The article deals with the problem of studying peculiarities of educational process in the higher educational institution under martial law. The authors define the problem of identifying the peculiarities of educational process under martial law as extremely actual. It is noted that for the students who received higher education during COVID-19 remotely, it will be significantly easier to adaptat to new educational conditions. One of the main drawbacks of distance learning was the merger of higher education students with classmates and teachers. As a result, absence of group processes, difficulty in forming close relationships, and unity. In order to study the psycho-emotional state of the students of the higher educational institutions, as well as the peculiarities of the educational process they observe in connection with the military situation, a survey of students of Berdyansk State Pedagogical University was conducted. The researched students gave an answer as for their own location, assessed their own feeling of secutiry, and dominant emotional experiences, identified their the source of support, analyzed their success and dependence on the military, and identified the main learning difficulties during the war. Special attention was given to psychological condition of respondents. According to the results of the survey, the authors identified a condition aimed at solving the task of adapting the educational process to the conditions of the military situation by selecting appropriate methods that will help minimize traumatic experience. To minimalize the stress threshold, negative emotional and psychological condition and to continue educational process according to educational programs. It was offered to plan all stages of education in new conditions in detail; get acquainted with new organizational moments of the educational applicants; care about the emotional state of all participants of the educational process; take into account the impact of stress on human cognitive abilities; create educational road maps for war-affected; establish the psychological service to help the students and pedagogical workers overcome the impact of traumatic events on psychological conditions, etc. Key words: Educational process, military situation, poll, higher education applicants, adaptation, psychological condition.
In the article "Relevance of implementation of the program "Remedial physical education for children of primary school age with functional postural disorders in the conditions of general educational institutions" the priority of corrective classes in schools for children with postural disorders was researched, revealed and updated. Therapeutic physical education is not only a medical discipline that uses physical education for the purpose of treatment and rehabilitation of students, as well as disease prevention. To increase the effectiveness of exercises, the task of exercise therapy includes the use of pedagogical means of influence: developing confidence in one's abilities, a conscious attitude to classes and the need to actively participate in them. The form of therapeutic physical culture is the organizational form in which the means of therapeutic physical culture are used and the methods of exercise therapy are carried out. The methods of physical therapy are actually the tasks of physical therapy. The name of the exercise therapy method indicates the disease or pathological condition in which this method is used. Means of exercise therapy are active therapeutic factors, such as gymnastic exercises, physical exercises in water, walking, classes on simulators, etc. The article also examines the theoretical issues of training physical education teachers for the implementation of the program "Remedial physical education for children of primary school age with functional postural disorders in the conditions of general educational institutions", reveals the age-related anatomical and physiological features of the development of younger schoolchildren, the main causes of functional postural disorders in younger students schoolchildren in the conditions of general educational institutions and at home, the tasks of the program, the prospects for the formation of knowledge, abilities, skills and competences in the process of studying the program are described. Key words: therapeutic physical education, primary school age, functional postural disorders, round back, lateral curvature of the spine, general educational institutions, therapeutic physical education lesson, lesson structure.
The article analyzes the features of professional activity, the content and structure of professional competence of a specialist in physical therapy and occupational therapy. It is determined that the professional competence of a specialist in physical therapy and occupational therapy is the ability of an individual to effectively perform professional activities based on the possession of professional knowledge, skills and abilities, professionally significant personal qualities; striving for professional development and self-improvement. The content and structure of professional competence of future specialists in physical therapy and occupational therapy have been developed, which is the basis of his professional development and self-improvement. The professional competence of a specialist in physical therapy and occupational therapy is considered as a unity of three components: motivational-value, cognitive, activity-reflexive, each of which contains structural components and at the same time are aspects of personality. Motivational and value component is an integral quality and a core component in the structure of professional competence of a specialist. It presupposes the presence of social attitudes, values and motives; interest and positive attitude to activities; striving for professional development and self-improvement. The cognitive component of the professional competence of a specialist in physical therapy and occupational therapy includes general scientific and diagnostic competence. Important professional skills include: gnostic, constructive, diagnostic, organizational and methodological, informational, research. The professionally important qualities of a physical therapist and occupational therapist are well-known: moral, communicative, cognitive, emotional-volitional, reflexive. The activity-reflexive component of professional competence involves the ability to use physical therapy and occupational therapy; mastery of methods of organizing rehabilitation activities, planning tasks and ways to solve them; ability to predict, construct, analyze, consciously evaluate the results of their own activities. Activity-reflexive component of professional competence involves the ability to use physical therapy and occupational therapy; mastery of methods of organizing rehabilitation activities, planning tasks and ways to solve them; ability to plan, forecast, analyze, adequately evaluate the results of their own activities. Competence approach to the training of future specialists in physical therapy and occupational therapy is the acquisition and development of higher, integrated, general and special (professional) competencies in higher education. Key words: specialist in physical therapy and occupational therapy, professional activity, professional competence, structural components of vocational competence.
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