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Slide 1.
* Authors: Belf Natalia, student 9 cl. (VIII type); Talochkin Alexey, student 6 cl. (VIII type); Voronina Svetlana, student 6 cl. (VIII type); Kuzminskaya Victoria, student 6 CL. (VIII type); Shvets Anastasia, student 6 CL. (VIII type). Leader: Pedagogian-psychologist Pascal Victoria Viktorovna.Clade 2.
*
Slide 3.
Trainer is individual program Classes for their wards, gives them tasks, monitors the progress of training, if necessary, corrects errors and adjusts the actions of each of the students. In addition, the coach is engaged in selection - chooses students most capable of sports, and convinces them to do it. Often, the coach is forced to solve a number of organizational issues that are not directly related to training (providing special nutrition of athletes, acquiring inventory, etc.). In addition to the preparation for the achievement of sports results. *
Slide 4.
Since workouts at high-level athletes are held twice a day, and each, almost without days off, the work day at the coach starts early, he actually lives with his athletes, accompanying them on the courts both in the homeland and in numerous traffic around the world. *
Slide 5.
In sports higher achievements The coach does not work alone, but in collaboration with other specialists: sports officers dealing with all organizational issues related to training and speeches, psychologists, masseuses, etc. As a rule, the positions of coaches are invited to the employee with the highest (in rare cases - with secondary special) pedagogical education. *
Slide 6.
Training of trainers is carried out in specialized institutions of physical culture, at the faculties of the physical culture of pedagogical institutions, in the schools of the Olympic reserve. For thank B. professional activity The coach needs a detailed pedagogical preparation (possession of training techniques, professional communication skills with athletes), knowledge of the physiological bases of the training process, as well as the features of the corresponding sport - no wonder most of the best coaches are obtained from former athletes. In addition, the coach is important for good knowledge of psychology and an understanding of the individual characteristics of the behavior of an athlete, the ability to calm him somewhere, and somewhere, on the contrary, provoke anger on "sports". It is from such nuances that the victory sometimes depends. *
8.3. Model characteristics of athlete
high-class
Modern science explores the problem of man in great sport. Various parties to the formation of an athlete from a beginner to the master of sports international class. For each sport, the basics of sports orientation, sports selection are developed, the stages of many years of preparation for record results with changing tasks and tests on each of them are determined.
Requirements (model characteristics) have been established to physical development, to the level of functioning of individual systems of the body, to the parameters of mental stability for each stage of training oriented athlete. With these goals, special informative tests of pedagogical, psychological, medical and medical and biological control are applied, determining the success and timeliness (matching age, sports experience) passing each of the stages sports Pathwhich takes about 10 years of continuous sports training (Table 8.1-8.3).
Models used in sports are divided into two groups.
Models characterizing the structure of competitive activities;
Models characterizing various sides of the athlete's preparedness;
* Morphofunctional models, reflecting the morphological features of the body and the possibility of individual functional systems, ensuring the achievement of a given level of sportsmanship;
Models reflecting the duration and dynamics of formation of sportsmanship and preparedness in many years of plan, as well as within the training year and microcycles;
* Models of large structural formations of the training process (stages of many years of preparation; macrocycles, periods);
* Models of training stages, meso and microcycles;
* Models training activities and their parts;
* Models of individual training exercises and their complexes.
Table 8.1.
An example of a competitive activity model - generalized models of individual sections competitive Distance Floating freestyle and breastplaces (based on V.N. Platonova)
Method of swimming | Predicted result, with | Starting site (10 m), with | Rotary plot (15 m), with | Speed, m / s |
Freestyle | ||||
Table 8.2.
An example of a runner-sprinter preparedness model (by V.V. Petrovsky)
Indicator |
||||
Training segments | Competitive Distance |
|||
30 m with the go, with | 20 meters from the start, with | 60 meters from the start, with | 100 m (± 0.1 s), with | 200 m. (± 0.2 s) with |
Table 8.3.
Examples of morphological model characteristics
high-class skaters (according to V.A. Orlov, T.L. Sharova)
Male skaters: | Indicator |
||||
Age, years | Body weight, kg | Bringing hearts, see " | Spirometry, L. |
||
Sprinters Stayer | 900-1500 950-1100 | ||||
The above examples of model characteristics should be specified and expanded with the presentation of material in a separate sport.
Everyone who is interested can compare their indicators with model characteristics. This will allow you to objectively assess and predict your own opportunities in achieving one or another level in your favorite sport. In many sports species of model characteristics for athletes of different positions (in game sports), weight categories (Fighting, boxing) specializing in different distances (sprints, styers) differ. Nevertheless, they allow athletes and coaches to navigate in a multifaceted workout process.
Not only athletes participate in student sports, seeking to achieve international class sports results. Each student has its own motivation to one or another sport
(Activities, Correction of Disadvantages physical development and psychophysical preparedness). But to compare your data with model characteristics the best athletes In this sport, the sport will be useful, for it will help explain and understand the causes of various growth rates of sporting results in two different athletes engaged in one study group performing the same training load.
In sports related to different groups of exercise (cyclic sports, sports games, different kinds Martial arts), individual tests and indicators have unequal significance (Table 8.4).
Table 8.4.
Most significant morphofunctional indicators
strongest athletes (by E.G. Martirovov)
Significance level | Groups of sports |
||||
speed-force | cyclic | complicated coordination | martial arts | sport games |
|
I (higher) | |||||
Legend: 1 - total body sizes, 2 - body proportions, 3 - constitution, 4 - body composition, 5 - specific body weight, 6 - posture, 7 - Status of foot arches.
8.4. Favorite workout planning
sport or exercise system
The specifics of each sport or system of physical exercises always imposes its own mark on planning! Training activities.
However, in each sport or in the system of exercise, its main sections are always present:
* promising planning;
Annual planning;
* Current and prompt planning.
Fig. 8.1. An approximate ratio of a common, auxiliary and
special training in the process of many years of training
(based on V.N. Platonova)
8.4.1. Perspective planning of many years of
preparation
From year to year the number of training sessions and competition increases, the total load is growing. From the stage to the stage of many years of preparation, the ratio of various means used in the training process (Fig. 8.1) changes (Fig. 8.1).
The promising planning of the student's sports training is to ensure the continuity of the training process, as it binds into a single long-term system to prepare on training activities on the physical culture in high school and university, as well as classes in free time throughout the training ( Including training and production practices, as well as vacation times). In some cases, a promising plan for sports training should also cover the post-government period of training athlete.
Meanwhile, sports preparation in the main educational department of the university is planned only for years of training sessions on the discipline "Physical Culture". Perspective planning in this case consists in the gradual complication of tasks for the development of mandatory software, and elective educational material. Ultimately, it is reflected in the complicating credit sport and technical standards and requirements.
Perspective planning in the sports educational department has its own characteristics. On the one hand, it provides for the gradual complication of the training process by the years of study, on the other hand, it can cover not only the training period at the university, but also sports training after graduation. Such planning, exciting postgraduate period of sports training, is most clearly manifested in individual sports.
The list and level of test sports and technical standards and requirements for students by year of study are being developed by the Department of Physical Education, taking into account general physical and sports training groups For each of the sports. Sometimes students are set to achieve or confirm certain sports discharge By years of study at the university.
In each university, along with compulsory credentials for general physical and professional-applied physical training, students should be announced in advance with sports and technical standards and requirements for years of training, and not just the upcoming semester. This will allow them to represent the degree of difficulty of mastering the training material not only for the upcoming semester, but also to the prospect.
Features perspective planning In a particular sport or long-term plan of classes, any system of physical exercises are completely disclosed on lectures.
8.4.2. Annual planning
With one-time planning of training, two planning options are applied: normal (Fig. 8.2 and 8.3) and with a complex the structure of the competitive period - to carry out several; consecutive competitions (Fig. 8.4 and 8.5).
The choice of options for one-year planning of training is influenced by the sport, the qualifications of athletes, the stage of many years of workout and other factors. For example, in seasonal sports (skis, rowing) mainly uses a single-finished cycle with three periods of training, in separate athletics disciplines (for which winter and summer competitions are conducted) and so-round, etc.
Before student sports, there were always certain difficulties in planning training. Features of the highest training periods, up-to-date and diverse training and production practices in different universities, faculties and at different courses create additional difficulties both for the preparation of the sports calendar and for planning the training process of students-athletes. These difficulties are exacerbated when planning the preparation of national student teams on sports games Any level (faculty, university), where students play different courses and faculties. Training Planning In such cases, requires incorporating a significant amount of independent training on individual sections of the training process.
Fig. 8.2. Three periods of ordinary training year
Fig. 8.3. Two-buck sports curve
and the corresponding five periods of training
With special difficulties of planning training student-athlete fabricated teachers-coaches (and the athletes themselves) in cases where he goes into big sportwhere the calendar of sports competitions does not take into account the characteristics of the educational process at the university. In this case, a non-standard solution to the problem with the possible provision of individual learning schedule for the strongest athletes is inevitable, and in preparation for the largest international sports competitions (Universiade, Olympic Games), even providing academic leave.
Fig. 8.4. Three-way sports form development curve and
suitable seven periods of training
Physical CultureStudent Textbook...
Physical culture of a student edited by Professor of Dr. Pedagogical Sciences
List of textbooks... physicalculture 5 1.2. Physicalculture In the structure of vocational education 6 1.2.1. Physicalculturestudent 6 1.2.2. Physicalculture and sport as means of conservation and health promotion students, them physical ...
Formation of physical culture of students as a process of systematic socialization of man KEY WORDS
Documentformation physicalculturestudents as the process of systematic socialization of a person ... in everyday life - a necessary condition for the formation physicalculture Personality students. Unfortunately, in modern conditions of development ...
Working program discipline Physical culture Educational program for all directions of training (specialties) and preparation profiles of the discipline of the basic part of the cycle - B 4
Working programmRequirements on the discipline " PhysicalCulture "Studentsengaged in the discipline " Physicalculture " Basically, sports ...). Physicalculturestudent: Studies / ed. V.P.Ilina.- M. Khardariki, 2009. Physicalculturestudent And life ...
Psychological Features of the Personality of Coach
Introduction
To understand the psychological features sports activitiesIt is necessary to understand the nature of one of its most important factors - the personality of the coach. He was represented by how a person dogmatic and coarsely, aspiring to raise the same qualities in athletes under his beginning, as a loser with a whistle on the neck. In some cases, it was a portrait of a courageous knight with severe will and high moral principles, ready to protect his pupils from delusions, prepare for life. We will formulate positive features of character and raise the stability of the activity.
Athlete of any level - from a novice to a high-end master - improves its skills and training in the congestion of nervous and physiological systems. The high level of physical fitness can be achieved only under the condition of complete understanding and cooperation between the coach and the athlete.
Some authors and researchers attempted to give an indicative answers to the following questions: Is there an ideal type of trainer's personality? How do the personal features of the coach of his pupils perceive? What important features should the trainer be posted as a teacher?
The study of the personality of the coach began in the middle of the 20th century. A number of psychologist scientists have made a huge contribution to the study of this issue. In the late 1960s, in England, England Handry tried to identify the personal features necessary for the ideal coach, and interviewed the athletes and coaches themselves. Ogilvi and Tatko studied the characteristics of the character of the coach. Such researchers like M. Mosston, John Loy, John Wood, Barry Hussman, Nile and a number of other foreign scientists and psychologists, made a great contribution to the study of the personality of the coach.
The development of this issue was also actively involved in domestic scientists. Since the 50s of the 20th century. Soviet specialists have made a considerable contribution to the study of the personality of the coach. It should be noted the work of such psychologists as R.L. Krichevsky, A.N. Lyontiev, G.M. Andreeva, I.P. Volkov, Yu.A. Kolomayev, I.N.Reshechin
Relevance of the research topic
The mastery of the coach is largely determined by its qualities that give the originality of his communication with students, determine the speed and degree of mastering them by various skills. All of the above acquires special sharpness in the sport of the highest achievements. In this area of \u200b\u200bactivity, it is most important to know how to form positive interpersonal relationships in a team, how to avoid conflict or get out of it, how to create such a social and psychological climate that would contribute to the successful formation of the motivation of an athlete, its willingness to transfer limit loads and the desire to achieve high Results. Professionally important qualities of the personality of the coach and the way of the formation of these qualities seems to us especially interesting.
Object of study
The object of the study is a group of trainers in different sports, consisting of 5 people, having a different coaching experience and a group of children who are engaged in their leadership.
Subject of study:
Professionally important qualities of the personality of the coach
Purpose of the study
Examine the professionally important qualities of the personality of the coach and identify the path of their formation.
Hypothesis of research
It is assumed that coaches have high qualifications to assess their professionally important qualities more realistic
Research tasks:
1. To include the psychological features of the personality of the coach
2. Do professionally important qualities of the personality of the coach
3. Improve the experimental study of professionally important qualities of the personality of the coach
4. Distribute ways of formation of professionally important qualities of the personality of the coach
Research methods
2. An accounting survey "Control and self-assessment of the level of professional mastery of physical culture teacher"
Chapter 1 Study of the professionally important qualities of the personality of the coach
1.1 Personality Concept
The existing concepts of "personality" and "man" are a certain unity, they are inseparable from each other, but in their content these concepts are not identical. To clarify the essence of the concept of "personality" you need to know the following:
a) a person is a living creature with a consciousness and a speech, reflecting and transforming the surrounding reality that can invent the guns and apply them in its practical activity, a leading public lifestyle, mining to life with labor;
b) Individual - every individual person;
c) individuality - unique, only this person owned features and features; What one person is different from others;
d) the team - one or another combination of people united by the community of goals and the type of activity, jointly aching solutions to the tasks facing this team;
d.) Personality - a specific person in all the variety of its social and psychological features, subject public activities and public relations.
Exploring the problem of personality, domestic psychology refers to the psychological features and properties of a person developing and manifested by him as a member of society. The personality is unthinkable outside the society as well as human society cannot exist without the components of his personalities. A person is always a member of a particular public team: families, schools, enterprises, etc. Active activities, the relationship in the team largely determine and form individual personalities of the person.
Since the personality is socially determined, this concept refers only to a person and is not applicable to animals, the livelihood of which is determined exclusively by biological patterns.
Distinctive features of personality are:
1. Self-awareness. A person as a person is aware of himself, first of all, a creature, endowed with the relevant physical organization, identifies himself with his physical "I". At the same time, in the consciousness of "I", a person reflects in one degree or another and characteristic of him psychological features and features. At the same time, he opposes his "I" to other people, distinguishes itself as a person from the surrounding human environment.
2. Consciousness of the continuity and identity of their "I". In the process of his life, a person changes the person all the time, develops under the influence of both natural conditions and the social environment. IN different periods Human life (child, young man, adult, old man) is dramatically changing not only his body appearance, but also psychological features. And yet, despite these changes, a person does not lose his "me," continues to conscious his identity with what he was in the lived periods of his life.
3. Individuality is a sustainable peculiarity of mental processes, condition and properties belonging to a given person in both the specific features of the quality of their content and in the methods and forms of manifestation. In real reality, mental processes and states are never insulated brain functions; They always belong to one or another particular person, due to the peculiarities of his personality and the activities performed by it. The same applies to the properties of the personality: they are always individual, belong to this, and not another person. In view of the extreme manifold of individual characteristics of people, there should be no two personalities that would be identical, that is, completely repeated each other.
4. Self-regulation - the ability to consciously manage their behavior, mental processes and states in connection with the requirements of the social environment or conditions of work performed. The person does not mechanically adapt to the environment, it does not automatically "balance" with it in response to irritation emanating from it. He himself is at the same as a conscious member of this environment, selectively perceives its impact, recycles, evaluates them and manages his behavior in connection with this assessment.
5. Activity. The person is always active, without it, it cannot exist in the surrounding social and natural environment. Only in the process of socially determined activities, a person turns into a person: depending on the nature (type), the content of the activities, the methods of its implementation and the intrinsic personality of socio-psychological features and features are formed. At the same time, the quality of activity is expressed in operations in operation: "All human activity comes from him as a person as a subject of this activity" (S. L. Rubinstein).
6. Telicitality (from Lat. El. Relyzio - attitude). A person, being an active member of society, is always in certain relations (family, household, production and labor, socio-class, ideological, etc.) with his people and society as a whole. Outside of these objective relations, he cannot exist as a specific member of society, inevitably engaging in connection with this in various interloud forms of behavior. These social relations and determine the true essence of a person who cannot be understood if we consider it as a separate creature, isolated (abstractly) from society, a member of which he is always and inevitably.
Objectively existing in society relationships, which are prerequisite The vital activity of the society itself, subjectively reflects in the consciousness of a person in the form of certain concepts, emotional experiences, volitional aspirations, social feelings and beliefs, etc., representing important personalities of personality in their aggregate, practically manifested in the behavior and human activity.
7. Structural unity. Personality is a complex phenomenon. It is diverse in its psychological features, properties and relationships. However, the properties of the individual (temperament and character, interests and abilities, etc.) are not disunity and independent of each other. All of them are properties or psychological aspects of the person as real unity. This is due to their relationship and interdependence. Personality is always united with all the diversity of its properties. The latter are not some mechanical amount. some qualities: They are naturally connected with each other, being the properties of a single person, and in their aggregate represent its psychological structure.
A significant contribution to the study of the psychological structure of the individual was made by domestic scientists. So, A.G. Kowalev distinguishes in this structure: temperament (natural personality properties); orientation (needs, interests, ideals); Abilities (a combination of intellectual, emotional and volitional properties) KK Platonov proposed to consider the psychological structure of the personality as a dynamic functional system in which the main importance is: 1. Afficient (socially determined side of the person); 2.temament, deposit, instincts, the simplest needs (biologically conditioned personality side) 3. Habits, knowledge, skills, skills (due to life experience and education personality); 4. Individual features of mental functions, their qualitative originality and level of development. From this dynamic system, as we see, the abilities of a person and its character are excluded, which, according to K.K. Plotonov, does not represent the structural features of the personality.
1.2 Requirements for the personality of the coach
Modern sport requires outstanding abilities from the coach. He must own the whole arsenal of modern knowledge, take into account the psychological, social, material and technical and all other aspects of the training of an athlete. The successes of athletes largely depend on the personality of the coach - its knowledge, pedagogical talent, authority, will, ability to create a creative generalization. In essence, the coach is, first of all the teacher, and it is imposed on all the same requirements as any educator.
The skill of the coach is largely determined by its qualities that give the originality of its communication with students, determine the speed and degree of mastering: they are various skills. Professionally important qualities of the coach include moral, sociable, volitional, intellectual and psychomotor.
The coach must have a hollow complex of moral qualities: humanism, politeness, honesty, demanding, optimism, etc., since the moral education of students should be based not only on the verbal form of impact on them, but, first of all on a personal example. Personal example is the best sermon. The coach is obliged to constantly follow himself, to make high demands.
It is impossible to bring up a respectful attitude towards the work for the student, to show a negligence attitude towards his duties: to be late for classes, to come to him insufficient, to cancel the planned events.
The coach must have such moral qualities as principled, truthfulness, self-criticality, diligence and justice.
Communicative qualities to which sociability, politeness, goodwill and a number of others are helping the coach to establish contact with students in the process of communication and thereby contribute to the success of the educational work of the coach.
Development of volitional qualities is a prerequisite for success in professional activity of the coach. The most important volitional qualities of the coach are: purposefulness, initiative, courage, determination, excerpt and composure. All these qualities are closely interconnected and mutual influence.
The unbearable coach cannot successfully lead educational work with students, as in their eyes it does not have an authority. An impatient coaches, wanting to reach the result, their students, force the load, thereby disrupting the principles of graduality and accessibility and jeopardize the health of students. The coach without self-control will be lost in conflict and unexpectedly emerging situations. Without possessing perseverance, the coach will not be able to strictly carry out his line in the upbringing of students.
Calm and excerpts of the coach should not be changed its indifference, indifferent to his work. The coach should not get out of herself, lose control over himself, switch to a rough and offensive tone.
Intellectual qualities help the coach to find the right solutions in educational work, determine the effectiveness of the work of the coach, finding them new ways in training and upbringing. These qualities include: clarity and logicality of thinking, its criticality, imagination, ingenuity, wit, the efficiency of thinking, characterizing the ability of the coach to quickly find optimal solutions to emerging tasks.
Requirements made to the activities of the coach determine the presence of perceptual sphere (determining the accuracy of perception, athlete's movements, the speed of perception and assessment of the situation), psychomotor sphere (affecting the accuracy of the performance of technical techniques when they show them). Many exercises that should demonstrate a coach require a big physical strength, flexibility, speed of reaction. Therefore, the coach needs to support these qualities at the proper level. And this is due to the compliance of the power mode, with tracking for its health.
The skill of the coach is found in specific intuition - the ability to invisible for other features to evaluate the implementation of elements, programs, to anticipate trends and predict the development of an athlete and sports team.
In sports psychology, attempts were made to identify the model of the ideal coach.
So, Englishman Hendry tried to identify the personal features necessary for the ideal coach, and interviewed for this athletes and the coaches themselves. Comparison of the survey results of those and others gave similar results: the coach should be open, sociable, emotionally sustainable, able to manage an athlete, especially in a competitive situation. He must have a fairly high intelligence, self-confidence developed, practicality. It should be an innovator, enterprising, decisive and independent.
However, the study of the psychological characteristics of the coaches showed that their idea of \u200b\u200bthe "ideal" coach is significantly dispelled with the fact that they are in reality. The coincidence was only in two characteristics - the tendency to the domination (management of others) and the willingness to adopt a new one. Obviously, the desired dealt with reality.
The study of the psychological characteristics of "successful and unsuccessful" coaches also did not give significant differences. True, Ogilvi notes that coaches are solid, resistance to mental tension, independence, hardness and realism of views, high authoritarianism, i.e. The desire to manage athletes based on your personal opinion.
However, it is obvious that these features are not inherent in not all outstanding coaches.
According to the American psychologist B.J. Kretti, success in coaching work largely depends on the knowledge that the coach possesses, from how he builds his relationship with athletes.
Further studies have shown that the coaches that quickly perceive all new, characterized by the desire for creativity, and their actions are not closed by a narrow program. They actively communicate with colleagues, know all events, know everything about their sport across the country and on international arena.
Moreover, successfully working coaches have certain pedagogical qualities, as there is a direct relationship between the abilities of the teacher and the acquisition of knowledge and skills athletes.
Studies of emotional reactions during the competition show that the physiological shift of coaches, who observe the progressive struggle, are similar in their intensity with the indicators of participants in the competition. Excessive manifestation of emotions, characterizing the absence of self-control from the coach, may be undesirable. At the same time, the results of the speech of his pupils deteriorate not only, but also its own ability to make the right decisions in difficult situations.
Page_Break-- 1.3. Professionally important quality coach
The mastery of the coach is largely determined by its qualities that give the originality of his communication with students, determine the speed and degree of mastering them by various skills.
All professionally important qualities of the coach can be divided into the following groups: ideological, moral, communicative (including pedagogical tact), volitional, intellectual, - including perceptual, attenuation (attention quality), mnemic (memory quality), - Motor (psychomotor).
The worldview of the coach motivates all his pedagogical activities as serving his people, the state, gives a solid foundation for education among students of an active life position.
The reflection of the public worldview of the coach is such qualities as a sense of responsibility for the future of each student as an active member of society, responsibility for the fate of society as a whole. Rising patriotism, the coach must be a patriot. The patriotism of the coach must manifest itself in pride in both the achievements of domestic athletes in the international arena and for the achievement of the country in the development of science, literature, art, mass physical culture. At the same time, he must be an internationalist, speak into friendship between nations, consider sports as a means of strengthening peace and mutual understanding between the peoples of all countries.
Moral qualities are reflected in behavior, in the nras of morality, or morality, is a form of social consciousness that performs the function of regulating human behavior.
The coach must have a whole complex of moral qualities by humanism, politeness, honesty, demanding, optimism, etc., since the moral education of students should be based not only on the verbal form of impact on them, but, above all, a personal example.
K. D. Ushinsky wrote that "the influence of the teacher's personality on a young soul is the educational force that cannot be replaced by textbooks, nor moral agents or a system of punishment and promotions." Therefore, the opinion is justified among teachers that a personal example is the best sermon. The coach is obliged to constantly follow himself, to make high demands to himself, remembering that the teacher is a person whose specialty is the right behavior.
Constant monitoring of their behavior is necessary to coach in connection with a strongly developed suggestion to imitation. Moreover, in the younger grades it is an unconscious character: schoolchildren copied purely external manifestations and manners that are not always positive.
Teenagers and senior schoolchildren imitate the actions and actions of the elders, including the coach, consciously, but sometimes they do not think about how morally this introduction, unwittingly copying not only good coach habits using prestige, but also bad. In the same case, if the schoolboy has sufficiently developed criticality and is able to separate in the teacher a bad from the good, the coach may lose credibility in the eyes of a student if his words diverge with actions. For example, if the coach smokes, he will not be able to convince the student that smoking is harmful to his own health and health around them that smoking reduces sports results.
It is impossible to bring up for the student a good attitude towards work, to show a negligence attitude towards his duties: to be late for the lesson, to come to him insufficient, to cancel previously planned events. Passion in the work is transferred to students. On the example of the coach, they begin to understand that the work is one of the main values \u200b\u200bin the life of a person, that it gives joy not only to the most worker, but also others. Only a personal example coach can infect students with their profession.
In connection with this, the important moral quality of the coach is pedagogical optimism (according to A. S. Makarenko). It includes kindness, sensitivity of the coach, its sociability and goodwill, cheerfulness, sense of humor, faith in students, to achievability of their goals, even if these disciples are weakly self-satisfying and disabilities in behavior: faith coach makes students believed in their correction.
Emotionally positive attitude towards children, open benevolence, the desire to see good encourages students to communicate with the coach, makes them frank, initiative, creates a friendly atmosphere in the group. The emotionally unbalanced coach is a suspicious and negatively configured to students, then sentimental and unreasonably encouraging students - the group is nervous, uneven in relation to each other.
It has been proven that almost all students capture the mood of the coach, and on most of them this mood is affected positively if the mood of the coach is good, or negative if the mood is bad. When the coach in the mood, students easier to endure failures, it is difficult to dwell easier, the training does not seem boring, the students are less tired. When the coach is in a bad mood, then students are all falling out of the hands, they lose faith in themselves, interest in training. No wonder A. S. Makarenko attached the most great importance In order for the team to always reign in a cheerful, cheerful mood.
However, pedagogical optimism should not be understood as the lack of a teacher's chagrin if there are failures. Charity, temporary dissatisfaction with work is natural and testify to the sincere, and not formal ratio of the coach. But they should always be accompanied by faith in the final success, encourage the coach with a new force to look for an outlet of a dead end.
One of the important qualities of the coach is the truthfulness. Pupils must be confident in the sincerity of intentions and feelings of a coach communicating with them. If the student fits that the coach leads a educational game with him that in his words there is a false, naigry, he logically decides that he wants to deceive him, and his confidence in the words and actions of the coach disappears. The communication process acquires a formal character or stops at all. Between the coach and student there is a barrier of distrust.
One of the leading moral qualities of the coach is humanism, which characterizes the attitude of the coach to people in general and to students in particular. This is a recognition of a person with the highest value on earth. Humanism has nothing to do with a well-known adherence in front of children, with uncomplication and undemanding, which, for example, in the eyes of some parents symbolize love for children. The humane attitude of the coach is expressed in the interest of the student's personality, in the manifestation of sympathy to him, in providing him, if necessary (in difficult life situations), help with the Council and the case, in recognizing the virtues of the student, in demandingity for the development of the student and the formation of it as a person. Students, seeing these manifestations of humanism from the coach, will try to answer him the same attitude. Thus, the humanism of the coach contributes to the education of humanism and students.
The coach must possess other moral qualities: principle (not moving into straightness of actions and acts and stubbornness), self-crispiness, hard work, justice. V. A. Sukhomlinsky wrote that the Justice of the Teacher is the basis of the child's confidence in the educator, but to be fair, it is necessary to know the spiritual world of every child before the subtlety.
Communicative qualities that include sociability, politeness, goodwill and a number of others, help the coach to establish contact with students in the process of communication and thereby contribute to the success of the educational work of the coach. These qualities include pedagogical tact.
Village qualities are of great importance for the successful activity of the coach. These include exposure, perseverance, patience, determination, courage.
The unbearable coach cannot successfully lead educational work with children, since in their eyes it does not have an authority. An impatient coach, wanting to achieve the result in their students faster, forcing training loads, thereby disrupting the principles of graduality and accessibility and jeopardize the health of students. The coach without self-control will be lost in conflict and unexpectedly emerging situations, will take unfounded and not adequate decisions. Without having persistence, the coach will not be able to strictly carry out his line in the upbringing of students, to achieve good material support of the training process.
However, calm and excerpt of the coach should not be changed its indifference, indifferent to its work. The coach has the right and must rejoice, be angry, sadness, offended. But, even outraging, he should not get out of herself, lose control over himself, go to a rude and offensive tone.
Of great importance for the coach has such quality as resourcefulness. In training, there are often situations that require instant decision-making. It happens that the student asks a question to which the coach cannot quickly answer or finds it difficult to demonstrate the technique of some exercise. If the coach is confused, flushes from the embarrassing position in which he got, students regarding such a manifestation of incompetence. The resourceful coach does not allow to manifest itself to external signs of its inner state. He will not lie to the disciples, inventing the answer, not corresponding to reality. Depending on the situation and the question, it will go differently. If the question does not apply to the subject, in some cases we can say: "I do not know." In other cases, you can get away from the answer at the moment, referring to the late question of the question: "You interfere with the lesson, talk about it after", or: "Just in the next lesson I was going to demonstrate to you this way of doing exercise." Of course, in the next lesson, the student must get an answer to his question.
The greater the pedagogical experience of the coach, the less emerges unexpected situations requiring resourcefulness, intelligence, rapid orientation. However, it is not possible to completely avoid unexpected situations even experienced coaches, so the role of these qualities is not reduced.
The indispensable quality of the coach should be its demand. Students (especially boys) are very respecting the coaches who achieve their own without coarse and threats, as well as without pedantry. Children unanimously deny softness, lethargy, naive credulity of the coach, its unprincipled condescension. All sorts of retreats from the claims (sometimes the coach makes a demand for students, and then forget about him or cancels without any justifications), students are considered as a weak coach.
Intellectual qualities reinforce the didactic skills of the coach, help him find the right decisions in educational work, determine the effectiveness of the work of the coach, finding them new, unknown ways to educate and teach students. These qualities include clarity and logicality of thinking, its criticality, imagination, ingenuity, wit. A special role in the activity of the coach plays the efficiency of thinking, characterizing the ability of the coach to quickly find the optimal solution of emerging pedagogical problems, as well as extrapolating, that is, the foresight of the results of pedagogical impact on students.
Intelligent qualities are based on perceptual and attenuation qualities characterizing the properties of perception and attention. I. M. Sechenov talked about the reaction of instant vision, closely related to the speed and volume of perception and the properties of attention. This quality allows the coach to quickly navigate in ever-changing situations.
A special role is played by such quality as the allocation of attention. The coach simultaneously must follow many objects and moments in its activities: for the content and form of the material of the material, the quality of the exercise and the extension of the explanation given by the explanation, its position, gait, failing and at the same time constantly monitor the entire group under observation.
At the same time, he must persistently react to the state and mood of students (arousal, apathy, fatigue), catch
It is understood or not the students of his explanation, notice all the disorders of the discipline, to identify students' errors when performing exercises. Inexperienced trainers, carried away by the presentation of the material, its show, is missing from under the control of students, if they are trying to carefully watch the students, then lose the thread of the presentation, make mistakes and stops when the exercise is shown.
In many cases, in order not to interrupt the progress of the show, explanations, exercise, the coach must decide on the student (for example, it can make a remark of the discipline after the end of the exercise, indicate the errors allowed by specific learning). This requires a good short-term memory from the coach, so as not to forget that he must say a particular student when the exercise or fragment is completed.
Thus, the successful pedagogical activity of the coach is connected with the molemic qualities - the speed and durability of memorization.
Psychomotor qualities are especially necessary to coach. Many exercises that it should demonstrate students require great physical strength, flexibility, reaction speed. With age, physical qualities tend to regress, therefore the continuous care of the coach is to maintain them at the required level. And this is due to the compliance with the motor regime, the power mode, with tracking its health.
Psychomotor qualities are closely related to perceptual and attentive qualities: speed of vision, degree of concentration of attention when responding to objects or signals, etc. Therefore, the division of professionally important qualities of the coach on groups should not be taken as dogma. There are many transitions of some qualities in other, their complexation, interconnection.
continued
Page_Break-- 1.4 Psychological Features of the relationship between students and coaches
The coach communicates a lot with his pets at training activities, training fees, competitions, etc. This circumstance has its own positive side, as it gives the coach the opportunity to divert his wards to expand the educational impact on them. At the same time, this circumstance places great demand for the coach: it obliges to find proper forms of relationships with their pupils.
Much in relationships between the coach and students depends on the behavior of the coach itself, from his lead style. The fact is that the idea of \u200b\u200bthe qualities of the "ideal coach" diverges from coaches and students. The first will focus, first of all, on business and professional qualities of the teacher (erudition, demanding, rigor, the ability to find optimal paths to solve difficult situations). Sureness, responsiveness, sociability, goodwill are also marked by teachers, but they are not attached to decisive. Pupils, on the contrary, put forward these qualities in the first place. At the beginning, the athletes are looking, "what a man is he, and then pay attention to how the coach conducts training.
Understanding athletes of professional tasks of education and training comes together with the growth of their self-consciousness. This was clearly discovered in the study of I.N. Liatec and M.I. Frolova held in sports teams and sports clubs. Athletes-arresters and the masters of sports consider the most significant communicative qualities of the coach, in. Which directly manifests itself to their attitude towards them (kindness, responsiveness, justice, tactfulness, sociability). However, with an increase in the skill of athletes, these criteria change. Athletes of national team teams evaluate coaches based on the functional approach. They consider the most significant qualities that reflect professional-business training of coaches (a high level of competence in training methods, creative attitude to work, knowledge of the tactics of conducting sports fights, the ability to set up an athlete to fight, maintain discipline for fees, demanding).
An understanding of athletes coaches is equally important. It implies the skill of the coach to penetrate the inner world of students, find fit form Appeals to them. Understanding coaches and their pets determines their social and psychological compatibility. Neon understanding by the trainer of students leads to an exacerbate negative relationship between them. The relationship is complicated due to the disrespect of the student's personality, prejudice the opinion of the trainer about the student, insufficient attention to him and its needs, the unbearabity and rudeness of the teacher, the officialness of the tone, enhanced intonations in a conversation, variability in the mood of the coach, etc.
In the relationship between the coach with an athlete, it has great importance to how the coach is considered to be an athlete's opinion regarding his training. This fact acquires particular importance in cases where an athlete has extensive experience and sports skills. Austrian coach F. Stampor writes: "In training, I always treat athletes as schoolchildren. My method is to make an athlete, think that ideas and initiative belong to him. "
The relationship between the coach and athlete in the process of competition is largely different from their relationship during training sessions. Sports competition in nature is a complex psychological process, where the emotions of the athlete and coach play a huge role. During the competition, the athlete, as a result of an unusual emotional state, is sometimes very difficult to carry the reproach or comment of the coach, for which during training he was not offended. Moreover, sometimes such reproaches can bring an athlete from equilibrium and cause its defeat. The coach must have a fully pedagogical tact in this situation, to find such a form of communication with an athlete, in which in any case it does not suffer his pride. During the competition, the athlete has improved sensitivity to everything that, one way or another, concerns its performance and result, and first of all to any of the manifestations of the coach. Therefore, the coach must under any circumstances should show unrest, doubts about the upcoming speeches of an athlete, uncertainty, irritability, unjustified fussiness. The attitude and manner of communication coach with athletes during competition should be ordinary or lighter. The content and form of their communications with an athlete must be very carefully monitored.
The practical experience of sports psychologists allowed them to formulate recommendations that need to take into account the coach and an athlete, building their relationship in the competition process. Next, some of these recommendations should be brought. These include the following:
1. Antensely-like an overly "blowing" the advantages of the opponent, it is impossible to irritate about any violations in the technique or the unusualness of his behavior.
You should not calm the athlete with such phrases as: "Do not worry," "Take yourself in hand, you are an athlete." They can only cause an irritable answer. It is more expedient to say "calmly" or even "worry", reminding that moderate excitement before the start is an assistant athlete.
If there is a need to give an athlete any guidance on its actions or behavior, then phrases must be brief and clear. At the moments of confusion, the insecurity of the athlete is hard, the authoritative order to perform a certain action may be quite justified if it is given in a manner that leaves no doubt about the correctness and necessity of these, and not any other actions.
Assess the action of the athlete is needed by a calm tone. Better, if the ratings will prevail positive. An athlete who has completed the speech unsuccessfully needs to be given special attention. It is impossible to express disappointments about its result, emphasizing the futility of the sports future. It is better to take mistakes every other day after the competition when passions are going to.
During the competition, the coach should not be concerned, overly attentive or annoying in his desire to help the athlete, especially before bedtime. In no case should not persuade him quickly fall asleep. Even "it's time to sleep" it is better to replace "it's time to rest." The recommendations provided are only examples from practice. Well, when the coach collects recommendations, and even better, forms them for himself, infinitely clarifying and complementing throughout his professional activity.
1.5 Styles Manual Team
Varieties of guidelines
In the process of many years of work, each coach is a characteristic style of manual, team management or individual athletes. Under the influence of many factors (changing the team, an increase in the skill of athletes, the development of the personality, etc.) it can change or remain constant.
So, what is the "style"?
Under the style, repetitive features, typical features, formations are understood. A series of phrases, such as work style, management style, relationship style, became terms.
Under the style of leadership in psychology is understood: "... individual-typical features of a holistic, relatively sustainable system of methods, methods, techniques for the impact of the head for the team for the purpose effective implementation management functions. "
The types of managers and the guide styles corresponding to them were first investigated by the German psychologist Kurt Levin (1938), which also owns the names of the main styles: authoritarian, democratic and liberal, or free, connoisseurs.
The classification proposed by him turned out to be surprisingly durable and actually operates in our days (in some modern publications, authoritarian style is replaced by directive, and the democratic - collegial, but the essence, the content of the terms remained the same).
Authoritarian, or directorous, the style of the coach is characterized by its full uniqueness, that is, the sole making decision (with only its own wording), the desire to leave the exclusive right to encourage and punish. All guidelines of the coach-autocrat are checked in the form of an order, ultimative requirements, orders. Any deviations, inaccuracies in their implementation, the manifestation of the initiative and independence cause a reaction in the form of penalties, punishments, proven, deprivation of benefits, etc. Such a coach carefully and strictly controls all the activities and behavior of athletes, but not in order to take care of They, help them, and with the only desire - to do everything in order not to trigger the execution of the supplied before him, the coach, tasks.
Coaches with a directive management style usually relate to those who do not object to them anyone who agrees with any of their suggestions. Therefore, in the collectives, they led, there are usually "pets" that do not always enjoy respect among comrades. In communication with the rest of their students and with colleagues, coacharate coaches are held at a distance, and if they admit verbal contacts, only short-term, often turning into rudeness, incontinence, tactlessness. Without knowing how to find an optimal, even tone in communicating with your students, they are abused by unsuccessful speeches, insults, and at successful - prone to flattery and improving. Naturally, such a style of the coach leadership creates in sports team Unhealthy psychological climate and conflict situations.
Democratic, or collegial, manual style is characterized by the transfer of its powers and functions to members of the team or their assistants. For the adoption of certain decisions, the Democrat coach attracts the whole team or an asset, discussing and coordinating all the proposals with him.
Developing a discussion and discussing issues relating to the activities of the team, the coach develops a business personal initiative and independence from its wards, without crossing this face, which he may be at them. Collectively discussing certain problems, the democrat coach does it not for the sake of form. He really wishes to know the opinion of athletes to take into account him by making a decision. At the same time, responsible and urgent cases requiring immediate actions, the coach performs himself.
In communicating with their students, a coach using collegial management methods is missing a dictatorial tone, no irritation and nervousness. All appeals are made in the form of requests, tips, recommendations.
By controlling the activities of the team members, the coach tries to focus its control on the main thing, without moving to the petty custody. In relations with people, he is objective, fair, polite, delicate, friendly and is always available for contact, the work is not afraid of competition, and in his surroundings prefers to see qualified specialists.
Liberal (connamed, or free) Guide style is characterized by the minimum intervention of the coach in the command management process. Such a coach is as it were from the fact that all its members do. He carries out control over the activities of the subordinates from the case of the case, the main appointment sees in the supply of their information and mediation between his team and others, which prevents him from knowing the internal interaction processes.
Such a coach is extremely indifferent to the opinions of students and those around him, poorly accurate and misinterpretation in everything is indifferent to its management activities.
In life, coaches rarely meet, whose activities would clearly fit into the framework of one style of management. Usually in its work, any coach applies all three styles, but the severity of each of them is different. The predominance of one or two of them characterizes this or that individual style of the manual of the coach.
The individual style of the management of the coach is due to the personal qualities of the coach; the behavior of the coach, the voice tone, as he gives orders, appearance; necessity, reasonable of orders and their timeliness; mental state of athletes. If, for example, the coach is inherent in such qualities as arrogance, vanity, bias in estimates of people, rudeness, indifference to. Him, then a negative attitude appears to the personality of the coach, and then to everything that comes from him, and will become long, resistant . Performing any of its order in such cases is clearly or hidden sabotaged, and if it is performed, then irresponsible, with sarcasm and contempt.
The positive attitude of athletes to the personal qualities of the coach has a stimulating effect on the efficiency and clarity of the implementation of coaching instructions, the positive perception of the methods of its leadership. Even the emotional breakdowns of the coach, if they are short-lived, are not able to cause a negative relationship in general to the method of its management, since athletes understand that irritability is not peculiar to their mentor and is caused, apparently, emergency circumstances.
The attitude of athletes to the style of the management of the coach also has the impact of the timeliness and rationality of its guidelines. The ability to give such orders that correspond to the situation, time and lead an athlete or team to success, creates the authority to the coach. Athletes are trying to convey to such a coach the whole initiative, considering that all said and made by him will turn the benefit to the team, however, this lies in the danger of self-sustaining athletes from making any decisions. In front of the coach, in this case, the problem of the development of the personality of athletes, the fight against social infantilism, the inability to behave in one situation or another, to make independent decisions. .
continued
Page_Break-- Conclusions on the first chapter
1. The person is unthinkable outside the society as well as human society cannot exist without the components of his personalities. A person is always a member of a particular public team: families, schools, enterprises, sports team, etc. Active activities, relationships in the team largely determine and form individual personalities of the person.
2. Modern sport requires outstanding abilities from the coach. He must own the whole arsenal of modern knowledge, take into account the psychological, social, material and technical and all other aspects of the training of an athlete. The successes of athletes largely depend on the personality of the coach - its knowledge, pedagogical talent, authority, will, ability to create a creative generalization. In essence, the coach is, first of all the teacher, and it is imposed on all the same requirements as any educator.
3. The skill of the coach is largely determined by its qualities that give the originality of its communication with students, determine the speed and degree of mastering them by various skills. The most important of these are professionally important qualities of the coach personality: ideological, moral, communicative (including pedagogical tact), volitional, intellectual, - including perceptual, attenuation (attention quality), mnemic (memory quality), - Motor (psychomotor).
4. Much in relationships between the coach and students depends on the behavior of the coach itself. The fact is that the idea of \u200b\u200bthe qualities of the "ideal coach" diverges from coaches and students. The first will focus, first of all, on business and professional qualities of the teacher (erudition, demanding, rigor, the ability to find optimal paths to solve difficult situations). Sureness, responsiveness, sociability, goodwill are also marked by teachers, but they are not attached to decisive. Pupils, on the contrary, put forward these qualities in the first place. At the beginning, the athletes are looking, "what a man is he, and then pay attention to how the coach conducts training.
5. The individual style of the management of the coach is due to the personal qualities of the coach; the behavior of the coach, the voice tone, as he gives orders, appearance; necessity, reasonable of orders and their timeliness; mental state of athletes.
Chapter 2 Experimental Research: Determination of professionally important qualities of the personality of the coach
2.1 Organization and methods of research.
In connection with the purpose of our study, learn the professionally important qualities of the personality of the coach and identify the path of their formation, the object of our study is a group of coaches for different sports, consisting of 5 people, of different ages, having different qualifications and a group of children under their leadership.
The subject of the research is the professionally important qualities of the personality of the coach
We suggested that trainers have high qualifications, the assessment of their personal qualities is more realistic. To confirm our hypothesis, we used the following techniques:
1.Tore-bibliographic analysis
2. An accountable survey
In the course of our study, we used the questionnaire "control and self-assessment of the level of professional mastery of physical culture teacher." It allows us to estimate the observed coach for each of the listed qualities and skills. The subjects were proposed by a questionnaire, consisting of 10 sections, each of which contains a list of qualities or skills: appearance, ability to hold, moral quality, volitional qualities, educational processes, physical training, pedagogical focus, professionally important knowledge, ability to communicate with students, culture speech. [Annex 1] Testing coaches were asked to evaluate the presence of these qualities and skills. If they manifest themselves constantly and the subject believes that they are expressed in him - the "+" sign is set. If any of the listed qualities and skills of the subject manifests itself rarely, episodically, not sufficiently - the sign "-". For the cross-survey, a group of students were taken under the guidance of test coaches of the longest period (4 - 5 years). They were asked to appreciate the presence of listed qualities and skills at their coach with a similar questionnaire.
2.2 Analysis of psychodiagnostic data
With the help of a questionnaire of control and self-assessment of the level of professional skill of the coach, cross-survey of coaches and their students were crossed. According to the student survey, the average score of the assessment of the professionally important qualities of its coaches was derived. The data of the cross-survey is listed in the table: "Self-assessment of professionally important qualities and skills of coaches" (Table 1) and "Evaluation of professionally important qualities and the skills of coaches with their students" (Table 2).
Table. 1 "Self-esteem of professionally important qualities and skills of coaches"
Qualities and skills
Appearance
Ability to stay
Mathematical qualities
Village qualities
Cognitive processes
Physical training
Pedagogical orientation
Professionally important knowledge
Ability to communicate with students
A culture of speech
Lipnitsky A.Yu.
Gobobovets N.N.
Esayan E.Sh.
Marlis V.L.
Ekimov V.Yu.
Table. 2 "Evaluation of professionally important qualities and skills of coaches with their students"
Qualities and skills
Middle score
Appearance
Ability to stay
Mathematical qualities
Village qualities
Cognitive processes
Physical training
Pedagogical orientation
Professionally important knowledge
Ability to communicate with students
A culture of speech
Lipnitsky A.Yu.
1. Gubic O.I.
Continued
--Page_break--
2. Korotky V.Yu.
3. Barsukov A.L.
4.Scorobko A.N.
5.Fom. V.S.
Gobobovets N.N.
1.Babic A.L.
2.Mazepo Yu.K.
3. Shvashko A.V.
4. Krasavsky N.D.
5.Vodezts S.A.
Esayan E.Sh.
1.Enemenko A.M.
2.Shumky p.p.
3.makhkov K.M.
4.Crivep by A.K.
5.Ralinsky D.A.
Marlis V.L.
1.Moisevich D.V.
2.Sercedich P.P.
3. Kolb S.P.
4.Samussenko EN
5. Balers G.A.
Ekimov V.Yu.
1. Lihachevskaya V.A.
2.Gribalova N.P.
3.Andanovich A.A.
4. Inverter J.N.
5.Kozlov A.V.
We suggested that trainers have high coaching qualifications to assess their professionally important qualities more realistic. According to the cross-survey, the following results were obtained (Table 3)
Sport qualification
Self-satisfaction
Evaluation of students
Lipnitsky A.Yu.
Gobobovets N.N.
Esayan E.Sh.
Marlis V.L.
Ekimov V.Yu.
Based on these data, it can be concluded that Lipnitsky A.Yu., Gobobovts N.N. and Marlis V.L. self-esteem is slightly overestimated. Esayan E.Sh. and Ekimov V.Yu. Have an adequate self-esteem.
After analyzing the data obtained, we concluded that our hypothesis is partially confirmed. The conversation with the subject clarified the situation. It turned out that on the eve of the survey among the group of students who participated in the experiment, the final seasonal competitions took place. The guys who performed more successfully, adequately appreciated the professionally important qualities of the personality of the coach. Pupils, whose speech was less successful, could not give an objective assessment of the professional and important qualities of the personality of the coach, as they vinyl him in their failures.
continued
--Page_break-- 2.3. Ways of formation of professionally important qualities of the personality of the coach
The conversation was made of great importance for the subsequent organization of training work of test coaches. The following ways of forming professionally important qualities of the personality of the coach were proposed to help trainers.
In order to become a master teacher, the coach is required for five to six years of work. However, in subsequent years, its improvement is continuing as a professional. In connection with the age-related changes in the level of physical fitness, the structure of the coach is somewhat changing. An increasing role is acquired by his ability to manage training, use assistants from students who can perform such exercises to demonstrate students who are difficult to perform for a number of reasons, and even inexpedient (due to the fact that the extension of the trainer will be lost aesthetics of movement). All this indicates that the skill of the coach is a dynamic characteristic and the process of improvement is infinite.
There are several ways to improve the skill of the coach. One of them consists in advanced training at various courses, methodological meetings, etc. Another method is self-improvement that can be carried out by several paths:
1. A visit and analysis of training conducted by experienced trainers.
2. Increased its professional and general erudition (reading of special literature, the output of this literature on special sections, a generalization of new information and formulation of conclusions for its coaching work); reading a sports press, viewing a telecast about sports competitions, a visit to a number of competitions in order to be aware of all the most important sporting events, possess wide erudition in the field of sports (without this it is difficult to emotionally conduct training and classes sports sections, To form interests among students).
3. Everyday analysis of its activities (for example, with the help of a diary, in which the features of individual students and groups as a whole can be recorded, fixed the effectiveness of certain impacts on students in various situations, plans for the future, thoughts about the organization of training and so on .).
4. Conducting a simple research work that would give an answer to the coaches of interest questions related to its activities (what, for example, the effectiveness of the exercises used to develop them for the development of force, what is the level of physical training of the Group as a whole and individual students, which methods are more effective in those or other specific conditions, etc.).
Self-improvement should be carried out by the coach not utilitarian when it is assumed only with regard to the methodology for the training. Some coaches reading methodological literature, pay attention only to those articles describing complexes of exercise and new non-standard equipment. Such a choice of information, although expanding the methodological base of the coach, does not stimulate it to rethinking the knowledge available from the position of the general approaches and principles of physical education of students. Therefore, the theoretical base of such a coach remains at the same level or even worsens as a result of forgetting over the years of information obtained at the Institute.
The modern coach can not be only the owner of the recipe amount. The constant comprehension of its activities requires the continuous update of theoretical information from the field of pedagogy, psychology, physiology, theory of sports. Only on this base, the coach can be ready to restructure the pedagogical process, to finding new ways and means of improving the efficiency of training.
Self-improvement skills need to be developed even in the learning process at the Faculty of Physical Education. At the same time, it is important not only to conscious the need to obtain over a program of certain knowledge, the development of professionally important qualities, skills, but also to form a need for self-improvement, without which in the future it is easy to lose interest in his profession, turn into a rod. The formation of this need largely contributes to independent work of students, their participation in the work of scientific circles, the acquisition of research skills.
It is important that all paths and methods of self-improvement are used systematically, and not from the case. In addition, a certain system is needed, a sequence in eliminating deficiencies in the work. All this is possible only if the coach is engaged in self-knowledge, reveals its strengths and weak sides.
The identification of weaknesses, not well-developed qualities should not bring the coach to the pessimistic conclusion about his unsuitability of the trainer. After all, it is difficult to expect a person to possess all positive qualities at once. He, as a rule, get along both, positive and negative identity qualities. Therefore, the coach must learn to maximize its positive qualities and restrain the manifestation of negative. It is also important for him to know what the insufficiently developed quality can be compensated (for example, the lack of demanding students - perseverance and patient in working with children, is not enough fast sensor reaction - experience, the ability to foresee the situation).
The capabilities of the coach are diverse. They can be implemented in the form of knowledge, skills, qualities, intensify with motives. In this regard, the ways to achieve professional skills may be different. In some coaches, the level of theoretical knowledge is becoming a leading factor, in other - organizational skills, thirdly - constructive skills or volitional qualities. Of course, it is impossible to rely only on one component, even if it is very well expressed. If possible, you need to tighten the rest.
Conclusion
The skill of the coach is based on four components: pedagogical orientation, knowledge, skills and professionally important qualities. In my work, I tried to consider the professionally important qualities of the personality of the coach.
The first chapter discloses the concept of personality, the requirements for the personality of the coach, professionally important qualities of the personality of the coach, the psychological features of the relationship between students and coaches and the style of the team leadership are described. Thus, a number of conclusions were made: a person is always a member of one or another public team, which largely determines and forms the individual traits of his personality; The successes of athletes largely depend on the personality of the coach - his knowledge, pedagogical talent, authority, will, the ability to create a creative generalization; Professionally important qualities of the personality of the coach include: ideological, moral, communicative, volitional, intellectual, motor; The coach itself is able to build a favorable relationship with its students; The individual style of the coach leadership is due to the personal qualities of the coach.
The second chapter describes the experiment on the group of coaches on different sports, consisting of 5 people, of different ages, having different qualifications and a group of children who are engaged in their leadership in order to study the professionally important qualities of the personality of the coach and identify the path of their formation and confirmation of our hypotheses. Interesting results were obtained. It turned out that on an adequate assessment of students of the professionally important qualities of the personality of the coach is influenced by the success of these athletes. For a deeper analysis of this problem, the techniques we used are not sufficient. Need to conduct additional research
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Derkach A.A., Isaev A.A. Pedagogical mastery of coach / preface. N.V. Kuzmina, A.Ts. Puni, A.V. Tarasova. - M.: Physical Education and Sport, 1981. - 375 p.
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Attachment 1.
Questionnaire of control and self-assessment and self-assessment of the level of professional mastery of teacher of physical culture.
Characteristic personality
Appearance
1. Tighten, tidy.
Ability to stay
1. Collected, deliver.
2. Keep self-esteem in a conversation with the authorities.
3. With colleagues installed a relaxed business relationship.
Mathematical qualities
1. Modest.
2. Truthful.
3. In principle.
4. Polite.
5. Good, humane.
Village qualities
1. It is designed in conflict situations.
Continued
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2. Fosting in unexpected and complex situations.
3. Required to itself and others.
4. purposeful, persistent in its pedagogical line.
6. Dectee
Cognitive processes
1. I know how to focus well.
2. I know how to distribute well and switch attention.
3. I can think logically, possessing the criticality of thinking.
4. Inventive, quickly grab the essence of the case.
5. Possess good memory to the face.
6. Possess good memory on the names, dates.
Physical training
1. Constantly watching his physical condition.
2. I try to perform physical exercises every day.
3. I can perform discharge standards.
4. Possess a great strength.
5. Possess endurance.
6. Possess sufficient flexibility.
7. I am pleased to go with students in tourist campaigns.
Pedagogical orientation
1. Like the profession of teacher physical culture, I understand its importance for the formation of children.
2. I love to communicate with children.
3. There is a desire to transfer their knowledge and skills to children.
4. I like in school.
5. I do not want to go to another job.
Professionally important knowledge
1. I know well learning and education methods.
2. I know the physiological and psychological features of children of different ages.
3. I can give a psycho-physiological substantiation of the physical education of schoolchildren.
4. I know how to quickly apply my knowledge in the lessons.
5. Clearly imagine how to use didactic principles in the lessons.
6. I rely on interprecotement when explaining the educational material.
7. Possess sufficient erudition: a familiar with classical and modern literature, attend museums and art exhibitions, I go to theaters.
8. I strive to expand special knowledge.
9. I read a special methodological and scientific literature on physical education, aspect of read and trying in the lessons you like the novelties.
10. I strive to be aware of the most important political events in our country and abroad.
11. I regularly look at the sports press (newspapers, magazines).
12. I strive to experiment in work.
13. I follow the dynamics of the physical development of my students.
Ability to communicate with students
1. Show pedagogical tact.
2. Polite.
3. I know how to understand the mental state of students
4. I know how to create an environment of business communication.
5. I know how to create a confidence situation, intimate communication.
6. Easily tie contacts with students and colleagues.
7. I know how to use speech and misuse of communication, depending on the circumstances.
8. I can change the tone of communication: from calm to the powerful, etc.
9. Of all the forms of exposure to students, the least resort to coercion.
10. I try to argue every my own student demand.
11. I know my stereotypical mistakes in assessing the merits and shortcomings of students, try not to do them.
12. I know how to exercise even benevolent attitude to all students.
13. Attentive to students' requests.
14. More than praise students than I believe, I know who can be scolded, and who should be praised. A culture of speech
1. I can competently build phrases.
2. I make the right stress in words.
3. I follow the local dialect in the speech.
4. I can simply tell students about the complex laws of the work of the human body, the laws of body movement, etc.
5. I know how to find shaped and life examples for explanation.
6. For the expressiveness of speech, I can use intonation and tonality, pauses and voice speakers.
7. We have a big vocabulary.
8. Possess a good diction.
9. Properly using special terminology.
10. I know how to regulate the tempo of speech.
11. I know how to be a few.
12. I use a belief method, and not limited to comments.
Federal state budgetaryEducational institution of higher education
Volgograd State Academy
Physical culture "
Task for independent work on the topic:
"Modeling in sports training"
Performed:
Checked:
Student Group 102 Sports (M)
Shirobakina E.A.
Leonova Alexander
.
.
Volgograd 2016.
1. INTRODUCTION1.1 Concept and features
Simulation in sports
1.2 Classification
Simulation in sports
1.3 Stages of Definition
model indicators in sports
1.4.Connect
Introduction
In the works of famous domestic scientists in the field
sports training, A.D. Novikova and N.G. Ozolina, back
At the beginning of the 50s of the last century it was expressed
Regulations that sport training should
implemented according to the requirements for
Strictly managed processes. The complexity of control B.
sports training consists essentially that there is no
opportunities directly manage change
Sports results. In such cases, resort to
The method of modeling the studied systems that found
Widespread use in modern science. This is due to
the fact that in management complex systems The main thing
The tool are models.
Model in a wide understanding is an image
(including conditional or mental)
any object or system of objects,
used under certain conditions
as their "deputy" or
"Representative."
The model is a simplified similarity of an object that
reproduces the properties of interest to us and
Characteristics of the original object or object
Design. Relevance
Research
Simulation B.
Sport
The relevance of the study of modeling in sports is reflected in
Requirements for the effectiveness of managing training athletes for
What are phased guidelines needed. Analysis shows that
Using the principles of program-target management successfully
is carried out at the level of the system of multi-year training -
sports improvement and achievements of the highest sports
Mastery in the preparation of team teams.
Problem
Simulation
The problem of modeling is under development, and
It is not surprising that in practice you have to meet with various it
interpretations, with unequal approaches. There is no modern literature
still complete uniformity in the application of the concepts of "model" and
"Model characteristics". You can find a lot of other terms,
similar to them in meaning: "Control standards", "control
Indicators of qualities and abilities "," Control standards
Competitive activities, "" Regulatory indicators "," Models ",
"Prepared Indicators. But most often in the literature is found
It is the term "model characteristics".
Modeling,
Development
"Model
Characteristics »
Modeling, development of "model characteristics" in recent years
Getting more and more distribution in the rationale for programmatic management of many years of training athletes. M.Ya.
Nabatnikova notes that "in such cases applies
approximate modeling, although high-quality, and quantitative
Indicators in each case are obtained by examining,
Testing, various experiments, expert estimates
specialists, that is, using almost the whole arsenal
parameters. "
The concept and features of modeling in sports
One of the foundersModeling in sports is a process
Concept
and
Features
Simulation
in
Sport
Simulation
Academician M.V.
mental creation ("playing")
future activities athlete in
Estimated conditions. Modern preparation
athletes require more advanced
means and methods of theory and sports techniques
Training. Asking questions
Equipment of team teams perfect
Equipment, implementation of accurate and objective
Level Control Methods and Change Dynamics
sports form, unification and standardization
equipment and measuring procedures
Development of effective means
accented impact on various
Parties to the preparedness of athletes. All these
tasks can be solved only when
availability and use in sports practice
modern integrated control systems,
Effective modeling
training programsMotors
modes, new methods for determining
model parameters.
Keldysh. He also created the Institute
Applied mathematics of Russian
Academy of Sciences. All this refers to
Under the mathematical model understand the description of the means
mathematics studied phenomenon or device and subsequent
Study with computer. In sports pedagogy there is
Its specifics: describe the actions of a person, especially in sports,
means of mathematics at present you can only
approximately and emerging errors do not give
any advantages compared to other ways
Simulation. Also, pedagogical activity
implies effect on the body of a large athlete
Diversity of training impacts for many years.
Therefore, mathematical models are usually in pedagogy have
Simplified view. Fig.1. Field of modeling in sports
Simulation areas may have a wide variety of sports activities (Fig. 1). They can be divided into three:
Modeling training programs and arrangementstive preparation in various geographical zones;
Modeling motor testing modes and
special training;
Definition of model parameters of various sides of the preparedness. Development of training plans
refers to the section "Planning"
in the theory and practice of physical
Culture. Based on indicators
previous training periods
The conclusion is made about efficiency.
work done, entered
adjustments created new
Training program. Model
Training plans differ from
specified by the fact that they should be
presented in the form of some
Prospects to perform which in
The present moment athlete can
be early in mind, for example,
unprepared by individual
Links of his sports level.
However, when achieving a certain
Conditions they can be successful
Used.
When planning training
Athlete Trainer always puts the task
Enhance special
The performance of its ward
Most effective way. To
carry out this intention teacher
certainly should see in front of me
quality target, structure, volume
etc. training tools that
must use his student in his
preparation. Combinations of funds, methods,
intensity, load volumes,
Geographical conditions may be
A huge amount, however, coach
Must choose optimal. In that
case is difficult to overestimate availability
models of one or another training
Programs whose execution
guaranteed teacher achievement
Tasks set.
Training programs already exist, but, as a rule, they are created on the basis of an empirical approach, which among different coaches and teacher
Training programs already exist, but, as a rule,they are based on an empirical approach that
different coaches and teachers are different, based on their own
representations, far from always being subjected
Analysis.
Another area of \u200b\u200bapplication of funds and methods
modeling is the problem of determining model
Indicators of various sides of the preparedness. Adopted all
The structure of the preparedness of athletes is broken by 5
Subsystems:
Physical;
Technical;
Mental;
Morphological;
Functional.
In each subsystem, it is necessary to substantiate a certain set of the most informative parameters in accordance with a specific sport.
and view of surveys. It is very difficultTask, because only for Olympic sports and
five subsystems, number of parameter groups
will be about 200. If you consider that in each
The subsystem must be determined 10 or more
parameters, then their total amount will be more
2000.
Models used in sports are divided into two groups:
1.2 Modeling classification in sportsModels used in sports are divided into two groups:
The first group includes: 1)
models that characterize
Competitive structure
activities; 2) models that
characterize different sides
athlete's preparedness; 3)
Morphofunctional models,
which reflect morphological
Features of the body I.
Provide achievement specified
Sports level.
In the second group of models included: 1)
models that reflect
Duration and dynamics
Formation of sports mastery
and preparedness; 2) Models
large structures of formations
training process; 3) Models
Meso and microcycles; 4) Models
training sessions and their parts;
5) models of individual training
Exercises and their complexes.
All models that use training and competitions in practice can
To be divided into 3 levels: generalized, group and individual. Generalized models reflect the characteristic of the object
or process that are detected based on
Research on a large group
athletes of the same sex, age and qualifications in
Selected sport. For example, models
Competitive activities in running, functional
Models of volleyball players, bass-ketball players, etc. Models
This level is commorizing and
reflect the general laws of training
Activities.
Group models, in turn, are built on the basis of
Studies, specific aggregate of athletes,
which differ in specific features in
The framework of a certain type of sport. For example, models
Technical and tactical action "5-ok" in hockey or
Models of competitive activities of swimmers,
which are distinguished by high speed-power
potential and insufficient endurance.
Individual models are designed specifically
for certain athletes and rely on data
long study and individual
features athlete. As a result, you can get
Various customized training models
activities, various faces of preparedness, etc.
Generalized models
Group models
Individual
Models
In sports practice all the above models are applied. Development of models can be carried out in various forms. Forms and their description
In sports practice all the above models are applied.Development of models can be carried out in various forms. Forms and their description
Presented in Table 1.
Table 1.
Modeling forms in sports
Model
Information (descriptive)
Description of the model
Represents a verbal description of the original.
Graphic
Represents the original in the form of a graph, circuit or pattern.
Subject
Layouts of chips and others, reflecting, for example, placement of players for
Studying tactical options.
Logical
Description of the process logic.
Physical
Predetermines the interaction of an athlete in a similar
upcoming atmosphere or its confrontation with
similar to the original opponent.
Mathematical
Description of the process with the help of mathematical formulas, systems
equations and inequalities.
Cybernetic
The same as mathematical, but using computers,
computer modelling
1.3 Stages of determining model indicators in sports
The process of determining model indicatorsConsists of several stages (Fig. 2). First out
sets of measured values \u200b\u200bneed to be selected
The most informative indicators. In sports
Pedagogy This task is usually solved with
using correlation analysis. Informative
parameters is the one that compared to
others have a greater connection with sports
result or with its main defining
Roads of preparedness. Next follows the learning process
The dynamics of this parameter of this parameter
Different qualifying groups. On the
The basis of informative analysis
indicators for the relevant
The period is derived functional
dependencies are calculated due
The norm and coefficients of recalculation
indicators for athletes different
preparedness.
How can I understand from the middle part of Fig.
2, outlined method of determining
model indicators relates to
Mathematical modeling.
Definition of model parameters
may occur by other methods
(Fig.3).
Fig.3. Modeling methods
The most common and least accurate
is an empirical modeling method. It
based on coaching experience accumulated
many years. As a rule, here are the years
own sports training
Subjective sensations from which are transferred
On the coaching approach. This often leads to
Low efficiency of such a teacher.
This approach is quite simple, it is represented in
The left side of Fig. 2.
A new area of \u200b\u200bmodeling in
Sport is experimental
modeling that seems the most
promising. The concept of "experimental
Modeling "introduced relatively
recently. Experimental modeling is a way to determine model
indicators in the process of special motor activities formed on
The basis of the use of technical means and feedbacks providing
The ability to achieve a higher sports results compared with
Natural conditions of sports exercise for the same athlete.
The technological path of this method is represented in the right
Parts Fig. 2. The first is the most difficult step defining in
The further accuracy of the data obtained is
Organizations of the conditions for the implementation of special
motor regime in which an athlete can
surpass yourself and show unattainable for him
Sports result. To implement such conditions
Necessary: \u200b\u200b1. To identify the main muscle groups, the moments of their voltage and
relaxation, structure, interconnection of the work of muscles of synergistists and
Antagonists when performing a special motor exercise.
2. Determine the funds and methodology for providing additional
Energy to the main thing muscular groups, information to create conditions
representations athlete the degree of accuracy of the implementation of the motor
Tasks or facilitating the implementation of the physical exercise with the aim
An athlete to have a higher qualifying level.
3. Determine the most informative parameters and register
Model indicators of various sides of the motor activity
Athlete in record mode. the main objective
These conditions are aimed at
Main goal: provide
Athlete the possibility of achievement
Higher Results
existing at the moment
The level of preparedness.
The experimental modeling method was applied to team members
Countries for athletics and ski racing. For the first group of athletes were
Developed special modes in running. The simulator was developed and patented
Complex (author's certificate of SU №1790956), allowing to assess the level
technical and functional preparedness of athletes and transfer this
Information on the screen as an analog signal corresponding to each indicator
Technique I. functional state. The purpose of such classes was to increase
The economy of the running step, the improvement of the running technique and raising the level
Functional state.
As a result of the use of such training
Three decimers installed personal
Records in running disciplines, one of
which completed the norm of the Master of Sports
International class in a decathlon. Unlike athletes -
Tracks for skiers -
Racers were designed
Special motor mode,
which was used in natural
Winter training conditions. For
"Translation" athlete on more
High level of functioning
Applied method dynamic
Electrostimulation in ski
Racing. System has been developed
electrical signal
straight muscle of the thigh during
repulsion by foot regardless of
Will athlete.
Conclusion
Sport - Historically established human activity, whichbased on competitions and producing the winner, sports
achievements. The essence of sports is the desire of a person to the highest
sports results. This principle stimulates the search most
effective means and methods, year-round and long-term work,
In-depth specialization, etc.
In the course of work, we found out that the modeling methodology in sports in
Theoretical aspect is used to study different sides.
Competitive activities of athletes of different qualifications for
definitions or refinement of quantitative and qualitative characteristics
generalized and individual models.
The use of modeling in sports allows you to increase efficiency
Development of training programs for sports training and timely
Correction of preparation for competitive activities.
The relationship between the study of technology and the development of the main physical
Qualities depends on the transfer of the training and in certain types
Fourboard is in various combinations. Non-compliance between
these two parties of the training process reflected on the degree
Implementation of basic physical qualities - Forces, speed and endurance -
When performing the main sports exercise.