In the light of new information, environmental, educational and production conditions, the problem of creating a health-promoting environment in a technical university appears to be rather important and needs to be studied in detail. The research aims to develop, justify and experimentally verify pedagogical conditions for forming competency in health promotion in technical students using physical education. The experiment involved two groups of students (Years 1-4): 241 individuals in the experimental group (EG) and 237 individuals in the control group (CG). Research methods include pedagogical observations, surveys, tests, self-evaluation, expert evaluation of students? practical skills, analysis of personal valeological and sport diaries of students; modelling in the framework of ascertaining and formative stages of the experiment; quantitative analysis of empirical data and its quality presentation; statistical verification of the proposed pedagogical conditions and the research hypothesis, the use of relevant tests (the Ruffier-Dickson index, the Cooper test) and quantitative indicators (Student?s t-test) in order to obtain some objective data on the results from the implementation of the author?s model. At the end of the experiment, most respondents (80 %) in the EG have reached a high level of competency in health promotion using physical education. In the CG, the differences in levels have not shown any significant changes since only 32.5% of respondents have a high level. Therefore, the results of the pedagogical experiment show some positive dynamics and confirm the effectiveness of the designed model and technology for forming competency in health promotion in technical students using physical education, which has made it possible to create qualitatively new conditions of the educational process and enhance students? motivation towards developing and realizing values in this field.
The study examines the features of the professional activities of sports coaches. As this profession involves experiencing extreme situations, uncertainty, risk, time pressure and critical choices that affect a person's emotional state, hindering his rational thinking, and eventually a person may lose control of the situation, it is important to identify basic measures to normalize the relevant professional activities. The relevance of the study is due to the need to form professional competence in the activities of a sports coach, which is associated with physical training and direct responsibility for the health and sometimes the lives of their athletes. In order to understand the behavioral aspect in extreme situations that occur in sports training, the basic theoretical principles of sports coaches 'response to extreme situations were considered, researchers' conclusions on the behavior of sports coaches were analyzed and effective approaches to decision-making by coaches in extreme conditions were identified. To achieve this goal, methods of analysis and synthesis, descriptive method and content analysis method were used. The results of the study became the basis for determining the conceptual basis for the effectiveness of decision-making by coaches in extreme situations.
In one form or another, the problem of an athlete’s assertiveness and confidence in one’s abilities and self is covered in almost any scientific theory, which directly or indirectly relates to personality. It is well-known that athletes differ by degree of self- confidence. The very concept of “confidence” exists in many languages all over the world. In some languages, there are even several words to denote it. At the same time, the concept of assertiveness concerning athlete training has been introduced only recently. Importantly, pedagogical correction of insecurities has created the basis for theoretical generalizations and concepts of self-confidence. In the 1960s, there originated the idea of confidence as a multi-faceted characteristic consisting of emotional, behavioural and cognitive components. Thus, assertiveness is a complex characteristic of an athlete’s personality which includes emotional (positive feelings when winning, self-affirmation, satisfaction with sports results), behavioural (a set of behavioural patterns that are effective in various socio-psychological situations), cognitive (self-presentation, self-concept components), as well as axiological (sociality, maturity) components. Self-confidence as a behavioural characteristic of an assertive personality is seen as one’s ability to demand and request more of oneself and others.
The transition to a 12-year education system is predetermined by the increase in the amount of knowledge that pupils need to acquire as part of their school preparation. This requires a review of the attitude towards holding regular sports events. An increase in the mental workload for the full perception of educational material can be achieved under the condition of regular sports, attraction to which should be formed among pupils already in elementary classes. A balanced combination of physical exercise and brainwork makes it possible to increase the common load in both areas of activity. The pupils‟ performance in their recovery depends as much as possible on the level of concentration of their attention, which is achieved by combining the learning load with light physical exercises during lessons, which contributes to active rest and improvement of the general level in the perception of educational material. Thus, the ability of primary school teachers to ensure that pupils conduct sports and mass work directly and actively affects the performance of the primary school as a whole. Sports and mass work in primary school is an important form of study in the system of physical education of pupils. It is organized and conducted in accordance with the general purpose and tasks of physical education, contributes to the development of the physical and mental personality of junior pupils. As physical education lessons and organized physical exercises in the day mode, sports and mass work has its own specific tasks, therefore, it is filled with specific content, performs important functions in the system of physical education of junior pupils. Tasks are unleashed on satisfying the needs of junior pupils in regular classes and in identifying their physical potential in competitions with the help of various forms of sports and mass work.
Taking into account the letter of the Ministry of Education and Science of Ukraine No. 1 / 9-576 dated 10/12/2020 "On the temporary transition to distance learning", as well as in connection with the deterioration of the epidemiological situation in Ukraine and Vinnitsa, associated with the prevention of coronavirus disease caused by the spread of coronavirus disease (COVID-19), at the Vinnitsa National Technical University (VNTU) there have been changes in the schedule and organization of the educational process in the current academic year. Distance learning was introduced for applicants of all educational levels and forms of education, and for the implementation of the educational process in a distance form, it became necessary to use the internal university electronic system for managing the educational process and supporting the methodological and scientific work of JetIQ VNTU. All this put the discipline of "Physical education" in even more difficult conditions and required changes in the organization of educational activities, the process of forming interest in physical education and led to a revision of the attitude towards conducting training sessions. Thus, the ability of teachers to adapt the content of the discipline "Physical education", taking into account the professional specifics of students of a technical profile, directly and actively affects the effectiveness of teaching students and the formation of health- preserving competencies and stimulation of physical activity.
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