specific motivations for sports and health activity, determination and personal progress i.e. success motivations on the whole – shows that good physical education competency and skills of the teachers/ trainers at schools and advanced education establishments and their sensitivity to the trainees’ success motivations shall be considered the key prerequisite for success of the personality development agenda formation in the teenage school population [5].
Objective of the study was to analyze benefits of a modern practice-prioritizing training off-class health sport service model for the teenage personality development agenda formation.
Methods and structure of the study. We analyzed under the study the relevant key theoretical provisions and study reports on the subject and formulated the core findings using a combination of theoretical research methods and based on analyses of the relevant education psychology studies, research and didactic materials. At the next stage of the study we developed and tested benefits of an advanced general education program for future teachers to build up competences in the teenage personality development agenda formation under the off-class health sport service model. The study was run at Mordovian State Pedagogical Institute named after M.E. Evsevyev, Saransk [2].
Results and discussion. As demonstrated by the study reports and practical experience, modern practice-prioritizing training service formats may be highly promising and beneficial for the teacher training process [1, 4, 3, 6]. Practical opportunities offered by the practice-prioritizing training formats were considered in the context of the following education psychology analyses with concern to the subject: educational system reform options (T.A. Dmitrienko, V.A. Bolotov, S.V. Krivykh, G.K. Selevko et al.); theoretical fundamentals of the professional education service (V.K. Bal’sevich, L.I. Lubysheva, A.P. Matveyev et al.); studies of the professional personality development logics (A. B. Kaganov, E.V. Markova, V.D. Shadrikov et al.); personality sensitive education models (B.G. Ananyev, V.A. Krutetskiy, I.S. Yakimanskaya et al.); and professional motivations: analyses, formation and progress (A.A. Verbitsky, E.P. Ilyin, E.V. Markova et al.). These studies give a special attention to the mission and goals of the modern practice-prioritizing training service that should prioritize the student personal commitment for specific studies [1].
The academic practice-prioritizing training service to future teachers shall take full advantage of the modern practice-driven education technologies and methods (S.I. Desnenko, I.A. Krutova, T.A. Kirillova et al.) with professional probations (V.A. Guruzhapov, A.A. Margolis, O.V. Tumasheva et al.). This was the key idea of the new advanced academic program for future teachers ‘Teenage personality progress accomplishments in off-class health sport service model’ that has been implemented at Mordovian State Pedagogical Institute. The advanced education program includes the following modules: goal-setting; contents and deliverables.
The goal-setting module prioritizes the education program mission that is to make a physical education teacher/ trainer highly competent in the practice-prioritizing training in the off-class health sport service model for the teenage personality development agenda. The program is designed to give the future teachers the key knowledge, skills and practical experience in the teenagers’ teaching service in the modern off-class health sport service formats to effectively encourage the personality progress.
The content module of the advanced education program for future teachers includes theoretical and practical parts. The theoretical part is designed to study the age-specific success motivations; their structure; education psychology provisions for the teenage success motivations building; age-specific personality traits; teenage success motivations test methods; off-class health sport service fundamentals and versions; and personality development agenda, its components, test criteria and progress test rates. The practical part of the module gives knowledge and skills in the modern teenage motivations and values development methods and tools to make the teenagers capable of analyzing their own behavior with their drivers and motivations; set and attain the progress goals; find ways to success; effectively cultivate their own success values and motivations etc. In addition, the module analyzes the age-specific anxiety/ tension control and mitigation tools; success motivations building methods offered by the off-class health sport service; and the individual progress monitoring and tests in the teenage personality motivations building domain.
It should be mentioned that the content module of the advanced education program combines the traditional and innovative education forms including, e.g., Successful Teacher master class; practical skills tests; off-class physical education sessions followed by analyses of the problematic issues, situations and solutions; discussions; training service design and demo practices followed by reflections and progress ratings; and the off-class health sport service development and implementation projects.
And the deliverables module is designed to rate the professional teaching competences of the future teachers in the teenage personality motivations building domain by the off-class health sport service toolkit.
The new advanced academic program for future teachers ‘Teenage personality progress accomplishments in off-class health sport service model’ was tested beneficial as it effectively complements the traditional curricula by the universal knowledge, skills and experiences for self-reliant education service and responsibility for the trainees’ progress i.e. the key competences critical for the modern education service quality.
Conclusion. The new advanced education program for future teachers ‘Teenage personality progress accomplishments in off-class health sport service model’ was tested beneficial as it helps equip the future Physical Education teachers and trainers with practical competences in the teenage personality motivations building domain.

The study was sponsored by the Russian Fundamental Research Fund under Project #18-013-01084.

References

1. Derbedeneva N.N., Ladoshkin M.V., Uteeva R.A., Ivanova T.A. Napravleniya i perspektivy realizatsii praktiko-orientirovannogo obucheniya matematike studentov pedagogicheskogo vuza [Directions and prospects for the implementation of practice-oriented teaching of mathematics by students of a pedagogical university]. Gumanitarnye nauki i obrazovanie. 2018. no. 4. pp. 12-18.
2. Kadakin V.V., Fedotova G.G., Kokurin A.V., Miroshkin V.V. Deyatelnost fakulteta fizicheskoy kultury v novykh usloviyakh razvitiya pedagogicheskogo obrazovaniya [Physical education department service in developing teacher education system]. Teoriya i praktika fiz. kultury. 2017. no.11. pp. 9-11.
3. Kostyunina A.A. Strukturno-funktsionalnaya model i tekhnologiya praktiko-orientirovannoy professionalnoy podgotovki budushchego pedagoga v usloviyakh modernizatsii pedagogicheskogo obrazovaniya [Structural-functional model and technology of practice-oriented vocational training of future teacher in context of teacher education modernization]. Sovremennye problemy nauki i obrazovaniya. 2016. no.1. p. 41.
4. Neyasova I.A., Gorshenina S.V., Serikova L.A. Professionalnaya proba kak sredstvo praktiko-orientirovannoy podgotovki budushchego pedagoga [Professional test as means of practice-oriented teacher training]. Gumanitarnye nauki i obrazovanie. 2018. v. 9. no. 4. pp. 105-111.
5. Shukshina T.I., Bakulin S.V. Pedagogicheskie usloviya formirovaniya gotovnosti k lichnostnym dostizheniyam mladshikh podrostkov vo vneurochnoy deyatelnosti sportivno-ozdorovitelnoy napravlennosti [Educational conditions of formation of fitness for personal achievements in younger teenagers in extracurricular sports and fitness activities]. Gumanitarnye nauki i obrazovanie. no. 4. 2017. pp. 121-128.
6. Shukshina T.I., Buyanova I.B. Praktiko-orientirovannaya podgotovka magistrantov v usloviyakh setevogo vzaimodeystviya obrazovatelnykh organizatsiy [Practical training of master students in context of network interaction of educational organizations]. Gumanitarnye nauki i obrazovanie. 2015. no. 2 (22). pp. 79-85.

Corresponding author: T_I_Shukshina@mordgpi.ru

Abstract
Modern general education school service is expected to offer every opportunity to facilitate the personality development and form sound values and motivations for individual self-fulfillment and growth in every aspect. The individual progress agendas and relevant personality qualities are given a special priority in the context of the graduates’ social responsibilities. Due motivations for the personality development and accomplishments are particularly important for the teenage school population, and the school off-class health sport service is considered among the most promising domains for this age group formation. That is the reason why future teachers should be well trained for the off-class health sport service with an emphasis on its contribution to the personality development and success agenda.
Used for the study purposes was an analysis of the theoretical and practical literature on the relevant psychological, educational, research and didactic issues. The study included two stages, with the first stage designed to establish the key theoretical provisions and outline the problems and potential solutions; and stage two was intended to develop and test benefits of an advanced practice-prioritizing off-class health sport service model for the future Physical Education teachers.