Purpose: to reveal features of psychological health and characteristics of personal development and mental "burn out" of athletes with different qualification. Material: the comparative analysis of mental expression of "burn out" in samples of athletes with different qualification (n=187). We tested men (n=110) and women (n=77) aged from 15 up to 29 years old. Athletes represented the following kinds of sport: boxing, fight, basketball, gymnastics, swimming, volleyball. They were divided into 2 groups: high qualification (Candidates and Masters of Sports, n=89) and low qualification (n=98). Results: it is observed a lot of positive correlation interrelations between indicators of psychological health and mental "burn out" of athletes. In the group of high qualification athletes, the indicators of psychological health are connected with reduction of achievement feeling and depreciation of achievements. In the group of low qualification athletes they were mainly connected with reduction of achievement feeling. The high qualification athletes are more subject to mental "burn out". It is connected with higher psychophysiological loads. These athletes are more inclined to creativity, humanity, are more intellectually developed. For low qualification athletes, the family sphere of life is more important. Conclusions: the received results testify to need of psychological support of training of athletes with different qualification to prevention and correction of mental "burn out" and maintenance of psychological health.
The article discusses the pedagogical aspects of forecasting the future in the context of preparing schoolchildren in the framework of the National Technology Initiative (NTI). It is planned to train highly qualified specialists of the “new formation” using cross-cutting educational technologies. The risks arising from the training of schoolchildren in the technology of NTI are analyzed. The technology of risk identification is presented, which includes the following stages. The first stage is the construction of a universal model of an NTI specialist. The second stage is the differentiation of the model based on the specifics of the NTI markets. The third stage is the definition of an action plan to achieve the desired result in the process of training students in NTI technologies. The fourth stage is the definition of areas of responsibility in the end-to-end technology. The fifth stage is the identification of risks in the assimilation of learning technologies of NTI. The sixth stage is the identification of ways to minimize and eliminate risks. The seventh stage is the determination of the risks of integrating general, vocational and additional education. The eighth stage is the determination of ways to minimize and eliminate risks. The article identifies the main actions within each stage.
Preconditions of this work are stipulated by necessity to provide interrelations of forecasted targets of education and targets of development of state and society. Research is aimed at revealing features of target setting of participants in the relations in the sphere of education during preparation for new technological order. Analysis of publications devoted to the considered problem was conducted. The participants in the relations in the sphere of education were surveyed. The main results are the essence and definition of concepts of education targets and their specificity during preparation for new technological order by the participants in the relations in the sphere of education. It has been determined that all participants in the relations in the sphere of education more distinctly understand the education target in comparison with comprehension of necessity to arrange teaching in accordance with the NTI program. Herewith, the most concerned in development of education of students in NTI technologies are pedagogical staff of comprehensive educational establishments, university administration, and governmental authorities of Udmurtia. All participants in the relations in the sphere of education have higher orientation at knowledge acquisition by students in comparison with orientation at formation of personal properties (except for parents and local authorities). Consistency of targets of all participants will allow to more efficiently train students for new technological order.
Existing directions of Foodnet market technologies development were defined. The correlation between the food culture of schoolchildren and Foodnet market development directions is considered. The role of a rural school in training personnel for Foodnet market is defined. The necessity of purposeful work for the formation of a food culture of teaching students Foodnet technologies: traditional food products; group personalized food; alternative sources of raw materials; precision agriculture; food substitutes; individual personalized food; genomics (plants and animals); durable production methods is indicated. A program of teaching students in this area was developed, including familiarity of students with technology will Foodnet, educational actions to ensure the readiness of students to make a conscious choice in favor of nutrition, a system of educational activities with teachers and parents was developed, focuses on the development of a culture of healthy eating in educational organizations. In the survey of rural students priorities in the choice of profession and knowledge of Foodnet technologies were identified.
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