Б а с р е д а к т о р ы х.ғ.д., проф., ҚР ҰҒА академигі М.Ж. Жұрынов Р е д а к ц и я а л қ а с ы: Абиев Р.Ш. проф. (Ресей) Абылкасымова А.Е. проф., академик (Қазақстан) Аврамов К.В. проф. (Украина) Аппель Юрген проф. (Германия) Баймуқанов Д.А. проф., академик (Қазақстан) Баймұратов У.Б. проф., академик (Қазақстан) Байтанаев Б.А. проф., академик (Қазақстан) Байтулин И.О. проф., академик (Қазақстан) Банас Иозеф проф. (Польша) Берсимбаев Р.И. проф., академик (Қазақстан) Велесько С. проф. (Германия) Велихов Е.П. проф., РҒА академигі (Ресей) Кабульдинов З.Е. проф. (Қазақстан) Қажыбек Е.З. проф., корр.-мүшесі (Қазақстан) Қалимолдаев М.Н. проф., академик (Қазақстан), бас ред. орынбасары Қамзабекұлы Д. проф., академик (Қазақстан) Қойгелдиев М.К. проф., академик (Қазақстан) Лупашку Ф. проф., корр.-мүшесі (Молдова) Мохд Хасан Селамат проф. (Малайзия) Новак Изабелла проф. (Польша) Огарь Н.П. проф., корр.-мүшесі (Қазақстан) Полещук О.Х. проф. (Ресей) Поняев А.И. проф. (Ресей) Сагиян А.С. проф., академик (Армения) Таймагамбетов Ж.К. проф., академик (Қазақстан) Хрипунов Г.С. проф. (Украина) Шəукенова З.К. проф., корр.-мүшесі (Қазақстан) Юлдашбаев Ю.А. проф., РҒА академигі (Ресей) Якубова М.М. проф., академик (Тəжікстан) «Қазақстан Республикасы Ұлттық ғылым академиясының Хабаршысы».
The approaches used in the presentation of the motor actions formation processes, the logic of the sequence of teaching motor actions not always corresponds with the deep mechanisms, existing in the human nervous system. The main drawback, in our opinion, is the fact that the "steps" of pedagogical influences, needed for the goal achievement, were not closely related to the sequence of motor problems solution at the levels of the nervous system. The process of motor actions teaching and improving should take into account the sequence of motor problems solution at the levels of the nervous system. The aim of the research is to reveal the effectiveness of teaching running and jumping among preschool children, based on the algorithm realization of pedagogical problems solution during motor action formation. Methods. The following research methods were used in the work: biomechanical analysis of the running and a standing long-jump technique; muscular regulation of arbitrary movements study by the method of stabilometry; methods of mathematical parametric and non-parametric statistics. Results. In the concept of motor problems sequentially solution during the movement formation, the realization of teacher's objectives is determined by the requirements to create the conditions for the trainees, in which the most favorable conditions for the nervous system, concerning functioning organs control (body and/or limbs) were created for the planned goal of motor action achievement. The aim of the first stage of teaching is an adequate image of running and standing long-jump goal formation. Pedagogical objective at the second stage of teaching running is to teach preschool children to achieve the aim of the motor action according to the formed image partially or in general, fulfilling motor actions with the demanded biomechanical characteristics. For straight running it was necessary to fulfill motor tasks for the demanded: 1-hip angle during the leg placing on the support; 2-angle of body lean; 3-supporting phase duration in a running step. For standing long-jump: 1-"shoulder-pelvis-vertical" angle at the beginning of the repulsion phase; 2-"pelvis-knee-heel" angle at the beginning of the repulsion phase; 3-the duration of the repulsion phase in a jump. The pedagogical objective at the third stage of teaching was in achieving stability of the motor action aim demonstration in the standard conditions of its fulfillment. Conclusion. The results of the forming experiment in the experimental group of preschool children show statistically valid shifts according to all registered biomechanical indices of motor actions and positive changes in the values of kinesthetic sensitivity and muscular synergy motor function.
Aim. The article aims to achieve the accuracy of space-time characteristics of a running step in 11–12-year-old schoolchildren. Materials and methods. The article provides a comparative analysis of the results of training and improving the running step in the control and experimental groups. For an objective instrumental assessment of the second stage of training, a structural phase biomechanical analysis of movements based on data from high-speed digital video recording with a frequency of 240 frames per second was used. Changes in the technique of the running step in schoolchildren were analyzed in the take-off phase (when the supporting leg pushed away from the surface of the treadmill), in the float phase and in the amortization phase. Methods of parametric and nonparametric statistics were used. Results. In schoolchildren from the experimental group, a statistically significant positive increase in the coefficients of the relationship of the angular characteristics of the running step with the model indicators of the American sprinter Ryan Bailey was achieved, which objectively reflects a significant increase in 30 meter running speed. Conclusion. Taking into account the natural rules of nervous system mechanisms made it possible to objectively increase the efficiency of running technique in the experimental group.
In modern and classical pedagogy and psychology, a significant place is given to the problems of subjectivity (lack of personality) and authenticity ("fictitiousness") of human life: the human personality, relation-ships, activities and values. The authenticity is a problem of success, harmony of human life, subjective dialogue of a person with himself and the world (meaningfulness of his being). In dialogue with another in an educational situation, building an understanding of the world, a person simultaneously develops an understanding of himself. In educational dialogue with each other, people test, explore, transform, coordinate different parts of their experience that cannot be studied in other circumstances. The purpose of the research is to analyze the problems of dialogical competence of a person with disabilities as a phenomenon of readiness and ability to build and develop semantic relationships with oneself and the world in educational dialogue. The theoretical basis of the research is the analysis and integration of data from various empirical and theoretical models of understanding a person's dialogical competence in the context of subjectivity and reliability of his being in pedagogy and psychology. This competence is a phenomenon of the readiness and ability of a person with disabilities to build and develop relationships with oneself and with the world. The concept of dialogical competence implies an understanding of the processes and learning outcomes as a phenomenon aimed at maintaining and developing a harmonious and authentic human interaction with himself and the world. The study proposes a theoretical model of inclusive education aimed at the formation and development of the participants' dialogue competence.
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