The article formulates the basic principles of forming the subjectivity of the future teacher in the Ukrainian educational field, which is in a transitional stage between modernist and postmodernist paradigms. Based on the analysis of secondary data (world neuro pedagogical and Ukrainian methodological experience) the directions of optimization of the educational space of Ukraine with the aim of deepening its subjective orientation are formulated. The international significance of the article lies in the possibility of using the achievements in reforming the educational policy and educational process of developing countries and having strong residual traditions of postcolonial consciousness. Subjectivity has been shown to have a natural biosocial basis as one of the main goals of education. The main stages of formation of the subjectivity of the future teacher in the conditions of reforming of higher education are outlined. It is argued that in the process of conscious and motivated educational activity of a student in the higher educational institutions of Ukraine there is ontogenetic environment, the main manifestations of which are social and professional subjectivity. This is the result of the actual formation and development of its subjectivity in the following areas: the subject of educational activity; the subject of educational quasi-professional activity; the subject of his own mental activity; the subject of pedagogical activity in primary school.
Most prospective coaches are not fully ready to manage sports teams under extreme conditions and cannot make quick decisions in difficult situations. The article aims to develop students’ psychological readiness to make decisions in extreme coaching situations. The formative experiment involved 50 students (25 respondents in the experimental group; 25 respondents in the control group). It became possible to develop operational readiness in prospective coaches by conducting special classes on the development of decision-making skills, self-reflection, self-regulation (theoretical classes and a set of exercises aimed at developing the necessary qualities). The final stage of the experiment shows that the number of EG students with a high level of anxiety has decreased by 16%. At the same time, the expert assessment shows that their capacity for self-regulation in extremely competitive situations has increased by 20%. The group of students’ leading motives includes the following: to achieve the set goals; to win; to enjoy the team’s victory; to prove oneself and test one’s abilities as a coach in extreme situations. In extreme professional situations, the leading motives behind coaches’ decisions involve achieving the set goals and enjoying the team’s victory. There were no significant differences in decision-making motivation among students (both males and females). However, almost every third student has a low level of motivation for competition.
The important pre-experimental stage of the research is the difference among the concepts of “professional training”, “professional competence”, “professional preparedness”, “professional (personal) maturity” and “professional skill” in the projection on characteristics of the student's personality, and also the identification of psychological, sociometric and personal data of pupils who will later correct the course of the educational experiment in reference groups. The purpose is to provide theoretical and methodological prove of the current state of pedagogical skills development of future physical education teachers in the process of professional training. The sociological survey, conducted among students and teachers of Mykhailo Kotsyubynskyi Vinnytsia State Pedagogical University for the key question “Which teacher have pedagogical skills?”, made it possible to distinguish several dominants that are expressed by such concepts: knowledge, skills, abilities, experience, extraordinary, approach, personality, development and own example. However, the results of the recording stage of the experiment showed a low level of pedagogical skills development of a future physical education teacher. A number of shortcomings were identified that complicates the pedagogical skills development of a future physical education teacher, including a slight connection between theory and practice; theoretical training of students isn’t interactive; traditional methods of study at HEI; a limited number of manuals and methodological recommendations for highlighting the importance of developing the pedagogical skills of a future physical education teacher and its impact on professional activities; a small number of tasks aimed at developing this personal characteristic. This causes the need to determine and substantiate the pedagogical conditions for the pedagogical skills development of a future physical education teacher, the development of a model.
The level of physical development, health, preparation as a criterion for the implementation of a differentiated, individual approach to students in the process of physical education is determined by the current program. However, these criteria are marked by lability, that is, the change in the characteristics under the influence of various про неоднакову взаємообумовленість природного розвитку в них фізичних якостей, а на практиці проявляється у вигляді різних варіантів перенесення тренувального ефекту при використанні фізичних навантажень певної спрямованості. Ключові слова: хлопчики, соматотип, фізичні якості, статистичні взаємозв'язки, сенситивний період.
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